An Analysis On The Role Of Audiovisual In Improving Students’ Listening Comprehension: A Case Study Of The Eleventh Year Students In Yayasan Perguruan Indonesia Membangun (YAPIM) Mabar

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AN ANALYSIS ON THE ROLE OF AUDIOVISUAL IN IMPROVING

STUDENTS’ LISTENING COMPREHENSION: A CASE STUDY OF

THE ELEVENTH YEAR STUDENTS IN YAYASAN PERGURUAN INDONESIA MEMBANGUN (YAPIM) MABAR

A Thesis

By

: TITIN RESLINA P.

REG : 060721020

UNIVERSITY OF NORTH SUMATRA FACULTY OF LETTERS

ENGLISH LITERATURE DEPARTMENT MEDAN


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TABLE OF CONTENTS

Page

ACKNLOWLEDGEMENTS………..i

ABSTRACT………iii

TABLE OF CONTENTS………...iv

1. INTRODUCTION 1.1 The Background of the Analysis………1

1.2 The Problems of the Analysis………4

1.3 The Objectives of the Analysis………..4

1.4 The Significance of the Analysis………...5

1.5 The Scope of the Analysis……….5

1.6 Review of Related Literature……….5

2. A BRIEF DESCRIPTION OF LISTENING COMPREHENSION AND AUDIO VISUAL 2.1Understanding of Listening………...7

2.1.1 Description of Listening Comprehension………9

2.1.2 Principles of Teaching Listening………11

2.2 Description of Audiovisual………..12

2.2.1 Types of Audiovisual………..13

2.2.2 The Role of Audiovisual……….14

2.2.2.1 They Attract and Hold Attention ………....16

2.2.2.2 They Aid Retention of Information and Visual Images…………. 16

2.2.2.3 Assist in Forming Correct Image………17

2.2.3 The Function of Audiovisual………..17

3. METHOD OF THE ANALYSIS 3.1 Location and Research Instruments……….18

3.2 Population and Sample………18

3.3 Technique of Analyzing Data………..19

3.4 The Procedure of Teaching………..22

4. DATA ANALYSIS AND RESEARCH FINDING 4.1Data Analysis………...26

4.2Research Finding……….33

5. CONCLUSIONS AND SUGGESTIONS 4.1 Conclusions……….34

4.2 Suggestions……….34


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BIBLIOGRAPHY APPENDICES

APPENDIX 1 The Authorization Letter from the Faculty of Letters APPENDIX 2 The Letter of Acceptance from SMU Yapim Mabar APPENDIX 3 The Narration of the Story “UNDERDOG”


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AKNOWLEDGEMENT

First of all, I would like to express my thankfulness and praise to God, Jesus Christ, The Almighty God, who gave me faith and strength to walk through even the hardest time in my life. He is always faithful and makes me full of hope. Without His help, this thesis will never be finished at last.

I would like to express my sincerely gratitude to my Supervisor and also as the Secretary of the English Department, Drs. Yulianus Harefa, MEd TESOL, as well as to my Co-Supervisor Dra. Roma Ayuni Lubis, MA, for all their advice, guidance, comments in supervising the draft of writing this thesis.

On this occasion, I also thank Drs. Syaifuddin, MA., Ph.D., the Dean of Faculty of Letters of North Sumatera University, for all the opportunities and facilities given to me till the end of my study in this faculty.

Later, I also thank Dra. Swesana Mardia Lubis, M.Hum as the Head of English Department who has given me supports to finish this thesis.

My special thank to my beloved parents, my father R. Pakpahan and my mother E. Tambunan for their pray, and their endless love that they shared with me, and their material support for my needs.

I also thank my beloved brothers and sister for their supports and endless love during my academic years.

Many thanks are addressed to my friends especially the teachers in Sunday School in my church, for their supports during the process of writing this thesis.


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Last but not least, my thanks are also go to all the teachers at Yapim Mabar, for allowing me to do a research in that school.

I hope this thesis would be useful for those who read it especially the students of English Department.

Medan, March 2008 The Writer,

Titin Reslina P 060721020


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“……. but things I do: forgetting those things which are behind

and reaching forth unto those things which are before, I press

toward the mark for the prize of the calling of God in Christ

Jesus”.

(Philippians 3:13b-14)


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ABSTRAK

Skripsi ini berjudul “ An Analysis on the Role of Audiovisual in Improving Students’ Listening Comprehension : A Case Study of the Eleventh Year Students in Yayasan

Perguruan Indonesia Membangun (YAPIM) Mabar”. Skripsi ini merupakan kajian

analisa terhadap peranan Audiovisual dalam meningkatkan kemampuan dan ketrampilan para siswa SMA kelas XI. Analisa ini memakai teori Gay (1987:10) untuk pengambilan jumlah populasinya secara acak.

Ada 40 siswa yang menjadi contoh dalam analisa ini. Data yang dikumpulkan menggunakan Pre Test dan Post Test.

Setelah dilakukan analisa data, ditemukan bahwa Audiovisual berperan dalam meningkatkan kemampuan mendengar para siswa SMA tersebut. Ditemukan bahwa nilai rata- rata kelas mereka 81 dari responden dalam menjawab pertanyaan yang diberikan, dan nilai rata-rata kelas mereka 72 dari responden itu juga dalam menceritakan kembali isi cerita yang diberikan.

Semoga skripsi ini bermanfaat bagi pembaca secara khusus mahasiswa Jurusan Sastra Inggris sebagai perbandingan untuk menyusun skripsi di masa yang akan datang.


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ABSTRAK

Skripsi ini berjudul “ An Analysis on the Role of Audiovisual in Improving Students’ Listening Comprehension : A Case Study of the Eleventh Year Students in Yayasan

Perguruan Indonesia Membangun (YAPIM) Mabar”. Skripsi ini merupakan kajian

analisa terhadap peranan Audiovisual dalam meningkatkan kemampuan dan ketrampilan para siswa SMA kelas XI. Analisa ini memakai teori Gay (1987:10) untuk pengambilan jumlah populasinya secara acak.

Ada 40 siswa yang menjadi contoh dalam analisa ini. Data yang dikumpulkan menggunakan Pre Test dan Post Test.

Setelah dilakukan analisa data, ditemukan bahwa Audiovisual berperan dalam meningkatkan kemampuan mendengar para siswa SMA tersebut. Ditemukan bahwa nilai rata- rata kelas mereka 81 dari responden dalam menjawab pertanyaan yang diberikan, dan nilai rata-rata kelas mereka 72 dari responden itu juga dalam menceritakan kembali isi cerita yang diberikan.

Semoga skripsi ini bermanfaat bagi pembaca secara khusus mahasiswa Jurusan Sastra Inggris sebagai perbandingan untuk menyusun skripsi di masa yang akan datang.


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CHAPTER I INTRODUCTION

1.1The Background of The Analysis

Language as one of human’s culture plays a very important role in all aspects of human life. It is a main tool of communication used by human beings to communicate or to attract human beings in expressing his idea, emotion, and desire by using sound, gesture, and signals. It may be said that without language there will be difficulties in conveying our feelings, desire, opinions, and attention to other people. Finochiaro (1994:8) holds that language is a system of arbitrary vocal symbols which permit all people in a given culture, or other people who have learned the system of that culture to communicate, or to interact. Based on the Encyclopedia International (1970:458) that there are 3000 languages that spoken in the world. It is recorded that English is the most spoken language throughout the world, it is spoken as a native language by over a quarter of billion in the United States or other countries.

Nowadays, people are obliged to learn a foreign language, especially English, so English has been determined by the Government of Indonesia as the first foreign language to be taught at school. It has been taught as a formal subject beginning from Junior High School up to University level. It means that the graduates of senior high school have completed English for twelve years. They are expected to have comprehended English that can beneficially be used for their further studies. Suwarsih Madya (1991:66) says:

“Indonesian student begin to learn English as foreign Language (EFL) when they enter their secondary schooling. In other words they have already acquired their mother tongues. In learning


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English as a Foreign Language they will not take some benefits from their previous successful experience in acquiring their mother tongues”.

From the quotation above most of the students in Indonesia learn English when they entered their Junior High School. Unlike those who learn English as a second language in countries like Australia and America where English is accessible in both formal and informational situations; in all its possible forms, Indonesian students get benefit very little from the environment.

Students of language are supposed to master four language skills, such as listening, speaking, reading, and writing emphasized by curriculum of English. After finishing and learning for about twelve years, for instance, it is expected that they would be able in listening comprehension in English language. But the fact show that they cannot be entire released from difficulties in listening because of the wider differences between English language and Indonesia language as their native language. Nababan (1991:45) says,

“The differences between second language and foreign language learning and acquisition, where English is not the home language for the Indonesian people, and where the learners’ language are also widely used outside the home as the language of interaction between the speakers of the same home native language”.

This quotation states that an English acquisition for Indonesian students is rather difficult. It might be due to the elements between English as the foreign language and Indonesian as the native language are very different like the words and the pronunciation.

Many students who live in Indonesia get difficulty in listening to English. They often ignore to use English language as a medium of communication due to lack of


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listening comprehension as mediums when they are studying English Language. So they couldn’t get the meaning of the words and what about the speaker talks to them, so it is important to use an aid by the teachers in teaching English especially in process of listening comprehension and what the most essential things to be considered. Due to this problem the writer wants to analyze how the role of audio-visual in improving the listening comprehension skill to the students.

Muljanto (1965;139-140) says that Audio-visual is any instructional device that can be heard as well as seen and also can be used to transmit a learner facts, skill, attitudes, knowledge, understanding and appreciation.

Yayasan Perguruan Indonesia Membangun (Yapim) is a formal school that has 3 units namely: Primary High School, Senior High School, and Vocational School.

The teacher teaches the listening to the students in the language laboratory of Yapim Mabar by using audio- visual aid start in ten year students and as far as I get the information from Yapim’s teacher that it can help them to listen and to speak in English more effectively by imitating pronunciation drills and make repetition when their teacher talks to them. Listening to English language as the foreign language is regarded to be one of the most important aspects. That is why the teacher must prepare facilities to practice English in the laboratory, because the goal of listening comprehension is to be able to understand English which uttered by native speaks. The students need to listen individually and regularly and also the students need audio-visual to memorize and to get important point of it that help the students to listen to English language.

I am attracted to choose this title because when I was in senior high school, their teacher did not teach them how to listen effectively in the school and did not use an


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aid to improve their hearing skill, so there is a lack of listening comprehension. I also want to know how to convey to students certain ideas, basic knowledge, and information in the shortest possible time and in accordance with the principles of learning.

1.2The Problems of The Analysis The problems are:

1. Does the Audio-Visual attract the senior high school students’ attention in improving their listening comprehension skill in English language?

2. Is Audio-Visual effective in teaching listening comprehension ability for the eleventh students of Yapim Mabar?

1.3The Objectives of The Analysis

The objectives of the study can be classified in two:

1. To find out whether Audio-Visual attracts the senior high school students’ attention in improving their listening comprehension skill in English language. 2. To find out whether Audio-Visual is effective in teaching listening

comprehension ability for eleventh students of Yapim Mabar.

1.4The Significance of The Analysis

Through this study the writer hopes that this thesis is useful to the students who are interested in improving their listening ability and the result of research could contribute some inputs to language instructors who teach English courses or at


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schools. This technique could be practiced to improve their students’ hearing ability in listening comprehension to English language.

1.5The Scope of The Analysis

Realizing that there are many techniques involves in language teaching in which one of them is teaching listening comprehension to the students. This research only covers one of those teaching techniques that could improve senior high school students’ listening comprehension skills. This research just discusses the role of audio-visual like using television and other teaching aids to teach the listening comprehension skills to the students in the eleventh year students.

1.6Review of Related Literature

In doing this thesis, I use some books which are related to this study in order to make the study better and support the idea. They also give me more knowledge about listening that can make the writing of this thesis easier.

Linda and Heun (1986:8) explain that listening is defined as the process of receiving, attending to, and assigning meaning to aural stimuli.

Thomlison (1984:13) tells that listening includes “active listening” which goes beyond comprehending literally to an empathetic understanding of the speaker.

Ronald and Roskelly (1985:6) define listening as an active process requiring the same skills of prediction, hypothesizing, checking, revising, and generalizing that writing and reading demand; and they present specific exercises to make students active listeners to the same “inner voice” one hears when writing.


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Pearson and Fielding (1983:20) maintain that listening involves the simultaneous orchestration of skills in phonology, syntax, semantics, and knowledge of text structure-all of which seem to be controlled by the same set of cognitive processes.

Anto Santoso ( 2004:15) in his thesis entitled “The Ability of Junior High School in Listening Songs” explained that listening involves understanding a speaker’s accent or pronunciation, his grammar and his vocabulary, and grasping his meaning.


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CHAPTER II

A BRIEF DESCRIPTION OF LISTENING COMPREHENSION AND AUDIOVISUAL

2.1 Understanding Listening

Listening is not a single-dimension skill. Sometimes people enjoy listening music although they do not understanding the meaning of it. At some level we are aware of the sound, but we certainly are not actively listening. There are kinds of listening:

1. Marginal: The listener is somewhat aware of sound in the environment but is not actively responding to the stimulus.

2. Appreciative: Here the listener responds to the poetry, music, stories, and so forth primarily for enjoyment and the stimulation of creative or expressive thoughts.

3. Attentive: The listener focuses on the stimulus to get information to participate actively. This type of listening is involved in following directions, taking part in a discussion, finding the main idea or sequence of events and so forth.

4. Analytic: In this kind of listening, one interprets and evaluates the material heard. Determining bias or point of view, evaluating information and judging accuracy are all aspects of analytic listening (Pratt, 1956:134).

From the four kinds of listening above, I think that “analytic” is the most essential point that the students have to know because it can enable the students to listen and get the meaning.


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The most difficult learning for the students to study commonly is “appreciative” because the students are hard to find the deep meaning from poetry, song, story, etc because as far as I study that poetry, and song have a special meaning.

More recently listening has been classified based on its purpose into five categories: appreciative, discriminative, comprehensive, therapeutic, and critical that they will be clearly explained as follows:

1. Appreciative listening involves listening to enjoy or to gain a sensory impression from a sound serves as a “sounding board” to enable the speaker to talk through a problem

2. Discriminative listening involves the listener in judging the kinds of the words or sentences from the sound or what the speaker said in the conversation.

3. Comprehensive listening involves the listener in understanding or getting the meaning of the story/ conversation that can make student’s ability sharper in listening that relies on thought processes and language reaction skills so students can retell about the story.

4. Therapeutic listening involves listening to connect with hearing a sensory impression from a sound, so students are able to answer the question from the speaker that is said in the conversation and also to repair again the wrong words or sentence that related on thought process and language reaction skills.

5. Critical listening involves the listener evaluating or judging the message delivering into account the effects of the languages, arguments, appeals, and credibility in listening, but it seems quite clear that listening is not simply


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hearing what the speaker says or even understanding what is heard. Instead it appears to be a cluster complex skill that relies on thought processes, memory, and language reaction skills.

2.1.1 Description of Listening comprehension

Listening comprehension is the receptive skill in the oral mode. When we speak of listening what we really mean is listening and understanding what we hear.

In our first language, we have all the skills and background knowledge we need to understand what we hear, so we probably aren’t aware of how complex a process it is.

Omaggio (1986) classified that there are two kinds of listening situations in which we find in ourselves:

1. Interactive, and 2. Non- interactive.

Interactive listening situations include face- to- face conversations and telephone calls, in which we alternately listening and speaking, and in which we have to chance to ask for clarification, repetition, or slower speech from our conversation partner.

Some non- interactive listening situations are listening to the radio, TV, films, lecture, or sermons. In such situations we usually don’t have the opportunity to ask for clarification, slower speech or repetition.

Listening is also important for obtaining comprehensible input that is necessary for language development.


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The things are involved in listening comprehension: 1. Speech perception

Ex: sound discrimination; recognize stress patterns, intonation, pauses. 2. Word recognition

Ex: recognize the sound pattern as a word, locate the word in the lexicon, retrieve lexical, grammatical and semantic information about the word 3. Sentence processing

Ex: parsing; e.g. detect sentence constituents, building a structure frame. It means that the sentence is formed from subject, predicate, object, and adverb.

4. Construct the literal meaning of the sentence.

Select the relevant meaning in case of ambiguous word. 5. Hold the information (in short-term memory)

6. Recognize cohesive devices in discourse. 7. Infer the implied meaning and intention.

It means that the listener can get the conclusion or the intention of the sentences or conversation.

8. Predict what is to be said.

Richard (1983) proposes that listening is the micro-skill which involved in understanding what someone says to us. The listener has to:

• Retain chunks of language in short-term memory.

• Discriminate among the distinctive sounds in the new language.

• Recognize stress and rhythm patterns, tone patterns, intonation contours. • Recognize reduced forms of words.


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• Distinguish word boundaries.

• Recognize typical word-order patterns. • Recognize vocabulary.

• Detect key words, such as those identifying topics and ideas. • Guess meaning from context.

• Recognize grammatical word classes. • Recognize basic syntactic patterns. • Recognize cohesive devices.

• Detect sentence constituents, such as subject, verb, object, prepositions, etc.

2.1.2 Principles of Teaching Listening

1. Listening should receive primary attention in the early stage of English Source Language (ESL) instruction.

2. Maximize the use of material that is relevant to students’ real life. 3. Maximize the use of authentic language.

4. Vary the materials in terms of speakers’ gender, age, dialect, accent, topic, speed, noise level, and genre.

5. Always ask the students to listen with a purpose and allow them to show their comprehension in a task.

6. Language material intended to be used for training listening comprehension should never be presented visually first.


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2.2 Description of Audiovisual

Basically, the activity of teaching and learning is the process of communication. The process should be done through the activity which conveys the message or information by the teachers to the students.

The messages like knowledge, skill, idea, experience, and etc. and the teachers’ problem is how to convey to students certain ideas, basic knowledge, and information in the shortest possible time and in accordance with the principle of learning. It needs a means of communication to convey the messages that called media. These aids will not replace the teacher, but they will make the teaching job easier and result in greater learning.

In teaching- learning process, media which used to accelerate the communication is called the Educational media. The learning process involved seeing, hearing and doing on the objective and thinking or reasoning on the subjective. The eyes made the situation distinctly realistic; speech served to give it meaning; both resulted in a purpose to do; and doing brought about mastery. All these activities together made the learning as natural as the instruction.

Educational media which will be used in this research is audiovisual. The term Audiovisual may refer to work with both sound and visual component, the production or use of such works, or the equipment involved in presenting such works.

Audiovisual has the characteristic likes:

Media Hardware Software

1. TV TV machine TV program


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3. Movie Film projector Movie which is

programmed

4. Sound slides Slide projector Cassette slide.

2.2.1 Types of Audiovisual

Movies and television shows are examples of audiovisual presentations. Audiovisual is the modern instructional media as the development of science and technology involved the media that can be seen, heard, can be seen and heard. So, it means that audiovisual is the media that can be seen and heard all at once to clarify the picture that can be seen. Ex: slide audio, television.

1. Movie

Movie is the kind of audiovisual. If it is compared with the other media, movie has the excess such as:

a. The message receiver will get clearer response and not easy to forget it because between see and hear can combined become one.

b. It could enjoy the event in long duration at the certain process or event. c. In technique slow-motion, it could follow a movement or the activity in

short time.

d. It could over come the limitedness of space and time.

e. It could develop attitude, behavior and aroused emotional and also expand a problem.


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2. Television (TV)

The specific of TV as the educational media and the implication to the education such as:

a. The fact that is presented is concrete and directly.

b. By the sense of sight and sense of hear, television can make a contact to the event as the real and directly.

c. It gives challenge to know something more. d. The uniformity of communication.

e. The short explanation that will be programmed must be comprehensive.

2.2.2The Role of Audiovisual

The role of audiovisual is influenced by space, time, and audience such as: a. It could over come the differences of someone’s experience between the

students.

Ex: The students who live in the mountain area who never see sea can use the media by watching movie, cassette video.

b. It could over come the limitedness of class.

Ex: The tools which will be touch is difficult to bring in the class, it can be touch by slide film, strip film, etc.

c. It could over come the difficulty if a thing cannot be seen directly because it is too small.

Ex: Cell, bacteria, atom can be seen by using picture media, slide, film, etc.


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d. It could over come the movement of thing as fast or too late whereas the process of the movement can take the students’ attention.

e. It could over come the things that is too complete can be separated part to part to be seen separately.

f. It could over come the sound that is too soft to hear by ears directly, people can use the tool likes loudspeaker.

g. It could record the natural incident likes the eruption of volcano, tsunami. It can be seen by film, picture media or we can watch it from video.

h. It will raise the interest of learning and the motivation of the lesson activity of the students.

It may be well to explain briefly some of the specific ways in which audiovisual aids influence the learner.

2.2.2.1 They Attract and Hold Attention

A verbal explanation supplemented by an audiovisual aid is far more effective in attracting attention and creating interest than if it is given unaided by such a device. This type of presentation adds variety and breaks the monotony of the ordinary instruction. The concentrated attention and sustained interest developed this way are most important to learn. There is always a tendency for the mind to concentrate on the thing which the eye sees and the ear hears once at all.


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2.2.2.2 They Aid Retention of Information and Visual Images

The major part of the things people hear are forgotten in a relatively short time and it is difficult to recall accurately what is heard. On the other hand the things they see make a more lasting impression and they experience considerably less difficulty in recalling the object or process with increased accuracy. Students have a greater interest in the realistic and concrete than they have in the abstract and symbolic.

It is highly probable that the average person will easily forget the explanation of how an internal combustion engine operates; but if the explanation is accompanied by the showing of a real engine, a model, a film strip, or motion picture the impression is fixed and enables one to recall the operation without hesitation.

2.2.2.3 Assist in Forming Correct Image

To form a more complete sensory impression, a picture or a model must be used to supplement the explanation. Sensory experiences concerning an object, topic, idea, or event. Sensory experiences are not only necessary to more complete comprehension, but they are the key to the students’ mental activity and future learning.

2.2.3 The Function of Audiovisual

a. It will raise the learning motivation of the students because audiovisual is a new thing for the students, so it can attract their attention. It is also urge the students to know something more.


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b. It can repeat the lesson which has learned before. c. It provides the stimulation of learning.


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CHAPTER III

METHOD OF THE ANALYSIS

I will conduct some methods to complete this thesis and to get some information which related to this thesis. I conduct two kinds of research: library research and field research. In the library research, I read some books and select some which are concerned with the study to gain the information and make them as the references.

3.1 Location and Instrument Research

This research was conducted at Yayasan Perguruan Indonesia Membangun (YAPIM) Mabar on Jl. Mangaan VII, Ling. 16. Mabar. This location was chosen because the same research has never been conducted there.

I used some instruments in collecting the data namely television, DVD cassette, head set, white board, and board marker.

3.2 Population and Sample

In reminding that there is the limitation of time, energy and funds, not all of the eleventh students become the objective research. I set 50% of the students from each the class become the respondents in order the conclusion of that test is accurate. The reason for taking the number based on Arikunto’s idea (1993:120) says that if the population consists of a large number, the sample can be taken from 10%-15% or 20%-25% or more, it depends on the ability of the researcher by considering her time, energy and funds. Each of the class is consist of 40 students. There are two classes; it


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means that the whole of the eleventh students are 80 students. Fifty percent of the students from each class are:

50%

x 40 students = 20 students 100%

They will be chosen based on the attendant list. So, the numbers of the students who will be the respondents are 2 x 20 = 40 students. It means that the percentage of the sample is:

40

x 100% = 50%. 80

The sample will be taken randomly considering what Gay (1987:10) says that random sampling is the best single way to obtain a representative sample.

The reason why the sample is the eleventh students because they have much time and the opportunity to be tested than in the twelfth students for who have focused on National Final Examination or Ujian Akhir Nasional (UAN).

3.3 Technique of Analyzing Data

In order to find out the ability of the eleventh year students in listening comprehension, I use the criteria proposed by the Department of Education and culture ( Diknas 1990:10). The criteria after translated to be some criteria as described as follow:


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SCORE CATEGORY

90-100 Excellent

80-89 Very good

70-79 Good 60-69 More than fair 50-59 Fair

40-49 Almost fair

30-39 Lack

20-29 Very Lack

10-19 Bad 0-9 Worst

I will describe the score of the eleventh year students on Pre-Test and Post-Test with the formulation as follow:

100%

2 1 x N

N

P=

Where: P = Percentage

N1 = Amount of able students N2 = Amount of a whole students Example:


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Score N1 N2 Percentage

90 10 40 25%

70 10 40 25%

50 15 40 37.5%

40 5 40 12.5%

Mean of the class from the total score can get from the formulation below:

N SS

X =

Where : X = Mean of the all students’ score

SS = The total sum of the able students’ scores N = Amount of whole students

The average of the scores can be seen from the table below:

Score N SS

90 10 900

70 10 700

50 15 750

40 5 200

Total 40 2550


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Therefore, the average from the total score of the score is 63.75. The round off upwards is 64. The category for the score is more than fair.

3.4The Procedure of Teaching

This section divided into Pre-test and Post-test. A pre-test administrated to the samples before the experiment starts. And the teaching process conducted after the administration of the pre-test.

These are some activities in pre-test that I gave to the students as follow:

First : I just asked the students to listen the film until the film is over without gave some explanations and instructions.

Second : I gave some questions directly and asked the students to retell the

film what the students got by listening to television. After finished those steps, I collected their scores.

These are some activities in post-test that I gave to the students as follow: First : Opening

I gave a little explanation and information about what my goal doing the research to the students and asked the students to watch the film seriously and not to do discussion when the research taking place.

Second : By watching the film in several times that entitled UNDERDOG, I let them to watch for 20 minutes and then I make a pause and at that time I asked gave them some explanations about the vocabularies which related to the film. I also asked them to repeat the strange words for a few times. I did the activities until the film over.


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Third : I asked the students to watch the film again until the film is over, and then gave some questions about the film and asked the students to answer on the answer sheet. After they finish done the test, I asked them one by one to retell 20 parts from the resume of the story in front of the class.

So, there are 20 parts from the resume of the story that they have to tell in front of the class:

1. There was a doctor who wanted to make a research to a dog

2. The doctor’s name was Barsinisters and his partner was Clendestine 3. Dr. Barsinisters wanted to change the world become the animals world 4. The research did not get a license from the chief of the Capitol

5. The doctor wanted to inject a liquid in a male dog 6. The could run out from the laboratory

7. There was a man that found the dog on the street

8. That man who found the dog has a son, his name was Jack 9. They named the dog “Shoeshine”

10.Jack gave a collar for Shoeshine as his identity

11.Shoeshine has super power, he could save many people

12.Jack called Shoeshine “Underdog” if Shoeshine would save people

13.Clendestine disguised as a robber in a bank, and as an old lady that fell from the top of building to catch Shoeshine

14.Actually, Shoeshine just wanted to be a regular dog

15.Dr. Barsinisters wanted to take Shoeshine’s DNA and make it in a few of blue pills


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16.Dr. Barsinisters and Clendestine caught Jack’s father

17.Shoeshine did not have super power anymore because Dr. Barsinisters has taken his DNA

18.Clendestine put a bomb on the top of the Capitol

19.Shoeshine (Underdog) could smell the bomb although he did not have his super power

20.Shoeshine ate the blue pill that the doctor brought to the Capitol. And he got his power back, and then he could save the people from the bomb.

After I finished doing the research, I collected all the scores through the students’ ability in listening comprehension by using television.

For scoring the students’ ability in retelling the film, I am going to be explained some criteria as follow:

Score Criteria

90-100 The students can retell almost all the resume of the story

80 The students can retell 15 - 16 parts from the resume of the story

70 The students can retell 13-14 parts from the resume of the story

60 The students can retell 11-12 parts from the resume of the story


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of the story

40 The students can retell 7-8 parts from the resume of the story

30 The students just can retell 6 parts from the resume or even they can not retell the story.


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CHAPTER IV

DATA ANALYSIS AND FINDING 4.1Data Analysis

There are the scores of the students that they get from watching the film in Pre-test. THE STUDENTS’ SCORE IN PRE-TEST OF LISTENING

COMPREHENSION EXAMINATION

SCORE NO STUDENTS’

NAME Questions Retelling

1 MR 70 60

2 DP 70 60

3 MW 50 50

4 NY 40 50

5 EL 40 50

6 PW 50 50

7 SM 40 40

8 LS 60 50

9 DM 50 50

10 RL 50 60

11 SS 40 50

12 LN 50 50

13 RG 50 50

14 RD 60 70


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16 NB 50 60

17 RA 50 50

18 NM 50 50

19 SK 40 50

20 ET 60 70

210 EL 50 50

22 DA 50 50

23 KH 50 50

240 DT 50 50

25 WA 40 50

26 NH 50 50

27 AW 40 50

28 IK 50 60

29 SF 50 50

30 YP 50 50

31 HD 50 60

32 DP 40 50

33 FK 40 50

34 WK 50 60

35 RW 60 60

36 MT 50 50

37 EF 60 60


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39 MK 50 60

40 MI 50 60

Based on the score mentioned above, it is shown the score of the students before having post-test. It can be known by looking at the students score in percentage from questionnaire examination below:

Score N1 N2 Percentage

70 2 40 5%

60 6 40 15%

50 22 40 55%

40 10 40 25%

The average of the all students’ score is 50. It can be seen from the table below:

Score N SS

70 2 140 60 6 360

50 22 1100

40 10 400

Total 40 2000 X 50

It means that the students’ score is fair.


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Score N1 N2 Percentage

70 2 40 5%

60 6 40 15%

50 22 40 55%

40 10 40 25%

The average of the all students’ score can be seen from the table below:

Score N SS

70 2 140

60 13 780

50 24 1200

40 1 40

Total 40 2160

X 54

It means that the average of the students’ score is 54. So, the category for the score is fair.


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THE STUDENTS’ SCORE IN POST-TEST OF LISTENING COMPREHENSION EXAMINATION

SCORE NO STUDENTS’

NAME Questions Retelling

1 MR 90 80

2 DP 90 80

3 MW 90 70

4 NY 90 70

5 EL 90 70

6 PW 90 70

7 SM 90 70

8 LS 90 60

9 DM 90 60

10 RL 80 70

11 SS 90 70

12 LN 80 60

13 RG 80 70

14 RD 90 80

15 DL 90 80

16 NB 80 70

17 RA 80 60

18 NM 90 70


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20 ET 90 80

21 EL 90 70

22 DA 90 70

23 KH 90 80

240 DT 80 70

25 WA 70 70

26 NH 70 70

27 AW 80 60

28 IK 70 70

29 SF 80 60

30 YP 90 80

31 HD 70 70

32 DP 70 60

33 FK 70 80

34 WK 80 80

35 RW 70 80

36 MT 70 70

37 EF 80 70

38 DP 70 70

39 MK 70 70

40 MI 60 50

Based on the scores mentioned above, the students’ score in questionnaire examination below:


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Score N1 N2 Percentage

90 18 40 45%

80 12 40 30%

70 9 40 22.5%

60 1 40 2.5%

The average of the all students’ score can be seen from the table below:

Score N SS

90 18 1530 80 12 960 70 9 700 60 1 60

Total 40 3250

X 81.25

It means that the average of the students’ scores is 81.25. The round off downwards is 81. The category for the score is very good.

According to the result of students ability in retelling in post-test is: Score N1 N2 Percentage

80 10 40 25%

70 21 40 52.5%


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50 1 40 2.5%

The average of the all students’ score can be seen from the table below: Score N SS

80 10 800

70 21 1470

60 8 540

50 1 50

Total 40 2860 X 71.5

Therefore, the average of the students’ scores is 71.5. The round off upwards is 72. The category for the score is good.

4.2Research Finding

By looking at the students’ achievement in answering the questionnaire, the students got 50 and asking to retell the film in listening to television, the students got 54. It means that their ability in listening in pre-test is still less. But after the students got the post-test, they got 81 in answering the questionnaire, and 72 in retell the story. It means that the students’ ability in listening comprehension is good. There is an improving in the students’ listening comprehension. So, teaching listening comprehension by using audio visual is effective. And it can attract their attention in listening comprehension. It appears from the students’ scores in comprehending the story.


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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

The conclusion of this study can be presented as follow:

- There are more than 75 percent of total students are successful in answering the questionnaire and retelling the story by using audio visual. - Based on the data which is shown on the chapter before, the students’

ability in listening comprehension in post-test by using audio visual is effective. It can help the students to improve their ability in listening comprehension.

- Teaching technique by using Audio Visual attracts the students’ attention in improving their listening comprehension.

5.2 Suggestions

Having considered the result of this research, I would like to offer the following suggestions:

1. The English teacher should be apply the audio visual in teaching listening as the main medium to improve the students’ listening comprehension.

2. The English teacher should be chosen the interesting topic and giving much time for the students to practice it over and over.


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BIBLIOGRAPHY

Arikunto, S.1997. Prosedur Penelitian Pendekatan Praktik Edisi V. Bumi Aksara Yogyakarta

Berger, Fals, at all. 1983. The Emotional Experience of Learning and Teaching. Londo: The Ford Press.

Bruner, J.S. 1968. Toward a Theory of Instruction. Harvard.

Diknas. 1990. Pengembangan Sistem Penilaian Berbasis Kemampuan Dasar (SMA). Jakarta

Faerch, C. and Kasper, G. 1983. Strategies in Inter Language Communication. Longman. Gardner,R.C. and Lambert, W.E. 1972. Attitude and Motivition in Second Language

Learning. Rowly; Mass; Newbury Hose.

Gilbert, G. W. and Elroy W. B. 1951. Visual Aids. London: D. van Nostrand Company, Inc.

Heaton, J.B. 1990. Longman Keys to Language Teaching. New York.

Jack Lonergan. 1984. Video in Language Teaching. Cambridge: Cambridge University Press.

Jack, R. and Rodgers. 1986. Approach and Methods in Language Teaching. New York: MC Grow Hill

Jane. R. and Barry. B. 1988. Listening Advance Oxford Supplementary Skills. Oxford: University Printing House.

Linda and Heun 1986. The Teaching of listening. London; The Camelot Press Ltd. Southampton.

Mc. Arthur, Tom.1983. A Foundation Course for Language Teachers. Cambridge University.

Omaggio, Alice. C. 1986. Teaching language in context: Proficiency-oriented instruction. Boston: Heinle


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Pearson and Fieldinf. 1983. The Simultaneous Orchestration of Skills. Ohio: Merill. Richard Fothergill. 1990. Implication of New Technology for the School Curriculum.

New York: Mc Grawhill

Rohani, Ahmad. 1997. Media Instruksional Edukatif. Jakarta: PT. Rineka Cipta.

Ronald and Roskelly. 1985. Active Process Listening. Switzerland: A Xerox Education Company.

Santoso, A. 2004. The Ability of Junior High School in Listening Songs. Medan. Sekolah Tinggi Bahasa Asing Harapan.

Suwarsih, M. 1991. Penguasaan Bahasa Inggris dan Bahasa Kedua. Jakarta: PT. Rineka Cipta

Thomlison, J. 1985. Active in Listening. Mc Graw Hill, Inc.


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APPENDIX 3 NARRATION

UNDERDOG

There is a doctor that wanted to make a research to a dog. His name is Dr. Barsinisters. He wants to create the animals world. He wants to create a dog that has power like an elephant, has a paw like a tiger, can fly like an eagle. He wants to change the country, where the animals have the power in the country, not human. And the doctor is the leader of the animals world. This research does not get the license from the Government. So, the doctor makes the research in the laboratory of the Capitol without Government’s knowledge.

There is a cop in the Capitol, he is the doctor’s partner to do the research. His name is Clendestine. He starts his research in injecting a liquid to a male dog, but when he wants to inject, the dog run and tried to go out from the laboratory. The doctor and his partner tried to catch the dog. Because of it, the dog broke many glasses in the laboratory. So, the liquid spilled on the dog’s body. At the last, the dog can go out from the laboratory. When the dog walked on the street, there was a man who found him. He is a cop who fired forcedly on that day. That man likes the dog so he decided to bring him to his house. The dog smelled a good thing from that man. He thought that the man is a good man. So, he did not run when the man bought him to his house.

The man called his son and told to him that he wants to take care the dog. His son’s name is Jack. His son was not agree with his father, but Jack’s father asked Jack to give a chance to him to take care the dog. Jack’s father named the dog “Shoeshine”.

In the next morning, Jack’s father goes to look for a new job and Jack goes to Campus. Shoeshine still sleeps on the floor. But when he slept, the liquid that spilled on his body gives a big influence for him. For the first, he did not realize it. He wants to eat, so he looks for some foods in the cupboard and he destroys all things in the house. Jack went home, and he looked that his house was not untidy. Jack thought that there was a man that stole in his house. So, Jack looked around his house, but he did not found any one in his house. So, he asked Shoeshine “do you see some one comes into this house?”. Shoeshine answered: “ No, I don’t see any one here”. Jack surprised, and he thought that there is a man that answered his question. So, he screamed: “Any body here?”. And


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Shoeshine answered : “No, there is no body that come here”. Jack heard that the voice come from Shoeshine. So, he screamed, and Shoeshine screamed too. So, they screamed together. Jack told that it is imagination, it is not real. But Shoeshine called him: “Jack, Jack…!”

Then, Jack realized that that is real. It is not imagination.

He went to the garden, and Shoeshine followed him. Jack asked Shoeshine why he can speak in human language. But Shoeshine did not understand why he can speak in human language.

Molly is Jack’s friend. She is reporter in school’s paper. Molly has a female dog. Her dog’s name is Polly. Molly saw Jack talked with some one in the park, so she asked jack to whom he speak, because she did not any one that sat with Jack. But Jack told that he just talked to his dog. He introduced Shoeshine to Molly.

Jack and Shoeshine become friends. Jack gave a collar for Shoeshine as the identity for him. And when they sat in the park, Shoeshine heard that Molly screamed to ask help, because there were two persons that tried to robbed her. Shoeshine runs faster and suddenly he can fly and looked for Molly, he wanted to help Molly from the robber. He can help Molly, but Molly did not see clearly who help her from the robber. After he helped Molly, he went home to Jack’s house. He was so afraid because he did not realize that he can fly and heard some one’s screamed in long distance. Jack went home and he got Shoeshine under the sofa. Jack was very proud to Shoeshine because Shoeshine can help Molly.

Jack trained Shoeshine, he reads a book entitled “Train Dog”. He reads until chapter 4 and asked Shoeshine to follow as he read. But when he read on chapter 5, Shoeshine asked him to close his book and take back his money. Because he thinks that it is useless to train him like that,

Shoeshine always helps some one who asked help. So he is a hero for many people in that country. Jack change Shoeshine’s name become UNDERDOG if Shoeshine helps people. In order people do not know that the dog which help them is not Jack’s dog.

He becomes famous, and people always talk about him in television, in radio, in every places.

Dr. Barsinisters and Clendestine heard about it. So, they know that Shoeshine is the dog that runs from the laboratory. They tried to catch Shoeshine. Clendestine


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disguised as a robber in a bank, in order Shoeshine will come to help people in the bank, so he can catch Shoeshine but he failed. And then he disguised as old lady that fall from the high building to attract shoeshine to come to help him. So, he thinks that he can catch Shoeshine. But he failed again. All ways to catch Shoeshine is fail. Because of it, Shoeshine becomes sad and told to Jack that actually he only wants to be a regular dog. Jack gives a support to Shoeshine to not sad and still be a hero for many people because it is a good thing.

Then, the doctor and his partner come to Jack’s house and they did not meet Shoeshine there. They only met Jack’s father. So, they decided to catch Jack’s father and make him become their hostage. They believe that Shoeshine will come to help Jack’s father.

Shoeshine can hear that Jack’s father screamed to ask help. So, Shoeshine told to Jack that his father has caught by the doctors. As soon, they go to help Jack’s father. After they arrived in the place where they tied Jack’s father, the doctor asked Clendestine to tie Jack too and he asked Shoeshine to let him take his DNA. If he wanted Jack’s father still alive. He wants to take Shoeshine’s DNA because he wanted to make it in a blue pill. Shoeshine loves Jack and his father, so he let the doctor to inject him and take his DNA.

After he got Shoeshine’s DNA, he makes it in some blue pills. And then he gives it to his three dogs. Shoeshine can not talk anymore and his super power is lose.

Then the doctor and Clendestine go to the Capitol to meet the chief of the capitol. The doctor wants to tell that his research is success. So, he wants the chief to give him licenses for his research and let him to change the world become the animals world where the doctor become the leader.

The chief of the Capitol did not give him the license because his will is against to the law. The doctor is angry, and he tried to kill the chief.

In other place, Jack and his father can free from their tied, and Jack’s father take the injection which is residue of the shoeshine’s DNA. They bring Shoeshine too to go out from the place and then the go to the Capitol. Many people around the Capitol because they know that the chief is in dangerous. And Clendestine put a bomb on the up of the building. After they arrived to the capitol, Shoeshine can smell a bomb in the building, although he did not have super power anymore, he still can the smell around him like the other dogs commonly. He runs to the Capitol and try to take the bomb, but


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the three dogs that belong of the doctor prevent him. He wants to against them, but he can’t. Then he saw that the blue pill fall from the doctor’s pocket. He swallows the pill and his power back again. He fights with the three dogs, and at last he wins. Then, he runs to the up of the building. Jack’s father has promoted by the chief, so he can catch the doctor and his partner.

Shoeshine can take the bomb, and he fly to the far place and he put the bomb in the deepest hole in the ground. The bomb explodes in the ground, and not destroyed the building. He can save many people around the place from the bomb. Jack proud to Shoeshine and he is happy because Shoeshine has backed become Underdog now. So, Shoeshine can save many people now.

Jack also regarded his father as the best cop, the hero, and father for the proud son. Then the doctor is resisted in the prison by Jack’s father. But he asked to resist in the solitary. But Jack’s father resists him with his partner in the same room.

Now, Underdog can save the world again.


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APPENDIX 4

THE QUESTIONNAIRES

NAME :

CLASS :

CHOOSE THE RIGHT ANSWER!

1. Dr. Barsinisters has a partner. His name is….. a. Jack b. Clendestine c. Cadlestine 2. What research will Dr. Barsinisters do in his laboratory?

a. To chart a new future b. To create a new world

c. The injection of liquid to a dog 3. Jack’s father is a ….. in the city

a. Lawyer b. Security c. Cop

4. For the first, Jack does not like Shoeshine, but at last, he likes Shoeshine. It is because……

a. He has super power

b. He can hear some one’s scream c. He can fly and talk

5. Molly is a ….. a. Jack’s school mate

b. Reporter for the school paper c. Reporter for the city

6. Jack gives a …. As the identity for Shoeshine a. Clothes b. Underwear c. Collar 7. Underdog is a …. for many people

a. Hero b. Savior c. Best friend 8. Dr. Barsinisters command: “Grab him!”

Him refers to…..

a. Jack b. Jack’s father c. Shoeshine

9. Jack reads a book entitled “Tran dog”, he reads until chapter 4, and in chapter 5, Shoeshine told to Jack to….

a. Speak, roll on

b. Take back your money

c. Close your book and take back your money 10. Dr. Barsinisters wants to catch Shoeshine because…

a. He wants to make a blue pill b. He wants to take his DNA c. He wants to keep him

11. What happens to Shoeshine after Dr. Barsinisters caught him and get what he wanted

a. Shoeshine has super power b. Shoeshine can not talk anymore c. Still talks in English


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a. Postman b. Old lady and robber c. Old lady

13. Shoeshine likes to help many people, but actually he does not like become Underdog, he only wants to be a……

a. Regular dog b. Nice dog c. Good dog 14. Clendestine puts a bomb in the…..

a. Capital b. Capitol c. Camp

15. Jack’s father has promoted become a cop again and then he catch Dr. Barsinisters and his partner, he is…..

a. The best cop in the city

b. A cop, a hero, and father for the proud son c. Proud father

16. I am a humble genius, the word I refer to….

a. Shoeshine b. Dr. Barsinisters c. Jack’s father

17. Dr. Barsinisters has caught by the cops, he asked to be placed in….. a. Prison b. Room alone c. Solitary

18. Underdog is a hero many people in the city, the synonym of the underlined word is below, except:

a. Enemy b. Warrior c. Fighter 19. Dr. Barsinisters has given the blue pill to his dogs.

How many dogs that get the pill?

a. One dog b. Two dogs c. Three dogs 20. The topic of the Underdog story is….

a. A dog that has super power and saved the world b. A dog that can talk, fly, and save many people c. A dog that save the world.

THE ANSWER OF THE QUESTIONNAIRES 1. B

2. C 3. C 4. A 5. B


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6. C 7. A 8. C 9. C 10.B 11.B 12.B 13.A 14.B 15.B 16.B 17.C 18.A 19.C 20.A


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Shoeshine answered : “No, there is no body that come here”. Jack heard that the voice come from Shoeshine. So, he screamed, and Shoeshine screamed too. So, they screamed together. Jack told that it is imagination, it is not real. But Shoeshine called him: “Jack, Jack…!”

Then, Jack realized that that is real. It is not imagination.

He went to the garden, and Shoeshine followed him. Jack asked Shoeshine why he can speak in human language. But Shoeshine did not understand why he can speak in human language.

Molly is Jack’s friend. She is reporter in school’s paper. Molly has a female dog. Her dog’s name is Polly. Molly saw Jack talked with some one in the park, so she asked jack to whom he speak, because she did not any one that sat with Jack. But Jack told that he just talked to his dog. He introduced Shoeshine to Molly.

Jack and Shoeshine become friends. Jack gave a collar for Shoeshine as the identity for him. And when they sat in the park, Shoeshine heard that Molly screamed to ask help, because there were two persons that tried to robbed her. Shoeshine runs faster and suddenly he can fly and looked for Molly, he wanted to help Molly from the robber. He can help Molly, but Molly did not see clearly who help her from the robber. After he helped Molly, he went home to Jack’s house. He was so afraid because he did not realize that he can fly and heard some one’s screamed in long distance. Jack went home and he got Shoeshine under the sofa. Jack was very proud to Shoeshine because Shoeshine can help Molly.

Jack trained Shoeshine, he reads a book entitled “Train Dog”. He reads until chapter 4 and asked Shoeshine to follow as he read. But when he read on chapter 5, Shoeshine asked him to close his book and take back his money. Because he thinks that it is useless to train him like that,

Shoeshine always helps some one who asked help. So he is a hero for many people in that country. Jack change Shoeshine’s name become UNDERDOG if Shoeshine helps people. In order people do not know that the dog which help them is not Jack’s dog.

He becomes famous, and people always talk about him in television, in radio, in every places.

Dr. Barsinisters and Clendestine heard about it. So, they know that Shoeshine is the dog that runs from the laboratory. They tried to catch Shoeshine. Clendestine


(2)

disguised as a robber in a bank, in order Shoeshine will come to help people in the bank, so he can catch Shoeshine but he failed. And then he disguised as old lady that fall from the high building to attract shoeshine to come to help him. So, he thinks that he can catch Shoeshine. But he failed again. All ways to catch Shoeshine is fail. Because of it, Shoeshine becomes sad and told to Jack that actually he only wants to be a regular dog. Jack gives a support to Shoeshine to not sad and still be a hero for many people because it is a good thing.

Then, the doctor and his partner come to Jack’s house and they did not meet Shoeshine there. They only met Jack’s father. So, they decided to catch Jack’s father and make him become their hostage. They believe that Shoeshine will come to help Jack’s father.

Shoeshine can hear that Jack’s father screamed to ask help. So, Shoeshine told to Jack that his father has caught by the doctors. As soon, they go to help Jack’s father. After they arrived in the place where they tied Jack’s father, the doctor asked Clendestine to tie Jack too and he asked Shoeshine to let him take his DNA. If he wanted Jack’s father still alive. He wants to take Shoeshine’s DNA because he wanted to make it in a blue pill. Shoeshine loves Jack and his father, so he let the doctor to inject him and take his DNA.

After he got Shoeshine’s DNA, he makes it in some blue pills. And then he gives it to his three dogs. Shoeshine can not talk anymore and his super power is lose.

Then the doctor and Clendestine go to the Capitol to meet the chief of the capitol. The doctor wants to tell that his research is success. So, he wants the chief to give him licenses for his research and let him to change the world become the animals world where the doctor become the leader.

The chief of the Capitol did not give him the license because his will is against to the law. The doctor is angry, and he tried to kill the chief.

In other place, Jack and his father can free from their tied, and Jack’s father take the injection which is residue of the shoeshine’s DNA. They bring Shoeshine too to go out from the place and then the go to the Capitol. Many people around the Capitol because they know that the chief is in dangerous. And Clendestine put a bomb on the up of the building. After they arrived to the capitol, Shoeshine can smell a bomb in the building, although he did not have super power anymore, he still can the smell around him like the other dogs commonly. He runs to the Capitol and try to take the bomb, but


(3)

the three dogs that belong of the doctor prevent him. He wants to against them, but he can’t. Then he saw that the blue pill fall from the doctor’s pocket. He swallows the pill and his power back again. He fights with the three dogs, and at last he wins. Then, he runs to the up of the building. Jack’s father has promoted by the chief, so he can catch the doctor and his partner.

Shoeshine can take the bomb, and he fly to the far place and he put the bomb in the deepest hole in the ground. The bomb explodes in the ground, and not destroyed the building. He can save many people around the place from the bomb. Jack proud to Shoeshine and he is happy because Shoeshine has backed become Underdog now. So, Shoeshine can save many people now.

Jack also regarded his father as the best cop, the hero, and father for the proud son. Then the doctor is resisted in the prison by Jack’s father. But he asked to resist in the solitary. But Jack’s father resists him with his partner in the same room.

Now, Underdog can save the world again.


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APPENDIX 4

THE QUESTIONNAIRES

NAME :

CLASS :

CHOOSE THE RIGHT ANSWER!

1. Dr. Barsinisters has a partner. His name is….. a. Jack b. Clendestine c. Cadlestine 2. What research will Dr. Barsinisters do in his laboratory?

a. To chart a new future b. To create a new world

c. The injection of liquid to a dog 3. Jack’s father is a ….. in the city

a. Lawyer b. Security c. Cop

4. For the first, Jack does not like Shoeshine, but at last, he likes Shoeshine. It is because……

a. He has super power

b. He can hear some one’s scream c. He can fly and talk

5. Molly is a ….. a. Jack’s school mate

b. Reporter for the school paper c. Reporter for the city

6. Jack gives a …. As the identity for Shoeshine a. Clothes b. Underwear c. Collar 7. Underdog is a …. for many people

a. Hero b. Savior c. Best friend 8. Dr. Barsinisters command: “Grab him!”

Him refers to…..

a. Jack b. Jack’s father c. Shoeshine

9. Jack reads a book entitled “Tran dog”, he reads until chapter 4, and in chapter 5, Shoeshine told to Jack to….

a. Speak, roll on

b. Take back your money

c. Close your book and take back your money 10. Dr. Barsinisters wants to catch Shoeshine because…

a. He wants to make a blue pill b. He wants to take his DNA c. He wants to keep him

11. What happens to Shoeshine after Dr. Barsinisters caught him and get what he wanted

a. Shoeshine has super power b. Shoeshine can not talk anymore c. Still talks in English


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a. Postman b. Old lady and robber c. Old lady

13. Shoeshine likes to help many people, but actually he does not like become Underdog, he only wants to be a……

a. Regular dog b. Nice dog c. Good dog 14. Clendestine puts a bomb in the…..

a. Capital b. Capitol c. Camp

15. Jack’s father has promoted become a cop again and then he catch Dr. Barsinisters and his partner, he is…..

a. The best cop in the city

b. A cop, a hero, and father for the proud son c. Proud father

16. I am a humble genius, the word I refer to….

a. Shoeshine b. Dr. Barsinisters c. Jack’s father

17. Dr. Barsinisters has caught by the cops, he asked to be placed in….. a. Prison b. Room alone c. Solitary

18. Underdog is a hero many people in the city, the synonym of the underlined word is below, except:

a. Enemy b. Warrior c. Fighter

19. Dr. Barsinisters has given the blue pill to his dogs. How many dogs that get the pill?

a. One dog b. Two dogs c. Three dogs 20. The topic of the Underdog story is….

a. A dog that has super power and saved the world b. A dog that can talk, fly, and save many people c. A dog that save the world.

THE ANSWER OF THE QUESTIONNAIRES

1. B 2. C 3. C 4. A 5. B


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6. C 7. A 8. C 9. C 10.B 11.B 12.B 13.A 14.B 15.B 16.B 17.C 18.A 19.C 20.A