84
85
86
87
88
89
90
91
92
94
b. Participant No.2
94
95
96
97
98
99
100
101
102
103
102
c. Participant No.3
105
106
107
108
109
110
111
112
113
114
110
E. Field Notes
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Meeting ‘Pre.Assessment’ 12 February 2007
02.00 PM – 03.00 PM All Participants
It was the first meeting. Before this meeting I already had the chance to meet all three participants to set the first meeting date. They agreed to do it today. The three
participants were Participant No.1 male, Participant No.2 female and Participant No.3 female. I asked if they were ready, they approved and while the tools were
being set, they were talking to each other, wondering what will come up as the activity; the discussion went around the speed and length, and principally the
difficulty level. They seemed enthusiastic about the activity, and looked impatient waiting for the listening activity to begin.
They looked shocked, and since early in the beginning and some point in the middle of PART I, they seemed lost not knowing where the current point of the
recording corresponded to which part of the questions. After the text was finished being played for the first time, they still looked confused and had not managed to
finish answering the total three items of PART I. They asked for the recording to be played one more time; request granted because it does not violate the plan.
Apparently, they looked more serious and concentrating on the text better than the previous occasion.
Continuing to PART II, everyone prepare it. I asked them to read the incomplete transcription first, and also the instruction. I made sure they understood
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what to do; some asked questions. Some questions were answered, some were not. The questions which were not answered were related to the text, which might give
them clues if answered, and not the instruction; so no answers could be given. Participant No.2 looked fascinated about the text. It could be seen from the
way she let the text unfilled for a moment and a moment after looked realized that she had to fill in the passage. Participant No.1 was concentrating on the text. Participant
No.3 looked quite confused, lost somewhere, and seemed unable to locate quickly where in the passage the point of the recording which was being played. Nothing
changed significantly until the recording ended. Before going to the next repetition of PART II, Participant No.2 and Participant
No.1 asked the meaning of particular word; I did not give the answer because they asked the Indonesian equivalent of a particular English word found in the text. They
also commented that the text sounded meaningful. This assertion was approved before continuing.
2nd repetion, Participant No.1 looked as if he has getting new clues. Participant No.2 did not seem to have major problems; Participant No.3 looked confused,
murmuring about how difficult the text was. After PART II was over, Participant No.2 also commented that it was too quick and Participant No.1 added that apart from
the speed, the similar pronunciation among the words might be the trick. Students were told that the text would be related to Egypt. Participant No.1
looked excited, he said that was impossible for him not to know things about Egypt, particularly the history of its Gods and Kings, due to the fact that he was a player of a
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