ii ABSTRACT
THE EFFECTIVENESS OF TEACHING LISTENING COMPREHENSION THROUGH ENGLISH SONGS AT THE ELEVENTH GRADE
OF SMAN 12 BANDAR LAMPUNG
By: Dito Setiyawan
This research aimed at analyzing the effectiveness of teaching listening comprehension through English songs and finding out the problems the students faced in learning macro skills of listening comprehension through English songs. The population of this research was the students of the eleventh grade of SMAN 12 Bandar Lampung. The data were obtained from the pre-test and post-test to analyze the improvement of the students and the data of the problems were obtained through interview in learning macro skills of listening comprehension. The result showed that the students’ mean score of the pre-test was 53.6 and their mean score of the post-test was 65.3, in which their gain score was 10.5. It means that teaching through English songs improved the students’ listening comprehension in all aspects of macro skills of listening comprehension; identifying the main idea, identifying specific information and identifying inference. Besides that, in line with what was observed during the treatment, the problems the students faced in learning macro skills of listening comprehension through English songs could be divided into two a) Problems from the listener, in covering low concentration, understanding the difficult words/phrases, distinguishing sentence pattern and discourse marker, and unable to keep up with the native speaker’s speed; b) Problem from listening materials, in example some songs were long.
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LIST OF CONTENTS
Page
ABSTRACT ... i
CURRICULUM VITAE ... ii
MOTTO ... iii
DEDICATION ... iv
ACKNOWLEDGEMENTS ... v
LIST OF CONTENTS ... vii
LIST OF TABLES ... ix
LIST OF APPENDICES ... x
I. INTRODUCTION 1.1. Background of the Problem ... 1
1.2. Formulation of the Problem ... 3
1.3. Objective of the Research ... 3
1.4. Uses of the Research ... 4
1.5. Scope of the Research ... 4
1.6. Definition of Terms ... 5
II. FRAME OF THEORIES 2.1. Concept of Listening ... 7
2.2. Concept of Teaching Listening ... 11
2.3. Concept of Song ... 13
2.4. Types of Songs ... 14
2.5. Concept of Teaching Listening through Songs ... 15
2.6. Advantages and Disadvantages ... 16
2.7. Procedures of Teaching Listening through Songs……… 17
2.8. Theoretical Assumption ... 20
2.9. Hypothesis ... 21
III. RESEARCH METHOD 3.1. Research Design ... 22
3.2. Population and Sample ... 23
3.3. Data Collecting Technique ... 23
3.3.1. Administrating the Try-Out ... 23
3.3.2. Administrating the Pre-test ... 23
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3.4.2. Administrating the Try-Out ... 24
3.4.3. Administrating the Pre-Test ... 25
3.4.4. Conducting the Treatments ... 25
3.4.5. Administrating the Post-Test ... 25
3.4.6. Analyzing the result of Pre-test and Post-test ... 26
3.4.7. Comparing the result of Pre-test and Post-test……….. 26
3.4.8. Interview……… 26
3.5. Validity and Reliability test ... 26
3.5.1. Validity ... 26
3.5.1.1. Content Validity ... 27
3.5.1.2. Construct Validity ... 27
3.5.2. Reliability ... 29
3.6. Level of Difficulty... 30
3.7. Discrimination Power... 31
3.8. Scoring System ... 32
3.9. Data Analysis ... 32
3.10. Data Treatment……… 34
3.11. Hypothesis Testing ... 34
IV. RESULT AND DISCUSSION 4.1. Result of the Research ... 36
4.1.1. Result of the Try-out Test ... 37
4.1.2. Result of the Pre-test ... 39
4.1.3. Result of the Post-test ... 40
4.1.4. Result of Macro Skill Types of Listening Comprehension Achievement ... 41
4.1.5. The Improvement of the Students’ Listening Comprehension Ability ... 42
4.2. The Problems Faced in Teaching Listening ... 46
4.3. Discussion and Findings ... 46
4.2.1. The Finding of Teaching Listening Comprehension through Songs……… 46
4.2.2 The Finding of the Significant Improvement of Students’ Listening Comprehension through English Songs…………... 48
4.2.3. The Finding of the Problems the Students Face in Learning Macro Skills of Listening Comprehension through English Songs ... 49
V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ... 52
5.2. Suggestions ... 53
REFERENCES ... 55
I. INTRODUCTION
This chapter discusses the following points: introduction that deals with background of the problem, formulation of the problem; objectives of the research; uses of the research; scope of the research; and definition of terms.
1.1Background of the problem
English Curriculum 2006 (Depediknas, 2006) states that senior high school students should master English both the productive skills and receptive skills to their level appropriately. The productive skills are speaking and writing and receptive skills are listening and reading. Since sound comes first to our brain, listening becomes the primary part of mastering the language. Listening has an important place in teaching-learning English in SMA because practically, people cannot speak without listening first.
classroom. There are many reasons for the problem of students’ listening ability, it
can be caused from the students, the teacher, the material that given, technique, method, etc.
Furthermore, based on the researcher’s experience in teaching practice (PPL) at MA Miftahul Huda, Terbanggi Besar, Lampung Tengah, it was found that the students’ motivation in learning listening were low because most of the students cannot understand or comprehend what the speaker says and the methods used were boring. Besides, when the researcher did pre-observation in SMAN 12 Bandar Lampung, he found the same problems happened there. The teachers just used monotonous short dialogues and texts to teach listening comprehension in that school. Therefore, the researcher intended to help the teachers solving this problem by teaching listening comprehension through song, because according to the researcher, by doing this method the student will be more interested to study.
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According to Bramasto (2006), students’ listening frequency of English songs correlates to their listening ability. He states that listening to English songs has a correlation with listening comprehension, as there is tendency that when the students’ frequency in listening to English song is higher, their listening score is also higher.
Considering the statement, the researcher found out the effectiveness of English songs in teaching listening. The researcher was interested in investigating the students’ ability in listening. The research was conducted in SMAN 12 Bandar Lampung because the researcher considered that there were some problems in students’ listening there and as one of the alumnus of this school, the researcher did this research in order to help the teacher in solving this problems. Therefore, the title of this research is “The Effectiveness of Teaching Listening Comprehension through English Songs at the Eleventh Grade of SMAN 12 Bandar Lampung.”
1.2 Formulation of the Problem
The researcher formulates the research as follows:
1. Is there any significant improvement of students’ listening ability after being taught through English songs?
1.3Objective of the Research
In line with the formulation of the problems, the objectives of this research are: 1. To find out whether there is significant improvement of students’ listening
ability after being taught through English songs.
2. To find out the problem faced by the students during teaching and learning process of listening by using English songs.
1.4 Uses of the Research
The findings of the research may be beneficial both theoretically and practically.
a. Theoretically, the result of this research can be used as a reference for the next researcher who will concentrate in improving the students’ listening comprehension through English songs. In addition, the conclusion of this research can be used as a reflection to improve the students’ listening
comprehension through English songs. .
b. Practically, the uses of this research are:
1. To give motivation to help students to increase their ability in listening through English songs in order to enhance their listening comprehension ability.
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1.5Scope of the Research
This research is a quantitative research which was conducted by administrating the pre-test and post-test to analyze the improvement of the students’ listening comprehension through English songs. The researcher conducted interview to find out the problem faced by the students in teaching and learning process of listening by using English songs in SMAN 12 Bandar Lampung. The subjects of the research are students in class XI IPA 2 which consists of 30 students.
There are three aspects of listening that were measured in this research. These are identifying the main idea, identifying specific information and identifying
inference in teaching listening, the researcher used classic pop songs to help the students for having better skill in those aspects of listening in macro skill level. Moreover, in this research the researcher used comprehension listening type, since it was the most appropriate type of listening to song.
The researcher chose classic pop songs because, classic pop songs have two elements, they are lyric and rhyme that simply to understand than any other type of songs and can make them easier to be comprehended by the listeners.
1.6Definition of Terms
Listening
Listening is an active process of deciphering and constructing meaning from both verbal and non-verbal messages. And comprehending the general idea of the utterances heard by listener.
Song
Songis short musical work set to a poetic text with equal importance given to the musical and in the words Doren (1980: 220).
Teaching Listening
Teaching listening comprehension is the teaching actively conducted by the teacher to make the students able to comprehend the content of the oral text.
Effectiveness
The degrees to which objectives are achieved and the extent to which targeted problems are solved.
English songs
II. FRAME OF THEORIES
In this chapter the researcher reveals concepts related to this research. Concept of listening, concept of teaching listening, concept of song, type of song, concept of teaching listening through song, advantages and disadvantages and procedure of teaching listening through songs, theoretical assumption, and hypotheses. They are presented as follows.
2.1 Concept of Listening
Listening is an active process of obtaining information of what we hear. Nunan (2003:24) states that listening, along with reading, as receptive skill, requires a person to receive and understand incoming information rather than produce. As people listen, the process is not only in what they hear but also connect it to other information they already know. In other words, listening is not the same as hearing (Rixon, 1986). The former requires wholehearted concentration, readiness, and awareness in recognizing what is being heard, especially in spoken language, as there are listening characteristics that should be taken into account.
language is started from listening. That is why listening becomes important to be investigated in this research, listening comes first into human life than the other skills. As a result, as the basis of humans’ skills, the researcher tried to apply English songs in increasing students’ listening ability.
Syque (2002:5) differentiates the types of listening as follows:
1. Discriminative Listening
Discriminative Listening is the most basic type of listening, whereby the difference between sounds is identified. Here, the listener learns to distinguish between sounds and phonemes of the language also to discriminate between muscle and skeletal movements that signify different meaning.
2. Comprehension Listening
In this type of listening, the listener tries to understand what others are saying. And through understanding body language, voice, can help the listener to understand the messages from others, because that is the key of communication.
3. Evaluative Listening
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4. Appreciative Listening
In this type of listening, the listener seeks certain information that can meet the listener needs or goals.
5. Empathetic Listening
In this type of listening, the listener tries to understand other people’s beliefs, models, emotions and also goals.
This type of listening obligates the listener to be excellent in discriminating the nuances of emotional signals.
6. Therapeutic Listening
In this type of listening, the listener does not has only emphatic feeling but also has deep connection in order to aid the speaker understand, change or develop in some way.
7. Dialogic Listening
In this type of listening, the listeners learn through conversation and engaged interchange of ideas and information in which they actively seek to learn more about the person and how they think.
In terms of the skills of listening, Hughes (1991:134) proposes two main divisions:
1. Macro skill
1) Identifying the Main Idea
Identifying the main idea of a text is one of the most important specific comprehension skills. According to Hancock (1987:54), the main idea is the essence of the text or rather what the speaker is trying to get across to the listener. In other words, that is what the speaker wants listener to know about. Therefore, the main idea is the important idea that the speaker develops throughout the text.
2) Identifying Specific Information
Supporting sentence or specific information develops the topic sentence by giving definition, examples, facts, comparison, analogy, cause and effect, statistics and quotation.
3) Identifying Inference
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2. Micro skill
In micro skill, to understand what someone says, a listener has to interpret intonation pattern (e.g recognize stress and rhythm), recognition of function of structures (interrogative as request, imperatives e.g sit down!), cohesive devices e.g such as and which, detect sentence constituents, e.g subject, verb, object, prepositions ), recognizing discourse markers (e.g Well; Oh, another thing is; Now, finally).
Basically, the senior high school students have to understand identifying the main idea, identifying specific information and identifying inference, in order to understand what someone says. Besides, it is also based on the curriculum of senior high school that mostly consists of text both in monologue and functional. Without understanding this information, the listeners will get difficulties to understand the meaning. For that reason, the researcher chooses both micro and macro skill because by having these skills, the students will be able to understand the spoken English. Hence, the researcher used classic pop song because the lyric and the harmony were easy to be understood. Those helped the students to master the aspects include in macro skill.
2.2 Concept of Teaching Listening
input, and listening purposes. They help students develop a set of listening strategies and match appropriate strategies to each listening situation.
According to Swift (2007:18), teaching listening suggests that we need to take a more active approach to improve listening abilities, by focusing on the specific problems that the students have and planning listening activities, which helped to resolve the problems.
There are two approaches involved in listening according to Swift: 1. Bottom-up processing
The bottom-up approach sees comprehension as a matter of listeners first decoding (or understanding) the smallest elements of what they hear-the elements of sounds.
2. Top-down processing
The top-down approach sees understanding as starting from the listener’s background knowledge of the non-linguistic context and of working down towards the individual sounds. Listeners will actively interpret what they hear in terms of their understanding of the situation and the word in general.
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2.3 Concept of Song
Song consists of lyrics or poetic text. The lyrics and the text are various. Redlich (1975: 28) adds that song is short composition usually for one voice, based on lyrics poem.
According to Weikart (1988: 12) song is a short poem or a sequence of verses which is composed with music and intended to sing. Song, which belongs to genre including both lyrics and music, can be added to list. They are marked by richness of content, poetical metaphor and symbol that emotionally reflect the world we live in. songs can motivate a positive emotional influence on listener.
The lyrics in the songs that are sung by the singer can be heard by the listener, and actually it is considered good in English language teaching especially in listening. Students are accustomed to listening to English songs they will be easily recognize the utterances of the singer, and that ability can be implied when they have a listening test. That’s why the researcher used songs to find out the effectiveness of English song in teaching listening.
understanding of the songs. It made students’ ears accustomed to listening either to English song or dialogue or monologue.
When students listen to songs, the affective element of interest comes to play, and in this case is listening to English songs. Song can be the representative of feelings or psychological condition for young students, it can comfort the mind and gives spirit.
2.4 Types of Songs
A song is certainly one of the most prominent elements in music. The people will come across several different categories of songs which have a unique mood and touch. As a result, they cannot be differentiated on the basis of specific factors. The main reason why songs cannot be marked in only one class is because the differences in their type of music, lyrics, and purpose. For example a ballad can even have a metal music feel to it. However, songs may be roughly classified as per types of lyrics, music, tone, culture, and similar other factors. In the following, we have just given a random list of different songs.
Classic pop songs are those in which traditional music has a main role. These songs are first composed by artists like The Beatles, The Madness and Michael Jackson, just to name a few. However, these songs have had a substantial impact on the music we hear today.
There are several characteristics of song that can be used as a teaching material, as the followings.
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2. The song should be easy listening. 3. The song should not harass any society. 4. The lyrics should be rather easy to understand. 5. The lyrics should not have too many repetitions.
2.5 Concept of Teaching Listening through Songs
Students can learn native speakers’ language by listeninng to the songs. As
Coromina (1993:35) states that there are many advantages of using songs in the classroom: First, they are easily available; second, they present new vocabulary and expression in context; students become familiar with the pronunciation of native speakers; third, they provide topics for discussion; and the last, most of students enjoy listening to and analyzing songs, since they provide a break from the textbook and workbook routine.
The use of music and songs in the classroom can stimulate very positive association to the study of a language. Song can play a really important part in the language classroom. It can change the atmosphere in the room within seconds (Budden, 2003:13). Furthermore, songs can be used as a nice lead in to the topic and a way to pre-teach some of vocabulary. According to Jamalus (1975), songs are an art to express peoples’ feeling trough words and tones. Song consists of
several music sentences. A simple song usually consists of four sentences (Jamalus,1988:45).
and relaxed atmosphere that can expose students to pronounce unconsciously (Ebong and Sabbadini, 2006). For students, listening to the songs especially their favorite ones; a pleasant activity in which they enjoy spending their leisure time with different range of time and purpose (Lynch, 2006).
From the statement above, it implies that students can recognize easily some new words and expressions in context that is uncommon. Moreover, they can be familiar with the pronunciation of the native speaker. Furthermore, it makes them practice listening well all the time indirectly. In other words, a high frequency of listening to English songs will help students to develop and improve their listening ability because students can learn and entertain themselves at the same time by listening to songs. It can be inferred that song can be used as a teaching material for improving students’ listening because song can present new vocabulary and expression in context, change the atmosphere in the room within seconds and make students enjoy their learning classroom.
2.6 Advantages and Disadvantages
According to the previous research done by Marlina (2011), listening through English song has some advantages and disadvantages. It can be explain as follows:
Advantages:
1. Song can make the students easy to find for the sake of vocabulary and structure.
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3. Song can increase students’ motivation to study, from the music, the rhythm, and lyric.
4. Song can improve students’ to produce oral English by singing the song.
Disadvantages:
1. If the teacher cannot choose the kind of song which is appropriate to the level of the students, it can make the students difficult to
understand the song.
The level of vocabulary and structure which are used should be appropriate with the level of students, if it is not it will make the students confuse and difficult to get the idea of the song.
2.7 Procedures of Teaching Listening Through Songs
One of the ways to make the process of teaching in the class successful is by making and applying the guidelines of teaching.
Philip (1993: 95) states some general guidelines for doing action songs in class, they are:
a. Play the song once or twice with the students just listening, so that they begin to absorb the tune and rhythm.
b. Play and sing the song again and get them to clap the rhythm and the tune to the music.
d. Ask them if they can tell you what the song means with the action explain anything they do not understand.
e. Play the song again. The students join with the action, and sing along with the words if they wish.
Based on the general guidelines for doing songs in class, the researcher applied those guidelines to be teaching procedure as follows:
Pre Activity
a. Asking the students about their favorite songs or kind of songs that they often listen.
1. In this procedure teacher asks some students about their favorite music and songs.
2. Students answer the question given by teacher.
b. Giving an example of songs and playing the song in the class, students just listen to the song, so that they begin to absorb the tune and the rhythm. 1. The teacher plays the cassettes and asks students to listen to the song. 2. The students listen to the song and try to absorb the tune and the
rhythm.
c. Playing the song again and asking them to sing by giving a brief account of the theme or story of the song in students’ own language.
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2. The students listen to the songs and sing together after that students give a brief account of the theme or story of the song in their own language.
While Activity
a. Giving the students a copy of the song chorus one by one and asking the students to fill in the blank of the songs’ lyric and discussing it with their friends after that the teacher asks students to read the chorus aloud together with the teacher guidance in order to give them a correct pronunciation.
1. The teacher gives copy of the song and asks them to fill in blank of the song lyric and discusses it with their friends, after that the teacher reads the lyric together with students by singing it.
2. Students fill the blank and discuss it with their friends, after that the students read the song lyric by singing it.
b. Playing the song once again. They will be asked to practice singing the song together.
1. The teacher plays the song again and asks students to sing together. 2. The students sing together.
c. After singing together the students discuss the songs’ chorus/refrain and describe the pattern used.
2. The students discuss the songs’ chorus that is given by the teacher and describe the meaning of it and also the pattern used.
d. Playing the song again and asking the students to sing once more. 1. The teacher plays the song once more and asks students to sing
together.
2. The students sing the song together.
Post Activity
a. Asking the students to make formulation of the pattern and practice making sentences using the patterns.
1. The teacher asks the students to make formulation of the patterns based on the songs’ chorus and the students have to discuss with their friends and practice making sentences by using the pattern that they make. 2. The teacher asks the students to guess the meaning of unfamiliar
vocabulary and the teacher helps the students to tell the exact meaning based on context dictionary.
3. The students make the formulation of the pattern based on the songs’ chorus that they have discussed with their friends and practice making sentences using the pattern that they make.
b. Having the students achieved the target structure, the teacher will discuss it together with the students, and then the teacher will ask the students whether there is any difficulty in teaching and learning process.
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2.8 Theoretical Assumption
Students’ listening comprehension can improve through various techniques. The same techniques might be better to apply in listening comprehension. A possible technique can be matched with students’ purpose in listening. An appropriate technique considers develop students’ listening comprehension.
Based on the explanation above, it can be assumed that classic pop song can be used to increase students’ listening comprehension in identifying the specific
information from the song lyrics for senior high school students. It makes the students aware of their purpose of listening and can motivate them to identify the specific information in the song lyric, and also makes them enjoy the listening activity.
Song is an appropriate technique which can be used to increase students listening comprehension. It is clearly explain that song is enjoyable for study because it has good and short lyric which can be easy to be understood and remembered, song also has its rhythm and music. Therefore, the researcher concludes that song is a better technique in increasing students’ listening comprehension.
2.9 Hypothesis
Based on the theories and explanation presented, the teacher proposed hypothesis as follows:
III. RESEARCH METHOD
This chapter discusses the research design that was used by the researcher, population and sample of the research, how the researcher collected the data, research procedure, validity and reliability of the test, level of difficulty, discrimination power, scoring system, data analysis, data treatment and hypothesis testing.
3.1 Research Design
This quantitative research has two variables which are teaching listening through English songs as the independent variable and listening ability as the dependent one. The researcher used one group pre test post test design. The research used two classes, one as the try-out class and other class as the experimental class. The students were given pre test, the treatments and post test. The treatments of teaching listening comprehension through English songs were implemented three times. One group pre test post test design is represented as follows:
T1 X T2
T1 : Pre test
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T2 : post test (Setiyadi, 2006:143)
3.2 Population and Sample
The population of this research was the students of the eleventh grade of SMAN 12 Bandar Lampung at even semester academic year of 2012/2013. The sample was chosen by the English teacher of that school. The researcher chose this way to
determine the sample because he did not want to disturb teacher’s teaching
learning program that has been being run at that time. The researcher took two classes of seven science study program class as the try-out and experimental class. Each class consisted of 30 students. There are twenty female students and ten male students in the try-out class. Then there are twelve female students and eighteen male students in the experimental class.
3.3 Data Collecting Technique
3.3.1. Administrating the Try-Out
The Try-out was administrated in eleventh class two as the try-out class in the first meeting before Pre-test of teaching listening comprehension through English songs implemented in the experimental class, as the consideration of the pre-test items.
3.3.2. Administrating the Pre-test
comprehension through English songs to see the students’ basic listening comprehension.
3.3.3. Administrating the Post-test
The post-test was administrated in eleventh science 2 class after the treatment of teaching listening comprehension through English songs implemented by using the same topic and three times repetition of one question like in the pre-test. The result of the post-test was compared with the result of the pre-test to analyze the improvement of the students’ listening comprehension through English songs.
3.3.4. Conducting the Interview
The interview was conducted in eleventh science 2 class, in which the
students’ answers were classified and generalized as the resource. The
interview was conducted to find out the problems the students face in learning macro skills of listening comprehension through English songs.
3.4 Research Procedure
The procedures of this research as follows:
1. Determining the population and chose the sample. 2. Administering try out
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the try out test in order to measure the level of difficult (LD) and discrimination power (DP), to find the reliability and the validity of the test. The test item was objective test. It was given in class out of the experimental. It was administered 25 items in 45 minutes.
3. Administering the pre test
Pre test was needed to find out the students’ ability in listening. The students heard a song and then they tried to answer several questions connecting to the song. The questions represented the five aspects that measure in this research, that are determining main idea, finding the detail, reference, inference, and vocabulary. The questions were multiple choices.
4. Conducting the treatments
At the first time, the researcher who acts as the teacher told the student about the material. Then the students heard a classic pop song as the introduction to the material. Next, the researcher gave the students two kinds of tests they were; multiple choices and missing lyrics that was answered based on the song that they heard. The song was played three times. And the researcher conducted three treatments.
5. Administering post test
6. Analyzing the result of pre test and post test
The researcher gave score for the students’ answer in pre test and post test by seeing the three aspects that was measured in this research, these are identifying the main idea, identifying specific information and identifying inference. In this step the researcher used inter-rater to check the students’ result in order to avoid the subjectivity in giving correction.
7. Comparing the result of pre test and post test
After analyzing the result of pretest and post test, the researcher compared those results to answer whether there is significant improvement made by the students after being taught about listening comprehension through classic songs.
8. Interview
The researcher gave some questions to the student considering whether the classic pop song was good or not for students’ listening ability.
3.5 Validity and Reliability of the Tests
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Content Validity
Content validity concerned with whether the test is sufficiently representative and comprehensive for the test. According to Hatch and Farhady (1982:251), since content validity is the extent to which a test measures a representative sample of the subject meter, the focus of content validity is adequacy of the sample of the appearance of the test. Therefore, since the test instrument is conducted to get the
data of the students’ listening comprehension achievement, the content validity of the test items were conducted by including listening materials which were arranged based on the materials already given and it was suitable with the curriculum. Thus, if the measuring instrument has represented all the ideas that connected with the materials that were measured, that measuring instrument has fulfilled the aspect of content validity.
Construct Validity
Construct validity concerned with whether the test was actually in line with the theory of what it means to know the language that was being measured. To achieve the construct validity, the test was adopted from the indicators of Basic Competence (kompetensi dasar) that have been formulated before in syllabus based on KTSP 2006 curriculum of senior high school.
research, the researcher focused more on improving the students’ macro skills of listening comprehension rather than micro skills of listening.
Besides, the test instrument was conducted based on the aspects of macro skills of listening comprehension above. It was tried-out first then was selected from 35 items. Then, the test instrument used to analyze the improvement of the students’ listening comprehension through songs by measuring these aspects, such as identifying the main idea, identifying specific information and identifying
inference (WH questions).
[image:35.595.119.516.451.559.2]In order to fulfill the criteria of construct validity, the table of specification of listening aspect which was modified from the theory proposed by Hughes (1991:134), the test instrument can be seen below:
Table 3.5.1 Summary of specification of listening test
No Types of Listening Comprehension Items Numbers Percentage (%)
1 Identifying the main idea 12,13,16,23,26,30,33 20% 2 Identifying specific information 2,3,7,8,10,15,18,19,20,
22,24,28,29,32,34
43%
3 Identifying inference 1,4,5,6,9,11,14,17,21,25, 27,31,35
37%
Total 35 items 100%
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Reliability
Reliability of the test can be defined as the extent to which a test produces consistent result when administrated under similar conditions (Hatch and Farhady, 1982:243). Split-half technique used to estimate the reliability of the test and to measure the coefficient of the reliability between odd and even group, Pearson Product Moment formula was used as follows:
rl=
2
2
y xxy
rl: Coefficient of reliability between odd and even numbers items. x: Odd number.
y: Even number.
x2: Total score of odd number items. y2: Total score of even number items. xy: Total number of odd and even numbers. (Lado, 1961 in Hughes, 1991:32).
The criteria of reliability are: 0.80 – 1.00: high.
0.50 – 0.79: moderate. 0.00 – 0.49: low.
To know the coefficient correlation of whole items, Spearmen Brown`s prophecy formula was used. The formula was followed:
rk =2r1 1+r1
rk: The reliability of the test. r1: The reliability of the half test. (Hatch and Farhady, 1982:246).
3.6 Level of Difficulty
Level of difficulty was used to look for the level of test that was given to the students.
For seeing the level of difficulty, the researcher used the following formula:
In which:
LD : Level of Difficulty
U : The proportion of the upper group students L : The proportion of the lower students
N : The total number of students who following the test
The criteria are:
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> 0.70 : easy ( Shohamy, 1985:79)
3.7 Discrimination Power
Discrimination power was the extent to which the items discriminate between the testers, separating the more able testers from the less able.
For determining discrimination power, the researcher used the following formula:
In which:
DP Discrimination power
U : The proportion of the upper group students L : The proportion of the lower students N : The total number of students
The criteria are:
DP: 0.70-1.00 : Excellent
DP: 0.40-0.69 = Good
DP: 0.20-0.39 = Satisfactory
DP: 0.00-0.19 = Poor
3.8 Scoring System
The scoring system that was used in this research was driving the right answer by total items times 100. In scoring the students’ result of the pretest and post-test, the formula by Arikunto (1993, 240):
s = x 100
Notes:
S : score of the best R : the right answers N : the total item
3.9 Data analysis
In order to see whether there was an effect in students’ listening by using classic pop songs, the researcher analyzed the data by:
1. Scoring the pretest and posttest.
2. Tabulating the results of the tests and calculating the mean of the pretest and the posttest.
33
significance was determined by p < 0.05. It was used as the data come from the same sample or known as paired data
(Hatch and Farhady, 1982:114).
The researcher also used qualitative data to support this researcher in order to see whether or not there were some problems or difficulties faced by the students in the aspects of macro skill in listening during teaching learning process through classic pop songs. The researcher knew whether there were some differences between the previous technique taught by the teacher and the technique which was used by the researcher through classic pop songs. The researcher also intended to know whether or not the students enjoy in learning by using classic pop songs.
Interview conducted in experimental class in the form of open and formal questions (the questions must be in the form of explanation or description rather
than “yes” or “no” answers, to avoid the students from being reluctant to answer the questions given). The interview was used to know the students’ opinions and respond toward the listening technique was used by the researcher. This interview was held after conducting the treatment and post test. The researcher asked the
students’ opinion about effectiveness of using English song in teaching listening.
3.10 Data Treatment
1. Normality Test
The writer used normality test to know whether the data was distributed normally or not. The hypothesis was formulated as followed:
H1 : The data is distributed normally
In this script, the criterion for the hypothesis was that:
H is accepted if sign > a. in this case, the writer used the level of significance 0.05. It proved that the Ho was accepted and all the data was distributed normally.
3.11 Hypothesis Testing
In testing the hypothesis that the teaching learning through English songs would
improve the students’ listening comprehension significantly, Repeated Measure
T-Test was used. The hypothesis was also statistically tested by using statistical computerization (SPSS 17), in which the significance is determined by p<0.05. Therefore, the hypothesis which can be cited is as follows:
H1: There is significant improvement of students’ listening comprehension ability after being taught through English songs.
V. CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusion of the result of the research and also the suggestions from the researcher to the other researchers and English teachers who want to try to apply English songs in teaching listening comprehension.
5.1. Conclusions
After conducting the research in the first grade students of SMAN 12 Bandar Lampung and analyzing the data, the conclusions are drawn as follows:
1. There was significant improvement of the students’ listening comprehension ability after being taught through English songs. It was proved by the increase
of the students’ mean score in the post-test which was higher than in the pre-test. Their score increased from pre-test 53.6 to post-test 65,3 in which the gain was 10,5. Specifically, English songs improved the students’ listening comprehension in all aspects of macro skill types of listening comprehension, such as identifying the main idea, identifying specific information and identifying inference. From those three macro skills in listening, identifying inference gained the highest increase based on the result of the research.
happened in listening process. Besides, distinguishing sentence pattern and discourse marker has risen to be other problem. The third problem has appeared in comprehending the native speaker’s said. The fourth problem came from limited vocabulary. Then the last problem was coming from the material.
5.2. Suggestions
In reference to the conclusion above, some suggestions are given as follows:
a. Since low concentration was another problem that happened in listening process, the teacher should adjust the students to be more concentrated on the repetition of some words which actually was the signal of main points for comprehending the passage, and to be more concentrated on discourse marker, since discourse marker is considered as the bridge that leads to the topic.
b. Based on the problems that, since the students’ vocabulary was bad, the teacher should give the homework about translating some songs which they like.
c. Some problems appeared when the song lyrics were not interested according to the students. Therefore if the teachers want to apply the songs in teaching listening, they should choose the songs whose lyrics are considered to be interesting to the students.
d. Based on the problem from listeners that the students could not keep up with
the singer’s speed, it is suggested to the English teachers to give their students
52
REFERENCES
Aphir. 2002. http://aphir-comment.blogspot.com/?m=O. Retrieved on January 25th, 2012
Arikunto. 1993, Prosedur Penelitian, Suatu Pendekatan Praktek, Edisi Kesembilan, Rineka Cipta, Jakarta
Budden, J. 2003. Using Music and Songs. Available at:
http//www.musickit.com/resources.songteach.html. Accessed on November 1st, 2011
Bramasto, A. I. 2009. Using Songs to Develop Listening Ability For The Students Of English Education Study Program at Sanata Dharma University. http://www.scribd.com/doc/15288179/using-songs-to-develop-listening-ability. Retrieved on November 11th, 2012.
Coromina, I. S. 1993. An original approach to the teaching of songs in classroom. English Teaching Forum, 31 (3), 27-28.
Departemen Pendidikan Nasional. 2006. Kurikulum Tingkat Satuan Pendidikan Bahasa Inggris. Jakarta:depdiknas.
Ebong & Sabbadini. 2006. Developing Pronunciation through Songs. Cameroon: British Council.
http://www.teachingenglish.org.uk/think/articles/developing pronunciation-through-songs. Accessed on November 3rd, 2011. Hancock, M. 1998. Singing grammar: teaching grammar through songs.
Cambridge: Cambridge University Press.
Harmer, J. 1991. The Practice of English Language Teaching. New York: Longman Group Limited.
Hatch, E. and Farhady, H. 1982. Research Design and Statistic for Applied Linguistic. Massachusetts: Newbury House Publisher Inc.
Huges, A. 1991. Testing for Language Teachers. Cambridge: Cambridge University Press
Jamalus. 1975. Music 11. Jakarta: N.U. Masa Baru.
Jamalus. 1988. Pengajaran Music Melalui Pengalaman Music.Jakarta: Departemen Pendidikan dan Kebudayaan.
Lynch, T. 2006. Academic Listening: Marrying top and bottom.
Nunan, D. 1997. Listening in Language Learning. The English Center University of Hong Kong. Available at:
Htpp://www.jlt.-publication.org/tlt/files/07/sep/nunan.html Retrieved on September 2nd 2011
Redlich, Hans F. 1975. Song, Enclycopedia International. Grolier Incorporated. New York.
Rixon, S. 1986. Developing Listening Skill. London: Macmillan Publisher Limited.
Setiyadi, Ag. B. 2006. Metodologi Penelitian untuk Pengajaran Bahasa Asing, Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu.
Setiyadi, Ag. B. 2006. Teaching English as a Foreign Language. Yogyakarta: Graha Ilmu.
Swift, S. 2007. An ELT Notebook. May 04, 2010. http://eltnotebook.blogspot.com/index.html. Syque. 2002. Types of Listening. Changingmind.org.
http://changingminds.org/techniques/listening/listening.html. Retrieved on October 28, 2011.
Van Doren, Carl. 1980. Song. The Encyclopedia Americana. Americana Corporation. United States.
56
Appendix 1
RESEARCH SCHEDULE
Research schedule in the eleventh grade of the students of SMAN 12 Bandar Lampung:
Name : Dito Setiyawan
SRN : 0853042013
Research Place : SMAN 12 Bandar Lampung
Research Title : The Effectiveness of Teaching Listening Comprehension through English Songs
Songs at Eleventh Grade of SMAN 12 Bandar Lampung. Research Advisors : 1. Prof. Ag. Bambang Setiyadi, M.A., Ph.D.
2. Drs. Sudirman, M.Pd.
No. Activities Time Day Date
1. Try-out Test 08.00 a.m. - 09.30 a.m. Friday April 5th, 2013 2. Pre-test 09.00 a.m. - 10.30 a.m. Friday April 12th, 2013 3. First Treatment 09.00 a.m. - 10.30 a.m. Friday April 19th, 2013 4. Second Treatment 09.00 a.m. - 10.30 a.m. Friday April 26th, 2013 5. Third Treatment 09.00 a.m. - 10.30 a.m. Friday May 10th, 2013 6. Post-test 09.00 a.m. - 10.30 a.m. Friday May 17th, 2013 7. Interview 08.00 a.m. - 09.30 a.m. Wednesday May 29th, 2013
The Writer,
62
LISTENING SECTION TRY OUT
Part 1
Questions 1 – 6
1. Woman : If I were you, I’d take
the bus to school. Driving in that rush hour is terrible. Man : But by the time the bus gets to my stop, there aren’t any
seats left.
Narrator : What do we understand from the dialog?
2. Man : Mother, I have to go to
school, but look at the sky. It’s very cloudy. I think it’s
going to rain. Woman : You should take an
umbrella.
Narrator : Who are talking?
3. Woman : Here we are. Let’s see the menu. There’s a hotdog and hamburger. What do you prefer?
Man : I would rather eat hotdog.
Narrator : Where does the
conversation take place? 4. Woman : Would you like some
hot coffee or tea?
Man : I like them both, but I’d
rather have something cold. Narrator : What does the man
want to drink?
5. Man : Can we meet at 3.00 or 4.00?
Woman : I’m busy until 5.00.
Man : Let’s meet after that.
Narrator : What do we learn from the dialog? 6. Man : The International
Students Association is having a party on Saturday night. Can you come?
Woman : I wish I could.
Part 2
Questions 7 – 10
The Polar bear is very big white bear. We call it the polar bear because it lives inside the Arctic Circle near the North Pole. There are no polar bears at the South Pole. The polar bears live at the North Pole. There is only snow, ice, and water. There is not any land.
These bears are three meters long, and weigh 450 kilos. They can stand up on their back legs because they have very wide feet. They can use their front legs like arms. The polar bears can swim very well. They can swim 120 kilometers out into the water. They catch fish and sea animals for food. They go into the sea when they are afraid.
People like to kill the polar bears for their beautiful white coats. The governments of Canada, the United States, and Russia say that no one can kill polar bears now. They do not want all of these beautiful animals to die.
7. What does the passage mainly discuss? 8. What is the main idea of the last paragraph?
9. Which of the following statements is NOT TRUE about a polar bear? 10.Why do people like to kill polar bear?
Part 3
Questions 11 – 15
(W) For many years people believed that the cleverest animals after man were the chimpanzees. Now, however, there is proof that dolphins may be even cleverer than these big apes.
Although a dolphin lives in the sea, it is not a fish. It is a mammal. It is in many ways, therefore, like a human being.
Dolphins have a simple language. They are able to talk to one another. It may be possible for man to learn how to talk to dolphins. But this will not be easy because dolphins cannot hear the kind of sound man can make. If man wants to talk to dolphins, therefore, he will have to make a third language which both he and the dolphins can understand.
Dolphins are also very friendly towards man. They often follow ships. There are many stories about dolphins guiding ships through difficult and dangerous waters.
Narrator:
11. What is the topic of the text? Part 4
Questions 12 – 13
(M)Yayasan IDEP is seeking applicants for the following positions in Bali: Human Resource Coordinator
64
No experience is required. We will train new employees. For further information, please visit our website at www.depfoundation.org.
Narrator:
12. If you need more information, how can you contact the company? Narrator:
13. What does the company offer? Part 5
Questions 14 – 15
(W) Why don’t you stay with us for the long weekend? Form April 14 to 16, the
room package starts from Rp950.000,00 for 2 nights, including breakfast for 2 adults plus 2 children under 12 years old. You will also get a 10% discount on food and beverages.
Narrator:
14. Who makes this advertisement? Narrator:
15. What is being offered?
Part 6
Questions 16 – 19
The increasing employment of Indonesian women workers comes mostly from middle- and upper-income families. This is because many of them have got higher education. Today more than half of all women college graduates are employed compared to four out of ten high-school graduates, three out of ten elementary-school graduates, and only two out of ten among those with less than grade five in school. Most of the working girls in the 1980s were unskilled, but today's working women have considerably more education than those who do not work. Among the working women only three fourths are high school graduates and less than 10 percent have not been to high school at all.
Most well-educated middle-class working women hold white collar or professional jobs. Although many other kinds of work are offered to college-graduated women, clerical work and teaching are mostly preferred. About three fifths of the girls who are graduated from high schools take clerical jobs.
16. What is the passage about?
17. The main idea of paragraph two is…
Part 7
Questions 20 – 22
Situated among beautiful tropical gardens right by the sea, the Sanur Beach Hotel offers a friendly atmosphere.
The accommodation comprises tastefully furnished air conditioned rooms with a mini bar, bath, shower, and balcony or patio. For those who prefer extra-privacy, there are some elegant Balinese style bungalows around the gardens.
Other facilities include three restaurants, a 24-hour coffee shop, a swimming pool, tennis and badminton court and shopping arcades. Water sports, including windsurfing and sailing, can be arranged from the beach.
20.Which of the following is NOT TRUE about the hotel?
21. Which facility is not provided in the hotel?
22. “The accommodation comprises tastefully furnished air conditioned rooms.”
(Paragraph 2). This suggests that the rooms have the following qualities,EXCEPT ….
Part 8
Questions 23 – 26
Do you know about Arachnids? I mean it is a spider. Spiders are not insects. I mean spiders are arachnids. Arachnids have four bite pairs of legs but they only have two body parts while insects have three pairs of legs and three body parts. The most surprising thing is that spiders have two to four pair of eyes. They can see extremely well.
Spiders eat small insect such as flies and mosquitoes and you know what?
They sometimes bite people. When a spiders bites an insect, it doesn’t kill the
insect immediately but a special poison passes through its fangs and this poison paralyzes the body of the unlucky insect.
Most spiders make their own homes. They do this with a special substance produced by their bodies. In the corner of some rooms it is possible to
find a spider’s is waiting for the next dinner guest. 23. The type of the text above is a….
66
25. Spiders have special teeth called….
26. Based on the text above, we can conclude that….
Part 9
Questions 27 – 29
New York City is the largest city in the United States. The cities concert houses, museums, galleries, and theaters constitute an ensemble of cultural richness rivaled by few cities. In 2000 the population of the city of New York was 8,000,278. The population of the metropolitan region was 21,199,865. New
York City consists of five boroughs they are Queen’s, Brooklyn, Staten Islands,
The Bronx, and Manhattan.
There are so many attractive places in the city. One of its popular landmarks is the Statue of Liberty. It is a symbol of freedom for many, was one of the first sights to welcome immigrants arriving in the United States. The Statue stands 93 m tall on Liberty Island in New York Harbour.
New York’s 250 museums cater to every specialty and every taste. It has
museums in such fields as natural history, broadcasting, fire-fighting, crafts, and
ethnics’ cultures. As the world’s greatest art center, New York City has more
than 400 galleries and is a Mecca for artists, art dealers, and collectors. Madison Avenue between 57th and 86th streets is the most important locale for galleries, but dozens of others are located in SoHo (South of Houston Street) and adjoining neighborhoods.
New York also has a famous botanical garden. It is called Brooklyn Botanical Garden, 21 hectare. Located the borough of Brooklyn is in New York City.
27. What is the main idea of the text above?
28 Which statement is NOT TRUE based on the text? 29. The Statue of Liberty is located in….
Part 10
Questions 29 – 33
Why Do Hawks Hunt Chicks?
Once upon a time, a hawk fell in love with a hen. The hawk flew down from the sky and asked the hen, “Will you marry me?”
The hen loved the brave, strong hawk and wished to marry him. But she said, “I cannot fly as high as you can. If you give me time, I may learn to fly as high as you. Then we can fly together.”
It so happened that the hen had already promised to marry a rooster. So, when the rooster saw the ring, he became very angry. ”Throw that ring away at once! “shouted the rooster. The hen was so frightened at the rooster’s anger that she threw away the ring immediately.
When the hawk came a few months later, the hen told him to truth. The hawk was so furious that he cursed the hen, “Why didn’t you tell me earlier? Now, you’ll always be scratching the earth, and I’ll always be flying above to catch your children, “said the hawk.
30. What did the hawk give to the hen before he went a way?
31. From the text, we can infer that….
32. What is the moral message from the text?
33. Why was the rooster angry with the hen?
Part 10
Questions 33 – 35
Postcards always spoil my holidays. Last summer, I went to Italy. I visited the museums
and sat in public gardens. A friendly waiter taught me a few words of Italian. Then he
lent me a book. I read a few lines, but I did not understand a word. Everyday I thought
about postcards. My holidays passed quickly, but I did not send any cards to my friends.
On the last day I made a big decision. I got up early and bought thirty seven cards. I
spent the whole day in my room, but I did not write a single card!
34. The text tells about …
68
KEY ANSWER OF TRY OUT 1. E
74
LISTENING SECTION PRE TEST
Part 1
Questions 1 – 6
7. Woman : If I were you, I’d take
the bus to school. Driving in that rush hour is terrible. Man : But by the time the bus gets to my stop, there aren’t any
seats left.
Narrator : What do we understand from the dialog?
8. Man : Mother, I have to go to
school, but look at the sky. It’s very cloudy. I think it’s
going to rain. Woman : You should take an
umbrella.
Narrator : Who are talking?
9. Woman : Here we are. Let’s see the menu. There’s a hotdog and hamburger. What do you prefer?
Man : I would rather eat hotdog.
Narrator : Where does the
conversation take place? 10. Woman : Would you like some
hot coffee or tea?
Man : I like them both, but I’d
rather have something cold. Narrator : What does the man
want to drink?
11. Man : Can we meet at 3.00 or 4.00?
Woman : I’m busy until 5.00.
Man : Let’s meet after that.
Narrator : What do we learn from the dialog? 12. Man : The International
Students Association is having a party on Saturday night. Can you come?
Woman : I wish I could.
Part 2
Questions 7 – 10
The Polar bear is very big white bear. We call it the polar bear because it lives inside the Arctic Circle near the North Pole. There are no polar bears at the South Pole. The polar bears live at the North Pole. There is only snow, ice, and water. There is not any land.
These bears are three meters long, and weigh 450 kilos. They can stand up on their back legs because they have very wide feet. They can use their front legs like arms. The polar bears can swim very well. They can swim 120 kilometers out into the water. They catch fish and sea animals for food. They go into the sea when they are afraid.
People like to kill the polar bears for their beautiful white coats. The governments of Canada, the United States, and Russia say that no one can kill polar bears now. They do not want all of these beautiful animals to die.
16.What does the passage mainly discuss? 17.What is the main idea of the last paragraph?
18.Which of the following statements is NOT TRUE about a polar bear? 19.Why do people like to kill polar bear?
Part 3
Questions 11 – 15
(W) For many years people believed that the cleverest animals after man were the chimpanzees. Now, however, there is proof that dolphins may be even cleverer than these big apes.
Although a dolphin lives in the sea, it is not a fish. It is a mammal. It is in many ways, therefore, like a human being.
Dolphins have a simple language. They are able to talk to one another. It may be possible for man to learn how to talk to dolphins. But this will not be easy because dolphins cannot hear the kind of sound man can make. If man wants to talk to dolphins, therefore, he will have to make a third language which both he and the dolphins can understand.
Dolphins are also very friendly towards man. They often follow ships. There are many stories about dolphins guiding ships through difficult and dangerous waters.
Narrator:
20. What is the topic of the text? Part 4
Questions 12 – 13
(M)Yayasan IDEP is seeking applicants for the following positions in Bali: Human Resource Coordinator
76
No experience is required. We will train new employees. For further information, please visit our website at www.depfoundation.org.
Narrator:
21. If you need more information, how can you contact the company? Narrator:
22. What does the company offer? Part 5
Questions 14 – 15
(W) Why don’t you stay with us for the long weekend? Form April 14 to 16, the room package starts from Rp950.000,00 for 2 nights, including breakfast for 2 adults plus 2 children under 12 years old. You will also get a 10% discount on food and beverages.
Narrator:
23. Who makes this advertisement? Narrator:
24. What is being offered?
Part 6
Questions 16 – 19
The increasing employment of Indonesian women workers comes mostly from middle- and upper-income families. This is because many of them have got higher education. Today more than half of all women college graduates are employed compared to four out of ten high-school graduates, three out of ten elementary-school graduates, and only two out of ten among those with less than grade five in school. Most of the working girls in the 1980s were unskilled, but today's working women have considerably more education than those who do not work. Among the working women only three fourths are high school graduates and less than 10 percent have not been to high school at all.
Most well-educated middle-class working women hold white collar or professional jobs. Although many other kinds of work are offered to college-graduated women, clerical work and teaching are mostly preferred. About three fifths of the girls who are graduated from high schools take clerical jobs.
20. What is the passage about?
21. The main idea of paragraph two is…
Part 7
Questions 20 – 22
Situated among beautiful tropical gardens right by the sea, the Sanur Beach Hotel offers a friendly atmosphere.
The accommodation comprises tastefully furnished air conditioned rooms with a mini bar, bath, shower, and balcony or patio. For those who prefer extra-privacy, there are some elegant Balinese style bungalows around the gardens.
Other facilities include three restaurants, a 24-hour coffee shop, a swimming pool, tennis and badminton court and shopping arcades. Water sports, including windsurfing and sailing, can be arranged from the beach.
20.Which of the following is NOT TRUE about the hotel?
21. Which facility is not provided in the hotel?
22. “The accommodation comprises tastefully furnished air conditioned rooms.”
(Paragraph 2). This suggests that the rooms have the following qualities,EXCEPT ….
Part 8
Questions 23 – 26
Do you know about Arachnids? I mean it is a spider. Spiders are not insects. I mean spiders are arachnids. Arachnids have four bite pairs of legs but they only have two body parts while insects have three pairs of legs and three body parts. The most surprising thing is that spiders have two to four pair of eyes. They can see extremely well.
Spiders eat small insect such as flies and mosquitoes and you know what?
They sometimes bite people. When a spiders bites an insect, it doesn’t kill the
insect immediately but a special poison passes through its fangs and this poison paralyzes the body of the unlucky insect.
Most spiders make their own homes. They do this with a special substance produced by their bodies. In the corner of some rooms it is possible to
find a spider’s is waiting for the next dinner guest.
23. The type of the text above is a….
78
25. Spiders have special teeth called….
26. Based on the text above, we can conclude that….
Part 9
Questions 27 – 29
New York City is the largest city in the United States. The cities concert houses, museums, galleries, and theaters constitute an ensemble of cultural richness rivaled by few cities. In 2000 the population of the city of New York was 8,000,278. The population of the metropolitan region was 21,199,865. New
York City consists of five boroughs they are Queen’s, Brooklyn, Staten Islands,
The Bronx, and Manhattan.
There are so many attractive places in the city. One of its popular landmarks is the Statue of Liberty. It is a symbol of freedom for many, was one of the first sights to welcome immigrants arriving in the United States. The Statue stands 93 m tall on Liberty Island in New York Harbour.
New York’s 250 museums cater to every specialty and every taste. It has
museums in such fields as natural history, broadcasting, fire-fighting, crafts, and
ethnics’ cultures. As the world’s greatest art center, New York City has more
than 400 galleries and is a Mecca for artists, art dealers, and collectors. Madison Avenue between 57th and 86th streets is the most important locale for galleries, but dozens of others are located in SoHo (South of Houston Street) and adjoining neighborhoods.
New York also has a famous botanical garden. It is called Brooklyn Botanical Garden, 21 hectare. Located the borough of Brooklyn is in New York City.
27. What is the main idea of the text above?
28 Which statement is NOT TRUE based on the text? 29. The Statue of Liberty is located in….
Part 10
Questions 29 – 33
Why Do Hawks Hunt Chicks?
Once upon a time, a hawk fell in love with a hen. The hawk flew down from the sky and asked the hen, “
