CHAPTER III RESEARCH METHOD RESEARCH METHOD
Type 1: Type 1: See the picture and listen carefully!(5 Questions)
POST-TEST
Name : Class :
1. What does the man order?
a. T-bone steak b. Chicken fried steak c. Broiled chichen d. Pasta
2. What does he eat with his meal?
a. Fries b. Bread c. Rice d. Salad
3. What kind of dressing does he ask for his salad?
a. French b. Italian c. Ranch d. Blue cheese
4. Why is the restaurant is not serving pies today?
a. The baker was hurt in his leg and can’t prepare them b. The oven is broken and hasn’t been repaired
c. The restaurant has decided to only sell ice cream d. The restaurant have many orders outside
5. What dessert that the man order?
a. Ice cream Sunday b. Ice cream cones c. Ice cream sundae d. Pies
Narrative Story (6-10): The Little Red Hen 6. Where did the story take place?
a. A forest b. A home c. A farm d. A park
7. Who were involved in the story?
a. A smart red hen, a sleepy cat, a noisy yellow duck and the diligent dog b. A smart red hen, a sleepy cat, a noisy yellow duck, and the lazy dog c. A smart red hen, a smart cat, a noisy yellow duck and the lazy dog d. A sleepy cat, a noisy yellow duck, a smart dog and the lazy red hen 8. What did the red hen plant in the farm?
a. Watermelon b. Seek
c. Seeds d. Corn
9. What did the red hen do with the wheats?
a. Red hen carried it into flourmill and grinded into flour and made the breads with all friends
b. Red hen carried into her friends and made the breads together c. Red hen carried it into her family and made the breads
d. Red hen carried it into flourmill and grinded into flour and made the breads by herself
10. Who didn’t eat the delicious bread? Except...
a. The dog b. The duck c. The cat d. The red hen
Type 3: Fill the Gaps (5 Questions)
Listen carefully about the information and fill the gaps below!
1. George W. Bush Jr. was inaugurated as the 43rd president of the United States on 20, 2001
2. He had also governor of since 1994.
3. Many republicans thought that the democrats could be defeated in 4. By now, Bush was the leading republican candidate in
5. As Governor, he pushed ahead with an energetic program, which reflected values.
Listening Script (Type 1)
Jack Goes Window Shopping Jack’s tent was so old. It was falling a part.
Jack : I guess I’m going to have to get a new tent one of these days.
First, Jack went to a discount store. The selection of tents was poor.
Jack : This isn’t good. Ican’t check out tents when they’re all in boxes.
So, Jack went to a store with hunting and fishing gear.
Seller : May, I help you?
Jack : That’s all right. I’m just window shopping for a tent.
Seller: Well, we have this one on sale for 25% off.
Jack : it looks nice, but it’s still a bit out of my price range. Maybe next season, after I save up some money.
Listening Script (Type 2)
Dialogue
At the Restaurant
Waiter : Hi. Welcome to Heavenly Pies. May I take your order?
Man : Uh...Yes, I’d like the chicken fried steak
Waiter : Okay. Would you like fries, bread, or rice with your meal?
Man : Umm, I’II take the rice.
Waiter : would you care for anything to drink?
Man : Yeah, I’II take a medium orange juice Waiter : I’m sorry. We only have large or small
Man : Well, in that case, uh, I’II have a small one
Waiter : Okay. A small juice. And what kind of dressing would you like with your salad. It comes with the fried steak.
Man : what dressing do you have?
Waiter : We have french, Italian, blue cheese,a nd ranch.
Man : Oh! Ranch, please.
Waiter : Would you like anything else?
Man : Well, I’d like to see you pie menu. That’s the main reason why I like to dine here.
Waiter : Oh! I’m so sorry, But we aren’t serving pies today Man : Huh? I thought this was Heavenly pies Restaurant.
Waiter : Well, it usually is. But, Dave, our bakers, slipped in the kitchen on a banana two days a go, and hurt his leg. (oh) He’II be out for at least two weeks. In the meantime, we’re serving ice cream sundaes instead. Sorry.
Man : Wow. I’m sorry to hear that. Well, in that case. Well in this case, I’II have an ice cream sundaes.
Waiter : I’II be back with your order in a few minutes.
Narrative Story (The Little Red Hen)
The Little Red Hen
Once upon a time a little red hen lived in a farm with a lazy dog, a sleepy cat and a noisy yellow duck.
Red Hen : “Hey guys!Look! I found some seeds. Let’s go and plant them!. Who will help me?”
Dog : “Not I”
Cat : “Not I”
Duck : “Not I”
So, the little Red Hen went and plnted the seeds by herself. When the seeds had grown into wheat crop, the hen asked her friends.
Red Hen : “The seeds have grown, who will help me harvest the crop?”
Dog : “Not I”
Cat : “Not I”
Duck : “Not I”
So, the little red hen went and harvested the crop by herself. The wheat needed taken to the mill and ground into flour.
Red Hen : “The wheat is heavy. Who will help me taken it to the mill and grind it into flour?”
Dog : “Not I”
Cat : “Not I”
Duck : “Not I”
So, the little red hen carried the heavy wheat to the flourmill by herself.
She alone grinded into flour. Filled it into a sack and brought it back to the farm.
Red Hen : “Friends, I am very tired, who will help me bake the bread?”
Dog : “Not I”
Cat : “Not I”
Duck : “Not I”
The poor tired hen baked all the bread by herself. Once, she was done, she asked yet again.
Red Hen : “The bread smells so great, who will help me eat it?”
Dog : “I will ” Cat : “I will ” Duck : “I will”
Red Hen : “ No way! I will eat the delicious bread by myself.
And so the little red hen ate all the bread by herself and enjoyed it completely.
Listening Script (Type 3)
George W. Bush Jr.
George W. Bush Jr. was inaugurated as the 43rd president of the United States on January 20, 2001. Of courese, people knew that he was the son of the 41st president,George W. Bush. He had also governor of Texas since 1994.
However, aside from this, he was not very well known outside of Texas. Why then did so many people want him to run for president in 2000?. Many republicans thought that the democrats could be defeated in 2000, but they themselves lack a candidate with strong appeal. As the election approached, leading publicans worried about whom to support. Some of the most powerful republicans were state governors. They began to look around at each other for a possible candidate. Most eyes turned to George W. Bush, the governor og Texas.
In November 1998, Bush was re-elected as governor by an impressive margin. By now, Bush was the leading republican candidate in the polls. Of course, one advantege that governor Bush had was a familiar name. In fact, when he did well in some early polls, it is likely that some people really voted for his father. They thought that George H. W. Bush was running again. The Bush family was able to swing a lot of support to George W. It also helped that his brother, Jeb was now Governor of Florida. In 1994, he surprised the political world by defeating the incumbent Governor of Texas. As Governor, he pushed ahead with an energetic program, which reflected neo-conservative values.
KEY ANSWERS Pre-Test
Type 1:
1. F 2. T 3. T 4. T 5. F
Type 2:
1. B 2. B 3. A 4. C 5. D 6. C 7. C 8. B 9. C 10.A
Type 3:
1. Scientists 2.Organisms 3.Spontaneously 4. Pasteurization 5. Immunization
KEY ANSWERS Post-Test
Type 1:
1. F 2. T 3. T 4. F 5. T
Type 2:
1. B 2. C 3. C 4. A 5. C 6. C 7. B 8. C 9. D 10.D
Type 3:
1. January 2. Texas 3. 2000 4. The Polls
5. Neo-conservative
Questionnare Motivation
Name : Class :
Berikan tanda checklist ( terhadap pilihan jawaban yang telah di susun dalam format likert scale berdasarkan pendapat anda tentang penggunaan
Computer Assisted Language Learning (CALL) model dalam pembelajaran Listening Comprehension.
Pilihan Jawaban:
SS : Sangat Setuju S : Setuju
R : Ragu-Ragu TS : Tidak Setuju
STS : Sangat Tidak Setuju
No. Statement SS S R TS STS
1. Belajar listening dengan menggunakan CALL model sangat menarik
2. Pembelajaran listening dengan
menggunakan CALL model sangat efektif dan kreatif dalam membantu meningkatkan kemampuan listening
3. CALL model dapat dapat memancing saya aktif dalam proses pembelajaran
4. CALL model ini memotivasi saya untuk belajar listening
5. Penggunaan CALL model dalam proses pembelajaran sangat baru buat saya 6. Setelah mengikuti pembelajaran melalui
CALL model dengan aplikasi audio visual ini saya merasa terdorong untuk
meningkatkan kemampuan listening saya dengan cara ini.
7. CALL model dapat meningkatkan
ketertarikan saya dalam mengerjakan tugas listening
8. Belajar Listening dengan CALL model ini
membuat saya lebih terfokus pada pembelajaran
9. Belajar listening melalui CALL model ini sangat mudah untuk menangkap materi 10. CALL model ini memberi pengetahuan baru
tentang penggunaan teknologi dalam pembelajaran
11. Belajar dengan CALL model membosankan 12. Belajar dengan CALL model tidak
menyenangkan
13. Call model tidak cocok digunakan dalam pembelajaran listening
14. Saya tidak tertarik untuk belajar listening dengan CALL model
15. Belajar dengan CALL model sangat susah
APPENDIX D The Student’s finding score
Table 1: Pre-test
No. Nama Pre-test Classification
1. Abd. Rahman 70 Fairly Good
2. Abd. Syukur Mallawa 35 Very Poor
3. Achmad Farid Aldin 85 Good
4. Afifah Azzahra Syam 85 Good
5. Ahmad Fauzi Yusri 55 Poor
6. Andi Anita 50 Poor
7. Andi Esti Ananta 80 Good
8. Andi Ery Vebrikahasri 45 Poor
9. Ayu Andira 50 Poor
10. Elva Amrin 60 Fair
11. Fadliah 75 Fairly Good
12. Fajar Sidiq 80 Good
13. Fikri 80 Good
14. Ismail Syamsuddin 70 Fairly Good
15. Ismayanti Rais 65 Fair
16. Marwa 65 Fair
17. Monika Nir Prisilia 65 Fair
18. Nirwana 50 Poor
19. Nurjannah 55 Poor
20. Nurul Azizah 75 Fairly Good
21. Owend Aryadhy 55 Poor
22. Pebiyanti 75 Fairly Good
23. Poppy Melati 65 Fair
24. Pratiwi Sukri 40 Poor
25. Raodah Hasman 40 Poor
26. Rio Rezki Mustamin 55 Poor
27. Sailendra Al Afgani f. 75 Fairly Good
28. Sarmila 65 Fair
29. Syahrul Ramadhan S. 70 Fairly Good
30. Unita Awalia 65 Fair
Table 2: Pos-test
No. Name Pos-test Classification
1. Abd. Rahman 90 Very Good
2. Abd. Syukur Mallawa 75 Fairly Good 3. Achmad Farid Aldin 100 Excellent 4. Afifah Azzahra Syam 100 Excellent
5. Ahmad Fauzi Yusri 80 Good
6. Andi Anita 80 Good
7. Andi Esti Ananta 90 Very Good
8. Andi Ery Vebrikahasri 80 Good
9. Ayu Andira 80 Good
10. Elva Amrin 85 Good
11. Fadliah 90 Very Good
12. Fajar Sidiq 90 Very Good
13. Fikri 95 Very Good
14. Ismail Syamsuddin 85 Good
15. Ismayanti Rais 80 Good
16. Marwa 80 Good
17. Monika Nir Prisilia 80 Good
18. Nirwana 85 Good
19. Nurjannah 75 Fairly Good
20. Nurul Azizah 85 Good
21. Owend Aryadhy 75 Fairly Good
22. Pebiyanti 85 Good
23. Poppy Melati 75 Fairly Good
24. Pratiwi Sukri 75 Fairly Good
25. Raodah Hasman 85 Good
26. Rio Rezki Mustamin 75 Fairly Good 27. Sailendra Al Afgani f. 90 Very Good
28. Sarmila 85 Good
29. Syahrul Ramadhan S. 80 Good
30. Unita Awalia 80 Good
APPENDIX E
The Percentage of Student’s Score Table 1: Pre-test
No. Classification Range Frequency Percentage
Excellent 96-100 - -
Very Good 86-95 - -
Good 76-85 5 16.67%
Fairly Good 66-75 7 23.33%
Fair 56-65 7 23.33%
Poor 36-55 10 33.33%
Very Poor 00-35 1 3.33 %
Total 30 100 %
Table 2: Pos-test
No. Classification Range Frequency Percentage
Excellent 96-100 2 6.67 %
Very Good 86-95 6 20%
Good 76-85 16 53.33%
Fairly Good 66-75 6 20%
Fair 56-65 - -
Poor 36-55 - -
Very Poor 00-35 - -
Total 30 100 %
APPENDIX F
The Result of the Students’ Listening Comprehension in Pre Test and Post Test
Number of Students
Score of Pre Test
Score of Post Test
Gain (X2-X1)
X12 X22 D2
S01 70 90 20 4900 8100 400
S02 35 75 40 1225 5625 1600
S03 85 100 15 7225 10000 225
S04 85 100 15 7225 10000 225
S05 55 85 30 3025 7225 900
S06 50 80 30 2500 6400 900
S07 80 90 10 6400 8100 100
S08 45 80 35 2025 6400 1225
S09 50 80 30 2500 6400 900
S10 60 85 25 3600 7225 625
S11 75 90 15 5625 8100 225
S12 80 90 10 6400 8100 100
S13 80 95 15 6400 9025 225
S14 70 85 15 4900 7225 225
S15 65 80 15 4225 6400 225
S16 65 80 15 4225 6400 225
S17 65 80 15 4225 6400 225
S18 50 85 35 2500 7225 1225
S19 55 75 20 3025 5625 400
S20 75 85 10 5625 7225 100
S21 55 75 20 3025 5625 400
S22 75 85 10 5625 7225 100
S23 65 75 10 4225 5625 100
S24 40 75 35 1600 5625 1225
S25 40 85 45 1600 7225 2025
S26 55 75 20 3025 5625 400
S27 75 90 15 5625 8100 225
S28 65 85 20 4225 7225 400
S29 70 80 10 4900 6400 100
S30 65 80 15 4225 6400 225
∑ 1900 2515 615 125850 212275 15475
X 63.33 83.83 20.5 4195 7075.83 515.83
APPENDIX G Total Scoring
1. Calculating the Mean Score of the Students in Pre Test and Post Test a. Mean score of pre-test
̅
̅̅̅̅=
b. Mean score of post-test
̅
̅̅̅̅=
2. Percentage of the Students Improvement in Listening Comprehension P =
= 100
33 . 63
33 . 63 83.83
x
= 33 . 63
5 .
20 x 100 = 32.38 %
3. Finding out the significant difference between the pre-test and post-test by calculating the value of the test by using the formula:
̅=
= 30 615
= 20.5
t =
1
2 2
N N
N D D
D
t =
√
t =
√
t =
√
t =
√
t =
√
t =
√
t =
t = t = 11.32
APPENDIX H
Distribution Critical value of T-Table Df
Level of Significance for one-tailed test 0,25 0,10 0,5 0,025 0,01 0,005
Level of Significance for two-tailed test
0,5 0,2 0,1 0,05 0,02 0.01
1 1.000 3.078 6.314 12.706 31,821 63.657 2 0.816 1.886 2.920 4.303 6.965 9.926 3 0.765 1.638 2.353 3.183 4.541 5.841 4 0.741 1.533 2.132 2.776 3.747 4.604 5 0.727 1.476 2.015 2.571 3.365 4.032 6 0.718 1.440 1.943 2.447 2.143 3.707 7 0.711 1.451 1.895 2.365 2.998 3.499 8 0.706 1.397 1.860 2.306 2.896 3.355 9 0. 703 1.383 1.833 2.262 2.821 3.250 10 0.700 1.372 1.812 2.226 2.764 3.169 11 0.697 1.363 1.769 2.201 2.718 3.106 12 0.695 1.356 1.782 2.179 2.681 3.055 13 0.694 1.350 1.771 2.160 2.650 3.120 14 0.692 1.345 1.761 2.143 2.624 2.977 15 0.691 1.341 1.753 2.331 2.604 2.947 16 0.690 1.337 1.746 2.120 2.583 2.921 17 0.689 1.333 1.740 2.110 2.567 2.898 18 0.688 1.330 1.734 2.101 2.552 2.878 19 0.688 1.328 1.729 2.093 2.539 2.861 20 0.687 1.325 1.725 2.086 2.528 2.845 21 0.686 1.323 1.721 2.080 2.518 2.831 22 0.686 1.321 1.717 2.074 2.505 2.819 23 0.685 1.319 1.714 2.690 2.500 2.807 24 0.685 1.318 1.711 2.640 2.492 2.797 25 0.684 1.316 1.708 2.060 2.485 2.787 26 0.684 1.315 1.706 2.056 2.479 2.779 27 0.684 1.314 1.703 2.052 2.473 2.771 28 0.683 1.313 1.701 2.048 2.467 2.763 29 0.683 1.311 1.699 2.045 2.462 2.756 30 0.683 1.310 1.697 2.042 2.457 2.750 40 0.681 1.303 1.684 2.021 2.423 2.704 60 0.679 1.296 1.671 2.000 2.390 2.660 120 0.677 1.289 1.658 2.890 2.358 2.617 0.674 1.282 1.645 1.960 2.326 2.576
APPENDIX I
The Student’s Tabulating Score in Questionnare Students Q
1 Q
2 Q