Assisting a 19-Year-Old Student Who Had Difficulty in IELTS Listening Practice Tests for Detailed Information During My Internship at Vista International Corporation.
ABSTRACT
Dalam Tugas Akhir ini, saya melakukan analisis masalah yang saya hadapi
ketika melakukan program magang di Vista International Corporation, Bandung,
yaitu saya tidak dapat membimbing siswa berumur 19 tahun yang mempunyai
kesulitan dalam mengerjakan latihan tes IELTS pada bagian Listening saat belajar
di Learning Center. Periode magang tersebut dimulai 18 Juni 2015 sampai 23 Juli
2015.
Berdasarkan analisa saya, masalah ini terjadi karena saya tidak mendapatkan
informasi yang cukup dari supervisor saya, saya menemukan bahwa siswa
tersebut tidak konsentrasi saat bagian Listening, dan saya menemukan bahwa
kata-kata dalam rekaman di bagian Listening mengandung clustering yang
membuat proses mendengarkan menjadi sulit. Masalah ini juga berdampak negatif
pada saya dan siswa tersebut, yang pertama adalah saya tidak menggunakan
waktu dengan efektif dalam membimbing siswa tersebut di Learning Center,
siswa tersebut mendapat nilai latihan IELTS di bawah sasaran 6.0, yaitu 4.5 untuk
bagian Listening, dan siswa tersebut mempunyai kesulitan dalam hal pemahaman
sehingga siswa tersebut membuat banyak kesalahan di sesi empat bagian latihan
Listening.
Dalam Tugas Akhir ini, saya memberikan tiga solusi yang berpotensi untuk
menyelesaikan masalah ini. Solusi yang pertama saya akan membicarakan dengan
supervisor saya tentang masalah dalam membimbing siswa tersebut. Solusi kedua
adalah saya akan memberikan aktivitas top-down dan bottom-up, sebagai latihan
pre-listening untuk siswa tersebut. Solusi ketiga adalah saya akan mengajarkan
siswa tersebut bagaimana note-taking sebelum mendengarkan rekaman Listening.
Setelah melakukan analisa, saya menyimpulkan bahwa solusi terbaik adalah
dengan menggabungkan ketiga solusi tersebut. Diharapkan dengan melakukan
ketiga solusi tersebut masalah saya dapat teratasi.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ............................................................................................................. i
DECLARATION OF ORIGINALITY ................................................................... ii
ACKNOWLEDGEMENTS ................................................................................... iii
TABLE OF CONTENTS ....................................................................................... iv
CHAPTER I. INTRODUCTION ............................................................................ 1
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS ................................................................. 7
CHAPTER III. POTENTIAL SOLUTIONS ........................................................ 12
CHAPTER IV. CONCLUSION ........................................................................... 19
REFERENCES
APPENDICES:
A. FLOWCHART
B. COMPANY PROFILE
C. THE TRANSCRIPTION OF THE INTERVIEW
D. VISTA INTERNATIONAL PROGRAM CLASS TABLE
E. STUDENT'S ANSWER SHEET
F. LISTENING TRANSCRIPTION
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G. INTERNSHIP JOURNALH. LISTENING TECHNIQUES
I. STUDENT’S SCORE RECORD
J. THE EXAMPLE OF CLUSTERING
v
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
From 8th June 2015 to 23rd July 2015, I had my internship at Vista
International Corporation (henceforth VIC). VIC is a company which
focuses on education, especially for preparation and arrangement of study
abroad (Company Profile, n.d.). In VIC, especially in Bandung, there are
two divisions: the first one is Vista International Education Services, or
VES, and the other is Vista International Program, or VIP. According to
Ms. Marsela, the Central Manager at Vista Bandung (personal
communication, September 12, 2015), about 60%-70% of the students
who use Vista services are high school students who will study abroad and
30%-40% are fresh graduates who want to continue their bachelor degree
overseas.
During the internship, I had a position as an Academic Staff in VIP. As
an Academic staff, I had several responsibilities, such as assisting students
in Learning Center (Learning Center is a facility in Vista for helping
students who have difficulties in Listening, Reading, Writing and
Speaking skills), helping the students by giving them feedback and
1
Maranatha Christian University
exercises, checking and scoring their assignments and tests, and arranging
monthly academic reports, such as the weekly schedules for teachers.
In my internship, I had a problem in assisting a 19-year-old student
who had difficulty in listening for detailed information for IELTS practice
tests. The student’s name is Andrianto, who took IELTS (International
English Language Test System) in Focus Class since 6th of June 2015 (see
I). His goal to study at Vista was to enable him to get an IELTS Score 6.0.
(June 27th, 2015). He visited the Learning Center twice to practice. On 18th
June 2015, I assisted Andrianto in the Learning Center to practice listening
for IELTS Academic Test for 1 hour and 15 minutes, 30 minutes for
listening to the recording and 45 minutes for discussing the answer. After
listening to the recording, I checked his answer sheet and discussed the
result with him. I found that from the first part to the third part Andrianto
was able to answer the questions very well, yet in the fourth part all of his
answers were incorrect. Thus, his score was only 4.5. The type of
questions for the fourth part was filling in some detailed information. I
also checked his IELTS mid-term test and found that he also had difficulty
in filling in some information. Furthermore, not having supervision made
it difficult for me to assist him. As a result, I could not give him advices on
doing the fourth part.
Based on the above explanation, as an Academic Staff I choose to
discuss my difficulty in assisting this 19-year-old student who had
difficulty in listening for detailed information as the topic of my term
paper because during my internship, this problem was still unsolved. I am
2
Maranatha Christian University
concerned about the student because the problem made him not achieve
his targeted score, 6.0 (IELTS score).
B. Identification of the Problem
The analysis of the problem is formulated in the following questions:
1. Why did I have difficulty in assisting a 19-year-old student who had
difficulty in listening for detailed information during IELTS practice at
Learning Canter at Vista International Corporation Bandung?
2. How did the problem impact the student and me?
3. How should I overcome the problem?
C. Objectives and Benefits of the Study
The objectives of the study are to analyze the causes, the effects of
difficulty in assisting a 19-year-old student who had difficulty in listening
for detailed information, as well as presenting the best solutions to
overcome the problem.
The benefit of the study for VIC staff, especially in VIP, is giving
solutions to assist students who have difficulty in listening for detailed
information for IELTS practice test. For the readers, this study will give
knowledge about the difficulty in listening for detailed information and
how to solve the problem and for me as the writer, I hope I will be able to
solve the problem effectively.
3
Maranatha Christian University
D. Description of the Institution
Based on the Company Profile of VIC, it is stated that Vista
International Corporation is a company which is concerned with
education, especially for preparation and arrangement of study abroad,
which started in 1998 in Surabaya (Company Profile, n.d.). Based on the
information from Marsela, the Central Manager at VIC Bandung, Pascal
Hyper Square (personal communication, September 12, 2015), there are
four divisions in VIC, first, Vista Education Services/VES, which is an
education consultant to study abroad, second, Vista International
Program/VIP, which is a course for IELTS, TOEFL, Academic English,
third, Vista Hospitality Expert/VHX, which is a partnership with the best
hospitality school in the world, and fourth, Vista Professional, V-Pro,
which is a course focusing on working people and businessmen. VIC has
14 branches in Indonesia; the first branch is in Surabaya. VIC in Bandung,
especially VIC which is at Pascal Hyper Square, is the third branch, which
began in August 2001. Initially, it was located at Dago, and then in 2008
VIC moved to a new office at Pascal Hyper Square. According to the
Company Profile of VIC, VIC has a motto, to become “Captain of your
Overseas Study and Career Plan”.(see appendix B)
Based on Appendix D, VIP has 5 types of classes, TOEFL-PBT
(TOEFL paper test), NG-TOEFL (TOEFL IBT), IELTS, and Academic
English. Each class has its own levels, TOEFL PBT has 5 levels (TOEFL
Newbie, TOEFL Fundies, TOEFL Pathway, TOEFL Flash, TOEFL
Prime), NG-TOEFL has 3 levels (NG-TOEFL Access/NGTA, NG-TOEFL
4
Maranatha Christian University
in Action/NGTIA, NG-TOEFL Expert/NGTE), IELTS has 3 levels
(IELTS Entrant/IE, IELTS in Focus/IIF, IELTS Savvy/IS), and Academic
English has 6 levels (Academic English Freshman One / Two / AEFO /
AEFT, Academic English Sophomore One / Two / AESO / AEST,
Academic English Junior One / Two / AEJO / AEJT).
E. Method of the Study
The data of this study is taken from field research and library research.
I did field research by taking the data from an interview with Vista
International Corporation’s Bandung’s Central Manager at VIC Bandung
office on 12th September 2015 and recording my internship journal at VIC
from 8th June to 23rd July 2015. In addition, I did library research by taking
theories from books and electronic sources. The data was used to analyze
the causes, the effects and the potential solutions along with the potential
positive and negative effects.
F. Limitation of the Study
The focus of my study is analyzing my difficulty in assisting a 19-yearold student who took IELTS Listening practice at Learning Center on 18th
5
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June 2015. The period of the internship is from 8th June to 23rd July 2015.
The subjects of the research are a 19-year-old student and me.
G. Organization of the Term Paper
This term paper consists of several parts. It starts with the Abstract, the
summary of this term-paper in Bahasa. It is followed by Declaration of
Originality, Acknowledgements, and Table of Contents. There are four
chapters in this term paper. Chapter One is the Introduction, which
describes Background of the Study, Identifications of the Problem,
Objectives and Benefits of the Study, Method of the Study, Limitation of
the Study, and Organization of the Term-Paper. Chapter Two is Problem
Analysis, which discusses the causes and the effects of the problem.
Afterward, Chapter Three is Potential Solutions, which contains the
potential solutions along with potential positive and negative effects of the
potential solutions. Next, Chapter Four is Conclusion, which presents the
best solutions. The last parts are References, which is a list of resources
from books and electronic sources, and Appendices, which include a
flowchart, company profile, the transcription of the interview, student’s
answer sheet, listening transcription, copies of internship journal, listening
techniques, student score record, and clustering clause example.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter, I would like to conclude the analysis in this term paper. Related
to my problem during my internship from 18th June 2015 to 23rd June 2015, I had
difficulty in assisting a 19-year-old student who had difficulty in listening for
detailed information in the IELTS Practice Test at Learning Center at VIC. This
problem happened because 1. I did not get enough information from my
supervisor about how to assist the student in IELTS Practice, I found that the
student did not fully concentrate while listening to the recording, and I found that
the spoken language in the recording contained clustering which made the
listening process difficult. This problem also gave three effects on me and the
student. The effects are I did not use the time effectively in assisting the student at
Learning Center, the student had an IELTS Practice score of 4.5, which was
below his targeted score of 6.0, and the student made many mistakes in the fourth
section of the listening practice. I propose three potential solutions to overcome
the problem. The first potential solution is I will ask and discuss with my
supervisor the problem in assisting the student. The second potential solution is I
will give top-down and bottom-up activities as a pre-listening exercise to the
19
Maranatha Christian University
student. The third potential solution is I will teach the student how to do notetaking before listening to the recording.
After analyzing the three potential solutions, the best solution to my problem is
the combination of the three potential solutions, because applying the three
potential solutions is very effective for me to assist the student; moreover, the
student will be more prepared from the beginning until the end of the recording.
First of all, I will ask my supervisor to give me supervision before I assist in
Learning Center. Second, when the tutorial starts, I will do the second solution: I
will give top-down and bottom-up activities as a pre-listening exercise to the
student. The third solution is I will teach the student how to do note-taking before
listening to the recording.
I hope the chosen solutions will overcome my problem in assisting a 19-yearold student who had difficulty in listening for detailed information during the
IELTS Practice Test at Learning Center at VIC. Furthermore, I also hope the
teachers in Vista International Program and the readers could apply these
solutions if they experience a problem with a student who has difficulty in
listening for detailed information in the IELTS Practice Test.
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Maranatha Christian University
REFERENCES
Bailey, K. M. (2006). Language Teacher Supervision: A Case-Based Approach.
Melbourne: Cambridge University Press.
Brown, H. D. (2000). Teaching by Principles: An Interactive Approach to
Language Pedagogy (2nd ed.). San Francisco, C.A.: Pearson Education.
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practice.
White Plains, N.Y.: Pearson Education.
Company Profile. (n.d.). Retrieved from Vista Education:
http://www.vistaeducation.com/page/v/company-profile
Howell, S. (2005). Teaching Listening Comprehension. Japan: 龍谷大学国際セ
ンター. Retrieved from:
http://repo.lib.ryukoku.ac.jp/jspui/bitstream/10519/2626/1/KJ0000429730
7.pdf
IELTS | Test Takers - Academic or General Training? (n.d.). Retrieved from
IELTS:
http://www.ielts.org/test_takers_information/what_is_ielts/academic_or_g
eneral_training.aspx
Kiczkowiak, M. (2014, July). Teaching Listening Tweaking The Celta Approach.
Retrieved from TEFL Reflection:
Maranatha Christian University
https://teflreflections.com/2014/07/20/teaching-listening-tweaking-thecelta-approach/
Listening: Top-down and Bottom-up. (n.d.). Retrieved from Teaching English:
https://www.teachingenglish.org.uk/article/listening-top-down-bottom
Listening: What Makes It Difficult?. (n.d.). Retrieved from Heads up English:
http://www.headsupenglish.com/index.php/esl-articles/esl-four-skills/321esl-listening-skills
Nation, I. S., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking.
New York: Routledge. Retrieved from:
http://samples.sainsburysebooks.co.uk/9781135857318_sample_523997.p
df
Richards, J. C. (n.d.). Teaching Listening and Speaking: From Theory to Practice.
Retrieved from:
http://www.professorjackrichards.com/wp-content/uploads/teachinglistening-and-speaking-from-theory-to-practice.pdf
Richardson, R. (2011). An Overview of Supervision. Retrieved from:
http://www.instituteofwelfare.com/resources/Supervision.pdf
Summarising & Note-taking. (n.d.). Retrieved from UEFAP:
http://www.uefap.com/listen/listfram.htm
Supervising Your Apprentice or Trainee. (2015, December). Retrieved from:
http://www.training.nsw.gov.au/forms_documents/apprenticeships_trainee
ships/supervising_your_app_trainee.pdf
Teaching Students to Take Better Notes: Notes on Notetaking. (n.d.). Retrieved
from UNL:
Maranatha Christian University
http://www.unl.edu/gradstudies/current/teaching/notetakingThe Purpose &
Benefits of Supervision. (n.d.). Retrieved from The Beyond Partnership:
http://www.thebeyondpartnership.co.uk/pages/supervision/the-purposebenefits-of-supervision.php
Yousif, A. A. (2006). Listening Comprehension Difficulties as Perceived by.
Lang. & Trans Vol 19, 36. Retrieved from:
http://repository.ksu.edu.sa/jspui/bitstream/123456789/290/1/Listening%2
0Comprehension%20Difficulties%20as%20Perceived%20by.pdf
Maranatha Christian University
Dalam Tugas Akhir ini, saya melakukan analisis masalah yang saya hadapi
ketika melakukan program magang di Vista International Corporation, Bandung,
yaitu saya tidak dapat membimbing siswa berumur 19 tahun yang mempunyai
kesulitan dalam mengerjakan latihan tes IELTS pada bagian Listening saat belajar
di Learning Center. Periode magang tersebut dimulai 18 Juni 2015 sampai 23 Juli
2015.
Berdasarkan analisa saya, masalah ini terjadi karena saya tidak mendapatkan
informasi yang cukup dari supervisor saya, saya menemukan bahwa siswa
tersebut tidak konsentrasi saat bagian Listening, dan saya menemukan bahwa
kata-kata dalam rekaman di bagian Listening mengandung clustering yang
membuat proses mendengarkan menjadi sulit. Masalah ini juga berdampak negatif
pada saya dan siswa tersebut, yang pertama adalah saya tidak menggunakan
waktu dengan efektif dalam membimbing siswa tersebut di Learning Center,
siswa tersebut mendapat nilai latihan IELTS di bawah sasaran 6.0, yaitu 4.5 untuk
bagian Listening, dan siswa tersebut mempunyai kesulitan dalam hal pemahaman
sehingga siswa tersebut membuat banyak kesalahan di sesi empat bagian latihan
Listening.
Dalam Tugas Akhir ini, saya memberikan tiga solusi yang berpotensi untuk
menyelesaikan masalah ini. Solusi yang pertama saya akan membicarakan dengan
supervisor saya tentang masalah dalam membimbing siswa tersebut. Solusi kedua
adalah saya akan memberikan aktivitas top-down dan bottom-up, sebagai latihan
pre-listening untuk siswa tersebut. Solusi ketiga adalah saya akan mengajarkan
siswa tersebut bagaimana note-taking sebelum mendengarkan rekaman Listening.
Setelah melakukan analisa, saya menyimpulkan bahwa solusi terbaik adalah
dengan menggabungkan ketiga solusi tersebut. Diharapkan dengan melakukan
ketiga solusi tersebut masalah saya dapat teratasi.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ............................................................................................................. i
DECLARATION OF ORIGINALITY ................................................................... ii
ACKNOWLEDGEMENTS ................................................................................... iii
TABLE OF CONTENTS ....................................................................................... iv
CHAPTER I. INTRODUCTION ............................................................................ 1
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS ................................................................. 7
CHAPTER III. POTENTIAL SOLUTIONS ........................................................ 12
CHAPTER IV. CONCLUSION ........................................................................... 19
REFERENCES
APPENDICES:
A. FLOWCHART
B. COMPANY PROFILE
C. THE TRANSCRIPTION OF THE INTERVIEW
D. VISTA INTERNATIONAL PROGRAM CLASS TABLE
E. STUDENT'S ANSWER SHEET
F. LISTENING TRANSCRIPTION
iv
Maranatha Christian University
G. INTERNSHIP JOURNALH. LISTENING TECHNIQUES
I. STUDENT’S SCORE RECORD
J. THE EXAMPLE OF CLUSTERING
v
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
From 8th June 2015 to 23rd July 2015, I had my internship at Vista
International Corporation (henceforth VIC). VIC is a company which
focuses on education, especially for preparation and arrangement of study
abroad (Company Profile, n.d.). In VIC, especially in Bandung, there are
two divisions: the first one is Vista International Education Services, or
VES, and the other is Vista International Program, or VIP. According to
Ms. Marsela, the Central Manager at Vista Bandung (personal
communication, September 12, 2015), about 60%-70% of the students
who use Vista services are high school students who will study abroad and
30%-40% are fresh graduates who want to continue their bachelor degree
overseas.
During the internship, I had a position as an Academic Staff in VIP. As
an Academic staff, I had several responsibilities, such as assisting students
in Learning Center (Learning Center is a facility in Vista for helping
students who have difficulties in Listening, Reading, Writing and
Speaking skills), helping the students by giving them feedback and
1
Maranatha Christian University
exercises, checking and scoring their assignments and tests, and arranging
monthly academic reports, such as the weekly schedules for teachers.
In my internship, I had a problem in assisting a 19-year-old student
who had difficulty in listening for detailed information for IELTS practice
tests. The student’s name is Andrianto, who took IELTS (International
English Language Test System) in Focus Class since 6th of June 2015 (see
I). His goal to study at Vista was to enable him to get an IELTS Score 6.0.
(June 27th, 2015). He visited the Learning Center twice to practice. On 18th
June 2015, I assisted Andrianto in the Learning Center to practice listening
for IELTS Academic Test for 1 hour and 15 minutes, 30 minutes for
listening to the recording and 45 minutes for discussing the answer. After
listening to the recording, I checked his answer sheet and discussed the
result with him. I found that from the first part to the third part Andrianto
was able to answer the questions very well, yet in the fourth part all of his
answers were incorrect. Thus, his score was only 4.5. The type of
questions for the fourth part was filling in some detailed information. I
also checked his IELTS mid-term test and found that he also had difficulty
in filling in some information. Furthermore, not having supervision made
it difficult for me to assist him. As a result, I could not give him advices on
doing the fourth part.
Based on the above explanation, as an Academic Staff I choose to
discuss my difficulty in assisting this 19-year-old student who had
difficulty in listening for detailed information as the topic of my term
paper because during my internship, this problem was still unsolved. I am
2
Maranatha Christian University
concerned about the student because the problem made him not achieve
his targeted score, 6.0 (IELTS score).
B. Identification of the Problem
The analysis of the problem is formulated in the following questions:
1. Why did I have difficulty in assisting a 19-year-old student who had
difficulty in listening for detailed information during IELTS practice at
Learning Canter at Vista International Corporation Bandung?
2. How did the problem impact the student and me?
3. How should I overcome the problem?
C. Objectives and Benefits of the Study
The objectives of the study are to analyze the causes, the effects of
difficulty in assisting a 19-year-old student who had difficulty in listening
for detailed information, as well as presenting the best solutions to
overcome the problem.
The benefit of the study for VIC staff, especially in VIP, is giving
solutions to assist students who have difficulty in listening for detailed
information for IELTS practice test. For the readers, this study will give
knowledge about the difficulty in listening for detailed information and
how to solve the problem and for me as the writer, I hope I will be able to
solve the problem effectively.
3
Maranatha Christian University
D. Description of the Institution
Based on the Company Profile of VIC, it is stated that Vista
International Corporation is a company which is concerned with
education, especially for preparation and arrangement of study abroad,
which started in 1998 in Surabaya (Company Profile, n.d.). Based on the
information from Marsela, the Central Manager at VIC Bandung, Pascal
Hyper Square (personal communication, September 12, 2015), there are
four divisions in VIC, first, Vista Education Services/VES, which is an
education consultant to study abroad, second, Vista International
Program/VIP, which is a course for IELTS, TOEFL, Academic English,
third, Vista Hospitality Expert/VHX, which is a partnership with the best
hospitality school in the world, and fourth, Vista Professional, V-Pro,
which is a course focusing on working people and businessmen. VIC has
14 branches in Indonesia; the first branch is in Surabaya. VIC in Bandung,
especially VIC which is at Pascal Hyper Square, is the third branch, which
began in August 2001. Initially, it was located at Dago, and then in 2008
VIC moved to a new office at Pascal Hyper Square. According to the
Company Profile of VIC, VIC has a motto, to become “Captain of your
Overseas Study and Career Plan”.(see appendix B)
Based on Appendix D, VIP has 5 types of classes, TOEFL-PBT
(TOEFL paper test), NG-TOEFL (TOEFL IBT), IELTS, and Academic
English. Each class has its own levels, TOEFL PBT has 5 levels (TOEFL
Newbie, TOEFL Fundies, TOEFL Pathway, TOEFL Flash, TOEFL
Prime), NG-TOEFL has 3 levels (NG-TOEFL Access/NGTA, NG-TOEFL
4
Maranatha Christian University
in Action/NGTIA, NG-TOEFL Expert/NGTE), IELTS has 3 levels
(IELTS Entrant/IE, IELTS in Focus/IIF, IELTS Savvy/IS), and Academic
English has 6 levels (Academic English Freshman One / Two / AEFO /
AEFT, Academic English Sophomore One / Two / AESO / AEST,
Academic English Junior One / Two / AEJO / AEJT).
E. Method of the Study
The data of this study is taken from field research and library research.
I did field research by taking the data from an interview with Vista
International Corporation’s Bandung’s Central Manager at VIC Bandung
office on 12th September 2015 and recording my internship journal at VIC
from 8th June to 23rd July 2015. In addition, I did library research by taking
theories from books and electronic sources. The data was used to analyze
the causes, the effects and the potential solutions along with the potential
positive and negative effects.
F. Limitation of the Study
The focus of my study is analyzing my difficulty in assisting a 19-yearold student who took IELTS Listening practice at Learning Center on 18th
5
Maranatha Christian University
June 2015. The period of the internship is from 8th June to 23rd July 2015.
The subjects of the research are a 19-year-old student and me.
G. Organization of the Term Paper
This term paper consists of several parts. It starts with the Abstract, the
summary of this term-paper in Bahasa. It is followed by Declaration of
Originality, Acknowledgements, and Table of Contents. There are four
chapters in this term paper. Chapter One is the Introduction, which
describes Background of the Study, Identifications of the Problem,
Objectives and Benefits of the Study, Method of the Study, Limitation of
the Study, and Organization of the Term-Paper. Chapter Two is Problem
Analysis, which discusses the causes and the effects of the problem.
Afterward, Chapter Three is Potential Solutions, which contains the
potential solutions along with potential positive and negative effects of the
potential solutions. Next, Chapter Four is Conclusion, which presents the
best solutions. The last parts are References, which is a list of resources
from books and electronic sources, and Appendices, which include a
flowchart, company profile, the transcription of the interview, student’s
answer sheet, listening transcription, copies of internship journal, listening
techniques, student score record, and clustering clause example.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter, I would like to conclude the analysis in this term paper. Related
to my problem during my internship from 18th June 2015 to 23rd June 2015, I had
difficulty in assisting a 19-year-old student who had difficulty in listening for
detailed information in the IELTS Practice Test at Learning Center at VIC. This
problem happened because 1. I did not get enough information from my
supervisor about how to assist the student in IELTS Practice, I found that the
student did not fully concentrate while listening to the recording, and I found that
the spoken language in the recording contained clustering which made the
listening process difficult. This problem also gave three effects on me and the
student. The effects are I did not use the time effectively in assisting the student at
Learning Center, the student had an IELTS Practice score of 4.5, which was
below his targeted score of 6.0, and the student made many mistakes in the fourth
section of the listening practice. I propose three potential solutions to overcome
the problem. The first potential solution is I will ask and discuss with my
supervisor the problem in assisting the student. The second potential solution is I
will give top-down and bottom-up activities as a pre-listening exercise to the
19
Maranatha Christian University
student. The third potential solution is I will teach the student how to do notetaking before listening to the recording.
After analyzing the three potential solutions, the best solution to my problem is
the combination of the three potential solutions, because applying the three
potential solutions is very effective for me to assist the student; moreover, the
student will be more prepared from the beginning until the end of the recording.
First of all, I will ask my supervisor to give me supervision before I assist in
Learning Center. Second, when the tutorial starts, I will do the second solution: I
will give top-down and bottom-up activities as a pre-listening exercise to the
student. The third solution is I will teach the student how to do note-taking before
listening to the recording.
I hope the chosen solutions will overcome my problem in assisting a 19-yearold student who had difficulty in listening for detailed information during the
IELTS Practice Test at Learning Center at VIC. Furthermore, I also hope the
teachers in Vista International Program and the readers could apply these
solutions if they experience a problem with a student who has difficulty in
listening for detailed information in the IELTS Practice Test.
20
Maranatha Christian University
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Maranatha Christian University
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