THE INFLUENCE OF COMPUTER ASSISTED LANGUAGE …repository.uinjkt.ac.id/dspace/bitstream/123456789/25271/3/NAILA... · THE INFLUENCE OF COMPUTER ASSISTED LANGUAGE LEARNING ON STUDENTS’

THE INFLUENCE OF COMPUTER ASSISTED LANGUAGE

LEARNING ON STUDENTS’ LISTENING SKILL

(An Experimental Study at the First Grade of Students of SMK Yaspia Jakarta)

By:

NAILA JAUHARA

NIM. 108014000052

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i

ABSTRACT

Naila Jauhara (108014000052), The Influence of Computer Assisted

Language Learning on Students’ Listening Skill; An Experimental Study at the

First Grade Students of SMK Yaspia Jakarta, Skripsi of Department of English

Education, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State

Islamic University of Jakarta. 2014.

The objective of this research was to describe the empirical evidence about

the influence of computer assisted language learning on students’ listening skill

for the first grade students at SMK Yaspia Jakarta academic year 2013/2014. The

experimental study applied in X AP 1 class, and for the controlled class used X

AP 2 class. The study had been done in six meetings that were designed; first

meeting was for pre test, 4 meetings were for treatments, and the last meeting was

for post test.

The data of this research were analyzed by using t-test. The result showed

that there was significant influence between the students who was taught with

computer assisted language learning and without computer assisted language

learning. The result of analysis data between variable X and Y using t-test formula

showed that the value of to (t observation) was 8.74. In the t- table, score degree of

freedom 5% is 2.02 so we can conclude that to is higher than tt (to : tt = 8.74 >

2.02). In other words that computers have influence in students listening skill.

Keywords: computer assisted language learning, Listening Skill.

ii

ABSTRAK

Naila Jauhara (108014000052), The Influence of Computer Assisted

Language Learning on Students’ Listening Skill; An Experimental Study at the

First Grade Students of SMK Yaspia Jakarta, Skripsi of Department of English

Education, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State

Islamic University of Jakarta. 2014.

Penelitian ini bertujuan menjelaskan bukti empiris pengaruh tentang

pembelajaran bahasa berbantuan komputer terhadap keterampilan menyimak

siswa pada kelas sepuluh SMK Yaspia Jakarta tahun pelajaran 2013/2014. Untuk

mengetahui berpengaruh atau tidaknya media pembelajaran ini, digunakan metode

penelitian eksperimen yang diterapkan di kelas X AP 1, dan untuk kelas kontrol

menggunakan kelas X AP 2. Penelitian dilakukan dalam 6 kali pertemuan yang

didesain sebagai berikut: pertemuan pertama untuk tes awal, 4 pertemuan untuk

pelatihan, dan pertemuan terakhir untuk test akhir.

Analisis data pada penelitian ini dengan menggunakan t-test. Hasilnya

menunjukkan bahwa ada perbedaan yang signifikan antara siswa yang diajarkan

menggunakan komputer dan yang tidak menggunakan media tersebut. Hasil

analisis data dari kedua variabel tersebut (variabel X dan Y) dengan menggunakan

rumus t-test menunjukan bahwa nilai to lebih rendah dibanding dengan nilai tt

(8.74 > 2.02). Hasil tersebut menunjukan bahwa pembelajaran bahasa berbantuan

komputer berpengaruh secara signifikan terhadap keterampilan menyimak siswa.

Katakunci: pembelajaran bahasa berbantuan komputer, keterampilan menyimak.

iii

ACKNOWLEDGMENT

In the name of Allah, the Beneficent, the Merciful. All praise is to Allah,

Lord of the Worlds, who has bestowed strength and health upon the writer in

finishing this research paper. Peace and blessing be upon our prophet Muhammad

SAW, his family, companions, and all his followers.

Alhamdulillah by the grace of Allah the Highest, the writer could finish

her research paper after long hard effort of writing. Thus, she would like to

express her greatest gratitude to her beloved parents (H. Abdul Hadi and Hj.

Hasanah) who always pray, support, and motivate her in every part of her life

especially in doing this study.

The writer would also like to address her gratitude to her advisors Drs.

Syauki, M.Pd. and Atik Yuliyani, M.A. TESOL for their patient guidance, kindness,

valuable advice, and correction during the development of this research.

She would like to express her deep appreciation and gratitude to:

1. All lecturers of Department of English Education who have taught her new

knowledge and have given her gorgeous experiences in study.

2. Drs. Syauki, M.Pd. and Zaharil Anasy, M.Hum. The head and secretary of

Department of English Education.

3. Dra. Nurlena Rifa’i, M.A., Ph.D., the Dean of Faculty of Tarbiyah and

Teachers Training.

4. The principal and the English teacher of SMK Yaspia Jakarta for

permitting and helping the writer to conduct the research.

5. Her beloved best friends who have always been in the researcher side in

facing all the laughter and tears during her study, especially for

Murniasih, Isnawati, Raisa Amiyatul Hijriani and Shofwatunnida.

iv

6. All her beloved friends of Department of English Education Class B for

academic year 2008 whose names cannot be mentioned one by one who

always help and motivate her in accomplishing this research paper.

May Allah, the Almighty bless them all. Amin.

Finally, this research paper still has some weakness and shortage. Thus,

she would be grateful to accept any suggestions and corrections from anyone

for better writing.

Jakarta, August 2014

The Writer

v

TABLE OF CONTENTS

ABSTRACT .................................................................................................... i

ABSTRAK ...................................................................................................... ii

ACKNOWLEDGEMENT ............................................................................. iii

TABLE OF CONTENTS ............................................................................. v

LIST OF TABLES ......................................................................................... vii

LIST OF APPENDICES ............................................................................. viii

CHAPTER I: INTRODUCTION .................................................................. 1

A. The Background of the Study ............................................... 1

B. Limitation of the Problem ..................................................... 3

C. The Formulation of the Study ............................................... 4

D. The Objective of the Study ................................................... 4

E. The Use of the Study ............................................................. 4

CHAPTER II: THEORETICAL FRAMEWORK ...................................... 5

A. Listening Skill ....................................................................... 5

1. The Definition of Listening ............................................. 5

2. The Extensive and Intensive Listening ............................ 6

3. Factors Affecting Listening ............................................. 9

4. Teaching Listening .......................................................... 11

a. Procedures and Activities ............................................ 11

b. Listening Materials ..................................................... 12

B. Computer Assisted Language Learning (CALL) ................ 13

1. Definition of CALL …………………………………… 13

2. The Uses of CALL …………………………………… 14

3. The Advantages of CALL …………………………… 15

C. Thinking Framework ……………………………………. 16

D. Theoretical Hypothesis …………………………………. 16

vi

CHAPTER III: REASERCH METHODOLOGY ........................................ 17

A. The Place and Time of the Study …………. ........................ 17

B. The Method of the Study ...................................................... 17

C. The Population and Sampling .............................................. 17

D. The Technique of Data Collecting ....................................... 17

E. The Technique of Data Analysis ........................................... 19

F. Statistical Hypothesis ............................................................ 22

CHAPTER IV: RESEARCH FINDING ......................................................... 23

A. The Description of the Data …………………………… 23

B. The Analysis of the Data ………………………………… 25

1. The Experiment Class .................................................. … 25

a. Frequency Distribution ............................................. … 25

b. Normality Test .......................................................... … 26

2. The Control Class ......................................................... … 28

a. Frequency Distribution ............................................. … 29

b. Normality Test .......................................................... … 29

3. Homogeneity Test ......................................................... … 31

4. Statistical Test (T-Test) .................................................. … 32

C. Test of Hypothesis ............................................................. … 34

CHAPTER V: CONCLUSION AND SUGGESTION ................................... 35

A. Conclusion …………………………………………. .......... 35

B. Suggestion …………………………………………… ....... 35

BIBLIOGRAPHY ............................................................................................ 37

APPENDICES ……………………………………………………………….. 39

vii

LIST OF TABLES

Table 4.1 The Individual Score of Experiment Class …................................ 23

Table 4.2 The Individual Score of Controlled Class ........................................ 24

Table 4.3 Frequency Distribution Table of Experiment Class ........................ 26

Table 4.4 100 Pj Table of Normality Test of Experiment Class …………… 27

Table 4.5 X2 Table of Normality Test of Experiment Class ………………. 27

Table 4.6 Frequency Distribution Table of Controlled Class ......................... 27

Table 4.7 100Pj Table of Normality Test of Controlled Class ……………. 30

Table 4.8 X2 Table of Normality Data of Experiment Class ……………… 30

Table 4.9 Standard Deviation Table ………………………………………... 32

viii

LIST OF APPENDICES

Appendix 1 The Lesson Plan of Experiment Class ……………………….. 40

Appendix 2 The Lesson Plan of Control Class …………………………… 53

Appendix 3 The Instruments of Pre-test ………………………………….. 62

Appendix 4 The Instruments of Post-test …………………………………. 66

Appendix 5 Listening Script of Pre-test ……………………………………. 69

Appendix 6 Listening Script of Post-test …………………………………… 71

Appendix 7 The Answer Key of Pre-test …………………………………… 74

Appendix 8 The Answer Key of Post-test …………………………………… 75

Appendix 9 Validity Test of Pre-test ……………………………………….. 76

Appendix 10 Reliability Test of Pre-test ……………………………………... 77

Appendix 11 Validity Test of Post-test ……………………………………… 88

Appendix 12 Reliability Test of Post-test …………………………………… 79

1

CHAPTER I

INTRODUCTION

A. The Background of the Study

Language learning is not the same as learning any other subjects. It is not

just for writing an examination and getting a degree or award. The four skills of

reading, writing, listening and speaking have to be practiced. Being able to

communicate well is the most important factor. Communication involves the

ability to listen carefully, to get the meaning and to respond with appropriate

words and clarity of pronunciation.

Listening well is an important part of learning. In school, at home, and

among friends, people learn more by listening to others. Listening is one of

aspects in learning foreign language, including English. For many students,

listening is a difficult skill to improve because it is an active process in which the

listener tries to identify the sounds, decodes them, and understands meaning of

words by means context.

As the first skill that human get, listening has given a lot of contribution to

others skills, specially in speaking and writing. Listening is a receptive skill, the

students receive a lot of information that can support those two skills (writing and

speaking). So, teaching listening has to be taught in the right method and has to

get same attention like other skills. Unfortunately, at school, listening is not the

main skill that has to be taught. According to the writer’s observation, the students

rarely get listening material and the teacher does not use the media of teaching

listening effectively. The teaching listening process is just the teacher reads the

text and the students has to listen to it. In fact, they must get the right model of

pronunciation which is ideally given by an English native speaker; hopefully,

students are able to produce the right English sounds. However, it often happens

that the teacher is a nonnative speaker who sometimes does not realize that he/she

gives incorrect stresses, intonation or pronunciation. Even if the teacher is an

2

excellent one, he/she sometimes make errors in pronunciation because English is

not his/her mother tongue.

Listening comprehension is a key component in language teaching.

Language programs with a communicative goal should focus on the quality of

listening tasks based on authentic materials as well as appropriate audio-visual

equipment. Teachers may create tasks from short academic lectures, radio

programs, authentic conversations, audio-books, songs, or short stories. In

addition, audio-visual equipment should be part of all language courses in which

technology facilitates the teaching-learning process. In regard to listening

comprehension, most language programs include tape recording, digital data or

even computer software in their curriculum.

Teaching methods have changed over the years. They tend to be more

learner-centered with less focus on teachers. Therefore, the main focus in modern

teaching and learning environment are the learners, they have to responsible for

their knowledge. They can learn better if they have an active role in class.

Moreover, with the significant growth of technology, its application and

importance in teaching and learning English has increased. Most of the new

methods and theories focus on technology applications and its effect on learning.

Technology can help learners to be responsible for their own learning by

providing an independent learning environment. The teachers have to learn more

about advanced technology they want to use because technological aids in

language teaching are the major force today.

The use of technological aids in teaching learning process is really helpfull

for the students and the teacher. There are a lot of technological aids in teaching

learning process. It depends on the lesson plan, the method and teacher’s strategy

in teaching learning process.

In today’s developed world, computer is one of the most beneficial and

useful tools in learning. The number of systems which help learners to improve

their language is increasing. Computer Assisted Language Learning (CALL) is a

3

system which aids learners to improve and practice language skills. It provides a

stress-free environment for learners and makes them more responsible.1

Media of teaching that can be used in language laboratory is using

computer with connection to the internet. Teacher can choose free materials from

computer. The method of teaching that use computer named is computer assisted

language learning. However, the computer alone cannot offer many useful

benefits to the listening as it can do in that of reading or writing. The use of

computers in the area of listening skills depends very much on the type of

hardware, for example the computer with additional peripherals, such as a sound

card and loud speaker. Using multimedia, PC with a sound card, CD ROM or

DVD drive, the internet, and voice recognition technology, can be the best way of

tackling all kinds of listening activities. It is good for students because it allows

the students to interface with the target language in new ways. The students allow

to listen to model pronunciation, repeat and record the same, listen to their

performance and compare with the model, and do self-assessment. Besides that,

students has the privacy to speak and listen.

In other words, by utilizing the computer properly and fully, it is expected

that the teaching learning process can be more effective and finally can also attain

the goal.

According to the explanation, the writer interested to do a research with

the title The Influence of Computer Assisted Language Learning on Students’

Listening Skill. An experimental research at first year students of SMK Yaspia

Jakarta.

B. Limitation of Problem

The limitation of this problem is the use of computer assisted language

learning in the teaching learning process especially in listening skill at first year

students of SMK Yaspia, Jakarta.

1 Shafaei, Azadeh, Computer Assisted Learning: A Helpful Approach in Learning

English, Frontiers of Language and Teaching, 3, 2012

4

C. Formulation of the Study

It was significant to identify the problem in this research paper so that the

problem will be obvious. Is there any significance influence of computer assisted

language learning in listening skill?

D. The Objective of The Study

Overall the aim of this research is to know the influence of teaching

listening using CALL.

E. The Significance of Study

There are some benefit in this research:

1. Computer can be used in teaching learning activities as the alternative

teaching media specially in teaching listening.

2. To improve the students’ motivation and achievement in learning English

subject and also other subjects at school.

3. The result of this research is to know how far the influence of using computer

assisted language learning in students’ listening skill.

5

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter there will be the explanation of theoretical framework which

covers about listening skill including the definition, the extensive and intensive

listening, the factors affecting listening and teaching listening and then about

computer assisted language learning (CALL).

A. Listening

1. Definition of Listening

Listening is an integral part of effective communication. A lot of people

believe that listening is same with hearing. It basically has different meaning from

hearing. “Listening is done with the head, eyes, heart, and gut. Hearing is done

with the ears.”1

“Hearing is a physical yet passive act involving the process and function of

perceiving sound. Listening is hearing the sounds with deliberate intention.

Therefore, unlike hearing, listening is a skill that improves through conscious

effort and practice.”2

In listening, someone does not hear the sounds but also has an effort to

interpret and understand the message of the sounds, while hearing is only taking

in sounds without any effort to get the message. Listening is an active process in

which the listener tries to identify the sounds, decodes them, and understands

meaning of words by means context. Therefore, when the nature of the skill is

understood, the process becomes interesting. In the words, listening involves an

active participation the part of the listener. The listener cannot understand well

what is said to him unless he first of all recognizes the sounds, words, phrases,

and the structure of the foreign language; and then select the main points of

message.

Therefore, it can be conclude that listening is the process of hearing and

comprehending of what has been said by the speakers. The listeners should be

able to know the words and distinguish sounds to get information, message and

1 Ina Thomas and Brian Dyer, The Problem of Poor Listening Skills, October 28

th, 2007, p. 2.

2 Learning Guide, Active Listening, The University of Adelaide, 2010

6

meaningful communication. Meanwhile, hearing means the ability to hear sounds

without paying attention to get the meaning.

2. The Extensive and Intensive Listening

The extensive and intensive listening is two kinds of listening, they are

important to improve students’ listening skill, they can increase their language

input. The students can do extensive listening in their own daily activities, they

can listening what they like and what they want to listen to and it is often done

with the help and/or intervention of the teacher.3

Intensive listening is serious activity that needs more concentration than

extensive listening, less relaxed, and often dedicated not so much to pleasure as to

the achievement of a study goal.4

Furthermore, there are at least three more intensive listening activities such as:

a. Intensive listening: using taped material

Intensive listening by using taped material or material on disk allows

students to hear a variety of different voices apart from just their own

teacher’s. It gives them an opportunity to meet a range of different characters,

especially where real people are talking. But even when tapes contain written

dialogues or extracts from plays, they offer a wide variety of situation and

voices. This activity is not suitable in the big class with poor acoustics, the

audibility of taped and disk material often gives cause for concern. It is

difficult to ensure that all students can hear the material clearly. So if the

teachers want to use taped material, they need to check the tape and machine

quality before they use it in the class. 5

b. Intensive listening: “live” listening

A popular way of ensuring genuine communication is live listening where

teachers and or visitors to the class talk to the students. This has obvious

advantages since students can interrupt speakers and for clarification. There

3 Jeremy Harmer, Op. Cit., p. 228. 4 Ibid., p. 204.

5 Ibid., pp. 229 – 230.

7

are some activities that teachers can do in live listening; reading aloud, story-

telling, interview and conversations.6

c. Intensive listening: the role of the teacher

All activities for listening we need to be active in creating student

engagement through the way we set up the task. We need to build up students’

confidence by helping them listen better than by testing their listening

abilities. In particular, we need the focus on the following roles:

1) Organizer; tell students exactly what their listening purpose is, and give them

clear instruction how to achieve it.

2) Machine operator; when we use tape or disk materoal we need to be as

efficient as possible in the way we use the tape recorder.

3) Feedback Organizer; teacher must give the feedback when the students have

completed the task. Teacher can ask the students to compare their answer in

pairs.

4) Prompter; teacher ask the students to listen to a tape or disk again to notice a

variety of language and spoken features.7

Students can improve their listening skill through a combination extensive and

intensive listening materials and procedure. Listening of both kinds is especially

important since it provides the perfect opportunity to hear voices than teacher’s,

enables the students to acquire good speaking habits as a result of the spoken

English absorb, and help to improve their own pronunciation and listening skill.

3. Factors Affecting Listening Skill

In the communicative language teaching, listening exercise are judge as

valuable to extent that they stimulate the “real life” listening conditions that actual

users of a language operate within.8 In order to better understand the comp0lex

process of spoken language, a listener must construct meaning from information

6 Ibid., pp. 230-231.

7 Ibid., p. 231. 8 Michael Rost, Listening in Language Learning, (London: Longman, 1990), p. 28.

8

presented by the speaker. According to Joseph P. Boyle, there are three factors

that affect listening skill; Listener factors, Speaker factors, Material factors.9

a. Listener Factors

1. Experience/practice in listening to target language

2. General intelligent

3. Physical and educational

4. Intellectual (powers of analysis and selection, memory, etc)

5. Psychological (motivation and sense of purpose while listening,

attitude of listeners to the speaker, listener’s attention and

concentration)10

b. Speaker Factors

1. Language ability of the speaker

2. Speaker’s production: pronunciation, accent, variation, voice, etc.

3. Speed of delivery

4. Prestige and personality of the speaker11

c. Material Factors

1. The language used to convey the message; phonological features,

including stress, intonation, weak forms, syntax, cohesion and etc.

2. Difficulty of content and concepts, especially if the material is

abstract, highly specialized or technical, or lengthy.

3. Amount of support provided by gestures, visuals.12

Listening can cause problems as panic and difficulty. Students often panic

when they see the tape recorder because they know that they are faced with a

challenging task. Two things are guaranteed to increase that panic, the first is to

refuse to play more than once and the second is to expose an individual student’s

9 Joseph P. Boyle, Factors Affecting Listening Comprehension, English Language Teaching,

XXXVIII, (1984), p. 35. 10 Ibid., 11

Ibid., 12

Ibid.,

9

lack of success in the listening task. Some teachers and students find that listening

to tapes is extremely difficult, especially when tapes are fairly long.13

These are some internal factors that might be faced by the students in

understanding listening process:

a. Intelligence; level of intelligence can influence the students’ listening

comprehension. The students who have a high level of intelligence will

better understand the listening material than the lower level one.

b. Language facility; the ability to segment and analyze speech accurately

and automatically into appropriate units is very important when listening

to spoken language.

c. Vocabulary; the students must have knowledge of vocabulary because

some words not only have one meaning but have many meanings depend

on the context. It can make the students easier in understand the material.

d. Background knowledge; the students who have lack of background

knowledge of the material can influence their comprehension in listening.

e. Speech register; Speech registers refer to the different styles of language a

person uses in a given social context.

A range of internal factors influence listening comprehension. By considering

these factors, people can analyze communication situations. This is an important

step in detecting possible causes of poor listening comprehension.14

4. Teaching Listening

To ensure a success in the teaching of listening, a teacher needs to plan and

implement appropriate procedures and activities for the teaching.

a. Procedures and activities

There are three steps in listening activities. They are pre-listening, while-

listening and post-listening.

Field summarized the format of the 1990’s listening lesson as follows:

Pre-listening : Set context

13

Jeremy Harmer, The Practice of English Language Teaching New Edition (New York:

Longman Publishing, 1991), p. 231. 14

Ina Thomas and Brian Dyer, Op.Ccit., pp. 3–4.

10

Create motivation

While-listening : Extensive listening (followed by questions

on context attitude)

Pre-set task/pre-set question

Intensive listening

Checking answers

Post-listening : Examining functional meaning

Inferring vocabulary meaning15

In pre listening, the teacher needs to activate students’ knowledge of the topic;

giving them the purpose of the listening material so they can make predictions to

anticipate what they might hear and giving them the new vocabulary. While

listening is the process of listening, the teacher give the material with the support

of visual and clarification questions and then teacher checking the students

comprehension. The last is post listening, in this steps teacher follow up the

activity based on new language.16

There are two types of listening activities according to Richard, they are

noticing activities and restructuring activities.

Noticing activities involve returning to the listening texts that served as

the basis for comprehension activities and using them as the basis for language

awareness. For example, students can listen again to a recording in order to:

1. Identify differences between what they hear and a printed version of the

text.

2. Complete a cloze version of the text.

3. Complete sentences stems taken from the text.

4. Check off entries from a list of expressions that occurred in the text.

Restructuring activities are oral or written tasks that involve productive

use of selected items from the listening text. Such activities could include:

1. Paired reading of the tape scripts in the case of conversational texts.

2. Written sentence-completion tasks requiring use of expressions and other

linguistic items that occurred in the text.

3. Dialog practice that incorporates items from the text.

15

John field, The Changing Face of Listening, English Teaching Professional, January

1998, p. 245. 16

Vera Savic, Developing Language Skills in Teaching English to Young Learners:

Listening and Speaking.

11

4. Role plays in which students are required to use key language from the

texts.17

There are some activities in language laboratories when teaching and learning

listening skill. They are; repetition, drills, pairing, double-plugging and

telephoning, note taking, dictation, finding differences between a written text and

a taped account of the same events, answering comprehension questions, video

watching activities.18

To develop students’ listening comprehension naturally, the teacher should

always use English as a medium of teaching learning process.

b. Listening Materials

There are two types of listening materials that can be used in the teaching of

listening. They are scripted and non-scripted materials. Scripted materials,

according to Mathews as quoted by Cahyono, one those which have been written

down in advance before being read or acted out, while non-scripted materials are

those spontaneous and natural ones.19

Most classroom in SLTA use scripted materials, either recorded or non-

recorded. The using is considered as more practical in terms of preparation and

easier to modify to meet students’ need and level of ability. The teacher should

prepare the materials, which are appropriate to the topic and suitable for the

students.

There are some materials in listening which is not overt response (the learners

have to do anything in response to the listening; however, facial expression and

body language often show if they are following or not):

1. Stories: tell a job or real life anecdote, retell a well-known story, read a

story from a book, or play a recording of a story. If the story is well

17

Jack C. Richards, Teaching Listening and Speaking, (New York: Cambridge University

Press, 2008), pp. 16–17. 18

Jeremy Harmer, Op. Cit., pp. 143–145.

19

B.Y. Cahyono, Pengajaran Bahasa Inggris: Teknik, Strategi dan Hasil Penelitian,

(Malang: IKIP Malang, 1997), p. 18.

12

chosen, learners are likely to be motivated to attend and understand in

order to enjoy it.

2. Songs: sing a song yourself, or play a recording of one. Note, however,

that if no response is required learners may simply enjoy the music

without understanding the words.

3. Entertainment: films, theater, video. As with stories, if the contents are

really entertaining (interesting, stimulating, humorous and dramatic)

learners will be motivated to make the effort to understand without the

need for any further task.20

B. Computer Assisted Language Learning (CALL)

1. Definition of CALL

CALL as the research for and study of applications of the computer in

language teaching and learning. CALL embraces a wide range of ICT application

and approaches to the teaching and learning foreign languages.21

Before using CALL term, the term of CALI (Computer-assisted language

instruction) was known, reflecting its origins as a subset of the general term CAI

(Computer-assisted instruction). CALL began to replace CALI in the early 1980s

and it is now incorporated into the names of the growing number of professional

CALL associations worldwide.22

The current philosophy of CALL puts a strong emphasis on student-centered

materials that allow learners to work on their own. Such materials may be

structured or not, but they usually represent two features, interactive and

individualize learning.23

The main aim of CALL is to find ways for using computers for the purpose of

teaching and learning the language. CALL is the use of computer technologies

that promote educational learning, including word processing, presentation

20

Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press,

1996), p. 113. 21

M. Levy, CALL: context and conceptualization, (Oxford: Oxford University Press, 1997),

p. 1. 22

Tryanuarsih.wordpress.com/2011/01/31/teaching-listening-using-Call/ 23 Ibid,.

13

packages, guided drill and practice, tutor, simulation, problem solving, games,

multimedia CD-ROM, and internet applications such as e-mail, chat and the

World Wide Web.

2. The Uses of CALL

The use of CALL can be divided into 6, they are computer as drill and

practice, computer as tutor, computer as simulation or problem solving, computer

as game, computer as tool for ELT teachers and learners and last application of

internet for ELT.24

First use of CALL is computer as drill and practice. In this use, computers are

viewed as a tool for saving time with immediate feedback. The main aim of drill

and practice is to review the content or background knowledge, and to assist the

learners to master separate language skills. Drill and practice CALL programs

focused on practicing language skills and component separately, such as

vocabulary, grammar, reading and translation.

Computer as tutor; the role of the computer as tutor is to present to the learners

the content lesson as text graphics, video, animation, or slides, including learning

activities, drills and practice. Example of CALL tutorial programs are grammar

(longman Grammar software, grammar expert plus, etc), reading (Read it! Study

skills, rocket reader; a speed reading program, etc.), writing, paragraph Punch,

write express easy letters, etc.), speaking, pronunciation and listening (learn to

speak, English pronunciation, real English, etc.), integrated skills or courseware

(active English, planet English, issues in English, etc.)

Simulations and problem solving is used to encourage analysis, critical

thinking, discussion and writing activities. The computer is not used for tutorial

purpose but for simulation or problem solving. The program is designed to create

language interaction through problematic situations, conditions pr problems

challenging for the learner to solve. Many simulation programs are problem

solving games, which are entertaining and education (“edutainment”), such as

24

Web.warwick.ac.uk/CELTE//tr/ovCALL/booklet1.htm.

14

Oregon Trail. In this game the learners are challenged to make a series of

decisions to guide their party.

The main aim of computer as game is to create a pleasurable learning

environment and to motivate the language learner. CALL games and simulation

games are similar; they are designed to motivate students to learn through

entertainment. Examples of CALL vocabulary games are Spelling Games,

Spelling Bee and Magic Hat, Word Order, etc.

Another function is computer as tool for teachers and learners; teachers and

learners can use the computer as word processors, spelling and grammar checkers,

concordances to search in huge databases to find all the uses of particular words,

and the last as collaborative writing to help the learner to write collaboratively on

computers.

Computers can be connected to the internet and can incorporate interactive

multimedia: text, graphics, audio, video and animation. Electronic mail (E-mail),

file transfer protocol (FTP), World Wide Web (WWW) are the internet

applications that teachers can use for language teaching. In WWW, teacher and

learner can search the materials, such as texts that can be downloaded and save,

pictures, audio and video files, chat and voice chat.

3. The Advantages of CALL

There are some benefits of how CALL can be used for language teaching and

learning. For the learners, CALL can adapt to the learner’s abilities and

preferences; CALL offers individualized and private learning; CALL allows

learners to control their own learning process and progress; CALL can be used for

remedial work for slow learners and to accelerate learning for fast learners;

teaching learning with CALL can motivate the student.25

For the teacher, CALL can change the role of teacher; the teacher becomes the

facilitator rather than a person who controls the learning environment. Teaching

learning with CALL can give the feedback and responsiveness immediately. 26

25 Ibid,. 26

Ibid,.

15

C. Thinking Framework

Listening is one of the skills that are taught in English teaching learning. It

needs good concentration and comprehension of listeners. Without those things,

listening is useless and it means only hearing sounds. Students should have skills

of listening in order to comprehend and understand listening materials.

To help the students in comprehend the message of listening materials,

teachers should provide interesting materials, teaching aids and create positive

classroom environment.

CALL has important potential for English teacher. It can interest and motivate

learners of English. Using effective and suitable software applications, CALL can

provide communicative meaningful language learning environments.

D. Theoretical Hypothesis

To prove the hypothesis, the data obtained from the experiment class and the

control class was calculated by using the t-test formula with the assumption as

follows:

t0>tt: the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is

rejected. It means there is a significance influence between the result of

using computer assisted language learning and without computer.

t0<tt: the alternative hypothesis (Ha) is rejected and the null hypothesis (H0) is

accepted. It means there is no significance influence between the result of

using computer assisted language learning and without computer.

16

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

The research conducted at first grade students of SMK YASPIA Jakarta

which is located on Jalan Benda Gg. H. Saenan, Ciganjur, Jakarta Selatan.

The research was conducted in October – December 2013.

B. Method of the Study

This research is categorized as an experimentalal research. It focuses on

treatment and outcome. It was proven the cause effect relationship among

independent variable and dependent variable.

In this research, there were two class; experimental class and control class.

The experimental class was taught by using computer assisted language learning

while the control class was taught without computer assisted language learning.

C. The Population and Sampling

In this research, the population was taken of the first year students of SMK

Yaspia Jakarta. The total was 62 students from two classes. Before doing the

research, two classes was taken which had the same condition and had the same

facilities. They also taught by the same teacher, in this case, the writer.

D. Instrument of The Study

The Instrument of research is test that divided into two tests, pre-test and post-

test. Each of test consist of 15 items are multiple choice. Both of the classes,

experimental and controlled class were given the same test.

E. Technique of Data Collecting

Test was used in completing data. The test was done to find out the

influence of language laboratory with computer in teaching listening skill. There

17

were two tests namely pre-test and post-test for the experimental and control

class, both of them are named data. Pre-test was conducted when the writer

entered the class for the first time. The post test was done after the writer finished

presenting the content of material. In post-test, the difference of the result among

experimental class and control class was showed.

F. Technique of Data Analysis

Data analysis is the last step in the procedure of research. In analyzing data

from the pre-test and post-test, the statistical calculation of the T-Test was used

whether the sample is not related each other. T-test is used in order to find out the

differences of the result/score of student’s achievement in studying listening by

using language laboratory.

1. Validity and reliability of instrument

In obtaining the validity of data, analysis technique by Karl Pearson was

used; therefore it often called by Pearson correlation technique. The formula that

used is:1

rXY = ( ) ( )

√* ( ) +* ( ) +

= correlation between variable X and Y

X = Questions’ score

Y = Total of questions’ score

n = Number of students

In determining reliability of data, Alpha Cronbach formula was used:2

2

2

11 11

t

i

k

kr

1 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Rajawali Grafindo Persada,

2010), p.206 2 Suharsimi Arikuno. Dasar-Dasar Evaluasi Pendidikan. (Jakarta: Bumi Aksara, 2006),

p.109.

18

2. Normality and Homogeneity Test

Before analyzing data with T-test, normality test of data was used. This test

is used to know whether the distribution of these two sample is normal or not.

Chi-Square was the formula to know normality in sample. The steps are:3

a. Determining Hypothesis

H0 : Distribution of population is normal.

H1 : Distribution of population is abnormal.

b. Determining Table of Frequency.

c. Determining Proportion to j (Pj)

d. Determining 100Pj with transformation score

e. Determining X2

o:

j

jj

P

PPno

100

100

100

2

2

f. Determining X2

t with degree of freedom (df) = k – 3, k is size of class.

g. Hypothesis:

If 2

obs≤2table, Ho is accepted and H1 is rejected

If 2

obs>2

table, Ho is rejected and H1 is accepted

Fisher formula was used to determine the homogeneity of population of sample.

a. Hypothesis

H0 :

H1 :

b. Determining with formula:

with: = Big varians

= Small varians

Statistic test:

3 Kadir. Statistika Untuk Penelitian Ilmu-Ilmu Sosial. (Jakarta: Rosemata Sampurna,

2010), p.111.

19

Varians:

( )

( )

c. Determining significant level ( )

d. Determining with formula

1,1

2

table21

FF

nn

e. Determining H0 , yaitu:

Jika , maka H0 accepted dan H1 rejected

Jika , maka H0 rejected dan H1 accepted.

Which:

H0: Group of sample that have same varians.

H1: Group of sampe that have different varians.

3. Statistical Test (t-test)

As mentioned before, in analyzing the data from the result of pre-test and

post-test, statistic calculation of the t-test formula was used.The formulas are:4

a. Determining Mean of variable X, with formula:

=the average of gained score (mean of variable X)

=sum of gained score (variable X)

N= number of the students

b. Determining Mean of variable Y, with formula:

=the average of gained score (mean of variable Y)

=sum of gained score (variable Y)

N= number of the students

c. Determining of Standard of Deviation score of Variable X, with

formula: √

4 Sudijono, Op.Cit,. p.317.

20

Standard Deviation score of Variable X

Sum of squared gained score (Variable X)

Number of the students

d. Determining Standard Deviation Score of Variable Y, with formula:

√

Standard Deviation score of Variable Y

Sum of squared gained score (Variable Y)


e. Determining Standard Error Mean of Variable X, with formula:

√

Standard Error Mean of Variable X

=Standard Deviation of Variable X


f. Determining Standard Error Mean of Variable Y, with formula:

√

Standard Error Mean of Variable Y

=Standard Deviation of Variable Y


g. Determining Standard Error Mean of Difference Mean of variable X and

Mean of Variable Y, with formula:

√

Standard error of difference mean of variable X and mean

of variable Y

Sum of squared standard error mean of variable X

Sum of squared standard error mean of variable Y

h. Determining t0 with formula:

21

t observation

Mean of variable X

Mean of variable Y

Standard error mean of difference mean of variable X and

mean of variable Y

i. Determining t- table in significant level 5% and 1 % with df.

( )

Degree of freedom

Number of students (control class)

Number of students (experimental class)

G. Statistical Hypothesis

The statistical hypothesis that was used in this study:

Ho : µe ≤ µc

Ha : µe > µc

Which:

Ho: Hypothesis null

Ha: Hypothesis alternative

µe: Mean of the experimental class was taught by using computer assisted

language learning.

µc: Mean of the controlled class was taught without using computer assisted

language learning.

22

CHAPTER IV

RESEARCH FINDINGS

A. The Description of Data

The data of students’ achievement was divided into two kinds, namely the

data in experiment class and the data in controlled class, which was gained from

pre-test and post-test that was applied in both of class. The pre-test was given to

obtain the data about the students’ listening skill, it was held before the lesson

began and the post-test was given after finishing the material teaching.

The result of the test of experiment class will be explained in the following

table:

Table 4.1.

The Score of Individual Students of the Experiment Class (X)

No. Pre-Test Post-test Gained Score

1 60.3 73.7 13.4

2 40.2 53.6 13.4

3 33.5 53.6 20.1

4 46.9 60.3 13.4

5 60.3 73.7 13.4

6 46.9 67 20.1

7 33.5 67 33.5

8 67 93.8 26.8

9 40.2 53.6 13.4

10 53.6 67 13.4

11 46.9 67 20.1

12 40.2 60.3 20.1

13 60.3 80.4 20.1

14 33.5 53.6 20.1

15 33.5 53.6 20.1

16 60.3 67 6.7

17 60.3 67 6.7

23

No. Pre-test Pos-test Gained Score

18 60.3 73.7 13.4

19 53.6 80.4 26.8

20 40.2 67 26.8

∑ 971.5 ∑ 1333.3 ∑ 361.8

M=48.6 M=66.7

As mentioned in the table, it can be clarified that the mean score of pre-test

in experiment class is 48.6, while the mean score of post- test was 66.7. The total

gained score in this class was 361.8. It can be known that there was significant

difference in the pre-test and post-test.

The result of the test of controlled class will be explained in the following

table:

Table 4.2.

The Score of Individual Students of Controlled Class (Y)

No. Pre Test Post test Gained Score

1 40.2 53.6 13.4

2 46.9 40.2 -6.7

3 40.2 53.6 13.4

4 46.9 53.6 6.7

5 33.5 40.2 6.7

6 53.6 53.6 0

7 46.9 53.6 6.7

8 33.5 40.2 6.7

9 33.5 40.2 6.7

10 67 53.6 -13.4

11 53.6 46.9 -6.7

12 67 73.7 6.7

13 46.9 46.9 0

14 53.6 60.3 6.7

15 46.9 53.6 6.7

24

No. Pre-test Post-test Gained Score

16 53.6 60.3 6.7

17 40.2 53.6 6.7

18 33.5 40.2 6.7

19 67 67 0

20 53.6 53.6 0

958.1 1038.5 80.4

M=47.9 M=52

The table 4.2. above informs that the mean score of pre-test in controlled

class is 47.9, while the mean score of post-test here is 52. The total gained score is

80.4.

From the tables presented above the experiment class is the higher score

than controlled class.

B. Analysis of Data

1. Experiment Class

a. Frequency Distribution

From the table score above, the table of frequency distribution were

made. The steps are:

1) Determining the Range

R = Xmaks - Xmin

= 93.8 – 53.6

= 40.2

2) Determing the Size of Class

Class = 1 + 3.3 log (n)

= 1 + 3.3 log 20

= 1 + 3.3 (1.31)

= 1 + 4.29

= 5.29 6

25

3) Determining the Interval of Class

59.7

29.5

2.40

i

i

C

Ri

8

So, the table of frequency distribution of experiment class as seen in the

table 4.3 below.

Score Bb Ba Frequency

Xi Xi2 fiXi fiXi

2

fi fk

50-57 49.5 57.5 5 5 53.5 2862.3 267.5 14311.25

58-65 57.5 65.5 2 7 61.5 3782.3 123 7564.5

66-73 65.5 73.5 7 14 69.5 4830.3 468.5 33811.75

74-81 73.5 81.5 5 19 77.5 6006.3 378.5 30031.25

82-89 81.5 89.5 0 19 85.5 7310.3 0 0

90-97 89.5 97.5 1 20 93.5 8742.3 93.5 8742.25

Total 20 1358 94461

Table 4.3

The Table of Frequency Distribution of Experiment Class

9.67

20

1358

i

ii

f

XfX

89.10

19

8.2252

19

2.9220894461

120

20/)1358(94461

1

/

2

22

n

nXfXfs

iiii

From the data above. mean score of experiment class is 67.9 and standard

deviation is 10.89.

26

b. Normality Test of The Experiment Class

From the data above, analyzing the score from the experiment class was

used Chi Square formula. The steps are:

1. Determining Hypothesis

H0 : Distribution of population is normal.

H1 : Distribution of population is abnormal.

So.

If 2

obs ≤ 2table. Ho is accepted and H1 is rejected

If 2

obs > 2

table. Ho is rejected and H1 is accepted

2. Determining X2 table

From Chi square table with df = 6 – 3 = 3, significant level 5% is 7.815.

3. Determining Proportion to j (Pj)

Pj =

4. Determining 100Pj

Score Bb Ba Zbb Zba Zatab Zbtab Wide 100pj

50-57 49.5 57.5 -1.69 -0.96 0.046 0.17 0.124 12.42

58-65 57.5 65.5 -0.955 -0.22 0.17 0.413 0.243 24.3

66-73 65.5 73.5 -0.22 0.514 0.413 0.696 0.284 28.37

74-81 73.5 81.5 0.514 1.249 0.696 0.894 0.198 19.77

82-89 81.5 89.5 1.249 1.983 0.894 0.976 0.082 8.22

90-97 89.5 97.5 1.983 2.728 0.976 0.997 0.02 2.037

= 67.9 SD =10.89

Table 4.4

100Pj Table

5. Determining X2

o with the formula

Score fj Pj 100Pj Pj – 100 Pj (Pj – 100Pj)2

100Pj

50-57 5 25 12.42 12.58 12.73

58-65 2 10 24.3 -14.3 8.415

66-73 7 35 28.37 6.633 1.551

74-81 5 25 19.77 5.232 1.384

82-89 0 0 8.22 -8.22 8.22

27


100Pj

90-97 1 5 2.037 2.963 4.308

Jumlah 20 100 36.61

Table 4.5

X2 Table

j

jj

P

PPno

100

100

100

2

2

)61.36(100

20

= 7.322

X2

t with degree of freedom 3 at significance 5%= 7.815. Comparing X2

observation and X2 table (X

2t), we know that X

2o is lower than X

2t. The result is as

follow:

7.815 > 7.322

Because of X2

o is lower than X2

t, so the H0 is accepted and H1 is rejected. It

means that the distribution data from this population is normal.

2. The Controlled Class

a. Frequency Distribution

The steps are:

1) Determining the Range

R = Xmaks - Xmin

= 73.7 – 40.2

= 33.5

2) Determing the Size Class

Class = 1 + 3.3 log (n)

= 1 + 3.3 log 20

= 1 + 3.3 (1.31)

= 1 + 4.29

= 5.29

28

3) Determining the Interval Class

3.6

29.5

5.33

i

i

C

Ri

So, the table of frequency distribution of controlled class as seen in the

table 4.6 below.

Table 4.6

The Table of Frequency Distribution of Controlled Class

Score Bb Ba Frequency

Xi Xi2 fiXi fiXi

2

fi fk

40-46 39.5 46.5 5 5 43 1849 215 9245

47-53 46.5 53.5 2 7 50 2500 100 5000

54-60 53.5 60.5 9 16 57 3249 513 29241

61-67 60.5 67.5 3 19 64 4096 192 12288

68-74 67.5 74.5 1 20 71 5041 71 5041

Total 20 1091 60815

55.54

20

1091

i

ii

f

XfX

28.8

19

95.1300

19

05.5951460815

120

20/)1091(60815

1

/

2

22

n

nXfXfs

iiii

From the data above, mean score of experiment class is 54.55 and standard

deviation is 8.28.

29

b. Normality Test of Controlled Class

The steps and formula that used in this class is same with experiment

class.

a. Determining Hypothesis

H0: Distribution of population is normal.

H1: Distribution of population is abnormal.

So.

If 2

obs ≤ 2table. Ho is accepted and H1 is rejected

If 2

obs > 2

table. Ho is rejected and H1 is accepted

b. Determining X2 table

From Chi square table with df = 5 – 3 = 2, significant level 5% is 5.991.

c. Determining Proportion to j (Pj)

Pj =

d. Determining 100Pj

Score Bb Ba Zbb Zba Zatab Zbtab Wide 100pj

40-46 39.5 46.5 -1.82 -0.97 0.0346 0.1655 0.1309 13.09

47-53 46.5 53.5 -0.97 -0.13 0.1655 0.4495 0.2841 28.41

54-60 53.5 60.5 -0.13 0.72 0.4495 0.7638 0.3143 31.43

61-67 60.5 67.5 0.72 1.56 0.7638 0.9411 0.1773 17.73

68-74 67.5 74.5 1.56 2.41 0.9411 0.922 0.0509 5.092

= 54.5 SD =8.28

Table 4.7

100 Pj Table

e. Determining X2

o with the formula

Table 4.8

X2 Table


100Pj

40-46 5 25 13.09 11.91 10.834

47-53 2 10 28.1 -18.4 11.928

54-60 9 45 31.43 13.57 5.863

61-67 3 15 17.73 -2.73 0.42

30


100Pj

68-74 1 5 5.092 -0.09 0.0017

Jumlah 20 100 29.046

j

jj

P

PPno

100

100

100

2

2

)046.29(100

20

= 5.089

From the result above, X2

o is lower than X2t with degree of freedom 2 at

significance 5%= 5.991, so Ho is accepted and H1 is rejected. It means that the

distribution data in controlled class is normal.

3. Homogeneity Test

After calculating the distribution data of this population is normal, next

step is homogeneity test. This step is to know whether this sample is homogeny or

not. Fisher formula was used with the degree of significance 5% (Ftable = 2.12).

73.1

47.68

57.118

Varianssmallest The

Variansbiggest TheFobs

Fobs < Ftable 1.73 < 2.12

So, from the calculation of homogeneity test with Fisher formula, Fobs <

Ftable. It means that H0 is accepted and H1 is rejected; both of group sample have

same variants or homogeny.

4. Statistical Test (T-Test)

As mentioned before, in analyzing the data from the result of pre-test and

post-test, the writer used statistic calculation of the t-test formula with the degree

of significance 5%.

31

Table 4.9.

Standard Deviation Table

Students X Y x y x² y²

1 13.4 13.4 -4.7 9.38 22.00 87.98

2 13.4 -6.7 -4.7 -10.72 22.00 114.92

3 20.1 13.4 2.0 9.38 4.04 87.98

4 13.4 6.7 -4.7 2.68 22.00 7.18

5 13.4 6.7 -4.7 2.68 22.00 7.18

6 20.1 0 2.0 -4.02 4.04 16.16

7 33.5 6.7 15.4 2.68 237.47 7.18

8 26.8 6.7 8.7 2.68 75.86 7.18

9 13.4 6.7 -4.7 2.68 22.00 7.18

10 13.4 -13.4 -4.7 -17.42 22.00 303.46

11 20.1 -6.7 2.0 -10.72 4.04 114.92

12 20.1 6.7 2.0 2.68 4.04 7.18

13 20.1 0 2.0 -4.02 4.04 16.16

14 20.1 6.7 2.0 2.68 4.04 7.18

15 20.1 6.7 2.0 2.68 4.04 7.18

16 6.7 6.7 -11.4 2.68 129.73 7.18

17 6.7 13.4 -11.4 9.38 129.73 87.98

18 13.4 6.7 -4.7 2.68 22.00 7.18

19 26.8 0 8.7 -4.02 75.86 16.16

20 26.8 0 8.7 -4.02 75.86 16.16

361.8 80.4 0 0 830.91 933.71

18.1 4.02

This table shows that the lowest gained from experiment class (X) is 6.7

and from the controlled class (Y) is -13.4, and the highest gained from (X) is 33.5

and from (Y) is 13.4. While the sum of gained score (X) is 361.8 and (Y) is 80.4.

The sum of squared gained score (X) is 830.91 and (Y) is 933.71.

32

From data above, the score from the experiment and controlled class by

integrating the results was analyzed into the formula as follows:

a. Determining Mean of variable X. with formula:

b. Determining Mean of variable Y with formula:

c. Determining of Standard of Deviation score of Variable X. with

formula

=

d. Determining Standard Deviation Score of Variable Y. with formula:

e. Determining Standard Error Mean of Variable X. with formula:

f. Determining Standard Error Mean of Variable Y with formula:

33

g. Determining Standard Error Mean of Difference Mean of variable X

and Mean of Variable Y with formula:

=

=

= = 1.606

h. Determining t₀ with formula:

=

i. Determining t- table in significant level 5% and 1 % with df.

= (20+20)-2 = 38

T table (tt) with degree of freedom 38 at significance 5%= 2.02.

Comparing t-observation (to=8.74) and t-table (tt=2.02), to is higher than tt. The

result is as follow:

8.74 > 2.02

C. Test of Hypothesis

To prove the hypothesis, the data obtained class and the controlled class

was calculated by using the t-test formula with the assumption as follows:

to > tt: The alternative hypothesis (Ha) is accepted and the null hypothesis

(H0) is rejected. It means there is a significance difference between

the result of using computer assisted language learning in teaching

listening and without using computer assisted language learning in

teaching listening.

to < tt: The alternative hypothesis (Ha) is rejected and the null hypothesis

(H0) is accepted. It means there is no significance difference

between the result of using computer assisted language learning in

34

teaching listening and without using computer assisted language

learning in teaching listening.

By comparing the values of t₀= 8.74 and tt = 2.02, the data calculated with

statistic shows that t₀ is higher than tt. So, the alternative hypothesis (Ha) is

accepted and the null hypothesis (H₀) is rejected. It means there is a significance

difference between the result of using computer assisted language learning and

without using it.

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the results of this research above, it can be sum up that in

variable X (experiment class) there was significant difference in pre-test and post-

test score and its score was higher than controlled class (variable Y) score. After

calculating all data using t-test formula, the value of to (t-observation) is higher

than tt (t-table); to : tt = 8.74 > 2.02. Finally, it was stated that the hypothesis of the

research computer assisted language learning is effective in teaching listening

skill.

B. Suggestions

The writer would like to give suggestions to all English teachers in

teaching learning process by using computer assisted language learning in

teaching English especially in listening.

1. Computer is important advance in language teaching efficiency. The teacher

must know something about the physical requirements of computer, how to

operate it, how to orient and train the students to use it, and what preparations

must be made for mechanical use of the computer.

2. The application of technology in teaching is very important for teachers in

teaching English effectively to changes the usual method that teachers used.

In usual method they usually speak in front of the class to explain the

material of learning.

3. The function of computer is as a media of learning that can be used for

listening, speaking and pronunciation. The use of this media can minimize

the problem that students face in learning.

4. CALL cannot replace the teacher although the development of computer

increase.

35

5. CALL is not a magic solution to language teaching. CALL can be used

effectively if meet language learning goals for the learners in specific

educational setting.

6. To develop students’ listening comprehension naturally, the teacher should

always use English as a medium of teaching learning process.

36

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Boyle, Joseph. Factors Affecting Listening Comprehension. English Language

Teaching, XXXVIII, 1984.

Brown, Steven. Teaching Listening. New York: Cambridge University Press,

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Cahyono, B.Y,.Pengajaran Bahasa Inggris: Teknik, Strategi dan Hasil Penelitian.

Malang: IKIP Malang, 1997.

Deepika, V and Kalaiarasan, M. The Role of Language Lab in Learning English

as a Second Language, Journal of Technology for ELT. Vol. II no. 2, 2012.

Field, John. The Changing Face of Listening. English Teaching Professional,

1998.

Harmer, Jeremy. The Practice of English Language Teaching New Edition. New

York: Longman Publishing, 1991.

Harmer, Jeremy. The Practice of English Language Teaching Third Edition.

Kuala Lumpur: Longman Publishing, 2001.

Kadir. Statistika untuk Penelitian Ilmu–Ilmu Sosial. Jakarta: Rosemata Sampurna,

2010.

Kavitha, J. The Importance of The English Laboratory in Developing

Communication Skills, The Criterion: An International Journal in English.

3, 2012.

Learning Guide. Active Listening. The University of Adelaide, 2010.

Richards, Jack C. Teaching Listening and Speaking. New York: Cambridge

University Press, 1996.

Rost, Michael. Listening in Language Learning. London: Longman, 1990.

Rost, Michael. Listening Tasks and Language Acquisition. Berkeley: University

of California.

Savic, Vera. Developing Language Skills in Teaching English to Young Learners:

Listening and Speaking.

Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: Rajawali Grafindo

Persada, 2010.

37

Thomas, Ina and Dyer, Brian. The Problem of Poor Listening Skills. October 28th

,

2007.

Tryanuarsih.wordpress.com/2011/01/31/teaching-listening-using-Call/

Ur, Penny. A Course in Language Teaching. Cambridge: Cambridge University

Press, 1996.

Web.warwick.ac.uk/CELTE//tr/ovCALL/booklet1.htm.

38

39

APPENDICES

40

Appendix 1

Rencana Pelaksanaan Pembelajaran (RPP)

Experiment Class

Mata pelajaran : Bahasa Inggris

Kelas/Semester : X/2

Standar kompetensi : Berkomunikasi dengan bahasa inggris setara level

intermediate.

Kompetensi Dasar : Menyebutkan benda-benda, orang, ciri-ciri, waktu, hari,

bulan, dan tahun

Mendeskripsikan benda-benda, orang, ciri-ciri, waktu,

hari, bulan, dan tahun

Tujuan pembelajaran : siswa dapat menentukan topic/tema/gambaran umum dari

dialog tersebut.

Menentukan informasi tersurat dan tersirat dari dialog

tersebut.

Dapat mendeskripsikan benda/orang dengan tepat.

Materi pembelajaran : adjectives.

Langkah – langkah pembelajaran:

Pertemuan ke-1

1. Kegiatan awal (5‟)

a. Guru membuka pelajaran dengan salam

b. Guru memeriksa kehadiran siswa

c. Guru memberikan penjelasan tentang tujuan pembelajaran

d. Motivasi

2. Kegiatan inti (30‟)

a. Siswa diberikan contoh gambar.

b. Siswa mengamati dan mempelajari gambar tersebut

c. Siswa diminta mendeskripsikan gambar tersebut dengan singkat

dari masing – masing booth.

d. Siswa menyimak materi tersebut secara individu.

41

e. Sambil mendengarkan, siswa menjawab pertanyaan – pertanyaan.

f. Siswa diberikan kesempatan sekali lagi mendengarkan materi

tersebut, untuk mengkonfirmasi jawaban mereka.

g. Siswa bersama guru mendiskusikan jawaban dari tes tersebut.

3. Kegiatan akhir (5‟)

a. Membuat resume/rangkuman secara bersama tentang berbagai

hal/informasi penting dari materi tersebut.

Sumber belajar

Rekaman audio/video

Gambar yang relevan dari internet

Get along with English

Seri Pendalaman Materi Bahasa Inggris (Erlangga)

Listening Script

1. A. The men are having lunch.

B. They are shaking hands with each other.

C. There is some food on the table.

D. They are waving their hands.

2. A. They are having a birthday party.

B. They are not wearing glasses.

C. Each boy is holding a spoon.

D. They are having a chat.

3. A. It‟s a fruit market.

B. A man is buying some fruit.

C. A man is eating some fruit.

D. A lot of people is in the market.

4. A. She is paying for her goods at the cashier.

B. A shopkeeper is helping her.

C. She is in the clothing department.

D. She is carrying a shopping basket.

5. A. A waiter is talking to a customer.

B. A waiter is carrying a tray of food.

42

C. The waiter is asking about the menu to a guest.

D. The waiter is cooking in the kitchen.

Listen and then guess who I am.

6. I‟m a British woman. I used to be poor but since my first „Harry Potter‟

novel a best seller, I have been one of the world‟s richest people.

7. I‟m Canadian. I used to have a normal life but since the video of my

singing performance was uploaded in Youtube, a lot of people are

interested in my singing skills. My hit is “Baby.”

8. I am Indonesian singer. In my age, I‟ve got a lot of awards in music.

Supported by my father who is a composer, I have developed my voice

quality. One of my songs is “kembang perawan.”

9. I‟m an American. I lived in Indonesia from age‟s six to ten. I‟m the first

African – American President of the USA.

10. I am known as the most expensive player of 2010 in the world and the

captain of the Portugal soccer team. I am known for my incredible speed,

soccer intelligence and heart stopping fire power.

43


Experiment Class




intermediate.

Kompetensi Dasar : Memahami ungkapan-ungkapan dasar pada interaksi sosial

untuk kepentingan kehidupan

Menghasilkan tuturan sederhana yang cukup untuk

fungsi-fungsi dasar


dialog tersebut.


tersebut.

Menggunakan ungkapan dan respon secara tepat.

Materi pembelajaran : expressions.


Pertemuan ke-2





d. Motivasi


a. Siswa diberikan contoh dialog beserta respon.

b. Siswa secara berpasangan mendiskusikan isi dialog tersebut dan

berdialog secara bergantian.

c. Siswa diminta membuat dialog singkat dengan pasangannya.

d. Guru membagikan tes mendengarkan berupa teks rumpang dan

pilihan ganda.

44

e. Masing - masing siswa mempelajari maksud ( arti ) dari kalimat

pernyataan yang diberikan guru.

f. Siswa menyimak materi tersebut secara individu.

g. Sambil mendengarkan, siswa menjawab pertanyaan – pertanyaan.

h. Siswa diberikan kesempatan sekali lagi mendengarkan teks

monolog tersebut, untuk mengkonfirmasi jawaban mereka.

i. Siswa bersama guru mendiskusikan jawaban dari tes tersebut.




Sumber belajar

Rekaman audio



Instrument

Contoh dialog

1. Hello, Rudi. I‟d like you to meet my cousin, Vanda.

a. Oh, not so bad.

b. Hello, Vanda. How do you do?

c. Hi, How are you?

2. Can you pass me the sugar please?

a. No, I can‟t pass the sugar in the glass.

b. Why do I have to bring sugar?

c. Ok sure. Here it is.

3. Man : Look! Your cat is biting its kitten.

Woman : No, she isn‟t. She‟s carrying her kittens to move them out.

Man : Really? How strange it is.

4. X : One ticket to Solo Balapan Station, please.

Y : Here you go. The next train will leave at 2.00 p.m.

X : Thank you.

45

Listening script

1. Woman : I‟d like to speak to Mr. Zakaria, please.

Man : He‟s out at the moment, I‟m afraid. Anything can I do for

you?

Woman : well, please inform him that his order is ready. We need to

know about the method and time of delivery. I‟m calling

from ABC printing house. Thank you.

2. Man : I was in Bandung from 1990, and then I moved to

Semarang and lived there for 15 years before I came here.

Woman : Why did you move to this town?

Man : I had a business opportunity.

3. Andy : Hello, Linda. How are you getting on?

Linda : Fine, thanks. How are you?

Andy : I‟m great.

4. Satria : Hello, Angel.

Angel : Let‟s have breakfast, Satria.

Satria : I think I‟d better be going or I‟ll be late for school. Goodbye.

Angel : Bye, Satria.

SOAL

You must listen these conversations carefully to understand what the speakers are

saying.

1. What does the caller want to know?

a. Confirmation about an order. c. Method and time product delivery.

b. Mr. Zakaria‟s health conditions. d. Information about ABC printing

house.

2. How long did the man live in Bandung?

a. 5 years b. 9 years c. 15 years d. 20 years

3. Andy : Hello, Linda. …………………….. you getting on?


Andy : ………………………...

46


Angel : ……………………….., Satria.



47


Experiment Class




intermediate.

Kompetensi Dasar : Memahami monolog yang muncul pada situasi kerja

tertentu

Menjelaskan isi monolog secara lisan dan tertulis

Menceritakan kembali isi monolog secara lisan dan

tertulis.


monolog tersebut.

Menentukan informasi tersurat dan tersirat dari monolog

tersebut.

Melengkapi teks rumpang/tabel dengan ungkapan yang

tepat.

Menceritakan kembali isi monolog dengan kalimat sendiri.

Materi pembelajaran : announcement dan advertisement.


Pertemuan ke-3





d. Motivasi

e. Membentuk kelompok belajar

f. Melakukan apersepsi dengan menyampaikan pengantar singkat

yang terjadi dalam kehidupan sehari – hari yang berhubungan

dengan announcement.

48

g. Mengarahkan siswa cara mempelajari materi serta cara

mengerjakan soal – soal latihan.


a. Eksplorasi

- Mendiskusikan contoh – contoh monolog bertema

„announcement‟ dalam kehidupan sehari – hari.

- Memprediksi gambaran umum tentang announcement

berdasarkan gambar, judul, atau pertanyaan yang diberikan.

- Secara individual, menyimak suatu monolog untuk menjawab

pertanyaan – pertanyaan tentang topic/tema/gambaran umum,

informasi tersurat/tersirat.

b. Elaborasi

- Tiap anggota kelompok mendiskusikan jawaban dari monolog

tersebut.

- Perwakilan kelompok mempresentasikan hasil diskusi

kelompok tersebut.

- Tiap kelompok memberikan tanggapan terhadap jawaban

kelompok lain.

- Perwakilan kelompok menceritakan kembali monolog tersebut

dengan kalimat sendiri.

c. konfirmasi

- menegaskan pemahaman isi monolog bertema „announcement‟

- menegaskan jawaban soal – soal latihan



hal/informasi penting dari „announcement‟

Pertemuan ke 4





49

d. Motivasi

e. Membentuk kelompok belajar

f. Melakukan apersepsi dengan menyampaikan pengantar singkat

yang terjadi dalam kehidupan sehari – hari yang berhubungan

dengan andvertisement.

g. Mengarahkan siswa cara mempelajari materi serta cara

mengerjakan soal – soal latihan.


a. Eksplorasi

- Mendiskusikan contoh – contoh monolog bertema

„advertisement‟ dalam kehidupan sehari – hari.

- Memprediksi gambaran umum tentang advertisement

berdasarkan gambar, judul, atau pertanyaan yang diberikan.

- Mempelajari kosa kata baru

- Secara individual, menyimak suatu monolog untuk menjawab

pertanyaan – pertanyaan tentang topic/tema/gambaran umum,

informasi tersurat/tersirat.

b. Elaborasi

- Tiap anggota kelompok mendiskusikan jawaban dari monolog

tersebut.

- Perwakilan kelompok mempresentasikan hasil diskusi

kelompok tersebut.

- Tiap kelompok memberikan tanggapan terhadap jawaban

kelompok lain.

- Perwakilan kelompok menceritakan kembali monolog tersebut

dengan kalimat sendiri.

c. konfirmasi

- menegaskan pemahaman isi monolog bertema „advertisement‟

- menegaskan jawaban soal – soal latihan

50



hal/informasi penting dari „advertisement‟

Sumber belajar

Rekaman audio/video



Listening script

Announcement 1

Attention shoppers! Someone has just turned in a leather purse. It was found on

the floor in the women‟s section. If this purse is yours, please come to the

customer service counter to claim it.

Announcement 2

Hello passengers for flight 17 to Caracas. The departure gate has been changed to

30B also there will be a slight departure delay due to inclement weather. The

ground crew is in the process of deicing the wings, in preparation for departure.

We should be boarding soon. Thank you for your patience.

Advertisement 1

Year-end sale Kriyasta Department store offers good quality products at very low

prices. Big discounts. There are night gowns from Korea for only thirty thousand

Rupiahs each. Children T-shirts range from four thousand to fifteen thousand

Rupiahs. Men sport shoes start from twenty-five thousand, and many more.

Satisfaction guaranteed. Visit us right now. This offer is valid for one week only.

Advertisement 2

Bored of eating the same food day after day? Do you want a change? Try the

Steak House Restaurant. The Steak House Restaurant is on the third floor of the

most famous meeting point in town: The Plaza. Enjoy our salmon steak for only

ten dollars and forty-five cents, or our chicken steak for only eight dollars and

ninety cents, or you might want to taste our saline steak with mashed potato.

Mmm…. Marvelous! Come with your family and have a big feast at the Steak

House Restaurant on the third floor of Plaza.

51

ANNOUNCEMENTS

Directions:

In this part of the test, you will hear two short talks. Each will be spoken TWICE.

They will not be printed in your test paper, so you must listen carefully to

understand and remember what is being said.

In your test paper, you will read two questions about each short talk. Each

question will be followed by four answers. You have to choose the best answer to

each question and mark it on your answer sheet.

Text 1

1. What is the purpose of the announcement?

a. To get some customer service

b. To find the women‟s section

c. To persuade the shoppers to buy a purse

d. To informs the shoppers that a purse was found

2. If you want to claim the purse, where should you go?

a. To the shoppers

b. To the customer service counter

c. To someone who turned it in.

d. To the women‟s good department.

Text 2

Hello passengers for ……………. (3) to Caracas. The ………….. (4) gate has

been changed to 30B also there will be a slight departure delay due to inclement

weather. The ………………… (5) is in the process of deicing the wings, in

preparation for departure. We should be boarding soon. Thank you for your

patience.

52

ADVERTISEMENTS

Directions:

In this part of the test, you will hear two short talks. Each will be spoken TWICE.

They will not be printed in your test paper, so you must listen carefully to

understand and remember what is being said.




Text 1

1. What is being advertised?

a. Food b. Clothing c. Beverage d. Furniture

2. Where should buyers go to get the products?

a. Korea c. Supermarket

b. Market d. Kriyasta Department Store

Text 2

Bored of eating the same food day after day? Do you want a change? Try the

Steak House Restaurant. The Steak House Restaurant is on ………………… (3)

of the most famous meeting point in town: The Plaza. Enjoy our salmon steak for

only ten dollars and ………………… (4), or our chicken steak for only eight

dollars and ninety cents, or you might want to taste our saline steak with

………………………… (5). Mmm…. Marvelous! Come with your family and

have a big feast at the Steak House Restaurant on the third floor of Plaza.

53

Appendix 2


Controlled Class




intermediate.

Kompetensi Dasar : Menyebutkan benda-benda, orang, ciri-ciri, waktu, hari,

bulan, dan tahun

Mendeskripsikan benda-benda, orang, ciri-ciri, waktu,

hari, bulan, dan tahun

Tujuan pembelajaran : Siswa dapat menentukan topic/tema/gambaran umum dari

dialog tersebut.


tersebut.

Dapat mendeskripsikan benda/orang dengan tepat.

Materi pembelajaran : adjectives.


Pertemuan ke-1





d. Motivasi


a. Siswa diberikan contoh gambar.

b. Siswa mengamati dan mempelajari gambar tersebut

c. Siswa diminta mendeskripsikan gambar tersebut dengan singkat di

depan kelas.

d. Siswa menyimak materi tersebut secara individu.

54

e. Sambil mendengarkan, siswa menjawab pertanyaan – pertanyaan.

f. Siswa diberikan kesempatan sekali lagi mendengarkan materi

tersebut, untuk mengkonfirmasi jawaban mereka.

g. Siswa bersama guru mendiskusikan jawaban dari tes tersebut.




Sumber belajar

Rekaman audio



Listening Script

1. A. The men are having lunch.

B. They are shaking hands with each other.

C. There is some food on the table.

D. They are waving their hands.

2. A. They are having a birthday party.

B. They are not wearing glasses.

C. Each boy is holding a spoon.

D. They are having a chat.

3. A. It‟s a fruit market.

B. A man is buying some fruit.

C. A man is eating some fruit.

D. A lot of people is in the market.

4. A. She is paying for her goods at the cashier.

B. A shopkeeper is helping her.

C. She is in the clothing department.

D. She is carrying a shopping basket.

5. A. A waiter is talking to a customer.

B. A waiter is carrying a tray of food.

C. The waiter is asking about the menu to a guest.

55

D. The waiter is cooking in the kitchen.

Listen and then guess who I am.

6. I‟m a British woman. I used to be poor but since my first „Harry Potter‟

novel a best seller, I have been one of the world‟s richest people.

7. I‟m Canadian. I used to have a normal life but since the video of my

singing performance was uploaded in Youtube, a lot of people are

interested in my singing skills. My hit is “Baby”.

8. I am Indonesian singer. In my age, I‟ve got a lot of awards in music.

Supported by my father who is a composer, I have developed my voice

quality. One of my songs is “kembang perawan”.

9. I‟m an American. I lived in Indonesia from age‟s six to ten. I‟m the first

African – American President of the USA.

10. I am known as the most expensive player of 2010 in the world and the

captain of the Portugal soccer team. I am known for my incredible speed,

soccer intelligence and heart stopping fire power.

56


Controlled Class




intermediate.

Kompetensi Dasar : Memahami ungkapan-ungkapan dasar pada interaksi sosial

untuk kepentingan kehidupan

Menghasilkan tuturan sederhana yang cukup untuk fungsi-

fungsi dasar


dialog tersebut.


tersebut.

Menggunakan ungkapan dan respon secara tepat.

Materi pembelajaran : expressions.


Pertemuan ke-2





d. Motivasi


a. Siswa diberikan contoh dialog beserta respon.

b. Siswa secara berpasangan mendiskusikan isi dialog tersebut dan

berdialog secara bergantian.

c. Siswa menirukan ucapan guru, sebagai latihan pelafalan dari dialog

di atas.

57

d. Guru membagikan tes mendengarkan berupa teks rumpang dan

pilihan ganda.

e. Masing - masing siswa mempelajari maksud ( arti ) dari kalimat


f. Siswa menyimak materi tersebut secara individu.




i. Siswa bersama guru mendiskusikan jawaban dr tes tersebut.




Sumber belajar

Rekaman audio



Instrument

Contoh dialog

1. Hello, Rudi. I‟d like you to meet my cousin, Vanda.

a. Oh, not so bad.

b. Hello, Vanda. How do you do?

c. Hi, How are you?

2. Can you pass me the sugar please?

a. No, I can‟t pass the sugar in the glass.

b. Why do I have to bring sugar?

c. Ok sure. Here it is.

3. Man : Look! Your cat is biting its kitten.

Woman : No, she isn‟t. She‟s carrying her kittens to move them out.

Man : Really? How strange it is.

4. X : One ticket to Solo Balapan Station, please.

Y : Here you go. The next train will leave at 2.00 p.m.

58

X : Thank you.

Listening script

1. Woman : I‟d like to speak to Mr. Zakaria, please.

Man : He‟s out at the moment, I‟m afraid. Anything can I do for

you?

Woman : well, please inform him that his order is ready. We need to

know about the method and time of delivery. I‟m calling

from ABC printing house. Thank you.

2. Man : I was in Bandung from 1990, and then I moved to

Semarang and lived there for 15 years before I came here.

Woman : Why did you move to this town?

Man : I had a business opportunity.

3. Andy : Hello, Linda. How are you getting on?


Andy : I‟m great.


Angel : Let‟s have breakfast, Satria.



SOAL

You must listen these conversations carefully to understand what the speakers are

saying.

1. What does the caller want to know?

a. Confirmation about an order. c. Method and time product delivery.

b. Mr. Zakaria‟s health conditions. d. Information about ABC printing

house.

2. How long did the man live in Bandung?

a. 5 years b. 9 years c. 15 years d. 20 years

3. Andy : Hello, Linda. …………………….. you getting on?

59


Andy : ………………………...


Angel : ……………………….., Satria.



60


Controlled Class




intermediate.

Kompetensi Dasar : Memahami monolog yang muncul pada situasi kerja

tertentu

- Menjelaskan isi monolog secara lisan dan tertulis

- Menceritakan kembali isi monolog secara lisan dan

tertulis.

Tujuan pembelajaran : Siswa dapat menentukan topic/tema/gambaran umum dari

monolog tersebut.

Menentukan informasi tersurat dan tersirat dari monolog

tersebut.

Melengkapi teks rumpang/tabel dengan ungkapan yang

tepat.

Menceritakan kembali isi monolog dengan kalimat

sendiri.

Materi pembelajaran : announcement dan advertisement.


Pertemuan ke-3 dan ke 4





d. Motivasi


61

a. Siswa secara berpasangan mengerjakan latihan penggunaan kosa

kata sesuai kalimat, terkait tema yg diberikan oleh guru, dan guru

memonitor kegiatan siswa.

b. Secara bersama – sama membahas kosa kata tersebut.

c. Siswa menirukan ucapan guru, sebagai latihan pelafalan dari kosa

kata di atas.

d. Guru membagikan tes mendengarkan berupa pertanyaan pilihan

ganda dan teks rumpang.

e. Masing - masing siswa mempelajari maksud (arti) dari kalimat


f. Siswa menyimak materi tersebut secara individu




i. Siswa bersama guru mendiskusikan jawaban dr tes tersebut.


b. Membuat resume/rangkuman secara bersama tentang berbagai


Sumber belajar

Rekaman audio/cassette



62

APPENDIX 3

INSTRUMENT OF PRE-TEST

LISTENING SECTION

In this section of the test, you will have the chance to show you how well you

understand spoken English. There are four parts to this section with special

directions for each part.

Part I. Pictures

Questions: 1 to 3.

Directions:

There are three items in this part. For each item, you will see a picture and you

will hear four short statements. The statements will be spoken TWICE. They will

not be printed in your test paper, so you must listen carefully to understand what

the speakers are saying. When you hear the four statements, look at the picture in

your test paper and choose the statement that the best describes what you see in

the picture. Then on your answer sheet, find the number of the question and your

answer.

Example:

Look at the picture and listen the four statements.

Choice (B) – “there are four tea cups on the tray” – is the best answer to describe

the picture. Therefore, you should mark (B) on your answer sheet.

Now let’s begin with the picture number 1.

1. 2. 3.

63

Part II. Questions and Responses

Questions: 4 to 7.

Directions:

There are four items in this part of the test. For each item, you will hear a question

or statement in English followed by three responses also spoken in English. They

will be spoken TWICE. They will not be printed in your test paper, so you must

listen carefully to understand what the speakers are saying. You have to choose

the best response to each question or statement and mark it on your answer sheet.

Now listen to a sample question.

You will hear : Hello, my name is Ronald. I‟m a new student here. How

do you do?

You will also hear : A. Hello, Ronald, how do you do?

B. Let‟s study in the library.

C. There are forty students in the classroom.

The best response to the question “how do you do?” is answer (A). Therefore, you

should mark (A) on your answer sheet.

Now let’s begin with question number 4.

4. Mark your answer on your answer sheet.




Part III. Short Conversations.

Questions: 8 to 11.

Directions:

There are four items in this part of the test. For each item, you will hear a short

conversation between two people. They will hear the conversations TWICE. They

will not be printed in your test paper, so you must listen carefully to understand

what the speakers are saying.

In your test paper, you will read a question about each conversation. The question

will be followed by four answers. You have to choose the best answer to each

question and mark it on your answer sheet.

64

Example:

You will hear : Man : Excuse me, is there a bank near here?

Woman : Yes, there is a bank on the corner.

Man : Thank you.

Woman : You‟re welcome.

You will read : Where does the woman want to go?

A. To the corner. C. To the riverbank.

B. To the woman‟s house. D. To the bank.

Answer (D) – „To the bank‟ – is the best answer to the question “Where does the

woman want to go?”. Therefore, you should mark (D) on your answer sheet.

Now let’s begin with question number 8.

8. What does the woman do?

A. She is introducing herself. C. She is introducing the new director.

B. She is introducing her friend. D. She is greeting all the people.

9. What does the woman do ever Saturday night?

A. She goes with the man. C. She is doing anything.

B. She has nothing to do. D. She usually goes with her boyfriend.

10. What does the man imply?

A. He won‟t study in a university. C. He won‟t find a job.

B. He will study in a university. D. He‟s still confused what to do.

11. According to the man, who is the handsome man?

A. Chicco Jerikho. C. Both of them.

B. The man . D. None of them.

Part IV. Short Talks.

Questions: 12 to 15.

Directions:

In this part you will hear two short talks. Each will be spoken TWICE. They will

not be printed in your test paper, so you must listen carefully to understand what

the speakers are saying.




65

Now let’s begin with the following short talk.

12. What does the advertisement encourage you to do?

A. Take a holiday. C. Redecorate your library.

B. Complete your library collection. D. Save some money.

13. Which item does the advertisement mention?

A. Decorations. C. Library.

B. Backpacks. D. Books.

14. Who is listening to this announcement?

A. Children in school. C. Women on a tour.

B. Men on a bus. D. People working in the garden.

15. What time of day is this announcement being made?

A. Before lunch. C. In the evening.

B. After lunch. D. At night.

This is the end of the Listening Section.

66

APPENDIX 4

INSTRUMENT OF POST-TEST

LISTENING COMPREHENSION

In this section of the test, you will have the chance to show you how well you

understand spoken English. There are four parts to this section with special

directions for each part.

Part I.

Directions:

For each item, you will see a picture and you will hear four short statements. The

statements will be spoken two times. They will not be printed in your test book, so

you must listen carefully to understand what the speaker says. When you hear the

four statements, look at the picture in your test book and choose the statement that

the best describes what you see in the picture. Then, on your answer sheet, find

the number of the question and mark your answer. Look at sample below

Statement (B), they are having a meeting, best describes what you see in the

picture. Therefore, you should choose answer (B).

Now let’s begin with the picture number 1.

1. 2.

3. 4.

67

Part II.

Directions:

In this part of test, you will hear a question spoken in English followed by three

responses also spoken in English. The questions and responses will be spoken two

times. They will not be printed in your test book, so you must listen carefully to

understand what the speaker says. You have to choose the best response to each

question.

Now listen to a sample question.

You will hear :

You will also hear :

The best response to the question “how are you?” is answer (A). Therefore, you

should choose (A).

Question 5 – 8. Mark your answer on your answer sheet.

Part III.

Directions:

In this part of the test, you will hear four short conversations between two people.

They will not be printed in your test paper. They will hear the conversations two

times so you must listen carefully to understand what the speaker says. In your

test book, you will read a question about each conversation. The question will be

followed by four answers. You have to choose the best answer to each question

and mark it on your answer sheet.

9. How will they get to the airport?

A. Bus B. Car C. Taxi D. Subway

10. Where does this conversation take place?

A. A store B. An office C. A post office D. A bank

11. What will the man are doing at 11:00 tomorrow morning?

A. Talking with Mr. Lee C. Writing a letter

B. Meeting with the accountants D. Eating lunch.

Part IV.

In this part of the test, you will hear several short talks. Each will be spoken two

times. They will not be printed in your test book, so you must listen carefully to

understand and remember what is said. In your test book, you will read two or

more questions about each short talk. The question will be followed by four

68

answers. You have to choose the best answer to each question and mark it on your

answer sheet.

Questions 12 and 13 refer to the following announcement.

12. What will happen in five minutes?

A. Passengers will get on the train. C. Tickets will go on sale.

B. The train will leave for New York. D. The store will open.

13. What should passengers do with their luggage?

A. Check it. C. Put it on the overhead rack.

B. Show it to the gate agent. D. Leave it beside the track.

Questions 14 and 15 refer to the following recording.

14. What kind of business is Prescott?

A. Accountants C. Bank

B. Party planning service D. Credit card company

15. What should a caller press to speak to a customer service representative?

A. 3 B. 4. C. 5 D. 6

This is the end of the listening comprehension.

69

APPENDIX 5

Listening script Pre Test

Part 1. Pictures

Questions: 1 to 3.

1. Look at the picture number 1.

a. The girl is fitting some clothes.

b. The girl is buying some clothes.

c. The girl is trying on some shoes.

d. The girl is choosing some bags.


a. The woman is wearing glasses.

b. The man is wearing a tie.

c. The man is wearing glasses.

d. The woman is writing on a paper.


a. There is no food on the table.

b. There is a paper hat on each of their heads.

c. The glasses are behind the girls.

d. They are having dinner.


Questions: 4 to 7.

4. I don’t what’s wrong with my eyes. I can’t see the sign clearly.

a. I will sign a letter.

b. I can’t see you.

c. I think you should wear glasses.

5. That black dress is nice, isn’t it?

a. I think the white one is better for you.

b. I don’t like black.

c. The dress-code is black.

6. Would you like to watch a movie tomorrow?

a. My watch need to be repaired.

b. Sure, that’s a good idea.

c. Watch your steps, the floor is wet.

70

7. Excuse me; is there any supermarket around here?

a. Yeah, there’s one across the street.

b. Don’t go anywhere.

c. I’ll meet you in supermarket

Part III. Short Conversations

Questions: 8 to 11.

8. Woman : Let me introduce you to our new director, Mr. Setiawan.

Man : How do you do?

9. Man : What do you do every Saturday night?

Woman : I usually hang out with my boyfriend. What about you?

Man : I don’t have any regular activity. I just do what I want to do.

10. Woman : What do you do after finishing school?

Man : I’d rather look for a job than go to college.

11. Woman : Chicco Jerikho is a handsome actor.

Man : No way, I’m more handsome than him.

Woman : You wish.

Part IV. Short Talks

Questions: 12 – 15.

Questions number 12 and 13 refer to following advertisement.

Now read question number 12 in your test paper and answer it.


Questions number 14 and 15 refer to following announcement.

Our holiday sale offers you great savings on new

books. All books, magazines, comics and novels are

on sale. We also have sale prices on stationary and

school equipment. Now it’s time to complete your

library collection and buy your school stuff at a very

low price. Don’t wait. Sale ends Sunday.

Ladies, this stop on our garden tour will be very short.

Please return to the bus in fifteen minutes. We have one

more garden to visit before our lunch break, so we must

leave on time. Since this stop is so short, it’s advisable that

we stay together as a group. If you prefer to wander around

on your own, that’s also fine. Most importantly, we don’t

want to leave anyone behind, so if you don’t have a watch,

please stay close to someone who does.

71

APPENDIX 6

Listening script Post Test

Part I. Pictures

Questions: 1 to 4.


a. Their hat is in your bag.

b. The window is broken.

c. Their bag is in car.

d. They’re looking at close the window.


a. She’s reading newspaper.

b. She’s eating a meal.

c. She’s looking at new shoes.

d. She’s reporting news.


a. The customers are sitting inside.

b. The chairs on the side walk.

c. The waiter is standing by the window.

d. The tables are in the kitchen.


a. The carpenter is using a draw.

b. The patient is eating ham.

c. The driver is wearing gloves.

d. The dentist is examining the man.


Questions: 5 to 8.

5. What time did the program begin?

a. Just after 10 o’clock.

b. Yes, he can program computer.

c. Please begin again.

6. Is this your coat?

a. Yes, this one needs the new coat of paint.

b. Yes, it’s mine.

c. Yes, I saw the note.

72

7. Where do you leave a newspaper?

a. Yes, it’s brand new.

b. I put it on the desk.

c. I usually read it before breakfast.

8. How many people showed up for meeting?

a. It was nice meeting you too.

b. I tell them to everybody. c. More than twenty.

Part III. Short Conversations

Questions: 9 to 11.

9. Woman : His plane is due to arrive 4.40. I think we should go pick him up to

the airport.

Man : Good idea but we need to leave at three for going to be on time. It’s a

bit far to get there.

Woman : You’re right and I don’t think we should take a taxi, the subway is

much faster.

Man : Okay, that’s sounds like a good plan. I’ll meet you at your office and

we can walk to the station together.

10. Man : Excuse me, can you tell me where I can find manila envelope?

Woman : They’re on aisle sixth on the shelf below the printed paper. And

you’re luck they are on sale this week for 20 % off.

Man : Great. I always love to save money.

Woman : If you don’t see the style you want. I’d be happy to order some for

you and you’d still get the 20 % discount if you order today.

11. Woman : Mr. Lee called he’d like to set up an appointment with you at eleven

o’clock tomorrow morning to go offer the marketing plan.

Man : I can’t do it. I’ll be in a meeting with the accountants at ten. Do you

think he can do it later in the day?

Woman : I’ll call and find out. What time will be best for you?

Man : See if he can meet two o’clock; better give me a time to get some

lunch after I’m finish with the accountants.

73

Part IV. Short Talks

Questions: 12 – 15.







Thank you for calling Prescott down town office.

If you know your parties extension, you may dial it at any

time.

To open a new account press 1.

To transfer a fund between accounts press 2.

For question about an existing account or to report lost or

stolen credit cards press 3.

To order a check press 4.

To apply for a loan press 5.

To speak with the customer service representative press 6.

To hear this menu again press 0 at any time.

May I have your attention please? Train number 16 scheduled

to depart for New York City at 7.30 will begin boarding in 5

minutes. All passengers for New York please approach gate

11 now. Have your ticket ready to show the gate agent? This

is an all reserve train please check your ticket to make sure

you have a reservation on this train. Before approaching the

gate carry-on luggage permitted on this train and must be

stored on the overhead racks. Let the gate know if you’ll need

assistant for this.

APPENDIX 7

THE ANSWER KEY OF PRE-TEST

1. C

2. A

3. B

4. B

5. C

6. C

7. A

8. C

9. D

10. C

11. C

12. D

13. B

14. D

15. B

74

APPENDIX 8

THE ANSWER KEY OF POST TEST

1. C

2. D

3. B

4. A

5. A

6. B

7. B

8. C

9. D

10. A

11. B

12. B

13. C

14. D

15. D

75

APPENDIX 9 76

Validity of Pre-Test (rtable= 0.423) q

ues

tio

ns

n Σxy nΣxy Σx (Σx)(Σy) nΣxy -

(Σx)(Σy) Σx2 nΣx2 (Σx)2

(nΣx2)-

(Σx)2

{(nΣx2)-(Σx)2}

{(nΣy2)-(Σy)2}

[{(nΣx2)(Σx)2}

{(nΣy2)(Σy)2}]1/2

{nΣxy - (Σx)(Σy)}/

[{(nΣx2)(Σx)2}

{(nΣy2)(Σy)2}]1/2

CRITERION

1 20 4803 120075 87 98484 21591 583.6 14590 7569 7021 2436011426 49355.96647 0.43745 VALID

2 20 5028 125700 87 98484 27216 583.6 14590 7569 7021 2436011426 49355.96647 0.55142 VALID

3 20 4579 114475 80 90560 23915 538.7 13467.5 6400 7067.5 2452145101 49519.13873 0.482945 VALID

4 20 3995 99875 74 83768 16107 493.8 12345 5476 6869 2383273392 48818.78114 0.329934 TIDAK VALID

5 20 4444 111100 74 83768 27332 493.8 12345 5476 6869 2383273392 48818.78114 0.559866 VALID

6 20 3905 97625 67 75844 21781 448.9 11222.5 4489 6733.5 2336260210 48334.87571 0.450627 VALID

7 20 4175 104375 67 75844 28531 448.9 11222.5 4489 6733.5 2336260210 48334.87571 0.590278 VALID

8 20 4669 116725 87 98484 18241 583.6 14590 7569 7021 2436011426 49355.96647 0.36958 TIDAK VALID

9 20 4040 101000 67 75844 25156 448.9 11222.5 4489 6733.5 2336260210 48334.87571 0.520452 VALID

10 20 4534 113350 80 90560 22790 538.7 13467.5 6400 7067.5 2452145101 49519.13873 0.460226 VALID

11 20 4220 105500 74 83768 21732 493.8 12345 5476 6869 2383273392 48818.78114 0.445157 VALID

12 20 4175 104375 67 75844 28531 448.9 11222.5 4489 6733.5 2336260210 48334.87571 0.590278 VALID

13 20 3950 98750 67 75844 22906 448.9 11222.5 4489 6733.5 2336260210 48334.87571 0.473902 VALID

14 20 4444 111100 80 90560 20540 538.7 13467.5 6400 7067.5 2452145101 49519.13873 0.42479 VALID

15 20 4175 104375 74 83768 20607 493.8 12345 5476 6869 2383273392 48818.78114 0.423112 VALID

Σy = 1132.3

Σy2 = 65135.39

nΣy2 = 1628385

(Σy)2 =1281424

(nΣy2)-(Σy)

2 = 346961

APPENDIX 10 77

Reliability of Pre test

Q Σxi Σxi2 (Σxi)

2 (Σxi)

2/n Σxi

2 -(Σxi)

2/n σ i

2

1 87 583.6 7569 194.0769 389.52 9.988

2 87 583.6 7569 194.0769 389.52 9.988

3 80 538.7 6400 164.1026 374.6 9.605

5 74 493.8 5476 140.4103 358.49 9.19

6 67 448.9 4489 115.1026 333.8 8.559

7 67 448.9 4489 115.1026 333.8 8.559

9 67 448.9 4489 115.1026 333.8 8.559

10 80 538.7 6400 164.1026 374.6 9.605

11 74 493.8 5476 140.4103 353.39 9.061

12 67 448.9 4489 115.1026 333.8 8.559

13 67 448.9 4489 115.1026 333.8 8.559

14 80 538.7 6400 164.1026 329.7 8.45

15 74 493.8 5476 140.4103 353.39 9.061

Σ σ i2

= 118

Σy = 1132 n = 20

Σy2 = 65135.9 K = 13

(Σy)2 = 1281414 Σ σ i

2/ σ t

2 = 0.212

(Σy)2/n = 51256.96 1- Σ σ i

2/ σ t

2 = 0.7879

Σy2 - (Σy)

2/n = 13878.42

σ t2 = 555.1372

853.0

79.008.1

1372.555

1181

113

13

11 2

2

11

t

i

k

kr

So, reliability of instrument is 0.853.

APPENDIX 11 78

VALIDITY OF POST TEST (rtable = 0.423)

qu

esti

on

s

n Exy nExy Ex (Ex)(Ey) nExy -

(Ex)(Ey) Ex2 nEx2 (Ex)2

(nEx2)-

(Ex)2

{(nΣx2)-(Σx)2}

{(nΣy2)-(Σy)2}

[{(nΣx2)(Σx)2}

{(nΣy2)(Σy)2}]1/2

{nΣxy -

(Σx)(Σy)}/

[{(nΣx2)(Σx)2}

{(nΣy2)(Σy)2}]1/2

CRITERION

1 20 6778 169450 101 134633 34817 673.4 16835 10201 6634 3318036563 57602.40067 0.60444 VALID

2 20 6329 158225 94 125302 32923 628.5 15712.5 8836 6876.5 3439324453 58645.75392 0.56139 VALID

3 20 6958 173950 101 134633 39317 673.4 16835 10201 6634 3318036563 57602.40067 0.68256 VALID

4 20 6958 173950 107 142631 31319 718.2 17955 11449 6506 3254016563 57043.98796 0.54903 VALID

5 20 5791 144775 80 106640 38135 538.7 13467.5 6400 7067.5 3534854297 59454.64067 0.64141 VALID

6 20 5477 136925 80 106640 30285 538.7 13467.5 6400 7067.5 3534854297 59454.64067 0.50938 VALID

7 20 5791 144775 80 106640 38135 538.7 13467.5 6400 7067.5 3534854297 59454.64067 0.64141 VALID

8 20 7048 176200 107 142631 33569 718.2 17955 11449 6506 3254016563 57043.98796 0.58848 VALID

9 20 5342 133550 74 98642 34908 493.8 12345 5476 6869 3435573281 58613.76358 0.59556 VALID

10 20 6150 153750 94 125302 28448 628.5 15712.5 8836 6876.5 3439324453 58645.75392 0.48508 VALID

11 20 6015 150375 87 115971 34404 583.6 14590 7569 7021 3511597031 59258.72958 0.58057 VALID

12 20 6599 164975 94 125302 39673 628.5 15712.5 8836 6876.5 3439324453 58645.75392 0.67649 VALID

13 20 5207 130175 74 98642 31533 493.8 12345 5476 6869 3435573281 58613.76358 0.53798 VALID

14 20 5701 142525 87 115971 26554 583.6 14590 7569 7021 3511597031 59258.72958 0.4481 VALID

15 20 4938 123450 74 98642 24808 493.8 12345 5476 6869 3435573281 58613.76358 0.42325 VALID

Σy = 1333

Σy2 = 91081.8

nΣy2 = 2277045

(Σy)2 =1776889

(nΣy2)-(Σy)

2 = 500156

79

APPENDIX 12

Reliability of Post Test

Q Σxi Σxi2 (Σxi)

2 (Σxi)

2/n Σxi

2 -(Σxi)

2/n σ i

2

1 94 628.5 8836 226.5641 401.94 10.31

2 94 628.5 8836 226.5641 401.94 10.31

3 101 673.4 10201 261.5641 411.84 10.56

4 107 718.2 11449 293.5641 424.64 10.89

5 80 538.7 6400 164.1026 374.6 9.605

6 80 538.7 6400 164.1026 374.6 9.605

7 80 538.7 6400 164.1026 374.6 9.605

8 101 673.4 10201 261.5641 411.84 10.56

9 74 493.8 5476 140.4103 353.39 9.061

10 87 583.6 7569 194.0769 389.52 9.988

11 80 538.7 6400 164.1026 374.6 9.605

12 94 628.5 8836 226.5641 401.94 10.31

13 74 493.8 5476 140.41 353.39 9.061

14 80 538.7 7569 194.0769 389.52 9.988

15 74 493.8 5476 140.4103 353.39 9.061

Σ σ i2

= 148

Σy = 1300 n = 20

Σy2 = 85919.5 K = 15

(Σy)2 = 1689480 Σ σ i

2/ σ t

2 = 0.202

(Σy)2/n = 67579.2 1- Σ σ i

2/ σ t

2 = 0.7981

Σy2 - (Σy)

2/n = 18340.3

σ t2 = 733.612

80

8532.0

79.008.1

612.733

1481

115

15

11 2

2

11

t

i

k

kr

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