Beruflich Dokumente
Kultur Dokumente
SKRIPSI
By :
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ACKNOWLEDGEMENTS
Firstly, the researcher would like to thank the Almighty God for the bless
health and happiness given to her. In writing this research, there were so many
problems faced by the researcher. Without much help from the following person.
It was impossible for her to complete this research. Therefore, the researcher
would like to present many thanks to all people who has given her/his love,
prayer, advices and support during her academic years in completing her study.
Her dearest parents Surya Mawardi and Almh. Suhartini thanks for
everything that they have given to me. Thanks for support and motivation that has
given to her. Her beloved parts of family Novita Wulandari, Aditya Nugraha and
Dede setia Dharma for their prayer, morality, and support during her academic
year in completing her study. Here, the reasearcher would like to express deep
thanks to:
Utara.
2. Elfrianto Nst, S.Pd, M,Pd, the dean of FKIP UMSU who given her
3. Mandra Saragih, S.Pd M.Hum, the head of English department and the
Thanks for her helped and spent precious time in giving valuable
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advice,comments and some very valuable corrections during the writing
7. Asri Astuti S.Pd as the English teacher of SMA Swasta Persiapan Stabat,
8. All her classmate in English Department of VIII B Afternoon for the sweet
9. Her lovely friends, Atika Sarah Siregar, Indah Arimbi Siregar, Devy
Anggraini Harahap, Richa Anggri Amelia, and Maulita thanks for their
Finally, the hopes constructive critism and suggestion for the improvement of
this research is still far from being perfect although her has tried to do the best.
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TABLE OF CONTENTS
Pages
ABSTRACT ................................................................................................... i
ACKNOWLEDGEMENTS ......................................................................... ii
iv
2.2. The Advantages and Disadvantages of Code–
D. Hypothesis ............................................................................................... 28
1. Population ......................................................................................... 29
2. Sample .............................................................................................. 30
D. Finding ..................................................................................................... 38
A. Conclusion ................................................................................................ 39
B. Suggestion ................................................................................................ 39
v
REFERENCES
APPENDIXES
vi
LIST OF TABLES
Pages
vii
LIST OF APPENDIX
Group
Experimental Group
Control Group
Appendix 13 Value
Appendix 15 Form K1
Appendix 16 Form K2
Appendix 17 Form K3
viii
Appendix 19 Surat Keterangan
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CHAPTER I
INTRODUCTION
Because of that, we can understand the English language of the child, for starters.
a discourse or dialogue through the media and direct sound. So that students can
listen well, not only through writing alone, but students should be forced to be
more to be able to understand oral form as well. So that students can be trained to
of this.
which can be tape media or tape recorder that can produce sound or audio, and
with this technique also to train students to better understand through voice
signals. And not only understand through writing and reading alone. Listening is
test.
1
2
my experience, there are some proved. First, The students are very enthusiastic
when learning about listening comprehension. It’s just that, but most of all of
students, often do not respond on learning and they are chatting away with her/his
friends.And they are also lost concentration, when they are started mistaken to
answer the questions provided by the teacher. They are wrong, by reason because
they are less clear in listening. Then began to busy looking for answers to his/her
Second, for the teacher. The teacher issues is the ability of teachers to
teach classes that fuss, and teachers are not able to discipline students for more
Because as we know that listening comprehension should get a calm and orderly
so that everything can be achieved.Third, for curriculum. During this time the
students learn more about the English language, so as to produce the knowledge
To solve these problems it is needed to use a strategy that really makes the
students should be able to control their mind to focus on the goal of listening. The
with a foreign language in a dialogue or a discourse. The reason for using this
strategy because according to her experience, students learn English looks very
bored and looks underestimate this lesson. Especially when learning their listening
focused on what is heard and what is to be done on their answer sheets provided
by the teacher. This can increase their concentration in learning especially on this
reconsider the role that code switching plays in the classroom interaction and to
“break with the methodologically imposed code constraints in order to use code
strategy may be useful for the future and can be used as an alternative strategy that
make them more focus when their learning of listening comprehension and it can
The scope of this study was focused in listening comprehension. The study
comprehension achievement?
1. Theoretically,
2. Practically ,
UMSU Medan can take a lot of advantage from the result of this study.
REVIEW OF LITERATURE
A. Theoritical Framework
The theoretical framework contain some theories from the experts and
concepts applied in this research. These concepts made to a better analysis of the
given theories because they help the researcher to limit the scope of the problem.
In this part the researcher present some theories related to this study in order to
strengthen this study. So that, the reader sure, understand and encourage them to
read.
1. Description of Listening
1.1. Listening
becomes important because listening is the basic skill that should be mastered
by the students. In language learning, students listen firstly, and then they will
speak, then read and write something. Listening skill means the ability to
productive. Speaking and writing are productive skill, that requires a person
receptive, we can listen to and understand things at higher level then we can
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7
Nothing could be further from the truth listening is very active. Effective
the speaker, and display interest in the topic discussed. It can also include
skill must that the students has. When he still young, he can not speak early
although reading and writing. In the first time, he just hear someone when he
speaks English and step by step we will try to say what he/she hear. So,
communication.
the difference sounds is identified. If you cannot hear differences, then you
learn to discriminate between sounds within our own language early, and later
one reason why a person from one country finds it difficult to speak another
language perfectly, as they re un able distuingish the subtitle sounds that are
Like wise, a person who cannot hear the subtitles of emotional variation
in another person’s voice will be less likely to be able to discern the emotions
different meanings.
Biased listening happens when the person hears only what they want to
hear, typically misinterpreting what the other person says based on the stereo
types and other biases that they have. Such biased listening is often very
evaluative in nature.
what the other person is saying. We seek to assess the truth of what is being
said. We also judge what they say against our values, assessing themas good
language and comprehend the inner meaning of what is said. Typically also
appreciate, for example that which helps meet our needs and goals. We use
In sympathetic listening we care about the other person and show this
concern in the way we pay close attention and express our sorrow for the
understand how others are feeling. This requires excellent discrimination and
close attention to the nuances of emotional signals. Ehen we are being truly
empathetic, we actually feel what they are feeling. In order to get others to
expose these deep parts of themselves to us, we also need to demonstrate our
empathizing with the speaker but also to use this deep connection in order to
help the speaker understand, change or develop in some way. This not only
happens when you go to see a therapist but also in many social situations,
where friends and family seek to both diagnose problems from listening and
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also to help the speaker cure themselves, perhaps by some cathartic process.
or sustain a relationship. This is why lovers talk for hours and attend closely
to what each other has to say when the same words from someone else would
as negotiation and sales, where it is helpful if the other person likes you and
trusts you.
hearing anything that is being said. They may nod, smile and grunt in all the
right places, but do not actually take in anything that is said. This is a skill
such as politicians and royalty. Their goal with their audience is to make a
good impression in very short space of time before they move on, never to
particularly where one side does most of the talking. However , the need for
relationship here can lead to this being spotted (‘You’re not listening again!’)
Sometimes when we listen we hear the first few words and then start to
think about what we want to say in return. We then look for a point at which
we can interrupt. We are also not listening then answer responding more time
others. We thus hear what we want to hear and pay little attention to
‘extraneous’ detail.
other person with the best of intents and then become distracted, either by
consequently dip inside our own heads for a short while as we figure out what
they really mean or formulate a question for them, before coming back into
the room and starting to listen again. This can be problematic when the other
person has move on and we are unable to pick up the threads of what is being
said. We thus easily can fall into false listening, at least for a short while. This
can be embarrassing, of course, if they suddenly ask your opinion. A tip here:
own up, admitting that you had lost the thread of the conversation and asking
Full listening happens where the listener pays close and careful
attention to what is being said, seeking carefully to understand the full content
that the speaker is seeking to put across. This may be very active form of
complete. By the end of the conversation, the listener and the speaker still
probably agree that the listener has fully understood what was said.
Beyond the intensity of full listening, you can also reach into a for more
listening that not only hears what is said but also seeks to understand the
whole person behind the words. In deep listening, you listen between the lines
of what is said, hearing the emotion, watching the body language, detecting
needs and goals, identifying preferences and biases, perceiving beliefs and
needed finding out their listening problems which cause difficulties to them.
the four following factors: the message, the speaker, the listener, and the
physical setting, assumed that the problem of the students were for the speed
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factor. Students feel confuse of English because of they do not know the
meaning of word. So that they are not interested to study English even to
listen it. That is why they have difficulties in listen the explanation of their
teacher and finally, they can not do the exercises which their teacher asked to.
include:
1. Daydreaming
Listed below are skills a leader can learn, and practice, to make them a
1. The first step to becoming a more effective listener to act like a good
listener.
Watching the speaker closely can often reveal the non-verbal signals
3. Once eye contact is made with the speaker, nonverbal signals to the
speaker should be sent, which allow him to understand that the listener
4. Use receptive language when listening, for example use phrases such
This skill can foster trust, reduce conflict, and increase the level of
learners to acquire themselves with a new language and speech material, and
listening consider how listening can provide input that triggers the further
listening skill, students need to listen to various listening texts for different
school level is that the students should learn to function successfully in real
life situations.
In detail, the purpose of listening activity is that the students are able to
etc and dialog: debate, discussion, movie, etc). Moreover, they are able to
complete the information and respond to questions. To reach the goals, the
helps to facilitate the flow of classroom instruction since the teachers do not have
to spend so much time trying to explain to the learners or search for the simplest
words to clarify any confusion that may arise. The teacher use code switching by
starting the lesson in the English Language and may move into the second
language and back. This ensures that the lesson is as communicative as possible.
This approach allows teachers to balance the use of language within a given
contact.
authentic conversation which will help the reader deduce ideas about its possible
in teachers` classroom discourse will be introduced with its aspects as: topic
switch, affective functions and repetitive functions. Thirdly, the learners` code
suggests that code switching can be used for self-expression and is a way of
who have a language in common, the Sepedi words are in italics with the English
sentences in brackets:
include topic switch, affective switch and repetitive switch (Sert 2005). Here a
meaning of a word, and stress importance in the English language content for
language they are trying to learn. Here an instruction is given in English language
and the teacher repeats same in the mother-tongue for the students. Teachers of
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science,technology and other allied disciplines will find Code switching very
useful in explaining complex scientific terms, thus making the teaching and
Code switching also help learners to enjoy their learning due to their
ability to comprehend the teachers input. The comprehensible input also allows
them to feel less stressful and to become more comfortable to learn. Once they are
comfortable with the environment, without any unnecessary anxiety the learners
are able to focus and participate in classroom practice and activities more
successfully. This psychological support makes learners feel more relaxed and
translate a single word and this was often found to function for meaning
where many code switches occur. This involves longer phrases whereby the
The use of the marked code choice is seen as functional when wanting
to display some form of emotion like anger or affection, therefore using the
reinforce the fact that she wants to be taken seriously and that she is feeling
tense.
4. Humour
The teachers and the students use code switching as a way to get a
intending to be social.
conversation are being social. A teacher will often code switch while having a
because the relationship and the socialising are relaxed, the teacher and
thelearners are still not in the same so-called “in group”, due to differences in
Kieswetter (1995:114) states that the unmarked code choice occurs when
the overall speech pattern carries the social meaning, rather than the individual
switches.
2. Social
This is when the conversation changes from work related matters to the
learner asking the teacher a random question, then the teacher decides on
3. Confirmation
of confirming with the learner what has just been said, usually by asking a
question
4. Exploratory
Rose (2006:27- 28) states that a speaker can use the exploratory code
switching when an unmarked code choice is not clear and it usually occurs
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communicative intention.
out by Sert (2005) and Rose (2006), and furthermore seek to evaluate feelings of
students on the teacher code switching and teachers` feelings on students code
switching more especially where teachers are not native speakers of students`
native language.
1. Greeting
Main Activity
1. Eksploration
code-switching
2. Elaboration
words in a text
3. Confirmation
4. Closing Activity:
expressed differently but; more importantly, teachers show concern for the
in a language per se (such as English in the Namibian situation) and the other
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in his/her language and culture and they need to possess their cultural identity
when they are on the school grounds and even more so when they are in class.
Sometimes punitive action is taken against students who fail to obey this rule.
This may have a negative effect on the way these learners see their home
learners‟ cultural identities and a gesture of respect for the learners‟ mother
tongues.
to formulate their thoughts and ideas in their home language and then
translate them into English. Mpofu (2006), further, recommended that the
teachers should use code-switching when in class in order for their students to
understand better as well as for the learners to recognize that using their home
main language is a useful means for learners to explore their ideas. They
argue that the use of code-switching exposes the learners‟ alternative ideas.
Hence, code switching would allow learners to discuss the ideas that they
cannot express in English and thereby exposing such ideas which would have,
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otherwise, been concealed if they were to adhere to the exclusive English use
in the classrooms.
language and the target language may lead to a violation of the transference
of the intended meaning of the subject content (Sert, 2005). This is especially
result in lack of fluency in the second language in the long run, especially if
the learners know that they are allowed to fill the “stopgaps” with home
language use. This means that proficiency of the students in the medium of
practised in lessons.
learners to answer in English and if any learner wrote some things in his/her
marker did not understand that language and did not have the patience to find
1. Chidambaran (2000)
found: (1) over the code on society Cochin Tamil form of intermediate code
from one language to another language, a dialect of into another dialect, and
one variation register to variations register other; (2) mixed code is a mixture
of two languages, mixing two or more languages, and mixing two or more
variations of diglossia; and (3) the shift code is a shift from one language to
another, one dialect into another dialect, and from one variation to another
with the displacement information or subject, there is also a shift from one
language to another, one dialect into another dialect, and from one variation
to another variation, depending on the role and position of the speaker and
2. Fasya: (2009)
made by Siregar (in Fasya: 2009). Respondents were Indonesian who lives in
namely the role relationships antarpartisipan and factor of the situation said it
describes seven circumstances: (1) denied, (2) persuaded, (3) praise, (4) ask
for assistance, (5) request and provide information, (6) chatted casually, and
(7) greeting. His analysis shows that the pattern of election of Indonesian and
antarpartisipan. In addition, factors explained the situation and the age factor
3. Ruan (2003)
Behavior", Ruan concluded that just as in bilingual adults, children who are
C. Conceptual Framework
interpretation in which listeners match that they hear with their prior knowledge.
predictors. They predict what they hear by using the knowledge they already.
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Teacher as guider in the class should prepare appropriate materials for the
Materials should be arranged logically in order to the listener (student) can receive
On the other hand, the researcher would find out some aspects which
accents, using visual and aural environment clues. These aspects can be a problem
for the listener if they do not master English well but the most important of them,
the listener should master the listening and pronunciation in English because
without mastering them the listener cannot interpret the message of the spoken
language.
They still use step to teach listening a narrative text to students. It will be
sometimes pen down some notes is necessary during the lecture, combine the
One of the problem in this method is to make them really to relax and not
panic when their learning of Code-switching. Another big problem is that many
students in the class cannot follow the theme. Learning has a strong influence on
method of teaching.
D. Hypothesis
study, alternative hypothesis (Ha) and Null hypothesis (Ho) was formulated as the
following :
METHOD OF RESEARCH
February until March 2017. This school was choosen because the researcher
found the students’ difficulties in learning listening there and found that the
1. Population
The population of this research was taken from the XI grade students of
SMA Swasta Persiapan Stabat. There are five classes, there are class XI-IA1up to
Table 3.1
Population
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30
2. Sample
Class XI-IA1 and XI-IS2 was choosen as the sample. And cluster random
sampling technique was used to choose the sample, because it can determine the
study. Thus, the quality of the sampling will determine the quality of the
Table 3.2
Sample
1. XI-IA1 35
2. XI-IS 2 35
Total 70
C. Research Design
dotreatment to know the result of the study before and after doing treatment and
Table 3.3
The Research Design
Where:
technique in listening. Pre-test and post-test would taken for experimental and
control class.
Table 3.4
Treatment in Experimental and Control Group
1.1 Teacher greeted the students to 1.1. Teacher greeted the students to
open the class open the class
2. Starting the lesson with a prayer 2. Starting the lesson with a prayer
3.1. Learners listen to a text and 3.1. Learners listen to a text and
learners answered the multiple learners answered the multiple
choice. choice.
4.1. Learners make conclusions about 4.1 Learners make conclusions about
the material they have learned the material they have learned
Multiple choice test was used as the instrument in collecting the data. The
test consisted of 20 items. Which taken from the Bank Soal of UN SMA from
R
2014 to 2015. The scoring system is: S = x 100
N
S : Score
R : Right Answer
N : Number of items
After collecting the data from the test, the data would be calculated by
Total Score
S= x 100
Maximum Score
Note :
S = Score
2. Listing their scores in two scores tables; first for experimental group
Note:
to : Test observation.
answer in each items of the test, and then categorized it into the index of
difficulties.
F. Statistical Hyphotesis
The value of t-observe must be bigger than the value of t-table so that Ho
is rejected and Ha is accepted. In other hand, if value of t-observe less that t-table,
Where :
The data on this study were quantitative data since this study was
conducted in an experimental and control research design, and there were totally
70 students students who were taken as sample of this study. The students in
population of this study was the students of SMA Swasta Persiapan, Stabat. The
experimental group was XI-IA1 and control group was XI-IS2. After applying
pre-test and post-test in both of groups, the students’ score were obtained. The
Table 4.1
Table of the Result of Test
Experimental Control
No. Content
Group Group
Pre-test Post-test Pre-test Post-test
1. Total Scores 2185 2960 1965 2405
3. Highest 80 95 75 80
4. Lowest 50 75 40 60
Based on the table, it was found that the lowest and the highest pre-test
score in the experimental class were 50 and 80 with the mean 62,42. While in the
35
36
post-test 75 and 95 with the mean 84,57. In control class, the lowest and the
highest pre-test score were 40 and 75 with the mean 56,14. While in the post test
60 and 80 with the mean 68,71. Based on the data above, it proves that there are
different score between two groups. The students’ scores in experimental group
Based on the data from the test, the score was analyzed in order to
After scoring and listing the students’ pre-test and post-test scores, the
next step was analyzed the data by measuring the mean score of the
experimental and control group. It was found that t-observed was 4,85 on
the level of significant 0,05 with the degree of freedom 35 (n-2) = 35-2 =
33, t-table was 1,99. It shows that there was significant effect of applying
achievement
Table 4.2
Providing the Hypothesis
After containing the result, the classifications of result were applied to the
table below.
Table 4.3
Criteria of Difficulties Item
Qualitative
Quantitative
Difficult Items
0.00 – 0.30
Medium Items
0.31 – 0.70
Easy Items
0.71 – 1.00
were considered difficult, 8 items were considered medium and 12 items were
considered easy.
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C. Testing Hypothesis
hypothesis is accepted or rejected. (Ha) is accepted if the tobserved > ttable. In this
research, the calculation of the scores by using t-test showed the degree of
tobserved, it was found that tobserved 4,85 and ttable 1,99. Based on this, it is
comprehension achievement.
D. Finding
Based on the data analysis there are some findings can be presented
follow:
After accounting the data previously by using t-test formula, it showed that
t-observe value was 4,85 then after seeking the table of distribution of t-observe as
showed that df was 68 showed t-table was 1,99 for 0,05. Based on the data t-
observe > t-table or 4,85 > 1,99. It means that the null hypothesis was rejected and
the alternative hypothesis was accepted. It means that there was a significant
comprehension achievement.
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CHAPTER V
A. Conclusion
strategies’
The lowest for pre-test of experimental group was 50 and highest 80 and
post test was 75 and highest 95. The lowest for pre-test of control group was 40
and highest 75 and post-test was 60 and highest 80. It can be concluded that there
calculation, the result shows that to was high that t-table (4,85 > 1,99) at 𝛼 = 0,05
and df = 68.
B. Suggestion
39
40
Rahimi, A., & Jafari, Z. 2011. Iranian students' attitudes towards the facilitative
and debilitative role of code-switching; types and moments of code-
switching at EFL classroom. Journal of Language and Linguistics, 4, 15-
28.
Teik, O.C., & Lian, P.C.G. 2013. A preliminary study of teacher code-switching
in Islamic education instructions. The English Teacher, XLII (1), 1-24.
https://www.Naskah%20Soal%20UN%20Bahasa%20Inggris%20SMA%20IPS%
202015%20Paket%201.pdf. Accessed at 29 January 2017
https://www. http://pak-anang.blogspot.com/2016/02/listening-section-mp3-detik-
detik-ujian.html Accessed at 30 January 2017
APPENDIX 1
LESSON PLAN
(EXPERIMENTAL GROUP)
Subject : English
Class : XI
Aspect/Skill : Listening
A. Competency Standard:
life
B. Basic Competence:
everyday life
C. Indicators:
- Students are able to identify the vocabulary found ini the text of a short
monologue
life.
E. Material:
F. Learning Method:
- Code-switching strategies’
G. Source/Media:
https://www.Naskah%20Soal%20UN%20Bahasa%20Inggris%20SMA%2
0IPS%202015%20Paket%201.pdf.
- Greeting
Main Activity
Eksploration
- Learners also answered the questions from the teacher by applying code-
switching
Elaboration
- With the guidance of teachers, learners ask the meaning of difficult words
in a text
Confirmation
- Learners make tentative conclusions about the material that has been
studied
Closing Activity:
I. Assessment:
Explain the important of the material that will be learn and competence that
LESSON PLAN
(CONTROL GROUP)
Class : XI
Aspect/Skill : Listening
A. Competency Standard:
life
B. Basic Competence:
everyday life
C. Indicators:
- Responding to the various instruction given
- Students are able to identify the vocabulary found ini the text of a short
monologue
life.
E. Material:
F. Learning Method:
- Traditional Method
G. Source/Media:
https://www.Naskah%20Soal%20UN%20Bahasa%20Inggris%20SMA%2
0IPS%202015%20Paket%201.pdf.
H. Teaching Lerning Process:
Opening Activity(Apperception)
- Greeting
Main Activity
Eksploration
Elaboration
- With the guidance of teachers, learners ask the meaning of difficult words
in a text
Confirmation
- Learners make tentative conclusions about the material that has been
studied
I. Assessment:
J. Motivation
Explain the important of the material that will be learn and competence that
QUESTIONS
Listening Section
In this section of the test, you will have the chance to show how well you
understand spoken English. There are threepart to this section with special
directions for each part.
PART 1
Questions 12 to 15
Directions :
In this part of the test, you will hear several monologues. Each monologue will be
spoken twice. They will not be printed in your test book, so you must listen
carefully to understand what the speakers are saying.
After you hear the monologue and the question about it, read the five possible
answers and decide which one would be the best answer to the question you have
heard.
Questions : 12 to 15.
Directions :
In this part of the test, you will hear several short talks. Each will be spoken
TWICE. 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. 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.
13. Who should be responsible if there is any damage or other loss while parking
the bicycles?
A. All the residents.
B. The dormitory manager.
C. The University staff.
D. The owner of the bicycle.
Question 12 to 15
Directions: In this part of the test, you will hear several short talks. Each will be
spoken twice. They will not be printed in your test book, so you must listen
carefully to understand and remember what it is said.
In your test book, you will read two or more 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.
12.
A. Joining an organization
B. Phoning someone important
C. Calculating the budget
D. Contributing the idea
13.
A. Visit the office
B. Consult the secretary
C. Pay the membership
D. Contact the security
14.
A. Some mountain resorts
B. A world-class summer resort
C. Jazz mountain festivals
D. Summer hotel rates
15.
A. A famous Viking Mountain Jazz festival
B. Winter fun at the hotel
C. An arts and crafts fair
D. World-class skiing
IV
Question12 to 15
Directions: In this part of the test, you will hear several short talks. Each will be
spoken twice. 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. 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.
15. How do you watch the video cassette and work from CD-ROOM at home?
A. By visiting Perfect Lingua
B. By ordering a lingua kit
C. By knowing a language
D. By joining the course
V
Directions: 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. 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.
13. What can Anita ‘s cake provide for early morning meetings?
A. Coffee rolls and donuts.
B. Pies and cakes.
C. Donuts and pies.
D. Coffee and tea.
I.
Listening Section
In this section of the test, you will have the chance to show how well you
understand spoken English. There are four parts to this section with special
directions for each part.
Directions:
In this part of the test, you will hear several monologues. Each
monologue will be spoken twice. They will not be printed in your test
book, so you must listen carefully to understand what the
speakers are saying. After you hear the monologue and the question about it, read
the five possible answers and decide which one would be the best answer to the
question you have heard.
Number 13, in the twelveth century which Empire was strong enough to build the
biggest temple of the world?
A. Old Empire.
B. Yosadapura Empire.
C. Meru Empire.
D. The King Empire.
E. Khmer Empire
Once upon a time, a mouse who always slept on the land had found an
unlucky chance for the intimate accountance with a frog who lived for the mouse
herd in the water. One day, the frog was intent on making mischief. He tight
the foot of the mouse tightly to his arm. Once joined together, the frog
lady’s friend, the male went to the meadow where usually searched for food.
He gradually led the mouse for the pond in which he lived and when
reaching the bank of the water, he suddenly jumped in, dragging the mouse in
with him.The frog really enjoyed the water and swam croaking about, ignoring the
dead mouse body floating about on the surface.
A hawk observed the floating mouse from the sky and flied down and
grabbed with his talon carrying back to his nest. The frog still being fasten to the
leg of the mouse was also carried over as prisoner and was eaten by the hawk.
Number 14, who lived in the pond?
A. The poor mouse.
B. The prisoners.
C. The frog.
D. The mouse.
E. The hawk.
Questions : 12 to 15.
Directions :
In this part of the test, you will hear several short talks. Each will be spoken
TWICE. 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. 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.
The resident of Venesia University may use the bicycle parking space by
following the rules specific below.
1. Each resident may park one bicycle.
2. A resident who uses the bicycle parking space should affix the special sticker of
a dormitory on his or her bicycle.
3. A resident shall always park his or her bicycle, locked it, and take sufficient
care against theft.
4. No car, motorbike or motorize bicycle are allowed in the bicycle parking space.
The dormitory manager shall not be responsible or liable for theft, damage or
other loss of bicycle.
Dear Parents,
Jupiter First Pre-School presents the 5th annual holiday boutique bazaar. It's on
Saturday, October 18, 2014 from 9 a.m to 3 p.m. Meet us at Indian Park way
Jupiter Florida. Please join us and bringing your friends for a farm day of
shopping for designer accessories, handbags, clothing, home decor, baby gifts,
jewelry and so much more.
Short talks
Question 12 to 15
Directions: In this part of the test, you will hear several short talks. Each will be
spoken twice. They will not be printed in your test book, you must listen carefully
to understand and remember what it is said.
In your test book, you will read two or more 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.
Would you like to join international social security association I.S.S.A. The
procedure for joining I.S.S.A is simple. Contact the I.S.S.A general secretariat in
Jenewa either online, by phone, or by mail for your application. The secretariat
would provide you with any further information you need and guide you through
the application process before you pay your membership. As an independent
international organization, I.S.S.A is financed by member contributions. For
further information about cost of membership for your organization, please email
a consultant via the I.S.S.A website, w.w.w.issa.imt-joint.com or contact the
I.S.S.A general secretariat at 041-22799-6617
Question 12 to 15
Directions: In this part of the test, you will hear several short talks. Each will be
spoken twice. They will not be printed in your test book, so you must listen
carefully to understand and remember what it is said.
In your test book, you will read two or more 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.
Let's begin with the following short talk
When entering the building, please sign in at the desk and get a visitor’s
pass. You will need to wear it at all time when you are in the building. Then wait
for an escort to accompany you to your destination. You must also be escorted
back to the reception desk. Please don’t forget to sign out and return your pass
when leaving the building. Thank you for your cooperation.
Are you frustrated because you need to know a language for business
reasons, but you are just too busy to take classes. Then order a language kit from
Perfect Lingua. Watch our DVD and work from our CD ROM in the comfort of
your own home. Learn in a natural way by listening to native speakers in business
situation and then responding to them in your own word. Courses now available in
English, Spanish and Japanese. Each kit contains four workbooks, two DVDs and
one CD ROM. Call Perfect Lingua now at 23096807.
Now read question number 14 and answer it
Now read question number 15 and answer it
V
Question 12 to 15
Directions: 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. 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.
Part 1
1. E
2. B
3. C
4. B
II
1. B
2. B
3. A
4. B
III
1. A
2. C
3. B
4. C
IV
1. C
2. A
3. A
4. D
1. C
2. A
3. B
4. C
APPENDIX 7
The Result
of Pre-test and Post-test in Experimental Group
The Result
of Pre-Test and Post-Test in Control Group
𝑀 −𝑀2
to = 𝑆𝐸 1
𝑀1−𝑀2
22,14−12,57
= 1,970
9,57
=1,970
= 4,85
df = 𝑁1 + 𝑁2 − 2
= 35 + 35 – 2
= 68
Curriculum Vitae
Agama : Islam
Phone : 085260047412
Email : selvia.t@yahoo.com
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Kemampuan :
Kemampuan Berbahasa :
Bahasa Inggris
Tertulis : Cukup
Lisan : cukup