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THE FFECT OF APPLYING CODE-SWITCHING STRATEGIES’

ON THE STUDENTS’ LISTENING COMPREHENSION


ACHIEVEMENT

SKRIPSI

Submitted In Partial Fulfillment of the Requirements


For the Degree of Sarjana Pendidikan (S.Pd)
English Education Program

By :

TRI AFRIANA SELVIA


NPM : 1302050301

FACULTY OF TEACHER TRAINING AND EDUCATION


UNIVERSITY OF MUHAMMADIYAH SUMATERA UTARA
MEDAN
2017
ABSTRACT

Tri Afriana Selvia : “The Effect of Applying Code-Switching Strategies


on the Students’ Listening Comprehension Achievement,” Skripsi: English
Education Program, Faculty of Teachers’ Training and Education,
University of Muhammadiyah Sumatera Utara Medan, 2017.

This study deals with the effect of applying Code-Switching Strategies’ on


the students’ listening comprehension achievement. The objective of the research
was to find out the significant effect of code-switching strategies’ on the students’
listening comprehension achievement. This is an experimental research which
applied descriptive quantitative method in describe and analyze the data. This
research was conducted at SMA Swasta Persiapan Stabat 2016-2017 academic
year. The population of this research was the eleventh grade students’ which
consist of 180 students that distributed in 5 classes. By using cluster random
sampling two classes were choosen as the sample experimental group (XI-IA1)
which was taught by using Code-Switching Strategies’, and the control group (XI-
IS2) taught by using Traditional method. Multiple choice test was administrated to
gain the data. By using t-test analysis the finding showed that to was higher than t-
table (4,85 > 1,99) at 𝛼 = 0,05 ,and df = 68. It means that the alternative
hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. As the
conclusion, there were a significant effect of applying Code0Switching Strategies’
on the students’ listening comprehension achievement. There were no difficulties
faced by the student’s in learning listening by using code-switching strategies’.

Keyword : Code-Switching strategies’, Listening comprehension,


Students’ Achievement

i
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.

Therefore, the researcher would like to express her gratitude to:

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:

1. Dr. Agussani, MAP, the rector of University of Muhammadiyah Sumatera

Utara.

2. Elfrianto Nst, S.Pd, M,Pd, the dean of FKIP UMSU who given her

recommendation to carry out the research.

3. Mandra Saragih, S.Pd M.Hum, the head of English department and the

secretary Pirman Ginting , S.Pd M.Hum

4. Imelda Darmayanti Manurung SS, Mhum, her professional supervisor.

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

process of this research.

5. All lectures of English Department for giving valuable knowledge during

her academic year in FKIP

6. Irwan Amri, SP as the headmaster of SMA Swasta Persiapan Stabat, for

allowing her conducted this research in his school.

7. Asri Astuti S.Pd as the English teacher of SMA Swasta Persiapan Stabat,

who had given knowledge and motivation in finishing this study.

8. All her classmate in English Department of VIII B Afternoon for the sweet

memories and cheerful.

9. Her lovely friends, Atika Sarah Siregar, Indah Arimbi Siregar, Devy

Anggraini Harahap, Richa Anggri Amelia, and Maulita thanks for their

motivation, help and suggestion.

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.

Medan, April 2017


The Researcher

Tri Afriana Selvia

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TABLE OF CONTENTS

Pages

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

ACKNOWLEDGEMENTS ......................................................................... ii

TABLE OF CONTENTS ............................................................................. iv

LIST OF TABLE .......................................................................................... vii

LIST OF APPENDIX ................................................................................... viii

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

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

B. The Identification of the Problem ............................................................. 3

C. Scope and Limitation ................................................................................ 4

D. Formulation of the Problem ...................................................................... 4

E. The Objectives of the Study...................................................................... 4

F. The Significance of the Study ................................................................... 4

CHAPTER II REVIEW OF LITERATURE .............................................. 6

A. Theoritical Framework ............................................................................. 6

1. Description of Listening ................................................................... 6

1.1. Listening .................................................................................. 6

1.2. The Types of Listening ............................................................ 7

1.3. Listening Difficulties ............................................................... 12

1.4. Listening Comprehension ........................................................ 14

2. Description of Code–Switching Strategies ....................................... 16

2.1. Procedures of Code–Switching Strategies .............................. 21

iv
2.2. The Advantages and Disadvantages of Code–

Switching strategies .................................................................. 22

B. Previous Related Study ............................................................................. 25

C. Conceptual Framework ............................................................................. 26

D. Hypothesis ............................................................................................... 28

CHAPTER III METHOD OF RESEARCH ............................................... 29

A. Location of the Research ......................................................................... 29

B. Population and Sample ............................................................................ 29

1. Population ......................................................................................... 29

2. Sample .............................................................................................. 30

C. Research Design ...................................................................................... 30

D. Instrument of the Research ...................................................................... 32

E. Technique for Analyzing Data ................................................................. 32

F. Statistical Hyphotesis ................................................................................ 34

CHAPTER IV DATA AND ANALYSIS .................................................... 35

A. The Description of Data ............................................................................ 35

B. Data Analysis ........................................................................................... 36

C. Testing hypothesis ................................................................................... 38

D. Finding ..................................................................................................... 38

CHAPTER V CONCLUSION AND SUGGESTION ................................ 39

A. Conclusion ................................................................................................ 39

B. Suggestion ................................................................................................ 39

v
REFERENCES

APPENDIXES

vi
LIST OF TABLES

Pages

Table 3.1 The Population of The Research ...................................................... 28

Table 3.2 The Sample of The Research .......................................................... 29

Table 3.3 Research Design............................................................................... 29

Table 3.4 Treatment in Experimental and Control group ............................... 30

Table 4.1 Table the result of the Test .............................................................. 35

Table 4.2 Providing the Hypothesis ................................................................ 37

Table 4.3 Criteria of Difficulties Item ............................................................ 37

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LIST OF APPENDIX

Appendix 1 Lesson Plan of Experimental Group

Appendix 2 Lesson Plan of Control Group

Appendix 3 Test Items

Appendix 4 Transcript of Assessment

Appendix 5 Key Answer

Appendix 6 The Students’ Answer

Appendix 7 The Result of Pre-test and Post-test in Experimental Group

Appendix 8 The Result of Pre-test and Post-test in Control Group

Appendix 9 The Differences Scores of Pre-test and Post-test in Experimental

Group

Appendix 10 The Differences Scores of Pre-test and Post-test in Control Group

Appendix 11 The Calculation of Mean and Standard Deviation Score of

Experimental Group

Appendix 12 The Calculation of Mean and Standard Deviation Score of

Control Group

Appendix 13 Value

Appendix 14 Attendance List of Experimental Group and Control Group

Appendix 15 Form K1

Appendix 16 Form K2

Appendix 17 Form K3

Appendix 18 Lembar Pengesahan

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Appendix 19 Surat Keterangan

Appendix 20 Surat Pertanyaan

Appendix 21 Surat Permohonan Riset

Appendix 22 Surat Balasan Riset

Appendix 23 Berita Acara Bimbingan Skripsi

Appendix 24 Curriculum Vitae

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CHAPTER I

INTRODUCTION

A. Background of The Study

Listening comprehension refers to the understanding of the implications

and explicit meanings of words and sentences of spoken language.

As a teacher should have be able to master listening comprehension because in

this modern era, someone is already required to be able to understand English.

Because of that, we can understand the English language of the child, for starters.

Like watching movies and listening to music in English of course. Therefore,

listening comprehension applied in the subjects of English, not only reading,

writing, and speaking alone. Listening comprehension rather refers to listening to

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

focus more (powerful idea) and concentration in teaching listening comprehension

of this.

Listening comprehension is done by broadcast to students via the media,

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

evidence strengthening the concentration of students in participating classes or

test.

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2

Problems encountered during the teaching listening comprehension, based

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

friends, and the class was in uproar.

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

silence and concentration, as a result the learning process becomes chaotic.

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

but not the skills.

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

strategy is code-switching. Code-switching is to temporary the mother tongue

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

comprehension extremely lacking spirit and unmotivated. Therefore, the purpose

of applying the code-switching strategy is to improve the spirit and concentration


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to students. Code-switching can strengthen students’ minds in order to remain

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

learning listening comprehension.

According to Simon (2001, p.339) invited teachers and students to

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

switching strategically to achieve their pedagogical aims.” It is Expect, this

strategy may be useful for the future and can be used as an alternative strategy that

is good for learning this listening comprehension.

Based on the consideration above, this study used code-switching

strategies’ on the students’ listening comprehension achievements, because it can

make them more focus when their learning of listening comprehension and it can

resolve their problem in learning of listening comprehension.

Considering the reasons mentioned above, it is interesting to do the research

entitled “The Effect of Applying Code-Switching Strategies on the Students’

Listening Comprehension Achievement”

B. The Identification of the Problem

The problems identify based on the background were as following:

1. Many students have difficulties in listening, they are difficult to pay

much attention, and concentrate


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2. Students often do not respond, in the learning process, they are

chatting away in their own language.

C. Scope and Limitation

The scope of this study was focused in listening comprehension. The study

would be limited on responding to the meaning content of short functional

monologue text on the various context of everyday life.

D. Formulation of the Problem

The problems of the study were formulated as follows. Is there any

significant effect of applying code-switching strategies on the students’ listening

comprehension achievement?

E. The Objectives of the Study

The objectives of the study were as the following.

1. To investigate the significant effect of applying code-switching strategies

on the students’ listening comprehension achievement.

F. The Significance of the Study

This study was hoping to be useful as,

1. Theoretically,

The research finding is expected to broaden the perception of the students’

capability in particular and the readers in general.


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2. Practically ,

a. The result of this study is expected to give the English teacher a

teaching strategy that may create communicative English class.

b. It is expected to motivate the students in learning English and

encourage them listening to English.

c. It is hoped that every students in the English language education

UMSU Medan can take a lot of advantage from the result of this study.

d. For further research, the result of this research can be useful as

information when they conduct similar observation and investigation

in different place and time


CHAPTER II

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

Listening is one of important skill in learning English. 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

understand what the speaker said.

Listening is an active, purposeful of making sense of what we hear

(Nunan, 2013). Language skills are often categorize as receptive and

productive. Speaking and writing are productive skill, that requires a person

to receive and understanding incoming information (input). Listening is

receptive, we can listen to and understand things at higher level then we can

produce. For this reason, people sometimes think of it as passive skill.

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Nothing could be further from the truth listening is very active. Effective

listening skill are the ability to actively understand information provided by

the speaker, and display interest in the topic discussed. It can also include

providing the speaker with feedback, such as the asking of pertinent

questions; so the speaker knows the message is being understood.

In addition, according to Zancanaro (2010), listening is fundamental

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,

listening is perceived as crucial for communication.

2.1. The Types of Listening

According to Dr. ShaileshThaker, there are fourteen types of listening,

starting with basic discrimination of sounds and ending in deep

communication.

2.1.1. Discriminative Listening

Discriminative listening is the most basic type of listening, where by

the difference sounds is identified. If you cannot hear differences, then you

cannot make sense of the meaning that is expressed by such differences. We

learn to discriminate between sounds within our own language early, and later

are un able to discriminate between the phonemes of other languages. This is

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

required in that language


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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

the other person is experiencing. Listening is a visual as well as auditory act,

as we communicate much through body language. We thus also need to be

able to discriminate between must clean skeletal movements that signify

different meanings.

2.1.2. Biased Listening

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.

2.1.3. Evaluative listening

In evaluative listening, or critical listening, we make judgements about

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

or bad, worthy or unworthy.

Evaluative listening is particularly pertinent when the other person is

trying to persuades, perhaps to change our behavior and maybe even to

change our beliefs. Within this, we also discriminate between subtitles of

language and comprehend the inner meaning of what is said. Typically also

weigh up the pros and consifan argument, determining whether it makes

sense logically as well as whether it is helpful to us. Evaluative listening is

also called critical, judgmental or interpretive listening.


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2.1.4. Appreciative Listening

In appreciative listening, we seek certain information which will

appreciate, for example that which helps meet our needs and goals. We use

appreciative listening when we are listening to good music, poetry or maybe

even the stirring words of a great leader.

2.1.5. Sympathetic Listening

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

irillsand happiness at their joys.

2.1.6. Emphatic Listening

When we listen empathetically, we go beyond sympathy to seek a truer

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

empathy in our demean or towards towards them, asking sensitively and in a

way that encourages self disclosure.

2.1.7. Therapaeutic Listening

In therapeutic listening, the listener has a purpose of not only

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.

This also happens in work situations, where managers, HR people, trainers

and coaches seek to help employees learn and develop.

2.1.8. Relationship Listening

Sometimes the most important factor in listening is in order to develop

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

seem to be rather boring. Relationship listening is also important in areas such

as negotiation and sales, where it is helpful if the other person likes you and

trusts you.

2.1.9. False Listening

False listening occurs where a person is pretending to listen but is not

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

that maybe finely honed by people who do a lot of in consequential listening,

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

talk to that person again. It is also something practiced by couples,

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!’)

and consequent conflict.


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2.1.10. Initial Listening

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

rehearsing what we are going to say about their initial point.

2.1.11. Selective Listening

Selective listening involves listening for particular things and ignoring

others. We thus hear what we want to hear and pay little attention to

‘extraneous’ detail.

2.1.12. Partial Listening

Partial listening what most of us do most of the time. We listen to the

other person with the best of intents and then become distracted, either by

stray thoughts or by something that the other person has said. We

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

them to repeat what was said.


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2.1.13. Full Listening

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

listening, with pauses for summaries and testing that understanding is

complete. By the end of the conversation, the listener and the speaker still

probably agree that the listener has fully understood what was said.

Full listening takes much more effort than partial listening, as it

requires close concentration, possibly for aprotracted period. It also requires

skills of understanding and summary

2.1.14. Deep Listening

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

values, and soon.

3.1. Listening Difficulties

In order to help students get improved with their listening skill. It is

needed finding out their listening problems which cause difficulties to them.

According to Yagang (1994) the problem in listening were accompanied with

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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of delivery, new terminology and concept, difficulty in focusing and the

physical environment. Besides all factors above, second language (L2)

listening comprehension strongly supports the importance of a number of

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.

Effective listening skills is one of the talents that a leader or manager

must develop to be successful. Listening skills are also extremely

importantsto an effective exchange between two individuals. Distractions can

lead to the ineffective communication of information. Typical distractions

include:

1. Daydreaming

2. Thinking about another topic

3. Lack of interest in the topic

Listed below are skills a leader can learn, and practice, to make them a

move effective listener.

1. The first step to becoming a more effective listener to act like a good

listener.

2. The second step to effective listening is to look at the speaker.

Watching the speaker closely can often reveal the non-verbal signals

sent out from the speaker.


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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

is engaged in the conversation.

4. Use receptive language when listening, for example use phrases such

as “yes” and “uh huh” it is impossible to listen when speaking.

5. Finally, concentrate on what the speaker is saying. Listen to their point

of view, and do not mentally argue with the speaker.

The benefits of listening effectively are far reaching to the manager.

This skill can foster trust, reduce conflict, and increase the level of

commitment among followers.

4.1. Listening Comprehension

Listening comprehension is concerned with decoding of a speech,

which involves continual mental processing, concentrated attention, and

memory. In other word it represents a perceptive and mental mnemonic

activity. Listening comprehension is as a means of instruction of enables the

learners to acquire themselves with a new language and speech material, and

serves to included habits and skills in all types of communication. According

to Jack C. Richards, listening as comprehension is the traditional way of

thinking about the nature of listening. Indeed, in most of methodology

manuals listening and listening comprehension are synonymous. This view of

listening in based on the assumption that the main functions of listening in

second language learning is to facilitate understanding of spoken discourse.


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We will examine this view of listening as acquisition. This latter view of

listening consider how listening can provide input that triggers the further

development of second-language proficiency.

Communication happens if there is an interaction between the speaker

and the listener. Therefore, listening comprehension activities have a direct

and important relationship to the amount and quality of speaking skill.

Successful listening for language learners depends on many factors such as

the knowledge of the language, background of knowledge, etc. To improve

listening skill, students need to listen to various listening texts for different

situations. For example, such as short dialog on the phone, announcement in

the airport, instruction on how to operate a new machine, speeches, poems,

songs, etc. The main objective of listening comprehension practice in high

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

do the instruction or to gain information from different kinds of listening texts

or genres. (for example; monolog: speech, reports, instruction, poems, songs,

etc and dialog: debate, discussion, movie, etc). Moreover, they are able to

complete the information and respond to questions. To reach the goals, the

teacher should consider several things, such as students’ motivation, interest

and learning style.


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2. Description of Code-Switching Strategies’

Code switching is regarded as a communicative phenomenon of constantly

switching between two languages in a bilingual’s speech repertoire.Code-

switching perform various functions in its naturally occurring context. Speakers

code switch to manipulate or influence or define situation as they wish, and to

convey nuances of meaning and personal intention (Sert 2005).

Teachers employ code switching strategy as a means of providing students

with opportunities to communicate and enhance students understanding. It further

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.

Sert (2005) further puts the phenomenon of code switching in context by

introducing functions of code switching in various aspects. Firstly, its function in

bilingual community setting will briefly be explained by giving a sample

authentic conversation which will help the reader deduce ideas about its possible

applications in educational contexts. Secondly, the functionality of code switching

in teachers` classroom discourse will be introduced with its aspects as: topic

switch, affective functions and repetitive functions. Thirdly, the learners` code

switching with introduction of some basic functional perspective such


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asequivalence, floor holding, reiteration and conflict control. In considering

functions of code switching from teachers’ and learners’ perspective, Sert

suggests that code switching can be used for self-expression and is a way of

modifying language for the sake of personal intentions; furthermore, code

switching may be used in order to build intimateinterpersonal relationships among

members of a bilingual community.This is a conversation between two strangers

who have a language in common, the Sepedi words are in italics with the English

sentences in brackets:

a. Thuto: My sister le yenake Lebo, o tseneWits.

(My sister`s name is also Lebo, she studied at Wits).

b. Lebo: Oh, ke a bona, lennaI studied koWits.

(Oh, I see, I also studied at Wits).

As teachers switch between codes students attention are gradually drawn

to the objective of the teaching. Situation of code switching in the classroom

include topic switch, affective switch and repetitive switch (Sert 2005). Here a

teacher can exploit students’ previous L1 learning experience to increase their

understanding of L2. In repetitive function, code switching is used to clarify the

meaning of a word, and stress importance in the English language content for

better comprehension. It also help student to become more competent in the

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

learning easy and interesting.

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

comfortable to learn English language.

The marked code choices as explained by Rose (2006) are:

1. Code switching for Clarification

Rose (2006) found that learners practise code switching in order to

translate a single word and this was often found to function for meaning

clarification. This type of code switching therefore was found to constitute a

way in which learners are able to clarify any misunderstanding.

2. Code switching for Expansion

Code switching for expansion is often used in a longer explanation

where many code switches occur. This involves longer phrases whereby the

teacher or learners further explain meaning, or when they translate certain

concepts being taught in the lesson.

3. Code switching to Reprimand


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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

unmarked code choice to reprimand the learners, the teacher seems to

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

positive and humorous response during formal context of teaching not in an

informal conversation, whereby neither the teacher nor the student is

intending to be social.

5. Social and Identity Functions

Code switching is often seen as functional when participants of a

conversation are being social. A teacher will often code switch while having a

social conversation with her students. It can be considered as a marked switch

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

age, first language (L1) and culture.

6. Code switching for Confirmation

This type of code switching is often used by teachers to confirm

whether the learners understand the lesson.


20

Kieswetter (1995:114) states that the unmarked code choice occurs when

the overall speech pattern carries the social meaning, rather than the individual

switches.

1. Code switching to Reprimand

This occurs by changing from one code choice to another as the

situation changes, for example:

Teacher: Good morning, kekgopeladibukatsamošomowagaewamaabane.

(I am asking for yesterday`s homework books).

Learners: How about we submit after class?

Teacher: Re swanelake go diradiphošollogonabjale.

(We must do corrections now).

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

returning to work related matters and changes the code.

3. Confirmation

Code switching for confirmation in this manner can function as a way

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
21

when the speakers themselves are unsure of the expected or optimal

communicative intention.

This research will attempt to explore the existence of code switching

functions at different levels within a classroom learning environment as pointed

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.

2.1. Procedures of Code-switching Strategies’

2.1.1 Teaching Learning Process:

Opening Activity (Apperception)

1. Greeting

2. Starting the lessson with a prayer

3. Checking attendance list

4. Apperception (Question answer about students conditions)

5. Give motivation reinforcement

Main Activity

1. Eksploration

1. Teacher give some explanation about Listening Comprehension

(applying code-switching strategies’) to learners


22

2. Learners also answered the questions from the teacher by applying

code-switching

2. Elaboration

1. Learners listen to a text and learners answered the multiple choice

2. Learners listen to text while providing the multiple choice test

3. With the guidance of teachers, learners ask the meaning of difficult

words in a text

3. Confirmation

1. Learners make conclusions about the material they have learned

2. Learners who have difficulties, will provide solutions

4. Closing Activity:

In closing activity the researcher can:

1. The researcher gives conclusion using slide share.

2. The researcher gives the time to the students to ask.

3. The researcher closes the meeting and praying.

2.2. The Advantages and Disadvantages of Code-switching Strategies’

2.2.1. The Advantages of Code-switching Strategies’

Brock-Utne (2001) points out that reasons for code-switching may be

expressed differently but; more importantly, teachers show concern for the

understanding capability of the students. Brock-Utne (2001) recommends that

using a language for learning, i.e. as a medium of instruction is different from

learning a language. She recommends that it is better to have good instruction

in a language per se (such as English in the Namibian situation) and the other
23

subjects should concentrate on content and teachers could code-switch in

order for their students to understand the content.

MBESC (2003) emphasizes the fact that a person's identity is contained

in his/her language and culture and they need to possess their cultural identity

and traditional norms in order for them to be individuals in a multicultural

society. In many Namibian schools, learners are encouraged to use English

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

languages. Code switching may, hence, be viewed as a way of recognising the

learners‟ cultural identities and a gesture of respect for the learners‟ mother

tongues.

Mpofu (2006) suggested that teachers should encourage their students

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

language is not a sign of stupidity.

Rollnick and Rutherford (2002), emphasize that the use of learners‟

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,
24

otherwise, been concealed if they were to adhere to the exclusive English use

in the classrooms.

2.2.2. The Disadvantages of Code-switching Strategies’

The lack of some culturally equivalent terms between the home

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

true for scientific terminologies which usually have no equivalent expressions

in our national languages.

Sert, supported by Gabusi (n.d), further, stated that code-switching may

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

instruction might not be developed strong enough when code-switching is

practised in lessons.

As discussed earlier, in a multilingual nation such as Namibia, code-

switching may not be so desirable if the students practice it when writing

national examinations which are marked by teachers from different language

backgrounds (MoE, 2004). The examination markers would expect the

learners to answer in English and if any learner wrote some things in his/her

home language then it would be a problem, especially if the examination

marker did not understand that language and did not have the patience to find

out from those that understand the language.


25

B. Previous Related Study

1. Chidambaran (2000)

In research for his dissertation, Chidambaram (2000) examines the code

switching in Cochin Tamil community in India. In a study titled "A

sociolinguistic Study of Code Switching Among the Cochin Tamils" were

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

variation diglossia. Besides, Chidambaram also explained that during interact

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

partners said, as well as the situation of the occurrence of such utterances.

2. Fasya: (2009)

Other research on the selection of languages on multilingual society

made by Siregar (in Fasya: 2009). Respondents were Indonesian who lives in

Melbourne and Sydney, Australia. Respondents consisted of several

ethnicities and languages, namely Javanese, Sundanese, Minangkabau, Bali,

Indonesia, Batak, Flores, and Bugis. The results were presented in a

dissertation entitled "Language Choice, Mixing Language, and Language


26

Attitudes: Indonesian in Australia". He combines antarfaktor social situation,

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

regional languages are functionally very dominantly influenced by the role

antarpartisipan. In addition, factors explained the situation and the age factor

also determines the selection of participants language.

3. Ruan (2003)

Research on the usage behavior of code switching between Chinese and

English by bilingual children performed by Ruan (2003). In the research

entitled "Study of Bilingual Chinese / English Children's Code Switching

Behavior", Ruan concluded that just as in bilingual adults, children who are

bilingual Chinese also do over the code in their speech as a communication

device. Children bilingual Chinese-English transferring the code in their

conversations to discover the diverse functions, such as social functioning,

pragmatic function, and the function of meta-linguistic.

C. Conceptual Framework

Listening comprehension is a complex and active processes of

interpretation in which listeners match that they hear with their prior knowledge.

It is more than just perception of sounds, it also requires comprehension of

meaning in a message. In listening process, successful listeners are good

predictors. They predict what they hear by using the knowledge they already.
27

Teacher as guider in the class should prepare appropriate materials for the

students, because the materials is very needed in listening to know what is

discussed, it means the materials is the topic of discussion (narrative text).

Materials should be arranged logically in order to the listener (student) can receive

it correctly and comprehend the messages of the materials.

On the other hand, the researcher would find out some aspects which

influence of mastering listening comprehension, they are hearing the sounds,

understanding intonation and stress, coping with redundancy and noise,

predicting, understanding colloquial vocabulary, fatigue, understanding different

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.

Some of teacher has not found appropriate strategy in teaching listening.

They still use step to teach listening a narrative text to students. It will be

comfortable if they teach listening by applying Code-switching strategies’ and

simple step which can make them enjoyed.

Lecturing strategies’ is the oldest teaching method applied in educational

institution. This teaching method is one way channel of communication of

information. Students’ involvement in this teaching method is just to listen and

sometimes pen down some notes is necessary during the lecture, combine the

information and organized it.


28

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

Based on the review of literature and framework related above in this

study, alternative hypothesis (Ha) and Null hypothesis (Ho) was formulated as the

following :

Ha : There is a significant effect of applying Code-switching Strategies’ on the

listening comprehension achievement

Ho : There is no significant effect of applying Code-switching Strategies’ on the

listening comprehension achievement


CHAPTER III

METHOD OF RESEARCH

A. Location of the Research

This research was conducted at SMA Swasta Persiapan Stabat from

February until March 2017. This school was choosen because the researcher

found the students’ difficulties in learning listening there and found that the

students’ achievement in this school in learning English is still low, especially in

listening comprehension. So it is necessary to find out the effect of applying

Code-switching strategies’ on the listening comprehension achievement. In

addition, a similar had never been done in there.

B. Population and Sample

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

XI-IS 2. The total number are 180 students

Table 3.1
Population

No. Class Population


1. XI-IA 1 35
2. XI-IA 2 35
3. XI-IA 3 40
4. XI-IS 1 40
5. XI-IS 2 35
Total 180

29
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

extent or degree to which the enforceability or generalizations conclusion of the

study. Thus, the quality of the sampling will determine the quality of the

conclusions of the study.

Table 3.2
Sample

No. Class Sample

1. XI-IA1 35

2. XI-IS 2 35

Total 70

C. Research Design

This is an experimental research, which conducted by using descriptive

quantitative method. This experimental is used to because the researcher

dotreatment to know the result of the study before and after doing treatment and

descriptive quantitative method is conducted to describe and to analyze the data

Table 3.3
The Research Design

Group Pre-test Treatment Post-test

XI-IA1 ✓ Applying Code- ✓


switching strategies’
XI-IA2 ✓ Traditional Method ✓
31

Where:

XI-IA1 = Experimental Group

XI-IS 2 = Control Group

The XI-IA1 is the experimental group was taught by applying code-

switching strategies in listening and XI-IS2 is control group by using lecturing

technique in listening. Pre-test and post-test would taken for experimental and

control class.

Table 3.4
Treatment in Experimental and Control Group

No Experimental Group 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. Checking attendance list 3. Checking attendance list

4. Apperception (Question answer 4. Apperception (Question answer


about students conditions) about students conditions)

5. Give motivation reinforcement 5 .Give motivation reinforcement

2.1 Teacher give some explanation 2.1.Teacher give some explanation


about Listening Comprehension about Listening Comprehension
(applying code-switching to learners
strategies’) to learners

2. Learners also answered the 2. Learners also answered the


questions from the teacher by questions from the teacher
applying code-switching
32

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.

2. Learners listen to text while 2. Learners listen to text while


providing the multiple choice test providing the multiple choice
test

3. With the guidance of teachers, 3. With the guidance of teachers,


learners ask the meaning of learners ask the meaning of
difficult words in a text
difficult words in a text

4.1. Learners make conclusions about 4.1 Learners make conclusions about
the material they have learned the material they have learned

2. Learners who have difficulties, 2. Learners who have difficulties,


will provide solutions will provide solutions

D. Instrument of the Research

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

E. Technique for Analyzing Data

After collecting the data from the test, the data would be calculated by

using t-test. The following procedure is implemented to analyze the data:


33

1. Scoring the students’ answer for correct answer is analyzed by using

experimental technique. The steps were follows:

Total Score
S= x 100
Maximum Score

Note :

S = Score

Total Score = True item which students answer

Maximum Score = Highest Score that Students must to answer

2. Listing their scores in two scores tables; first for experimental group

scores as X variable and second for control group scores as Y variable.

3. Calculating the mean of the students’ score

4. Measuring Standard Deviation of variable X and variable Y

5. Finding out a standard error of mean of both variable

6. Finding out the Standard Error differential between Mx and My

7. Testing the hypothesis by applying T-test:


𝑀1 − 𝑀2
To = 𝑆𝐸 (Sudijono)
𝑀1 − 𝑀2

Note:

SDx : Standard Deviation of experimental group.

SDy : Standard Deviation of control group.

X2 : Total score of (X2 – X1)2.

Y2 : Total score of (Y2 – Y1)2

N1 : Total sample of experimental group.

N2 : Total sample of control group.


34

SEM1 : Standard Error of Mean in experimental group.

SEM2 : Standard Error of Mean in control group.

SEM1-M2 : Standard Error differential between Mx and My.

to : Test observation.

8. In analyzing the students difficulties, it is needed to analyzes the students

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,

so the Ha is rejected and Ho is accepted.

If t-observe > t-table = Ha is accepted and Ho is rejected

If t-observe < t-table = Ha is rejected and Ho is accepted

Where :

Ha: There is a significant effect of applying code-switching strategies’ on the

listening comprehension achievement

Ho: There is no significant effect of applying code-switching strategies on the

listening comprehension achievement


CHAPTER IV

DATA AND ANALYSIS

A. The Description of Data

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

experimental group were taught by using Code-switching strategies’ while the

students in control group were taught by using Traditional method. The

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

students’ score in each group can be seen on the table below.

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

2. Mean Scores 62,42 84,57 56,14 68,71

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

are higher than that in control group. (Appendix 7 and 8 )

B. The Data Analysis

1. The Effect of Applying Code-Switching Strategies’ on the Students’

Listening Comprehension Achievement

Based on the data from the test, the score was analyzed in order to

see the differences of pre-test and post-test of the experimental and

control group, and to find out the effect of applying code-switching

strategies’ on the students’ listening comprehension achievement. The

different showed on the (Appendix 12 and 13)

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

Code-switching strategies’ on the students’ listening comprehension

achievement

Which : tobserved > ttable = 4,85 > 1,99


37

Table 4.2
Providing the Hypothesis

Correlation T-test Linear Significant

Product Moment Regression Effect

tobeserved = 4,85 ttable = 1,99 𝛼 = 0,05 df = 68

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

According (Arikunto, 2003) the result of computing shows that no items

were considered difficult, 8 items were considered medium and 12 items were

considered easy.
38

C. Testing Hypothesis

The hypothesis testing should be done in order to know whether the

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

freedom (df) 35 at the level of significance 0,05. Based on the calculating of

tobserved, it was found that tobserved 4,85 and ttable 1,99. Based on this, it is

conducted that alternative of hypothesis (Ha) is accepted. It means that there is

significant effect of applying code-switching strategies’ on the students’ listening

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

basis of counting t-observe in certain degree of freedom (df). The calculation

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

effect of applying code-switching strategies’ on the students’ listening

comprehension achievement.
39

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis, it can be conclude that there were no

difficulties faced by the students’ in learning listening by using code-switching

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

are significant effect of applying code-switching strategies’ on the students’

listening comprehension achievement. It is also proven by the result of t-test

calculation, the result shows that to was high that t-table (4,85 > 1,99) at 𝛼 = 0,05

and df = 68.

B. Suggestion

In relation to the conclusion above, suggestion are put below:

1. Teacher should invite the students to create collective product which

can develop thinking, to create original solutions, to develop

cooperative work, and giving students more responsibility for and

control of their learning leads to increased motivation.

39
40

2. English teachers are advised to use the Code-switching Strategies’,

because this strategy is easier for students to remember what they

would have mentioned to be practiced.

3. Teacher should be creative in choosing the teaching method until

he/she success in teaching a subject.

4. The students are expected to use Code-Switching Strategies’ in order

to encourage their ability and improve their achievement in listening.


REFERENCES

Etman, D. and Zaida, N. 2009. Teaching Listening MGMP. Jakarta.

Probyn, M. 2001. "Teachers' voices: Teachers' reflection on learning and teaching


through the medium of English as an additional language in South Africa."
International Journal of Bilingual and Bilingualism, 4(4).

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.

Sugiyono. 2014. Metode penelitian Kuantitatif Kualitatif dan R&D. bandung:


Alfabeta.

Taker, Shailesh. 2000. Types of Listening. India.

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.

Yletyinen, H. (2004). The functions of code-switching in EFL classroom


discourse. University of JyvÄskylÄ.

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)

Location : SMA SWASTA Persiapan Stabat

Subject : English

Class : XI

Aspect/Skill : Listening

Time and Allocation : 2 x 40 Minutes (1 Meeting)

A. Competency Standard:

- Understand the meaning of short functional text and monologue form of a

descriptive, explanation and discussion in the context of one heart-to-day

life

B. Basic Competence:

- Respond to the meaning contained in oral texts short functional official

and unofficial accurately, fluently and thank the various contexts of

everyday life
C. Indicators:

- Responding to the various instruction given

- Disclose information in listening comprehension

- Identify the vocabulary in the text is heard

- To comment on the text of monologue is heard

D. The aim of the study :

Students are able to:

- Students are able to respond to understand the listening comprehension

that was played

- Students are able to identify the vocabulary found ini the text of a short

monologue

- Students are able to use the phrase of listening comprehension in everyday

life.

E. Material:

- UN 2014/2015 and 2015/2016 which relate the basic competence

F. Learning Method:

- Code-switching strategies’
G. Source/Media:

- Speaker/ radio/ tape

- Bank soal reading and listening comprehension UN SMA

https://www.Naskah%20Soal%20UN%20Bahasa%20Inggris%20SMA%2

0IPS%202015%20Paket%201.pdf.

H. Teaching Learning Process:

Opening Activity (Apperception):

- Greeting

- Starting the lessson with a prayer

- Checking attendance list

- Apperception (Question answer about students conditions)

- Give motivation reinforcement

Main Activity

 Eksploration

- Teacher give some explanation about Listening Comprehension (applying

code-switching strategies’) to learners

- Learners also answered the questions from the teacher by applying code-

switching
 Elaboration

- Learners listen to a text and learners answered the multiple choice

- Learners listen to text while providing the multiple choice test

- 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

- Learners who have difficulties, the teacher immediately provide solutions

Closing Activity:

In closing activity the researcher can:

- The researcher gives conclusion using slide share.

- The researcher gives the time to the students to ask.

- The researcher closes the meeting and praying.

I. Assessment:

- Technique Assessment : Responding the questions orally and in writing.

- Instrument forms: oral and written question.


J. Motivation

Explain the important of the material that will be learn and competence that

the students to get.

Stabat , Maret 2017

English Teacher The Researcher

(Asri Astuti, S.Pd) (Tri Afriana Selvia)


APPENDIX 2

LESSON PLAN

(CONTROL GROUP)

Location : SMASWASTA Persiapan Stabat

Class : XI

Aspect/Skill : Listening

Time/Allocation : 2 x 40 Minutes ( 1 Meeting )

A. Competency Standard:

- Understand the meaning of short functional text and monologue form of a

descriptive, explanation and discussion in the context of one heart-to-day

life

B. Basic Competence:

- Respond to the meaning contained in oral texts short functional official

and unofficial accurately, fluently and thank the various contexts of

everyday life

C. Indicators:
- Responding to the various instruction given

- Disclose information in listening comprehension


- Identify the vocabulary in the text is heard

- To comment on the text of monologue is heard

D. The aim of the study :

Students are able to:

- Students are able to respond to understand the listening comprehension

that was played

- Students are able to identify the vocabulary found ini the text of a short

monologue

- Students are able to use the phrase of listening comprehension in everyday

life.

E. Material:

- UN 2014/2015 and 2015/2016 which relate the basic competence

F. Learning Method:

- Traditional Method

G. Source/Media:

- Speaker/ radio/ tape

- Bank soal listening and reading UN SMA

https://www.Naskah%20Soal%20UN%20Bahasa%20Inggris%20SMA%2

0IPS%202015%20Paket%201.pdf.
H. Teaching Lerning Process:
Opening Activity(Apperception)

- Greeting

- Starting the lessson with a prayer

- Checking attendance list

- Apperception (Question answer about students conditions)

- Give motivation reinforcement

Main Activity

 Eksploration

- Teacher give some explanation about Listening Comprehension to learners

- Learners also answered the questions from the teacher

 Elaboration

- Learners listen to a text and learners answered the multiple choice

- Learners listen to text while providing the multiple choice test

- 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

- Learners who have difficulties, the teacher immediately provide solutions


Closing Activity:

In closing activity the researcher can:

- The researcher gives conclusion using slide share.

- The researcher gives the time to the students to ask.

- The researcher gives Homework (PR).

- The researcher closes the meeting and praying.

I. Assessment:

- Technique Assessment : Responding questions orally and in writing.

- Instrument forms: oral and written question.

J. Motivation

Explain the important of the material that will be learn and competence that

the students to get.

Stabat , Maret 2017

English Teacher The Researcher

(Asri Astuti, S.Pd) (Tri Afriana Selvia)


Name :

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 and 13 are based on the following monologue.


12. A. Gallery complex.
B. Buddhist mythology.
C. Cambodia.
D. Khmer Empire
E. Angkor Wat.

13. A. Old Empire.


B. Yosadapura Empire.
C. Meru Empire.
D. The King Empire.
E. Khmer Empire.
Question 14 and 15 are based on the following monologue.
14. A. The poor mouse.
B. The prisoners.
C. The frog.
D. The mouse.
E. The hawk.

15. A. By using his beak.


B. By using his talons.
C. By shouting loudly.
D. By flying in the sky.
E. By observing a mouse.
II.

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.

Questions 12 and 13 refer to on the following instruction.

12. What are the conditions to park bicycles for a resident?


A. Add more locks.
B. Park only one bicycle.
C. Lock the motorbike well.
D. Use only authorized motorized bicycle.

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.

Questions 14 and 15 are based on the following announcement.

14. What goods are sold in the Bazaar?


A. Handbags.
B. Baby accessories.
C. Summer clothes.
D. Kitchen appliances.
l5. What activity is the school organizing?
A. Help parents design clothes.
B. Invite customers to buy products.
C. Hold an Annual Holiday Bazaar.
D. Gather parents for a meeting.
III

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.

12. Whom is the instruction intended to?


A. Receptionists
B. Employees
C. Guests
D. Officers

13. What should you do when entering the building?


A. Get a pass
B. Read the sign
C. Go immediately to your destination
D. Contact your company

14. Who is advertisement directed to?


A. English teacher
B. Business people
C. Elementary students
D. Native speakers

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.

Let’s begin with short talk number 12.

12. What can be inferred about this product?


A. Anita’s cakes can be made to suit special occasions.
B. Anita’s cakes are available 24 hours a day.
C. The product is offered by Anita.
D. The product is sold at the office.

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.

14. What change has been announced?


A. The flight number.
B. The gate number.
C. The arrival time.
D. The boarding pass.
15. What is the current weather condition?
A. It’s raining.
B. It’s cloudy.
C. It’s windy.
D. It’s icy.
TRANSCRIPT OF THE ASSESSMENT

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.

PART IV 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 and 13 are based on the following monologue.

Angkor Wat was faced a Hindu temple, a man


of Budhist temple completed in Cambodia. It is
the largest religious monument in the world. The temple was built by the Khmer
King, Suryawarman II in the early twelveth century in Yosadapura, the capital of
the Khmer Empire As
this temple of eventual moslem. It is dedicated to Wisnu. It is designed to represen
t Khmer Meru, frame of the Devis in Hindu mithology within the mouth and has
an outer wall which is 3 to 7 km long. It has three rectangular galleries which
races about the neck. At the centre of the temple stand Queen Cap of Tower.
Number 12, what is the monolog about?
A. Gallery complex.
B. Buddhist mythology.
C. Cambodia.
D. Khmer Empire.
E. Angkor Wat.

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

Questions 14 and 15 are based on the following monologue.

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.

Number 15, how did the hawk caught the mouse?


A. By using his beak.
B. By using his talons.
C. By shouting loudly.
D. By flying in the sky.
E. By observing a mouse.
II.

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.

Questions 12 and 13 refer to on the following instruction.


Question Number 12. and 13

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.

Now read question twelve and answer it


Now read question thirteen and answer it
Questions 14 and 15 refer to on the following announcement.

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.

Now read question fourteen and answer it


Now read question fifteen and answer it
III.

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.

Let's begin with the following short talk!


Questions 12 and 13 are based on the following announcement

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

Number 12. What is the process about?


Number 13. What do you have to do after applying the application?

Questions 14 and 15 are based on the following advertisement


When you think of viking mountain, you probably think of world-class
skiing and with good reason. But viking mountain is much much more. It's also a
world class summer resorts, offering, challenging, eighteen holes golf course, and
the lake for swimming, fishing and boating. In late June, there is famous viking
mountain jazz music festival. In July, an art and craft fair and summer hotel race
are more than reasonable, rooms are half the ski season rate. So common up now
for summer fun on viking mountain.

Number 14. What is being advertised?


Number 15. What do you have in July?
IV

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

Question 12 and 13 refer to the following announcement

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.

Now read question number 12 and answer it


Now read question number 13 and answer it

Question 14 and 15 refer to the following advertisement

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.

Question 12 and 13 refers the the following advertisement


Cakes by Anita now offers cakes for your off birthday party, retirement
party, or other special office functions. And remember Anita can customize your
cakes with any message or design that you like. Also available are delicious
coffee rolls and donuts for these early morning meetings. So, call Anita’s from 6
A.M to 3 P.M and don’t forget we deliver.

Question 14 and 15 refers the the following announcement


Hello passengers of flight 17 lands for Caracas which stops at Atlanta and
Miami. The Depart Gate has been changed to 30 B. Also there will be a slight
departure delay due to inclement weather. The ground crew is in the process of
de-icing the wings in preparation for departure, we should be boarding soon.
Thank you for your patient.
KEY ANSWER

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

No. Initial Name Pre-test Post-test


1 AZP 60 80
2 AK 55 90
3 CA 65 75
4 CA 50 80
5 CY 65 80
6 DAR 80 85
7 DA 75 90
8 EN 70 75
9 EA 55 90
10 FA 60 85
11 IW 80 95
12 KWW 75 80
13 LH 60 90
14 MA 70 80
15 MM 50 80
16 MA 80 90
17 MFS 70 75
18 MHL 55 95
19 MRS 65 90
20 NS 60 85
21 NN 50 85
22 NS 50 80
23 NS 60 90
24 N 70 85
25 PR 60 85
26 PA 50 80
27 PCD 55 75
28 R 60 80
29 RRS 60 95
30 SA 60 85
31 SA 60 95
32 TSU 65 80
33 VFB 50 80
34 VM 70 90
35 WS 65 85
Total 2185 2960
APPENDIX 8

The Result
of Pre-Test and Post-Test in Control Group

No. Initial Name Pre-test Post-test


1 AP 60 75
2 AI 45 65
3 AR 55 65
4 AA 40 65
5 BAU 65 75
6 BS 65 70
7 DA 55 60
8 DS 70 80
9 DRS 60 70
10 ET 55 65
11 FY 65 75
12 HMP 60 65
13 HP 75 80
14 HR 50 75
15 JM 55 65
16 K 60 75
17 KA 45 60
18 LS 70 80
19 MH 55 60
20 MAU 50 65
21 MEP 45 65
22 MHL 55 60
23 MI 50 60
24 MRZ 60 75
25 NH 50 60
26 NA 45 65
27 NFL 45 60
28 NSH 55 65
29 NL 60 70
30 RA 55 75
31 RIP 75 80
32 RIV 40 60
33 RS 60 70
34 YSP 60 80
35 ZA 55 70
Total 1965 2405
APPENDIX 9

The Differences Scores of Pre-Test and Post-Test in Experimental


Group

No. Initial Name Pre-Test (𝒙𝟏 ) Post-Test (𝒙𝟐 ) X (𝒙𝟐 −𝒙𝟏 )


1 AZP 60 80 20
2 AK 55 90 35
3 CA 65 75 10
4 CA 50 80 30
5 CY 65 80 15
6 DAR 80 85 5
7 DA 75 90 15
8 EN 70 75 5
9 EA 55 90 35
10 FA 60 85 25
11 IW 80 95 15
12 KWW 75 80 5
13 LH 60 90 30
14 MA 70 80 10
15 MM 50 80 30
16 MA 80 90 10
17 MFS 70 75 5
18 MHL 55 95 40
19 MRS 65 90 25
20 NS 60 85 25
21 NN 50 85 35
22 NS 50 80 30
23 NS 60 90 30
24 N 70 85 15
25 PR 60 85 25
26 PA 50 80 30
27 PCD 55 75 20
28 R 60 80 20
29 RRS 60 95 35
30 SA 60 85 25
31 SA 60 95 35
32 TSU 65 80 15
33 VFB 50 80 30
34 VM 70 90 20
35 WS 65 85 20
2185 2960 775
APPENDIX 10

The Differences Score between Pre-test and Post-Test


in Control Group.

No. Initial Name Pre-Test (𝒚𝟏 ) Post-Test (𝒚𝟐 ) X (𝒚𝟐 −𝒚𝟏 )


1 AP 60 75 15
2 AI 45 65 20
3 AR 55 65 10
4 AA 40 65 25
5 BAU 65 75 10
6 BS 65 70 5
7 DA 55 60 5
8 DS 70 80 10
9 DRS 60 70 10
10 ET 55 65 10
11 FY 65 75 10
12 HMP 60 65 5
13 HP 75 80 5
14 HR 50 75 25
15 JM 55 65 10
16 K 60 75 15
17 KA 45 60 15
18 LS 70 80 10
19 MH 55 60 5
20 MAU 50 65 15
21 MEP 45 65 20
22 MHL 55 60 5
23 MI 50 60 10
24 MRZ 60 75 15
25 NH 50 60 10
26 NA 45 65 20
27 NFL 45 60 15
28 NSH 55 65 10
29 NL 60 70 10
30 RA 55 75 20
31 RIP 75 80 5
32 RIV 40 60 20
33 RS 60 70 10
34 YSP 60 80 20
35 ZA 55 70 15
1965 2405 440
APPENDIX 11

The Calculation of Mean and Standard Deviation Score of


Experimental Group.

No. Initial Name X (𝒙𝟐 −𝒙𝟏 ) X (X-Mx) X (X-Mx)𝟐


1 AZP 20 -2.14 4.5796
2 AK 35 12.86 165.3796
3 CA 10 -12.14 147.3796
4 CA 30 7.86 61.7796
5 CY 15 -7.14 50.9796
6 DAR 5 -17.14 293.7796
7 DA 15 -7.14 50.9796
8 EN 5 -17.14 293.7796
9 EA 35 12.86 165.3796
10 FA 25 2.86 8.1796
11 IW 15 -7.14 50.9796
12 KWW 5 -17.14 293.7796
13 LH 30 7.86 61.7796
14 MA 10 -12.14 147.3796
15 MM 30 7.86 61.7796
16 MA 10 -12.14 147.3796
17 MFS 5 -17.14 293.7796
18 MHL 40 17.86 318.9796
19 MRS 25 2.86 8.1796
20 NS 25 2.86 8.1796
21 NN 35 12.86 165.3796
22 NS 30 7.86 61.7796
23 NS 30 7.86 61.7796
24 N 15 -7.14 50.9796
25 PR 25 2.86 8.1796
26 PA 30 7.86 61.7796
27 PCD 20 -2.14 4.5796
28 R 20 -2.14 4.5796
29 RRS 35 12.86 165.3796
30 SA 25 2.86 8.1796
31 SA 35 12.86 165.3796
32 TSU 15 -7.14 50.9796
33 VFB 30 7.86 61.7796
34 VM 20 -2.14 4.5796
35 WS 20 -2.14 4.5796
3514.286
APPENDIX 12

The Calculation of Mean and Standard Deviation Score of Control


Group.

No. Initial Name X (𝒚𝟐 −𝒚𝟏 ) X (y-My) X (y-My)𝟐


1 AP 15 2.43 5.9049
2 AI 20 7.43 55.2049
3 AR 10 -2.57 6.6049
4 AA 25 12.43 154.5049
5 BAU 10 -2.57 6.6049
6 BS 5 -7.57 57.3049
7 DA 5 -7.57 57.3049
8 DS 10 -2.57 6.6049
9 DRS 10 -2.57 6.6049
10 ET 10 -2.57 6.6049
11 FY 10 -2.57 6.6049
12 HMP 5 -7.57 57.3049
13 HP 5 -7.57 57.3049
14 HR 25 12.43 154.5049
15 JM 10 -2.57 6.6049
16 K 15 2.43 5.9049
17 KA 15 2.43 5.9049
18 LS 10 -2.57 6.6049
19 MH 5 -7.57 57.3049
20 MAU 15 2.43 5.9049
21 MEP 20 7.43 55.2049
22 MHL 5 -7.57 57.3049
23 MI 10 -2.57 6.6049
24 MRZ 15 2.43 5.9049
25 NH 10 -2.57 6.6049
26 NA 20 7.43 55.2049
27 NFL 15 2.43 5.9049
28 NSH 10 -2.57 6.6049
29 NL 10 -2.57 6.6049
30 RA 20 7.43 55.2049
31 RIP 5 -7.57 57.3049
32 RIV 20 7.43 55.2049
33 RS 10 -2.57 6.6049
34 YSP 20 7.43 55.2049
35 ZA 15 2.43 5.9049
1168.572
APPENDIX 13

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

Nama : Tri Afriana Selvia

Jenis Kelamin : Wanita

Alamat : Dusun IV Pasar Baru, Secanggang, Stabat

Tempat,Tanggal Lahir : Stabat, 03 April, 1995

Status : Belum Menikah

Agama : Islam

Phone : 085260047412

Email : selvia.t@yahoo.com

Pendidikan Formal :

2001 - 2007 : SD Negeri 050657 Stabat

2008 - 2010 : SMP Negeri 3 Stabat

2011- 2013 : SMK Alma’sum Stabat

2013 - 2017 : UMSU

Kemampuan :

Mampu mengoperasikan Komputer serta dapat mengoperasikan Microsoft Word dan


Microsoft Excel, berkomitmen, sopan dan semangat

Kemampuan Berbahasa :

Bahasa Inggris

Tertulis : Cukup

Lisan : cukup

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