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ARBAMICH UNIVERSITY COLLEGE OF SOCIAL SCIENCES AND HUMANITIES DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE THEEFFECT OF AUTHENTIC LISTENING MATERIALS ON STUDENTS’ LISTENING PERFORMANCE AND ATTITUDETOWARDS LEARNING LISTENING: THE CASE OF GRADE 9 STUDENTS AT LASKA SECONDARY AND PREPARTORE SCHOOL. BY AMARE TESHOME AGUST, 2017 ARBAMINCH, ETHIOPIA
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ARBAMICH UNIVERSITY
COLLEGE OF SOCIAL SCIENCES AND HUMANITIES
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE
THEEFFECT OF AUTHENTIC LISTENING MATERIALS ON STUDENTS’
LISTENING PERFORMANCE AND ATTITUDETOWARDS LEARNING
LISTENING: THE CASE OF GRADE 9 STUDENTS AT LASKA SECONDARY AND
PREPARTORE SCHOOL.
BY
AMARE TESHOME
AGUST, 2017
ARBAMINCH, ETHIOPIA
THEEFFECT OF AUTHENTIC LISTENING MATERIALS ON STUDENTS’
LISTENING PERFORMANCE AND ATTITUDE IN EFL CLASSES: THE CASE
OF GRADE 9 STUDENTS AT LASKA SECONDARY AND PREPARTORE
SCHOOL.
BY
AMARE TESHOME
A THESIS SUBMITTED TO THE DEPARTMENT OF ENGLISH LANGUAGE AND
LITERATURE SCHOOL OF GRADUATE STUDIES, ARBA MINCH UNIVERESTY
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
(TEFL)
AGUST, 2017
ARBAMINCH, ETHIOPIA
i
DECLARATION
I hereby declare that this MA thesis titled “the effect of authentic listening materials on
students‟ attitude and listening performance in EFL classes” is my original work and has not
been presented for a degree in any other university, and all sources of material used for this
thesis have been duly acknowledged.
Name: __________________________________________
Signature: ______________________________________
Date:________________________________________
ii
SCHOOL OF GRADUATE STUDIES
ARBA MINCH UNIVERSITY
ADVISOR’S THESIS SUBMISSION APPROVAL SHEET
This is to certify that the thesis entitled “
” submitted in partial fulfillment of the
requirements for the degree of Master’s with specialization in ________________, the
Graduate Program of the Department/School of _______________________, and has been
carried out by _______________ Id. No __________, under my supervision. Therefore, I
recommend that the student has fulfilled the requirements and hence hereby can submit the
thesis to the department for defense.
Name of Principal advisor Signature Date
Name of co-advisor Signature Date
iii
SCHOOL OF GRADUATE STUDIES
ARBA MINCH UNIVERSITY
EXAMINERS’ APPROVAL PAGE
Approved by: We the examiners‟ board approve that this thesis has passed through the
defense and review process
Chairperson Signature Date
External Examiner Signature Date
Internal Examiner Signature Date
Principal advisor Signature Date
(DGC/SGC) Signature Date
iv
Acknowledgements
First and foremost, I would like to thank God, the Lord of Lords, for giving me the strength
to bear all the difficulties I faced when I did this study.
Next to this, my deepest gratitude goes to my advisor Dr.Tesfaye Habtemariam for his
constructive comments and unreserved guidance throughout the entire time of this study.
Really, it was his constructive comments and invaluable ideas that have given the shape for
my work and enabled me to complete it successfully.
My thanks also extend to Arbaminch University for the provision of the financial support for
this study.
I would like to thank my wife, W/ro Friwote Dubale for her unreserved moral encouragement
and financial back-up throughout my study.
Finally, I would like to thanks grade 9students of Laska secondary and preparatory school for
their willingness to fill in the questionnaire and they have given their time for this study.
v
Acronyms
ACTFL: American council on teaching of foreign language.
BBC: British Broad Cast Corporation.
EFL: English as foreign Language.
SPSS: Statistical package for social science.
ALMs: Authentic Listening materials.
ESL: English as second Language.
ELT: English Language Teacher
OPT: Oxford placement test
VOA: Voice of America
vi
Table of Contents
DECLARATION ..................................................................................................................................... i
ADVISOR’S THESIS SUBMISSION APPROVAL SHEET ........................................................... ii
EXAMINERS’ APPROVAL PAGE .................................................................................................. iii
Acknowledgements ............................................................................................................................... iv
Acronyms ............................................................................................................................................... v
LISTOFTABLE ................................................................................................................................... viii
ABSTRACT ......................................................................................................................................... ix
CHAPTER ONE: INTRODUCTION .................................................................................................... 1
1.1Back ground of the study ............................................................................................................... 1
1.2 Statement of the problem .............................................................................................................. 2
1.3 Objective of the study ................................................................................................................... 5
1.3.1 General object of the study .................................................................................................... 5
1.3.2 Specific of the study .............................................................................................................. 5
1.4 Hypotheses of the study................................................................................................................ 5
1.5Significant of the study .................................................................................................................. 5
1.6 Delimitation of the study .............................................................................................................. 6
1.86Limitation of the study ................................................................................................................ 7
1.8 Operational Definitions ................................................................................................................ 8
CHAPTER TWO: REVIEW OF RELATED LITERATURE ............................................................... 9
2.1. Definition of listening.................................................................................................................. 9
2.2 How to improve listening skill ................................................................................................... 10
2.3 Definition Authentic materials ................................................................................................... 11
2.4The Theoretical and Pedagogical Notion of Authenticity ........................................................... 12
2.5 Advantages of authentic materials in listening ........................................................................... 13
2.6 Authentic materials and language performance ......................................................................... 15
2. 7 Sources of Authentic Listening Materials ................................................................................. 15
2.7.1 Radio ................................................................................................................................... 16
2.7.2 Audio tapes .......................................................................................................................... 17
2.7.3Video .................................................................................................................................... 17
2.7.4 The internet .......................................................................................................................... 19
vii
2.8Criteria for Selecting Authentic Materials................................................................................... 19
2.9How Authentic Listening Materials can be used in the Classroom? ........................................... 21
2.10Attitude toward language and learning ...................................................................................... 24
CHAPTER THREE: RESEARCH DESIGN AND METHOD ........................................................... 26
3.1 Research design .......................................................................................................................... 26
3.2 Subjects of the study ................................................................................................................... 26
3.3 Sampling and Sampling techniques ............................................................................................ 26
3.4 Data collection instruments ........................................................................................................ 26
3.4. 1 Test ..................................................................................................................................... 27
3.4.2 Questionnaire ....................................................................................................................... 27
3.5 procedure of the study ................................................................................................................ 27
3.6 Data processing and Analysis ..................................................................................................... 27
3.7 Ethnical consideration ................................................................................................................ 28
CHAPTER FOUR: DATA ANALYSIS AND INTERPRETATION .................................................. 30
4.1 Results ........................................................................................................................................ 30
4.1. 1 Pre-intervention status of the EG and the CG in the proficiency scores. ........................... 30
4.1.2 The Effect of authentic listening materials on students‟ Listening performance. ............... 31
4.1 .3Effect size of the Proficiency test ........................................................................................ 33
4.1.4 The Effect of authentic listening materials on students‟ Attitude. ...................................... 33
4.2 DISCUSSIONS .......................................................................................................................... 34
4.2.1 The effect of authentic listening materials on listening performance .................................. 34
4.2.2 The effect of Authentic listening materials on students Attitude ........................................ 34
CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS ................................................. 36
5.1 conclusions ................................................................................................................................. 36
5.2 Recommendation ........................................................................................................................ 37
References ............................................................................................................................................ 38
Appendix 1 ........................................................................................................................................... 45
viii
LISTOFTABLE
TABLES‟ pages
Table1: The CG with the EG Achievement pre-test mean scores……………………….30
Table2: The CG and The EG post-test achievement mean scores compared………… ...31
Table 3: The EG and CG achievement mean Gains pre and post test score…………….32
Table 4: A comparison of the EG‟S Attitude pre and post intervention mean scores…...33
ix
ABSTRACT
The present study investigated the effect of authentic listening materials on Laska secondary
and preparatory school grade nine students‟ listening performance and attitude towards
learning listening skill in EFL classes. Experimental research design was used in this study.
The random sampling method was used to select 60 grade nine participants from Laska
secondary and preparatory school. Each group consisted of 30 students. Data were collected
using test and questionnaire. Before starting the treatment, similar listening test were given
for them as a pretest to check their listening performance. At the end of the treatment,
attitude questionnaire was distributed and post listening test was given both groups. The
analysis of the quantitative data was made using SPPS. Analysis of Independent sample t-test
showed no significant difference between two groups at pre-intervention stages. But a 2-
tailed Independent sample t-test at post t showed significant difference between two groups.
This revealed that there was a significant difference in the mean scores of students‟ learning
test results in favor of the experimental group. Correspondingly, 2-tailed paired sample t-test
for mean difference between experimental group pre and post-intervention attitude showed
that they had similar attitude toward learning listening skill in EFL class before and after
intervention with an average that nearly equals agree (3.96). So, English language teacher
should use different authentic materials to enhance the students‟ attitude towards to listening
skill and listening performance.
1
CHAPTER ONE: INTRODUCTION
This chapter first discusses the background of the study. Then it is followed by statement
of the problem, the research objectives, the research questions, and hypotheses of the
study, significance of the study, delimitation and limitation of the study. Finally, the
chapter presents operation (conceptual) definitions of terms, and organization of the
study.
1.1Back ground of the study
Osada (2004) explained that language learners cannot learn anything without
understanding. Students by listening to class can learn something and as a result they can
keep this information in their mind for later recall (Thanajaro, 2000).
Morley (1990) pointed that in the past; listening performance was treated activity, but
theorists found that not only listening isn‟t a passive a activity, but also it is an active one,
in which through process we can construct meaning from a stream of sounds.
English as a foreign language (EFL) exists in a situation in which English isn‟t the
prominent language, and it issued just for teaching. So, students do not have any direct
contact with English language. As a result, students who come from these situations have
very difficult in understanding English language.
The ways to improve EFL learners‟ listening/language performance is using authentic
materials in language class room (Omaggio, 1990). Scholars found that authentic
materials are valuable because they contain natural language which students may
encounter, then students with structure language. Similarly, Rogers and Medly (1988), if
students are to develop a functional proficiency in the language and to use the language
communicatively in real world, they must begin to encounter the language of that world
in the class room. That is they need ample opportunities to see and hear the language
used as the primary medium of communication among native speakers. So they are
different from the language class room which is designed only for language learning
purpose. Authentic materials, especially aural materials such as BBC, VOA, recording
short stories, interview tour, dialog conversation and so on. Rogers and Medly(1988)
proposed there is a necessity for students to experience the language native speakers were
used it in daily. This can be enhancing students to discover the answer of listening.
2
In addition, one way of helping our students to overcome their negative attitude and
provide them a reason to learn English is to interact with real language and real speakers
of that language, with authentic materials (Chamber, 1999). According to constructivist
approach, learning situations, skills and tasks must represent the real world.
An authentic class atmosphere can stimulate students to take control over their own
learning, thus encouraging a more toward learner autonomy, communicative approach
has brought need to develop students‟ skills for the real world to language teaching since
the mid-1970s(Widdson, 1979). According to Widdson the teacher should “simulate”
real-world situations in the class room by using authentic materials in instructions.
Authentic materials that have been produce for native speakers of that country have the
potential to engage the learners‟ cognitively and affectively. They are enjoyable and
therefore interesting and allow learners to feel that they are not really involved in a
serious language learning activity. The authors who support the use of authentic materials
have in common one idea; “exposure”. (Dorne, 2002; Mantle-Bromley, 1995;
Saracaloglu, 2000; Sun, 2010).In other words, the benefit students get from being
exposed to the language in authentic materials.
They are in a consensus that the use of authentic materials in the class room is beneficial
to the learning process by taking our students beyond the borders of the text books which
are in capable of bringing the real English language world to our students. As a result, in
order to provide positive attitude towards learning listening skill, authentic material use is
strongly advised by many language researchers. Depend on the above narration, the
current researcher want to investigate the effect of authentic listening materials on
students‟ listening performance and attitude towards learning listening skill in EFL class.
1.2 Statement of the problem
Authentic listening materials are helpful to improve listening and language proficiency.
Authentic listening materials improve the student listening performance (Omagio, 1993).
Rogers and Medley, 1988), if students are to develop a functional proficiency in the
language and to use the language communicatively in real world, they must begin to
encounter the language of that world in class room.
3
That is they need ample opportunities to see and hear the language used as the primary
medium of communication among native speakers. Nuttal, 1996) points out that authentic
text can be motivating because they are proof that the language is used for real-life
purpose by real people. So the teacher bring massive amount of authentic materials in to
class room and make them consistently accessible to the students.
In addition, Kim, 2000); regarding student progress and attitudes, teachers need to be
aware of the relation between materials and students‟ attitude. The use of correct
materials and correct methodology will have more positive influence on students‟ attitude
which leads to higher listening performance.
Base on the researcher survey studies about the student attitude towards learning listening
skill and the student listening performance at grade 9th
in Laske secondary and
preparatory school. The researcher mentioned in his survey studies the problem of the
learning listening skill in EFL classes. Such as, the students in secondary school have not
given attention in learning listening skill in English Language Classes (EFL), in this
case, most of time in many secondary schools listening skill has been a relatively
neglected skill in terms of practice of English language teacher and learner. Thus, most of
students seem to be unable to understand what is being said in English in spite of years of
learning the language and at the same time they think that English is only exist inside the
class room and they don‟t have to use it anywhere else. The second problem the students
haven‟t interest to learn listening skill because the listening skill is the real life situation
and they should practice by real language/ spoken, in contrast, the students are limited to
exposing to real language / spoken (authentic material). But authentic listening materials
are helpful to create a more realistic listening environment and aid students by exposing
to valuable new language, contexts and types of spoken English more akin to what they
will encounter in the world outside the class room (Nuttal, 1966).
Furthermore, there are some local studies which conduct on the study of the student
attitude towards learning listening skill and listening performance. For instance;
Alemeshet Gegrewold(2011) conducted study on teachers‟ and students‟ attitudes
towards using authentic materials in EFL(English foreign language ) classes and
4
conclude that although listening skills is one of the most important skills, the materials
presented in course books for teaching listening skill are limited students to practice.
She added that the listening texts in the teachers‟ guides are also not of various kinds
though role plays, stories, jokes, conversation, etc. are also recommended to be included
as listening texts.
Besides this, Belihu Bekena,2011) conducted a study on practice and challenges of
teaching skills at Addis Ababa and Debrezeit peace keeping English projects centers and
conclude that although materials like media in English movies and songs have paramount
important to listening skills ,although it is not on listening skill, a study carried out by
Godana, Menta ,2011) on exploring teachers‟ and students‟ attitude toward authentic EFL
reading materials at two preparatory schools in Wolaita Zone with special reference to
grade 11 indicates that students‟ formal exposure to authentic materials is limited.
All the above study conducted the studies on the different high school and preparatory
schools. In addition, their studies focus only the use of authentic listening materials. In
other word, their studies don‟t emphasize the effect of authentic listening materials on the
students „attitude towards learning listening skill and listening performance in general.
This was the gap that the researcher wanted to fill.
5
1.3 Objective of the study
1.3.1 General object of the study
The main object of this study was to investigate the effect of authentic listening materials on
grade 9 students‟ listening performance and attitude towards learning listening skill in EFL
class.
1.3.2 Specific of the study
To examine the effect of authentic listening materials on students‟ listening
performance in EFL classes.
To assess the effect of authentic listening materials on students‟ attitude towards
learning listening skill in EFL classes.
1.4 Hypotheses of the study
Considering the research objectives, the following hypotheses are planned to be tested in the
study;
HO: There will be no a significant difference between experimental group and control
group.
H1: There will be a significant difference between experimental group and control group
HO: There will be no a significant difference in the experimental students‟ attitude
toward learning listening skill in EFL classes before and after intervention.
H1: There will be a significant difference in the experimental students‟ attitude toward
learning listening skill in EFL classes before and after intervention.
1.5Significant of the study
Listening is the most frequently used form of language skill (Thanajaro, Metinee; Shrum,
Judith, 2000), which plays a significant role in daily communication and educational process.
According to what has been stated by Krashen(1987) in input hypothesis, listening materials
plays a great role in “natural” development and moving from one step to the others, to learn
effortlessly, he argues that, learners should be in a acquisition-rich environment and be in
natural exposure to language. Acquiring listening skills can even be frustrating for some
students. Researchers then began to recognize the importance of listening and its role in
6
comprehensible input (Krashen, 1982), and attention to and adoption of newer
comprehension-based methodologies brought the issue to the fore. Listening became a skill
to be reckoned with and its key position in communication recognized (Feyten, 1991;
Hadley, 2001). Given the importance of listening in language learning and teaching it is
essential to give our learners opportunity to develop and improve their listening skills not
only in the classroom, but outside the classroom as well. Nunan (1999) makes the point that
learners should be fed as rich a diet of authentic data as possible, because, ultimately, if they
only encounter contrived dialogues and listening texts, their learning task would be made
more difficult. He also goes on to say that it is important that learners listen to and read
authentic material of as many different kinds as possible.
This will help and motivate the students by bringing the content and the subject matter to life
for them, and enable them make the important connections between the classroom world and
the world beyond (Philips &Shettles worth 1978; Clarke 1989; Peacock 1997, cited in
Richards, 2001). Embarking upon the authentic listening materials provide a broad view to
listening by giving an extra capacity to teachers, students , schools and educational policy
makers to deal with listening effectively and effortlessly .
Authentic materials bring reality into the class and have various advantages, e .g motivation,
cultural awareness, giving real exposure, creative teaching. (Phillips & Shettles worth
1978;Clarke1989;Peacock 1997 cited in J. C. Richards(2001) Also because of the lack of
inexpensive and easily-accessible materials, they can provide easily-accessible and ready-
made materials for users due to the ubiquities advent of multimedia. finding rich-designed
textbooks or materials is difficult if not very difficult. So this quotation might be relevant to
whisper that “use no materials, published or unpublished, actually conceived or designed as
materials for language teaching.”(Allwright, 1981) These materials also cover wide ranges of
“ideal sources of materials for extensive listening (Harmer, 2007,). That is why the more we
pay attention to authentic materials, the better and easily we will find listening in the Macro
strategies of post method states that “promoting learner autonomy”. (Kumaravadivelu, 2006)
is a principle, so again authentic material can bring autonomy in learning.
1.6 Delimitation of the study
This study was conducted at laska secondary and preparatory school which is situated in
Basketo special worda found in southern nation and nationality people Regional state. The
7
site was chosen because the researcher hopes that the school would help him give necessary
information since he has been one of the staff members. Furthermore, the study focused only
on the effect of authentic listening materials on the grade 9th
students‟ listening performance
and attitude towards learning listening skill in EFL class at Laska secondary and preparatory
school.
1.86Limitation of the study
When the researcher conducted this study, the following were some of the major factors that
contributed the limitations of the study. In the first place, lack of sufficient related literatures,
books and locally produced journals were not adequately found. This has limited the
researcher not to supplement the study with enough literature review, especially produced in
the Ethiopian context. Secondly, lack of internet access, electric light, shortage time and
budget constraints.
8
1.8 Operational Definitions
MATERIALS: anything which is used to help to teach language learner. Materials may be
in the form of text book, a cassette, a CD-ROM, a video, a photocopied hand out let
anything which presents or informs about the language benign learned. (Tomlinson, 2001)
AUTHENTIC MATERIALS refer to audio/video recordings of a discourse or a
conversation that is spontaneously generated by native speakers of the language (Richards
and Schmitt, 2002).
Attitude is unobservable psychological construct which can manifest itself in relevant
beliefs, feeling, and behavioral components (Eagly and Chaiken, 1993).
9
CHAPTER TWO: REVIEW OF RELATED LITERATURE
This chapter reviews literature related to the effect of authentic listening materials on
students‟ listening performance and attitude towards learning listening skill in EFL class. It
first gives a few definitions listening skill and it also discusses how to improve listening skill
in EFL classes. Next, it gives the definition of authentic materials. It also examines the
theoretical and pedagogical rationale for the notion of authenticity in language teaching.
Then, the chapter reviews the advantage of authentic materials in listening and authentic
materials and language performance. After that the chapter provides discussion on attitude
towards language and learning. Finally, the chapter will be concluded with a brief section
which point out sources of authentic listening materials, it outlines criteria for selecting
authentic materials for listening instruction and it also talk over how authentic listening
materials can be used in the class room. The general purpose of the chapter is to put the
present study in perspective.
2.1. Definition of listening
I mention before that listening is an important skill in people‟s daily life communication and
has a significant role in learning foreign language. For that many researchers and scholars
define it in different ways. For instance, Roost (2002) defined “listening is a process
involving a continuum of active processes, which are under the control of the listeners‟ and
passive processes. Also for him” listening is viewed as part of transactional process in which
all participants are simultaneously” sending” and” receiving” messages, in addition to that
listening as quoted in Wallace(1992)” listening is a fundamental language skill that typically
develops faster than speaking and what often influences the development of reading and
writing ability in the language. Field (2008) considered listening as a skill which impact in
specific ways up on the class the class room context in general and up on the individual
learner in particular.
Above all the definitions we can generalized that listening is an active, integrated skill in
which listeners not only receive sounds, words and speech but also listening includes
comprehension of meaning, phrases, clauses, sentence and connected discourse in which
he/she has the ability to communicate with others. Listening as any process follows three
10
main steps; pre-listening; while-listening; post-listening which help students and learners of
foreign language and understand more the listening task.
2.2 How to improve listening skill
In my view, improving listening skill can also help students build vocabulary, develop
language proficiency and improve language usage. Align with this, Dunkel(1986) point that
developing proficiency in listening comprehension is the key to achieving proficiency in
speaking.
In improving listening skill, there are some useful principles suggested by Roost (1994);
- Listening develops by focusing on the main meaning rather than single words;
learners can culture both their linguistic and non-linguistic skills to understand
what‟s‟ heard.
- BY focusing on specific purposes for listening tasks, learners can assess their efforts
and abilities.
- By learning to hear sounds and words more accurately, learners can make study
progress and gain confidence in listening for meaning.(p 23)
For explaining that many researcher and educators support the use of authentic materials as
an original source of the target language such as, songs, videos, maps and diagrams which
contains correct pronunciation, vocabulary, accent, and other aspects of language.
Students should interest of what they hear in order to practice the listening task in good way.
For that teachers should select the appropriate discourse for his/ her students to be familiar
with the topic and according to their level.
Appling such kinds of authentic materials in class room listening allow students to develop
their language proficiency and be able to direct contact with native speakers.
According to Mishan(2005) successful listening involves;
- Skills in segmenting the stream of speech into meaningful words and phrases;
- Recognizing words classes;
- Relating the incoming messages to one‟s own back ground knowledge;
- Identifying the rhetorical and functional intent of an utterance or parts of an aural
text(p 123)
11
- Interpreting rhythm, stress and intonation to identify information focus and emotion/
Attitudinal tone.
- Extracting gist/ essential information from longer aural texts without necessarily
understanding every word.
Furthermore, in improving listening skill authentic materials are important because learners
should learn every day English for daily communication in real life, and most of the teachers
and students do not have enough chance to communication in English with native speakers.
As a listening course teacher, dictation is a very effective ways to improve students listening
skill and the speed of note-taking.
English songs and films are interesting materials for students to listen and appreciate. Interest
is a very effective pull for students to spend time practicing English listening.
It concluded that in improving listening skill, teachers attempt to use different and beneficial
strategies and materials. One of the most useful strategies is authentic materials. It discusses
about the detail of definition, the importance of authentic materials and other aspect as
below.
2.3 Definition Authentic materials
Authentic materials are not designed for pedagogical purpose, it as text which is designed for
native speakers, real texts designed not for language students. Authentic materials are not
simplified and only exposure real language/spoken. The different scholars the term authentic
material has been defined in different ways throughout the literature. However, there is a
common point in these definitions which is” exposure to real language and its use in its own
community but it‟s not designed for pedagogical purpose” . Harmer (1991:13) also defined
it as texts which are designed for native speakers, real texts designed not for Language
student. According to this as Krahens (1983) points out that authentic refers to everyday
language used, it is not intended to academic purpose. In connection to this, (Wallace, 1992)
defines authentic texts as „real-life text not written for pedagogic purpose. As again Nunan(
1989) thinks that a rule of thumb for authenticity here is any material which has not been
specifically produced for the purposes of language teaching.
Based on these definitions, we can use authentic materials in class; they are real language;
produce for native speakers; design without teaching purposes.
12
2.4The Theoretical and Pedagogical Notion of Authenticity
According to Hedge (2000) and Wilson (2008), the idea of authenticity was developed in the
1970s from a communicative orientation to language teaching. The idea was that “live texts”,
unlike their pedagogically contrived counterparts, provide meaningful exposure to the
language as it is actually used in real world. In line with this, Larsen-Freeman (2000)
indicates that the use of authentic materials was one of the principles under communicative
approaches as a means of tackling „the typical problem that students cannot transfer what
they learnt in the classroom to the outside world in language teaching. Mishan( 2005), who
gives a detailed account of the debate about authenticity provides a rationale for using
authentic materials. He believes that material-focused approaches and humanistic approaches
besides the communicative one are the basis for the notion of authenticity in language
teaching.
To this end, he states that: hefting through the history books reveals many precedents for
authenticity in language learning, and these can be seen to fall in three groups:
„communicative approaches‟ in which communication is both the objective of language
learning and the means through which the language is taught, „materials-focused
„approaches, in which learning is centered principally round the text, and „humanistic
approaches‟ which address the whole learner and emphasize the value of individual
development (Mishan ,2005).
,Mishan (2005) claims that the central pedagogical rationale for using authentic materials in
FL teaching stems from what is called „the 3 C‟s‟ which stand for culture, currency and
challenge. He explains that culture, in that authentic texts incorporate and represent the
culture of speakers of target language; currency, in that authentic text offers topics and
language in current use, as well as those relevant to the learners; challenge , in that authentic
texts are intrinsically more challenging yet can be used at all proficiency levels.
Further, the idea of authenticity and authentic material in language learning and teaching
field is supported by Krashen‟s „Input hypothesis “for SLA which he claims that humans
acquire language by understanding messages or receiving comprehensive input. Krashen(
1985) emphasizes the importance of comprehensible input and states that “input is the
essential environmental ingredient”. By comprehensible input he means that we obtain it
13
when we understand what we hear or read in another language. The idea of comprehensible
input stresses the importance of exposure to the appropriate language data slightly beyond
learners‟ current level of understanding. This means that even though the learner had not
acquired the needed grammar yet, he/she can understand the language with the help of
context, which consists of extra-linguistic information, the learner‟s knowledge of the world
and previously acquired linguistic competence. Another important point about
comprehensible input is that „if the learner is lacking access to it, there may be severe delays
on his/her language‟ (Krashen, 1985).
Authentic language samples are considered to be the most preferable materials which provide
learners with such language input (Byrne, 1987). Therefore, although the input hypothesis
was originally developed to adapt to second language acquisition and learning, it is a useful
model also in foreign language learning.
Since input is an important part of language learning, hence, authentic listening materials are
one of good rich sources to provide the students with such comprehensible input.
Furthermore, the notion of authenticity, which gives priority to the goal of language teaching
and learning, stems from the following reasoning: if students hear only unnatural language in
the classroom, their first experience of hearing authentic spoken English in the real world can
be demoralized (Hedge,2000). „If learners are aiming to communicate naturally, they need to
be prepared for this by being involved in natural communicative language use in the
classroom. In conclusion, it is clear that the emergence of the notion of authenticity can
generally be dated back to the communicative approach to language teaching. Moreover,
material-focused, humanistic and proficiency based approaches besides the standards for
foreign language learning advocate the use of authentic materials. These have been thought
to be the most influential factors in emergence of promoting and increasing the utilization of
authentic materials in FL/SL learning and teaching field.
2.5 Advantages of authentic materials in listening
Previously, it has been pointed out that researchers still argue about the effectiveness of
applying authentic texts in teaching listening lesson in the class room. Even though these
texts are still in debate, they are still chosen and presented in teaching listening in the class
room.
14
There are some reasons why authentic texts are applied in listening lesson. One of the main
reasons is to experience a close contact with the real-life of target language.
These materials can facilitate learners in learning foreign language. Listening materials in
existing textbooks or recorded texts, on the other hand, are very different from areal language
situation. This is because they do not represent what occur or how language employed in a
natural communication, which is more spontaneous. Morrison (1989 claims that „non-
authentic‟ texts are likely improper in reflecting cultural knowledge, difficult to adapt to
syllabus, high cost and rarely available. This means that authentic materials are invaluable
because they are not only easy to obtain and low cost, for instance a radio, but also can give a
wide range of listening materials which are needed for students‟ aural skills improvement.
However, not all of the resources from technology devices that present authentic materials
are affordable, for example television and computer, which are high-priced.
For teachers, they are given an opportunity to choose a variety of teaching listening materials
which they think may be appropriate for their students. It is also a challenge for them to
design a good lesson plan in order to develop effective listening skills and apply it in
language classroom.
There are some advantages of employing authentic listening materials in the class room
(Peacock, 1997; Porter and Robert, 1981; Morrison, 1989; Guariento and Morley, 2001;
Mishan, 2005). The advantages of authentic materials are as follows:
- It can increase students‟ interest and independent learning because they can easily
obtain these materials from radio, movies, or television.
- Students can have meaningful experience with a real language
- It present cultural understanding
- It can provide various kind of texts and sustain a small amount of materials in
listening
- The topic can be more interesting and relevant to current issue
- It makes teacher more creative in designing the lesson
- The visual listening models can develop learners listening skills in richer language
contexts (p 9).
15
According the advantage of authentic listening materials in listening lesson, the teacher
should bring massive amount authentic materials in EFL class and teaching listening skill
with relax, enhance the students‟ attitude towards learning listening skill. Because, these
materials are create suitable condition, enjoyable and improve the students‟ listening
performance in EFL classes.
2.6 Authentic materials and language performance
Authentic materials are helpful to improve listening performance and language proficiency.
According to Omaggio( 1993) and Rogers and Medley( 1988), if students are to develop a
functional proficiency in the language and to use the language communicatively in real
world, they must begin to encounter the language of that world in the class room. That is they
need ample opportunities to see and hear the language used as the primary medium of
communication among native speakers. so, the teacher must bring massive amount of
authentic materials into the class room and make them consistently accessible to the student
(Grittner,1980; Lunde,1990; Meyer ;1984;Rogers and Medley,1988;Schmidt Rine Hart
,1994). It concludes that authentic materials can help students‟ improve language
performance. Moreover they can help improve listening proficiency, so the teacher should
bring massive amount authentic materials and they make suitable condition and expose
students to use authentic materials practice listening skill .Because they will enhance the
students listening performance and attitude towards learning language.
2. 7 Sources of Authentic Listening Materials
Where are authentic listening materials come from? The sources of authentic listening
materials are infinite. According to Miller (2003), the most common sources are TV/video,
radio, audio-tape and the internet. Lindsay and Knight (2006) stated that the input, which is
all the target language data that a learner is exposed to both spoken and written inside or
outside the classroom come from different sources. According to them, these sources can the
teacher, friends, newspapers, TV programs, the internet, films, course books, novels,
dictionaries and so on.
Therefore, using these sources in language teaching means that the material is frequently
authentic, topical, with real-world information. Flower dew & Miller (2005) also suggest that
with the help of technological developments which range from low-tech (radio, audiocassette
16
and language Lab.) to high-tech (computer and web site), teachers have access to many
sources of language teaching materials easily and quickly. From this, one can understand that
there are almost limitless supplies of authentic listening materials available for language
teachers that are produced for real need communication purposes.
A detailed review discussion has been made on each source of authentic listening materials
below.
2.7.1 Radio
Using real-time radio in class is one of the more easily accessible forms of authentic listening
practice we can give our learners (Miller, 2003). In line with this, Tomalin (1986) states that
listening to radio is a marvelous way of developing listening ability. From the above
scholars‟ point of views, one can understand that there are a range of topics and areas
discussed on the radio, which have the effect of bringing the outside world into the
classroom. Miller (2003) also suggests that airwaves are filled with programs twenty-four
hours per day, and the low cost of radios means that most language teachers can obtain a
radio and take it to class. He mentions radio stations such as BBC and voice of America
(VOA) are constant off-air. Therefore, using the radio is a medium of exposure to real speech
in the target language. In other words, listening to radio the learners‟ ear can be attuned to
the sounds of English. Thus, this will improve their overall proficiency in understanding the
language. Some benefits that radio gives for the learners practicing the listening skills
pointed out by Flower dew and Miller (2005) are as follows:
Extensive listening practice- learners are able to develop an „ear‟ listening to nonstop
language tuning in and out whenever they wish.
Access to native speaker models- allows learners to listen to native speakers in variety of
contexts, from the news read in simple English (e.g. VOA, BBC, etc.) and
Exposes to different speakers of English and will enable them to develop skills that they can
comprehend what is being said in the target language outside the classroom.
Accessibility- Listening to second/foreign language over a radio is perhaps the most
accessible form of listening practice most language students can have.
17
Opportunity to listen creatively- The (listening) activity is telescoped by the ear but
expanded by the eye”. This means that for the learners, listening to radio can create worlds
that are much more entertaining than the real world (Tomlinson, 1986).
2.7.2 Audio tapes
Flower dew and Miller (2005) state that audio cassette players are the simplest and cheapest
way to provide listening practice opportunities for students in a classroom. In relation to this,
Harmer (1998) points out that the main method of exposing students to spoken English
through the use of taped material is to exemplify with a range of topics, such as
advertisements, news broadcasts, and poetry reading plays, (pop) songs with lyrics, speeches,
telephone conversations and manner of spoken exchanges. Hadfield and Hadfield (2008) also
indicate that taped materials will give learners exposure to a wide range of accents and
speakers. Similarly, Hedge also (2000) suggests that audio recording expose students to a
wide range of listening situations, speakers, voices, and speaking speeds, and they can be
used by students working in the self-access mode.
In other words, taped listening materials are very essential to reflect many varieties of
accents and dialects in the classroom. Flowered and Miller (2005) gives the following
reasons for using audiotapes listening in classes:
- Extensive listening practice-helps students to listen to extended stretches of
discourse in a directed fashion as opposed to Out-of-class extensive listening. This
will enable students to acquire overall comprehension skills of guessing the general
meaning from spoken text, listening for pleasure, attending to fast speech and
distinguishing among a variety of voices or accents.
- Intensive listening practice-Students can develop their listening skills by replaying a
tape for several times. This allows students the opportunity to focus on the discrete
points of the language via listening to key words, pronunciation and intonation
patterns, contracted forms, etc.
2.7.3Video
Flowered and Miller (2005) indicate that the use of video in helping students to develop
listening skills has received much attention since it began to appear regularly in language
classes in the mid-1970s. In explaining the advantages associated with the use of video,
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Wilson (2008) says that video is dynamic in that it presents moving images with ready-made
context. In other words, video with its combination of color, action, engaging, characters and
story lines, is particularly appropriate in language classes.
Researchers have pointed many facets that make video useful to language learners. Some of
these are:
- It provides a rich context for authenticity of language use
- It promotes students‟ motivation to listen
- It provides students with paralinguistic features of spoken text compared with radio
- It aids learners‟ understanding of the cultural contexts in which the language is used.
2.7.3.1. Types of video material
According to Flowered and Miller (2005), different types of video materials can be used to
develop students‟ listening skills. Longman (1984) mentions five types of video material to
promote students listening skills as cited in (Field, 2008). These are as follows:
o Video for language learning: This type of video has many advantages. For instance,
- Videos can be fully exploited through teacher
- Control New videos have high quality of visuals and sound.
- Language in the video has been graded
- Videos have accompanying written materials
o Videos from domestic broadcasts: Again, this type of video has its own advantages in
language learning.
- Learners are expected to listen to authentic language
- The speakers in the video may be from the learners‟ own country so learners may
tune in to the accent easily.
- Learners can use this medium outside the classroom.
o Documentary videos: Documentary videos are helpful in tertiary-level contexts because
learners can get extra information by seeing the pictures.
o Teachers- produced videos:
- This can focus on students‟ specific needs
- If the teachers are fluent speakers of the target language, then the learners may be
familiar with their accents.
19
- Teacher investment in making the videos may mean that they are used more.
o Student-generated videos: the advantages of this type of video include:
- Videos help learners integrate their listening skills with other language skills because
they need to produce something.
- Students usually work in groups and so establish a support system to help one
another.
- Editing requires some intensive listening skills.
2.7.4 The internet
With the advent of the World Wide Web, teachers have at their disposal large amounts of
texts, visual stimuli, and newspapers, live radio and TV, video clips and much more
(Martinez ,2002). Wilson (2008) also points out that student who log on to a number of
English language learning websites can find much that is of use. He explains that these sites
contain listening texts, questions, answers and even explanations. There are a number of
benefits that students can practice listening alone in their own time. In other words, the
activities are repeatable; thus, students can work at their own pace and have the scope for
both intensive and extensive listening. Therefore, teachers can direct their students to sites on
the internet where they can practice listening to these materials.
One can understand that these sources can present teachers and learners with good sample of
materials which have connection to the real world. So, the teacher should select these source
of authentic materials base on criteria selection, whereas, it is difficult for students. A detail
discuss on has been made on criteria selection for authentic materials source below.
2.8Criteria for Selecting Authentic Materials
The selection of aural authentic materials must be subjected to a list of criteria; the following
criteria are from a presentation at the ACTFL Annual Meeting, Nashville (1997). Brigham
Young University;
o Authenticity
Authentic text: "One whose primary intent is to communicate meaning to native
Speakers of the language" (Swaffar, 1991).
o Interest
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To ensure the materials' interest, there should be a check of two main aspects; the topic and
the presentation. Concerning the topic, the text or clip must be of sufficient interest to
students. The Presentation is attractive enough to arouse interest.
o Background Knowledge
The following questions clarify what is meant by background knowledge:
- Do the students have at least some experience with the topic?
- What are the students' own cultural schemata for this text?
- What kind of pre-activities will be necessary?
o Language
Selection of the aural authentic materials must be accredited after checking the
Following issues:
- Is the level of difficulty at, below, or slightly above the students' present level?
- What is the percentage of known and guessable items?
- Do the known and guessable items relate to the main ideas?
- Does the text contain a significant number of metaphors, symbols, hidden meanings
and/or idioms?
- Do the pre-activities need to include limited language preparation?
o Text Organization
The organization of the text is of crucial importance as a criterion for selection, so we have to
check whether the text is organized in a clear way, and also whether there are
illustrations/typographic conventions/title(s) that support the text.
To sum up, this section deals with the theoretical frame of the study in order to give a clear
vision about the topics related to the issue of listening as tackled by researchers and
specialists. Following is the section that covers previous studies of the research and
Commentary.
o Problems face in using authentic materials
21
Through several studies, authentic materials are very beneficial strategies and materials can
be used in both learning and teaching processes in which students learn the real and correct
target language by practicing as much as can skills .
But some potential problems have faced in dealing with these materials and especially with
lower levels as claimed by most of the researchers that authentic materials are too difficult
because they are un simplified, with more complex syntactic patterns and vocabulary.
Moreover, they may be too culturally biased and difficult to understand outside the
community (Martinez, 2002).Also speed of delivery may cause problem with lower levels,
for teachers they get a long time to prepare (time consuming), too many different accents can
be heard which can cause some confusion .Of course, these problems can dealt with by
choosing the appropriate materials and tasks for each level and try to simplify them
according to student s ' needs and interests.
It conclude that the teacher before selecting the authentic materials source should considering
the students back ground knowledge, language level, text organization, authenticity, and
problem face in using authentic materials because it will be discourage and affect the
students‟ interest towards learning listening skill.
2.9How Authentic Listening Materials can be used in the Classroom?
Guarantor and Morley (2001) suggest that authentic materials should be used in accordance
with students‟ ability and add that suitable tasks can be given to learners in which total
understanding is not important. In showing communicative language teaching implication for
authenticity in the classroom, Hedge (2000) concluded that communicative language
teaching sets out to involve learners in purposeful tasks which are embedded in meaningful
context and which reflect and rehearse language as it is used authentically in the world
outside the classroom. From the above scholars‟ viewpoint, one can understand that it needs
teachers to create tasks and activities which mirror real-world purposes and situations in
which and for which language is used or spoken.
Scholars like Herrington, Ozverir (2010) identified 10 characteristics of authentic activities
or tasks that, when used as design guidelines, may provide the necessary and relevant
conditions for bridging the gap between the classroom and the real world. Authentic tasks:
22
- Have real world relevance,
- Are-ill defined, requiring students to define the tasks and sub-tasks needed to
complete the activity,
- Comprises complex tasks to be investigated by students over a sustained period of
time,
- provide the opportunity for students to examine the task from different perspectives,
using a variety of resources,
- provide the opportunity to collaborate,
- provide the opportunity to reflect,
- Can be integrated and applied across different subject areas and lead beyond domain
specific outcomes,
- Are seamlessly integrated with assessment,
- Create polished products valuable in their own right rather than as preparation for
something else,
- Allow competing solutions and diversity of outcome (Herrington and Ozverir, 201).
Wilson (2008) in his “how to teaching listening‟ also suggested that teachers need to bear the
following questions in mind when designing tasks:
What will my students do with this? Does it lend itself to a full exploitation involving each
phase: pre-, while-and post-listening?
Pre-Listening- Effective listening tasks often involve an explicit pre-listening step, some
activity that the learner does prior to listening to the main input in order to increase readiness.
In this regard, Underwood ,1989) indicates that it is unfamiliar to plunge students straight
into the listening text, as this makes it extremely difficult for them to use the natural listening
skills of matching what they hear with what they expect to hear and using their previous
knowledge to make sense of it .Lindsay and Knight(2006) also suggest that pre-listening
activities should help learners by focusing their attention on the topic, activating any
knowledge they have about the topic, and making it clear to the learners what they have to
do while they listen. Underwood (1989) also remarks that it is important not only for students
to hear language which sounds natural, but also for them to have listening experiences which
are as authentic as possible. In other words, students should do the activities with kind of
23
things listeners do in real-life situations, not merely do exercises on the language which is
used. According to her, some tasks and activities under pre-listening phase include:
- Looking at pictures and talking about them
- Looking at a list of items/thoughts/ etc.
- Making a list of possibilities/suggestions/ etc.
- Reading a list/ questions (to be answered while-listening)
- Labeling /completing part of a chart
- Predicting /speculating
- Pre-viewing language
- Informal teacher talk and class discussion
While-Listening Tasks- A good while-listening activities help learners find their way
through the listening text and build upon the expectations raised by pre-listening activity
(Underwood, 1989). Therefore, the purpose of the while-listening activities is to help learners
develop the skills of eliciting messages from spoken language. These tasks or activities are
about the learners finding the answer or doing activities for the task. Underwood (1989) lists
the following while-listening activities:
- Matching pictures with what is heard
- Following the route
- Labeling / putting pictures in order
- Storyline pictures sets
- Carrying out an action
- Pictures drawing/completion
Moreover, like any other listening materials (non-authentic listening materials), authentic
listening materials can be planned as pre-, while- and post-listening tasks and activities. Each
of these three stages of listening tasks and activities have been discussed in detail below.
Post-Listening Tasks- This stage comprises all the activities which are carried out after
listening is completed. Some of these activities could be extensions of the pre- and while-
listening stages, which some may relate only to the listening text itself (Underwood, 1989).
24
Post-listening activities allow students to reflect on the language from the text. In addition to
this, post-listening tasks can involve additional reading, speaking, and interaction integrating
other skills. As far as tasks and activities in the post-listening phase are concerned,
Underwood (1989) has given the following typology:
- Problem solving and decision making
- Interpreting Extending lists/notes into written response
- Role play/ simulation
- Jigsaw listening
- Summarizing
- Identifying relationship between speakers, etc.
Moreover, beside to creating task and activities, the text should be used to serve its original
purposes as if it is used outside the classroom. In this regard, Davit(1986) argues that „a text
purporting to be radio news bulletin is authentic if it really is a radio news bulletin and is not
authentic if it was produced as an imitation of a radio news bulletin for purpose of language
teaching‟ as cited in (Underwood, 1989). Therefore, a text can only be truly authentic in the
context for which it was originally produced. Furthermore, Students should listen to the text
in a way that matches the listening purpose and the way it was naturally spoken.
2.10Attitude toward language and learning
According to Crystal, 1997), attitude towards language is the attitude which speakers of
different languages have towards each other‟s languages or to their own language. It is
important, as Krashen, 1985) proposes; attitudes can act as barriers or bridges to learning a
new language and are the essential environmental ingredient for language learning.
Chambers (1999) asserts that learning occurs more easily, when the learner has a positive
attitude towards the language and learning. One way of helping our students to overcome
their negative attitudes and provide them a reason to learn English is to interact with real
language and real speakers of that language, with authentic materials. Communicative
language teaching and constructivism also support the use of these materials.
Communicative language teaching and the theories of constructivism paved the way for
authentic materials focusing on representing the real world. According to constructivist
approach, learning situations, skills, and tasks must represent the real world. An authentic
25
classroom atmosphere can motivate students to take control over their own learning, thus
encouraging a move toward learner autonomy. Communicative approach has brought a need
to develop students‟ skills for the real world to language teaching since the mid-1970s
(Widdowson, 1979). Teachers should “simulate” real-world situations in the classroom by
using authentic materials in instructions.
Authentic materials that have been produced for native speakers of that country have the
potential to engage the learners cognitively and affectively. They are enjoyable and therefore
motivating and allow learners to feel that they are not really involved in a serious language
learning activity. The interest in the use of authentic materials for language teaching
developed during the late 1970s under the influence of applied linguists such as
Widdowson(1978) and Breen(1985)Authentic materials not only bring learners closer to the
target language culture but also affect students‟ attitude and motivation. There have been
many studies into the methodology and effects of using authentic texts and materials on
EFL/ESL learners (Gilmore, 2007; Herron & Seay, 1991; Kim, 2000; Masgoret & Gardner,
2003; McCoy, 2009; Morrison, 1989; Morton, 1999; Peacock, 1997; Sun, 2010; Swaffar,
1985; Zhu, 1984). These ELT professionals have experimented with practical methods to
teach English courses with authentic texts of various types and levels and they show overall
positive outcomes both with respect to motivating learners in learning the target language
and in terms of developing in them communicative competence.
According the scholars view stands the authentic materials are improving the learner attitude
toward learn listening skill and language performance in EFL class. So, the teacher should
use different authentic listening material source in listening lesson which improve the
students attitude towards learn listening skill and they create stimulate environment for
teaching listening skill in EFL classes.
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CHAPTER THREE: RESEARCH DESIGN AND METHOD
The aim of this study was to investigate the effect of authentic listening materials on 9th
grade students‟ listening performance and attitude toward learning listening skill in EFL
classes. This section describes the research design that in conducting the study. It also
discusses in details about research design, the selection of subjects of the study, sampling and
sampling techniques, data collection instrument and methods of data collection.
3.1 Research design
The research methodology was developed from study perspective which is a true (pure)
experimental design. According to Campbell, D, J and Stanley, S.E (1966) true (pure)
experimental are excellent for showing a cause and effect relationship. In true experimental
subjects are randomly assigned to the treatment conditions (levels of the independent
variable).
3.2 Subjects of the study
To show the effects of authentic listening materials on students‟ listening performance and
attitude towards learning listening skill, 60 grade nine laska secondary and preparatory
school students selected as experimental and control group for this study.
3.3 Sampling and Sampling techniques
The researcher used simple random sampling techniques, 60 participants selected from total
number population (469) Laska secondary and preparatory school grade nine students. Then
divide them into control and experimental groups. For example, 30 students were selected to
experimental group and 30 students were under control group.
3.4 Data collection instruments
To conduct this study successfully, the researcher developed two types of data collecting
instruments pre/post listening achievement tests and attitude questionnaire. The questionnaire
for only experimental group students and test administered for both control and experimental
group students. The researcher was using questionnaire and test for checking the students‟
attitude toward learning listening skill and level of listening performance in EFL classes.
27
3.4. 1 Test
The English proficiency test for listening is further used for comparison of two kinds of
materials. This test consisted of 20 choice questions. Then the score of the test was out of
100. According to what was mentioned in the definition, comprehension is one of the sub-
skills of listening. The post-test was the same as the pre-test. In other words the pre and
posttest were similar in content and domain.
3.4.2 Questionnaire
The questionnaire was administered to 30 experimental group and closed-end question; it is a
type of questionnaire which measures attitudes by analyzing a subject‟s responses. Attitude
scale which was designed to elicit information about the students‟ attitude toward English
course was developed by Erdem, 2007) was applied to the students in this study.
The questionnaires contained two parts. The first part focused on some profiles of the
students. The second part which encompassed 15 items was intended to generate students‟
responses on the usage they get from exposure to authentic materials in learning listening
skill.
3.5 procedure of the study
The operational-phase of the study took six week, including using appropriate authentic
listening materials for teaching in the class room, making appropriate pre-test and post-test
based on English high school text book of Grade 9th
, piloting the selected test. The different
treatments were applied in two groups. The experimental group was taught by using
authentic listening materials (see appendix 2) and the control group was taught text book or
course book means without authentic listening materials.
The researcher also gave questionnaire for only experimental group (thirty students). The
questionnaire was given before intervention and after intervention of experimental group.
Then all questionnaires were designed by closed-ended question and containing15 items
each.
3.6 Data processing and Analysis
The quantitative data from the questionnaires and test results were analyzed using SPSS 20
and descriptive statistics (percentage) as well as inferential statistics (t-test for the
28
comparison of experimental and control groups test result). The researcher used
quantitative approach was used analysis and interprets numerical data of test and
questionnaire.
An independent sample t-test was used to examine whether the mean differences between the
experimental and control groups were statistically significant or not. Statistically, the
rejection or acceptance of a null hypothesis is always made based on some level of
significance (alpha level) as a criterion. In social science research like this one, the 5 percent
(0.05) alpha (α) level of significance is often used as a standard. Therefore, a (0.05) alpha
level of significance was used throughout this study.
Paired samples t-test was used to determine the significance of mean gains in the attitude of
with-in the experimental group pre and post intervention. The paired t-test was preferred as
measurements were taken from the same subject before and after some interventions. In
addition, pairing increases the chance that any differences really are due to the treatment
effect.
Both independent and paired samples t-tests were used throughout provided that all the
assumptions of t-test have been met. These assumptions are that (1) the scores in each group
should be normally distributed and (2) the variances for the scores of the two groups should
be equal (homogeneous). The normal distributions of the test and attitude scores were
checked through a physical observation of histograms of the scores and they were found to
be approximately normal. The second assumption was checked using Levine‟s test for
Equality of Variances. Since the significance (S.g.) value for Levine‟s test was greater than
0.05, the first line in the table (Equal variance assumed) was used. Therefore, the assumption
on normal distribution and homogeneity of variance were met.
3.7 Ethnical consideration
For this study, the researcher needed to obtain some permission from the institution,
department, teachers and students. The researcher gave the necessary information to the
participants of the study, and justified the relevance the aim of the study, the reason of the
study, before conducted the study because the researcher need was fill the gap and identify
the problem. Before conducted the study the researcher was considering the participants of
study moral, willing, cultural, sensitive issues of the participants, keeping the secret of the
29
participants and not force the participants to give information, and give sufficient time to
decided and answer the question.
Generally ethical consideration is very important issues to gain the right information about
the study.
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CHAPTER FOUR: DATA ANALYSIS AND INTERPRETATION
This part described the analysis, interpretations and discussion of the data gathered from the
selected sample students. The data collected by test and questionnaires from students are
presented, analyzed and interpreted by using table and textual discussion. As such it forms
the fundamental basis for the conclusion and recommendation of the study.
4.1 Results
4.1. 1 Pre-intervention status of the EG and the CG in the proficiency scores.
The experimental and the control groups‟ pre-intervention status were compared in their
listening pre-test mean scores. The comparisons were made to see whether there were
statistically significant mean differences or not between the experimental and the control
groups in their listening pre-test mean score. The results are shown in Table 1
Table 1:The CG with the EG Proficiency pre-test mean scores
Group N Mean SD df T
P
s
c
o
r
e
Experimental 30 35.1667 11.7064 58 .060 .953
Control 30 35.000 9.82607
The pre-test mean scores of the experimental and control groups were 35.1667 and 35.00
while standard deviations were 11.70642 and 9.82607, respectively. The inferential statistical
values for the pre-test mean difference between the control and the experimental groups were
(t (.060), df=58, p=.953) at 0.05 level of significance. Since p>.05, there is no significant
difference between the means of the two groups. Therefore, the experimental and control
groups were similar in their listening scores before the experimental treatments.
31
4.1.2 The Effect of authentic listening materials on students’ Listening performance.
The experimental and control groups‟ listening post-test mean scores were compared to see
whether there were statistically significant differences after the intervention. The table below
shows the results.
Table2: The CG and The EG posttest Proficiency mean scores
compared
Group N Mean SD df T P
s
c
o
r
e
Experimental 43.667 8.29762 58 2.038 .046
30
Control 30 39.333 8.17200
Table 2is a 2-tailed independent samples t-test for the equality of means. The proficiency
mean difference between the control group and the experimental group in achievement post-
test mean scores, as inferential statistical values indicated (t(2.038), df=58,p=0.046) was
found to be statistically significant. The findings indicated that the experimental groups made
a significant improvement over the corresponding control group in the listening achievement
post-test mean scores. The proficiency means gains in EG and CG and the overall performed
mean gains of the EG over the CG were analyzed and compared as shown in Table 3.
32
Tables 3: The EG and CG Proficiency mean Gains pre and post test score
The experimental group students‟ proficiency post-test and pre-test mean scores were 43.666
and 35.1667 respectively (Table 3). As indicated in a 2-tailed paired samples t-test for mean
difference (5th
column), the proficiency mean gain between experimental group pre and post-
tests mean scores was 8.5. This mean gain was found to be statistically significant at 0.05
level of significance (t (3.363), df=29, p<0.002). The proficiency mean gain between control
group pre and post-tests mean scores was 4.3333.This mean gain, as a 2-tailed paired
samples t-test for mean difference displays, was found to be statistically significant at 0.05
level of significance(t(2.064), df=29,p<0.048).
When the mean gain (8.5) in the experimental group was compared with the control group
(4.3333), it is clear that the experimental groups gain was better than the control group‟s
gain.
According to the result of inferential statistics presented above, this study rejected the null
hypothesis (HO) which stated that there will be no significant different between experimental
group and control group listening performance in EFL classes. However, to decide the
magnitude of the effect of the intervention, calculating effect size on the changes was found
to be important.
Group Mean scores Mean
difference
P
Post test EG
CG
43.6667
39.3333
4.3333 .046
Pre test EG
CG
35.1667
35.000
.1667
.935
Paired difference
Mean gains or
mean
difference(post-
pretest)
SD t df
P
EG
8.5 13.84334 3.363 29 0.002
CG 4.333 11.50212 2.064 29 0.048
33
4.1 .3Effect size of the Proficiency test
In calculating the effect size for independent samples t-test, Cohen (1998) was used as
suggested .The formula of Cohen‟s d considers mean difference between the experimental
and control group divided by pooled standard deviation where the pooled standard deviation
equals to standard deviation of group two divided by two. Therefore, the effect size for the
achievement tests in this study was 0 .89.
According to an effect size can lie between 0 and 1 even if some formal yields an effect size
that is larger than 1. This can be qualitatively indicated as 0-0.20=weak effect, 0.21-
0.50=modest effect, 0.51-1.00=moderate effect or>1.00=strong effect. As calculated above,
the effect size of the intervention (ALMs) (0.89) was moderate (i.e., was between .51 and 1).
4.1.4 The Effect of authentic listening materials on students’ Attitude.
. The experimental students were asked to complete fifteen items five scale attitude
questionnaires before and after the intervention to see the improvements in attitude toward
learning listening skill. A paired samples t-test was run to analysis the data and this is
presented in the table 4
Table 4: A comparison of the EG’s Attitude pre and post
intervention mean scores
N Mean Paired differences
Mean SD T df P
EXP
Pre 30 3.965 .0127 .44832 .016 29 .988
post 30 3.9667
The experimental group students‟ attitude pre-intervention and post-intervention mean scores
were3.965 and 3.9667 respectively (Table 4). As indicated in a 2-tailed paired samples t-test
for mean difference, the achievement means gain between experimental group pre and post-
intervention mean scores was.00127.
This mean gain was found to be statistically not significant at 0.05 level of significance (t
(.016),df=29,p=.988).In other words, the experimental group had similar attitude towards
learning listening lessons in EFL classes before and after the intervention. As a result, this
34
study accepted the null hypothesis (HO) which stated that there would be no significant
difference in the experimental students‟ attitude towards learning listening skill in EFL
classes before and after intervention.
4.2 DISCUSSIONS
4.2.1 The effect of authentic listening materials on listening performance
The result showed on independent sample t-test table 1, there was no significant difference
between experimental and control group at pre-intervention stages. That means, the control
group and experimental group students are equivalent in terms of their listening performance.
However, the result indicate that the post-intervention stages, there was significant difference
between the experimental group and control group in post-test. In other word, experimental
group, the group who received authentic listening performed better than control group who
received simplified listening materials.
We can concluded that, authentic listening materials are more effective than simplified
(listening (course book) at high school level, provided that they are instructed in logical
manner as it was reiterated in the (literature (Lingzhu and yuanyuan, 2010; Field, 2008;
Anderson and lynch, 1988). As they reflected limiting listeners to graded materials, fitted
with their levels, lead to their disqualification from the outside exposure to real language e-
face to face-wrestling with the language. In line with this, Joy (2011) indicates that authentic
materials provide opportunities for students to see, experience and perform function through
text which is realistic in nature. As pointed that we using authentic listening materials (such
as BBC, VOA, recording short stories, video lecture etc.), it can help their level of
comprehension as they feel that they can achieve a level of proficiency that has meaning and
add value to their life when listening/ speaking English as a foreign language.
4.2.2 The effect of Authentic listening materials on students Attitude
.The results showed on paired sample statistics tables (pre-intervention and post-intervention
attitude scores in experimental group). As it was observed students‟ attitude had similar at
pre-intervention and post-intervention in experimental group. Similarity, we can see the
level of significant different between pre-intervention and post intervention in experimental
group, it can conclude that the attitude scale result did not show a significant difference, the
mean values for pre-intervention and post-intervention attitude scale were nearly equal to
35
agreements to the items in the attitude scale. This indicates that students maintained positive
attitude through the six weeks of the course. Therefore, authentic materials implement in
listening lesson much better than the course book, it‟s improve the students‟ attitude toward
learning listening skill. According the findings the teacher should bring massive amount
authentic listening materials and practice listening skill in EFL classes which reduce the
students‟ negative attitude towards learning listening skill in EFL classes. Because listen
skills is real world nature, so it should practice by real language or real spoken. In line with
this, Little, Devitt and Singleton (1989) the best learning results are achieved if learners work
as much as possible with authentic materials which are used in the context of real-world-
based situations or at least simulations and thus are supported by authentic tasks. Cakici
(2007) suggests that using different and appropriate supplementary materials, foreign
language teachers may arouse students‟ interest. If the atmosphere in a language class room
is authentic and relaxing, it will enhance the learners‟ attitude. According to Brown (1994), it
is the duty of school to help students develop positive attitude toward foreign language.
36
CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS
5.1 conclusions
According the findings of the study, the experimental groups overall performed over the
control group was found to be statistically significant. This revealed that students who expose
to authentic listening materials performed better than those students whom introduce to
simplified (grade) listening materials. In other word, it has positive effect on students‟
listening performance. On the other hand, although the attitude scale result did not show a
significant difference, the mean values for pre-intervention and post-intervention attitude
scale were nearly equals to agreements to the items in the attitude scale. This indicates that
students maintained positive attitude through six weeks of the course. Therefore, it is difficult
to take attitude to text book (simplifying listening materials) as prevent factor to learn
listening skill in EFL classes. Similarly, even if the student text book (simplifying listening
materials) was indicate to be no satisfactory, they were observed performing with authentic
listening materials. Consequently, this shown that inexperience and limited expose to
authentic listening materials before intervention cannot stop students from participating in
listening lesson as far as technical support and induction are made available. However, a
more difficult comprehends materials presented with attractive picture and relax situation.
37
5.2 Recommendation
On the bases of the findings of the study, the researcher listed the following
recommendation;
Authentic listening materials are help of improving listening performance and to
create positive attitude towards learning listening skill. As a result, the student should
give attention to listen authentic listening materials from BBC, VOA program,
recording listening materials, short English store and film to improve their listening
performance and other language skill.
English language teacher should pay attention to select authentic listening materials
and help the students‟ improving their listening performance with authentic listening
materials.
Minister of Education and Regional office of Education should provide teaching aids
that help the teacher to teach listening skill with authentic listening materials.
38
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45
Appendix 1
Lesson plan
No Time Week Lesson no Topic Exercise Teacher aids
1 60minut 1 1-2 Nice to meet you
Daily Schedule
Pre-listening
activities
While-listening
activities
Poste-listening
Recording
BBC radio
VOA radio
2 90
minute
2 3,4,5 Party Time
Clothing Styles
Children‟s Books:
Reading Time
Pre-listening
activities
While-listening
Post-listening
Recording
BBC radio
VOA radio
3 90
minute
3 6,7,8,9 Picnic
Preparations
Snack Time
What‟s the matter
Pre-listening
activities
While-listening
Post-listening
Recording
BBC radio
VOA radio
Use picture
about topic of
runner and
swimmer
4 90
minute
4 10,11 A healthy life style
A story to
remember
Pre-listening
activities
While-listening
Post-listening
Recording
BBC radio
VOA radio
5 90
minute
5 12,13,14 Back to school
supplies
Breakfast Recipes
Computer sales&
Repairs
Pre-listening
activities
While-listening
Post-listening
Recording
BBC radio
VOA radio
Use picture tell
about topic of a
storm.
6 90
minute
6 15,16,17 Dinner Time
Exercise Program
Grocery Shopping
Pre-listening
activities
While-listening
Post-listening
Recording
BBC radio
VOA radio
Picture
46
Appendix 2: Exercise
Lesson One: Nice to Meet You
Pre-Listening Exercise
What are the kinds of questions you ask when meeting someone for the first time?
Would you ask different questions depending on the age, social status, and gender of the
person to whom you are speaking?
While-listening Exercises: Question One: Listen to track 1 and answer the following
questions
1. Where does this conversation most likely take place?
A. at a park
B. at a school
C. at a campus
D. at a music recital
2. What is the girl's name?
A. Kathy
B. Karen
C. Nancy
D. Nanny
3. Where does the girl probably live now?
A. in Scotland
47
B. in France
C. in England
D. in the United States
4. What does the girl's father do for a living?
A. He is an officer.
B. He is a professor.
C. He is computer programmer.
D. He is a French teacher.
5. What is one thing NOT mentioned about the girl's family?
A. Why her parents lived in England for several years.
B. Where her mother works at the present time.
C. Where the girl grew up.
D. How old the girl was when she moved to her present location
Question Two: Listen again to the audio track then answer the following questions
Part A: Find out the meaning of the following words through the text
4. Keep straight
D. Remember something clearly
E. remember someone quickly
F. remind someone to do something
5. Homemaker
A. house keeper
48
B. to visit
C. to leave
6. Rewarding
A. satisfying
B. hard
C. enjoyable
Part B: Choose the correct answer
1. According to the text, the speaker thinks that being a homemaker is
A. A hard work.
B. an interesting work
C. Admirable work.
2. How old the girl was when she moved to her present location
A. Nine.
B. Fifteen
C. Seventeen
Post-Listening Exercises
Introduce yourself to three other people in your class including information on your
nationality, family, school, work, and hobbies.
Lesson Two: Daily Schedule
Pre-Listening Exercises
What is your daily schedule?
49
What time do you wake up and go to work or school?
What do you do when you get home?
What time do you go to bed?
Listening Exercises: Question One: Listen to track 2 and answer the following
questions
1. What time does the man get up?
A. at 5:00 am
B. at 6:00 am
C. at 7:00 am
2. What time does he get to work?
A. at 7:00 am
B. at 8:00 am
C .at 9:00 am
3. What does he do with his family around 6:30 p.m.?
A. They read books together.
B. They play games.
C. They eat dinner.
4. What do the man and his wife do after the kids go to bed?
A. They watch TV.
B. They clean the house.
C. They listen to music.
50
5. What is one thing the man does NOT say about his wife?
A. She has to take their children to school.
B. She helps the kids with their homework.
C. She goes shopping for food.
Question Two: Listen again to the audio track then answer the following questions
Part A: Find out the meaning of the following words through the text.
1* Catch
A. wait
B. takes
C. waits for a long time
2* Get off
A. leaves the work
B. takes rest
C. finishes the work
3* Set aside
A. reserve
B. preserve
C. reserved
4* Toughest
A. very difficult
B. very complicated
51
C. very tricky
Part B: Choose the correct answer
1. The man he believes in the following items except …………………
A. Devoting time for family
B. Organizing a daily time schedule
C. He is not that lucky person
2. According to the woman, she ………………………….
A. Appreciates the man's wife
B. Blames the man's wife for the full day job
C. Suggests another work for the wife
Post-Listening Exercises
Now, discuss your own typical schedule for a weekday and a weekend.
What activities do you usually do with family and friends?
Lesson Three: Party Time!
Pre-Listening Exercises
Suppose you have been invited to a party. How would you dress for the occasion?
What types of fashionable clothing can you purchase at local stores?
Listening Exercises
Question One: Listen to track 3 and answer the following questions
1. Who is visiting Jori for the weekend?
52
A. her best friend
B. her brother Bob
C. her sister
2. What is Carol wearing?
A. a sweater
B. a red sweat shirt
C. a black blouse
3. What is Carol like?
A. She's sociable.
B. She's timid
C. She's very reserved.
4. What is Bob wearing?
A. a flashy suit jacket
B. a green tie
C. blue jeans
5. Jori knows Bob because:
A. They work together in the same office.
B. She is taking karate lessons from him.
C. They met at a party two months ago.
Question Two: Listen again to the audio track then answer the following questions
Part A: Find out the meaning of the following words through the text
53
1* Hit it off
A. hates something
B. gets along well with something
C. feels upset upon something
2* Out going
A. sociable and friendly
B. introvert
C. respectful
3* Adventurous
A. dangerous
B. willingness to try new things
C. cautious
Part B: Choose the correct answer
1. According to Jori, his friend is
A. sociable and can establish relations easily
B. sociable and like adventure
C. willing to meet jor i's family
2. Jori believes that his sister will
A. ask Dave to stay with them
B. Apologize for being late
C. welcome Dave's relationship
54
3* what is the implied meaning of the following sentence:
"They're eating me out of house and home"
A. they are eating all the food
B. they are distributing the good kinds of the food
C. they are keeping all kinds of food
4* what does the man INDICATE when he says:
"Good to see you could make it"
A. he welcomes seeing his friend.
B. he invites his friend to come
C. he thanks his friend to come to the party
5* what does the man INDICATE when he says:
"The party is in full swing"
A. the party is full
B. the party at its high point
C. the party is extra ordinary
Post-Listening Exercises
Attending parties can be an enjoyable experience in a new culture as long as you
understand the social rules of that Country.
· What are some cultural rules that a visitor to your culture should know in such cases?
· Think about dress, gift giving, and any special expression or language that is used in these
situations.
55
Lesson Four: Clothing Styles
Pre-Listening Exercises
Describe typical clothing people wear for each season of the year: spring, summer, fall, and
winter.
Listening Exercises
Question One: Listen to track 4 and answer the following questions
1. What does the man plan to wear during the summer months?
A. A cool hat
B. casual shoes
C. light pants
2. What is one thing the man is NOT going to pack for the winter season?
A. A coat
B. some sweater
C. a jacket
3. What is the weather like in the spring?
A. It's windy.
B. It's rainy.
C. It's cool.
4. What is an example of an occasion where the man might need formal clothes?
A. a party
B. a business meeting
56
C. a wedding
5. What did the man wear to his high school graduation?
A. Jeans and tennis shoes
B. a casual shirt and tie
C. a suit and dress shoes
Question Two: Listen again to the audio track then answer the following questions
Part A: Find out the meaning of the following words through the text
1* Room
A. Space.
B. large area
C. chance
2* Pack
A collection
D. group
E. Fill a box
2* Slacks
A Be a fight.
B. Good jeans.
C. Fill a box
Part B: Choose the correct answer
1. According to the text, the speaker thinks that being a homemaker is
57
A. A hard work.
B. An interesting work
C. Admirable work.
2. How old the girl was when she moved to her present location
A. Nine.
B. Fifteen
C. Seventeen.
3* what is the implied meaning of the following sentence:
"Rain cats and dogs"
A. rains heavily.
B. Punish someone for what he did.
C. punishes someone for not obeying orders.
4* what is the implied meaning of the following sentence
"On the spur of the moment”
A. decide quickly
B. without planning
C. be in hurry
5* what does the man INDICATE when he says:
"Make sense"
A. be logical
B. understandable
58
C. real
Post-Listening Exercises
Imagine you are going on a first date with someone from school, and you are planning on
attending an informal party at a friend's house.
· What will you wear? Will you wear something you already have at home, or will you buy
something new from the story?
· What kinds of shoes will you wear?
· Do you think that the clothes you wear say something about you and your Personality?
Share your ideas.
Lesson Five: Children's Books: Reading Time
What kinds of books do children like to read? Where can you find cheap or discount books?
Do you buy books at a bookstore or at an online bookstore?
Listening Exercises
Question One: Listen to track 5 and answer the following questions
1. What is the father reading at the beginning of the conversation?
A. a novel
B. a magazine
C. a newspaper
2. What kind of book does the girl want to read?
A. A book about animals.
B. A book on dolls.
C. A book about candy and cookies
59
3. What does the girl's teacher say about reading?
A. The girl can check out books from the library.
B. The girl should read books every day.
C. The girl ought to read at least ten books a night.
4. What is one thing the girl wants to eat while they are reading?
A. Cookies
B. ice cream
C. bananas
5. About what time of day is it in the conversation?
A. the late morning
B. the early afternoon
C. in the evening
D. in the night
Question Two: Listen again to the audio track then answer the following questions
Part A: Find out the meaning of the following words through the text
1* Section
A. a big space
B. separate part
C. component
2* Count
A. included
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B. calculate
C. evaluate
3* Bed time
A. rest time
B. free time
C. time for sleeping
Part B: Choose the correct answer
1. Why the girl refused to read the newspaper with her father?
A. business section is not interesting
B. business section is so detailed
C. the teacher doesn't recommend the business section
2. What is one thing the teacher doesn’t mentions about the newspapers?
A. They are wasting children's time
B. They are not beneficial for children
C. They are above the children's levels
3* what is the implied meaning of the following sentence:
"You've been saying that forever"
A. The father promised his daughter and never fulfilled promises
B. The father used to read stories
C. The father promised and fulfilled promises
4* what does the girl INDICATE when she says:
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"Newspaper doesn't count"
A. she prefer reading newspaper later
B. she is told by her teacher that they are not useful
C. she tries to convince her father to read the stories
Post-Listening Exercises
· What are the benefits of reading to children, either in their native or second language?
· What types of material are best for learners of different ages to understand the content they
are reading?
· How can students learn to read without the help of a dictionary?
Lesson Six: Picnic Preparations
Pre-Listening Exercises
Imagine you have been asked to organize a picnic? Where would you hold the picnic and
what food, appetizers, and drink would you buy? Make a list and discuss it with a partner.
Listening Exercises
Question One: Listen to track 6 and answer the following questions
1. When is the picnic?
A. on Thursday
B. on Friday
C. on Saturday
D. on Sunday
2. Where is the picnic being held?
A. at a park
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B. at the beach
C. at Dave's house
D. by a river
3. How many packages of hot dogs do they decide to buy?
A. Six
B. Seven
C. Eight
D. nine
4. Why has Kathy been so busy lately?
A. She has been working a lot recently.
B. She has been taking care of her sick mother.
C. She has been taking two night classes.
D. She has been looking for a new job.
5. What does Dave suggest Scott make for the picnic dessert?
A. cherry pie
B. chocolate cake
C. oatmeal cookies
Question Two: Listen again to the audio track then answer the following questions
Part A: Find out the meaning of the following words through the text
1* Talk about
A. discuss
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B. explain
C. search
2* Whip up
A. organize
B. manage
C. prepare quickly
3* Bet
A. strongly believe
B. strongly recommends
C. strongly warn
Part B: Choose the correct answer
1. The quantity suggested by Dave is not going to be enough because ……………
A. they don‟t have enough money
B. they had a similar experience
C. they are inviting many friends
2. Scott prefer that ………………..
A. Dave asks Susan to do some desserts
B. Dave gets Susan's number to call her
C. Dave asks Kathy to prepare the desserts
3* what is the implied meaning of the following sentence:
"I thought you two would hit it off"
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A. Both will be able to understand each other
B. both will work easily with each other
C. both will help in preparing the picnic
4* what is the implied meaning of the following sentence:
“She’s a real knockout"
A. she is an introvert person
B. she is talkative
C. she is sociable
5* what does the man INDICATE when he says:
"You better pick up some chickens"
A. some people doesn't like eating chickens
B. some people prefer chicken with hamburger
C. some people will ask not to bring hamburger only
Post-Listening Exercises
· Plan a picnic or barbecue with a friend or classmate. Where would you have your picnic?
· What foods would you buy or prepare for the picnic?
· What activities or games would you plan to entertain your friends?
· Share your ideas with your class
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Lesson seven: Sightseeing around Town
Pre-Listening Exercises
When you travel to a new place, what things would you like to see and do? What things
would you like to buy?
Listening Exercises
Question One: Listen to track 7 and answer the following questions
1. Where are they planning to go in the morning?
A. to a park
B. to an art museum
C. to a shopping center
2. What kind of restaurant do they want to visit for lunch?
A. Italian
B. Indonesian
C. Indian
3. Why does the man want to visit the zoo in the afternoon?
A. The zoo will be closed the rest of the week.
B. The zoo is free to visitors that day only.
C. There are unusual animals on display.
4. Why does the woman want to go shopping instead?
A. She wants to buy mementos of their visit.
B. She saw some great prices at a shopping center.
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C. She wants to buy a gift for her friend.
5. How do they plan to get to the seashore at the end of the conversation?
A. by taxi
B. by bus
C. by subway
Question Two: Listen again to the audio track then answer the following questions
Part A: Find out the meaning of the following words through the text
1* Blocks
A. huge buildings
B. distance between roads
C. obstacles in the streets
2* Pick up
A. takes quickly
B. gets by chance
C. obtain
3* Souvenir
A. present for occasion
B. present for remembrance
C. present for relatives
Part B: Choose the correct answer
1. Why the man doesn't like the idea of shopping ?
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A. they will waste time
B. he doesn't have a credit card
C. he doesn't have enough time
2. They agree on doing the followings except
A. using the credit card
B. going to the zoo
C. take the sub way and then walk
3. Why the man believes that visiting the zoo is interesting
A. There are unique landscapes inside
B. There are many distinctive animals
C. There are a lot of tourists all over the world
4* what is the implied meaning of the following sentence: "Oh, no. I remember the last
time you used MY credit card"
A. the woman spends too much money
B. the woman buys the essentials
C. the man will not be able to buy what he needs
5* what does the man INDICATE when he says:
"To tell the truth"
A. he will honestly speak up
B. he will express his opinion freely
C. he will refuse depending on facts
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Post-Listening Exercises
Imagine that you are visiting a new city for the first time as a tourist, whether it is Paris,
London, Sydney, Rome, or New York City. Many people are looking for cheap travel ideas.
· What things would you like to do?
· What places would you visit?
· What would you buy?
· Does your choice of activities depend on whether you are on a Hawaiian honeymoon, a
travel adventure, or on business?
Lesson Eight: Snack Time
Healthy Foods for Kids
Pre-Listening Exercises
What kinds of food do young children like to eat for breakfast, lunch, and dinner in your
Culture? What about snacks?
Listening Exercises
Question One: Listen to track 8 and answer the following questions
1. What time of day does this conversation take place?
A. in the morning
B. in the afternoon
C. in the evening
2. Why doesn't the father give his son something to eat?
A. There isn't any food to eat.
B. The boy just ate something.
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C. They are going to eat soon.
3. What snack does the boy want at the beginning of the conversation?
A. potato chips
B. candy
C. donuts
4. Which one food does the father NOT offer to his son for a snack?
A. Tomatoes
B. Broccoli
C. carrots
5. What does the father ask the boy to do while he is preparing the snack?
A. watch TV
B. play with toys
C. look at books
Question Two: Listen again to the audio track then answer the following questions
Part A: Find out the meaning of the following words through the text
1* Snack
A. precious food
B. light meal
C. delicious meal
2* Go on
A. become at the back
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B. getting near to
C. in front of
3* Whip out
A. clean up things
B. order something
C. prepare quickly
4* Out
A. not acceptable
B. illegal
C. ridiculous
Part B: Choose the correct answer
1. The father was surprised when asked to get a spinach sandwich because ……
A. the father doesn't like it
B. it‟s the first time to his son to ask it
C. it‟s not that healthy food
2. The father asks his son to wait for a minute because ……………..
A. spinach is already prepared
B. spinach is sold around
C. spinach is easily prepared
3* what is the implied meaning of the following sentence:
"We'd better wait"
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A. There is another suggestion by the father
B. the father was busy
C. the father checks whether the food is available
4* what is the implied meaning of the following sentence
"When did you start liking spinach?"
A. it is strange food
B. it is not the preferred meal for the son
C. it has been a long time to ask for this food
5* what does the man INDICATE when he says:
"What else can you suggest?"
A. candy is not available
B. candy is not recommended
C. candy is not as healthy as other kind of food
Post-Listening Exercises
"Sometimes, young children don't like to eat certain foods at meal time"
What ideas do you have to get children to eat?
What has or hasn't worked from your experience or the experience of others you know?
What kinds of snacks do children like most?
Lesson Nine: What's the Matter?
Pre-Listening Exercises
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Name several illnesses that keep people from going to work or school Then, discuss the
symptoms for each and remedies and treatments for curing the problem.
Listening Exercises
Question One: Listen to track 9 and answer the following questions
1. What's the matter with Steve?
A. He has a cold.
B. He has the flu.
C. He has a stomachache.
2. How long has Steve been sick?
A. since Friday
B. since Saturday
C. since Sunday
3. How often should Steve take the medicine the doctor prescribes?
A. Three times a day with meals
B. Four times a day before meals
C. Three times a day after meals
4. What does Carla suggest he do?
A. takes herbal medicine
B. sees another doctor
C. eat chicken soup
5. What does Steve decide to do?
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A. Talk to another friend
B. listens to Carla's suggestion
C. sees the same doctor again
Question Two: Listen again to the audio track then answer the following questions
Part A: Find out the meaning of the following words through the text
1* Stuffy
A. closed
B. painful
C. hot
2* Be supposed to
A. plan to do something
B. force someone to do something
C. expected to do something
3* Get rid of
A. eliminate
B. stop
C. prevent
Part B: Choose the correct answer
1. Steve believes that the doctor's instructions ……………..
A. shouldn‟t be followed
B. should be followed strictly
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C. aren't proper to Steve's commitments
2. Steve believes that ……………………………………..
A. herbal medicine is not working
B. doctor's medicine is effective but takes time
C. neither the herbal medicine nor other kind is helpful
3* what is the implied meaning of the following sentence:
"Stay off my feet for a day”
A. follows the instructions
B. stay in bed for a long time
C. don‟t keep moving
4* what is the implied meaning of the following sentence
"You'll be up and dancing around in no time"
A. Steve will be recovered immediately
B. Steve will be happy
C. Steve will not believe the effectiveness of the herbal medicine
5* what does the man INDICATE when he says:
“Nothing else seems to be doing the job."
A. he is convinced that herbal medicine is the top
B. he doubts that any medicine will be useful
C. he is pessimistic and will not try the medicine
Post-Listening Exercises
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What home remedies do you have in your country for the following illnesses or situations?
Search for information in books or online to help you answer this question:”
Cold – Stomachache – Hangover – Hiccups - Sore throat"
Lesson Ten: A Healthy Lifestyle
Pre-Listening Exercises
Think of five important steps to maintaining a healthy lifestyle. Write them down and
look up information on the Internet to support these ideas.
Listening Exercises
Question One: Listen to track 10 and answer the following questions
1. What does the man want to do? A. play basketball with friends from work
B. tries out for the company baseball team
C. gets in shape and competes in a cycling race
2. What is the woman's main concern?
A. She is worried her husband will spend too much time away from home.
B. She is afraid her husband will become a fitness freak.
C. She is concerned about her husband's health.
3. What is the woman's first suggestion to her husband?
A. He should see a doctor.
B. Her husband should start with a light workout.
C. Her husband needs to visit a fitness trainer.
4. What does the woman advice about the man's diet?
A. He should consume less salt.
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B. He should eat less fatty foods.
C. He should add more protein products to his diet.
5. Why does the man's wife recommend cycling?
A. It is good for improving muscle tone.
B. It helps strengthen the heart.
C. It helps develop mental toughness.
Question Two: Listen again to the audio track then answer the following questions
Part A: Find out the meaning of the following words through the text
1* Hon
A. dear
B. faithful
C. honey
2* Humph
A. a word showing trust
B. a word showing disbelief
C. a word showing approval
3* Abandon
A. gives up
B. refuse
C. removes
4* Cut back
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A. remove
B. end
C. reduce
5* Take up
A. continue
B. start
C. finalize
6* Cardiovascular system
A. blood circulation system
B. nervous system
C. digestion system
Part B: Choose the correct answer
1. The woman was afraid that her husband may be affected by heart attack
A. Because he hasn‟t been in practice for a long time
B. Because he hasn‟t been in fitness program
C. Because he is too old to practice sport
2. The man will probably
A. Go for joining the team
B. Follow his wife instructions
C. Consult a fitness instructor
3* what is the implied meaning of the following sentence:
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"Out of shape"
A. in poor physical condition
B. too old to practice sport
C. very lazy
4* what is the implied meaning of the following sentence
"I was the star player in high school.”
A. he will be accepted immediately
B. he knows all the members of the team
C. he practiced this sport in the past
5* what does the man INDICATE when he says: "you're probably right"
A. he will follow her suggestion
B. he will quit the idea
C. he will ask the team's formal
Post-Listening Exercises
Find information on the following topics and discuss your findings with a partner:
· Serious health concerns in different countries and solutions to resolving these problems
·a basic daily menu for a healthy lifestyle
· recommended exercises for different age groups and people with certain health risks
Lesson Eleven: A Story to Remember
Pre-Listening Exercises
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Students should visit a web site or read articles and come ready to discuss the questions
in preparation for the listening activity during the next class. Use the site below or
locate one through a search engine:
WWW.fancytale.edu.org
Listening Exercises
Question One: Listen to track 11 and answer the following questions
1. Where was the man coming from when he first saw the UFO? A. He was returning
home from a party.
B. He just got off work when he saw the UFO.
C. He was driving home from a restaurant.
2. What time did the man report the incident to the police?
A. about 12:00 AM
B. about 3:00 AM
C. about 5:00 AM
3. What jumped out in front of the man's car?
A. a giant deer
B. a strange man
C. a hairy alien
4. What happened next to the man?
A. He walked to a flying saucer.
B. He followed the animal to a plane.
C. He was carried to a spaceship.
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5. What does the police officer suggest at the end of the story?
A. They should call the fire department.
B. The man should seek counseling.
C. The man should contact the newspaper.
Question Two: Listen again to the audio track then answer the following questions
Part A: Find out the meaning of the following words through the text
1* Precinct
A. security sector
B. the office of the police department
C. the police station
2* Bizarre
A. interesting
B. scary
C. unusual
3* Unidentified
A. impossible to determine the origin
B. impossible to find again
C. impossible to attain
4* Approaching
A. coming closer
B. reaches easily
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C. hardly attainable
Part B: Choose the correct answer
1. What is the most reasonable ending for the conversation?
A. The policeman believes that it’s a funny story
B. The man will be questioned later
C. The policeman will call the man later after finding a solution
2. What was the strangest thing the policeman refers to?
A. The beast is hairy
B. that strange animal can speak English
C. the beast holds the man up
3. What is the implied meaning of the following sentence?
"It's out of this world"
A. it is a strange animal
B. it is a foreign creature
C. it is a huge and scary unbelievable creature
4* What is the implied meaning of the following sentence:
"I'm not making this up"
A. the man is telling the truth
B. the man is sure of what he saw
C. the man never lies on the policemen
5* what does the policeman INDICATE when he says:
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"Have you been taking any medication?"
A. the man needs to see a doctor
B. the man mustn't be conscious
C. medicine affects the man's memory
Post-Listening Exercises
· Suppose that you saw what you thought was a UFO landing in some trees a few blocks
away from your house? What would you do?
Lesson Twelve: Back to School Supplies
Pre-Listening Exercises
What kinds of schools supplies do you usually need to buy before the start of a new academic
year (e.g., pen, pencils, laptop or desktop computers, PDA, calculators)?
Listening Exercises
Question One: Listen to track 12 and answer the following questions
1. Which item did the girl NOT mention about her needed supplies for school? A.
Pencils
B. Computer
C. calculator
2. Why doesn't the father want to buy his daughter some of these supplies?
A. The items are far beyond his financial means.
B. He feels his daughter really doesn't need them.
C. The family already owns some of these supplies.
3. For which specific class does the girl mention that she needs these supplies?
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A. Geometry
B. chemistry
C. physics
4. What specific argument does the girl give her father to persuade him to buy these
things?
A. They are on sale until the end of the week.
B. Her teachers require them as part of the curriculum.
C. She volunteers to use some of her own money.
5. Why does the father eventually give in to his daughter?
A. He discovers he had more money than he thought.
B. He concludes that she will provide for him when he is older.
C. The girl promises to help her mother in exchange for the supplies
Question Two: Listen again to the audio track then answer the following questions "7
Part A: Find out the meaning of the following words through the text
1* Demanding
A. serious
B. hard
C. require effort
2* Mail-in rebate
A. refund
B. donate
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C. offer
3* Throw in
A. add as an extra item
B. add as an essential part
C. add as spare
4* Chip in
A. help
B. contribute
C. offer
5* Buck
A. informal for euro
B. informal for dollar
C. informal for any local coin
Part B: Choose the correct answer
1. The father believes that ……………….
A. Today's schools are more progressive
B. The schools in the past require less supply
C. Scholl's supplies are not that much important
2. The girl's mother will buy an ice cream only if
A. Her daughter convinces her father to buy the supplies
B. Her daughter is able to accompany her father with them
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C. the daughter get 100 bucks
3* what is the implied meaning of the following sentence:
"Everyone has one"
A. every student must buy the geometry set
B. the girl must have an individual school supplies
C. the set doesn't cost too much
4* what is the implied meaning of the following sentence: “Sticker shock"
A. a great surprise at the sales price of an item
B. surprise at the heavy size
C. surprise at the cheap amount
5* what does the man INDICATE when he says:
"Will be playing video games in geometry class"
A. he doesn't know what geometry is
B. he thinks that geometry classes are so easy
C. he thinks every class must be equipped by computers
Post-Listening Exercises
Most students enjoy having new school supplies at the beginning of every year.
· What kinds of schools supplies do you usually need to buy before the start of a new
academic year?
· Which supplies do you really need and which ones do you want, if money isn't an object?
· Where do people usually buy these supplies: at school, at a local store, or on the Internet?
Discuss these ideas.
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Lesson Thirteen: Breakfast Recipes
And a Small Surprise!
Pre-Listening Exercises
· What are some common things people eat for breakfast in your hometown?
· Are any of these things unique to your culture that you might not find in other countries?
· Who usually prepares meals in your house: you, a parent, or someone else?
· In this activity, you will hear a father and daughter talking about breakfast choices. Which
is most appealing to you?
Listening Exercises
Question One: Listen to track 13 and answer the following questions
1. Why does the daughter complain about having a banana for breakfast? A. The
banana is still green.
B. Their pet ate part of it.
C. The daughter hates bananas.
2. Why does the daughter not want to eat cereal for breakfast?
A. She has to prepare the milk.
B. There's no cereal left.
C. She ate the same thing yesterday.
3. What other food did the father try to prepare for his family before, but it didn't turn
out well?
A. rice and eggs
B. steak and bacon
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C. pancakes
4. Why is the father preparing breakfast for his daughter?
A. Because she helped him in the kitchen.
B. Because it's the girl's birthday.
C. Because she can't cook well.
5. What is the big surprise at the end of the conversation?
A. The girl's friend drops by and brings breakfast.
B. The father decides to make his daughter fish.
C. The girl might be getting married.
Question Two: Listen again to the audio track then answer the following questions”
Part A: Find out the meaning of the following words through the text
1* Mix up
A. blend food
B. add food
C. takes away food
2* Nasty
A. odd
B. lovely
C. disgusting
3* Go wrong
A. mislead
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B. misunderstand
C. make mistake
4* Weird
A. interesting
B. strange
C. lovely
Part B: Choose the correct answer
1. Why did the girl insist on having her father prepared the breakfast
A. Because he promised her
B. Because she was so tired
C. Because she used to have her breakfast prepared by him
2. What is the most reasonable ending for the conversation?
A. The family will go out for fishing after the breakfast
B. the girl will have the breakfast out
C. the girl will have the breakfast later
3* what is the implied meaning of the following sentence:
"It looks like the cat took a bite out of it last night"
A. the food will not be sufficient
B. the food is spoiled
C. the food is not delicious
4* what is the implied meaning of the following sentence:
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"Why in the world are we having this conversation anyway"
A. the issue is undemanding
B. the issue should be finished directly
C. the issue is argumentative
5* what does the man INDICATE when he says:
“I can't go wrong there"
A. he realized that it is not fit
B. he confirms that it is perfect
C. he is skillful
Post-Listening Exercises
Imagine you are going to visit New York City for a few days.
Use the Internet and find a place to eat breakfast in the downtown area.
You only have about $25 to spend on you and your travel companion.
Where would you go and why?
What do they serve at that restaurant? Share your ideas with a partner
Lesson Fourteen: Computer Sales and Repairs
Pre-Listening Exercises
Buying a new computer can be a fun experience, but problems can arise. What are some
common computer problems that people encounter when running their machines, and what
issues can cause them? When you encounter such problems, what do you do to resolve them:
seek help from a friend, consult a computer store, or read a computer book or magazine?
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Listening Exercises
Question One: Listen to track 14 and answer the following questions
1. What is the man's main problem with his computer? A. It crashes a lot.
B. His computer has a virus.
C. It has a lot of junk software.
2. What is the issue with the computer warranty?
A. The warranty has expired since he bought the computer.
B. The warranty isn't valid because didn't register the computer.
C. The warranty doesn't cover software issues and problems.
3. What can we infer from the first company's response to the caller?
A. They sent the man the wrong computer in the first place.
B. The company doesn't provide warranties for their products.
C. They are understaffed to handle customer complaints.
4. Which of the following is a main selling point for the second company being
advertised?
A. Their products are the newest on the market.
B. The computers are cheaper than those sold by competitors.
C. The company manufactures secure and trustworthy machines.
5. What is the name of the second company?
A. Turbo Command
B. Turvo Computers
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C. Turban Camando
Question Two: Listen again to the audio track then answer the following questions "7
Part A: Find out the meaning of the following words through the text
1* Queue
A. waits your turn
B. a list of phone calls
C. line up
2* Run
A. operate
B. work
C. control
3* Be under warranty
A. protected by written promise
B. protected for a short time
C. full protection against damage
4* Run out
A. stops the contract by force
B. renewal after contract duration
C. ending period of contract
5* Freeze
A. stop doing something
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B. stops moving
C. stops talking
6* Crash
A. damage
B. scratch
C. stop working
7* diagnose
A. identify
B. check
C. prove
8* Imitate
A. observe
B. reproduces
C. produce
9* sleek
A. attractive
B. shiny
C. polished
10* ultimate
A. long
B. hard
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C. final
Part B: Choose the correct answer
1. Why was the man surprised at the beginning of the conversation?
A. The warranty is expired
B. He has to wait for a long time
C. The laptop is not working at all
2. What will the man probably do next?
A. Explore the company website
B. waits for another contact by the company
C. gets his laptop changed
3* what is the implied meaning of the following sentence
"I'm at wit's end"
A. very frustrated
B. surprised
C. pessimistic
4* what does the technical support INDICATE when he says:
“Oh, oh, uh, sir”
A. he is no longer able to continue the conversation
B. he can‟t find a solution for the problem
C. he was shocked during the call
Post-Listening Exercises
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What things do you look for in a new desktop or laptop computer? Using your criteria, search
for a computer vendor in newspaper advertisements or magazines that sells the product you
want. Be prepared to explain your reasons, including price, quality, and service, for selecting
the computer and the vendor you settled on.
Lesson Fifteen: Dinner Time
Pre-Listening Exercises
What are typical foods you eat in your country for breakfast, lunch, and dinner? Is there
another small meal or snack between the main mealtimes? Who usually prepares the food in
your home?
Listening Exercises
Question one: Listen to track 15 and answer the following questions
1. What does the conversation imply about the mother?
A. She is busy at work.
B. She had to run some errands.
C. She is resting in bed.
2. What is the first problem the girl notices about her father's cooking?
A. He is not following the recipe.
B. He is missing the right pan to cook the pizza.
C. He is using the directions for a different food.
3. How does the girl know her father doesn't like the pizza he prepared?
A. He tells her honestly what he thinks about it.
B. She can tell by his non-verbal expressions.
C. He throws it away after making it.
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4. What problem did the girl NOT mention about the pizza?
A. It was too salty.
B. It was burned.
C. It was too chewy.
5. What do they end up doing for lunch?
A. They decide to go out to eat.
B. They eat something different at home.
C. They eat at friend's house.
Question Two: Listen again to the audio track then answer the following questions
Part A: Find out the meaning of the following words through the text
1* Starving
A. hungry
B. greedy
C. selfish
2* Adaptation
A. shifting
B. modification
C. quick change
3* Mess up
A. makes something untidy
B. forget doing something
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C. Mistake something
Part B: Choose the correct answer
1. What can you inferred from the father's speech?
A. He made a delicious pizza
B. He did a completely horrible pizza
C. He wished if his wife was the pizza cooker
2. All the following is correct EXCEPT
A. Putting much sugar and burning the pizza
B. Adding a new ingredient to the pizza
C. Missing the most important part of the recipe
3* what is the implied meaning of the following sentence: “let me cool this off here"
A. tries something
B. prepare something
C. eat something Cheverly
4* what is the implied meaning of the following sentence
“Why are you making that face?"
A. expressing of dislike
B. expressing of gratitude
C. expressing of happiness
5* what does the daughter INDICATE when she says: “Oh yuck! What's that?"
A. expressing showing surprise
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B. expressing showing dislike
C. expressing showing approval
Post-Listening Exercises
What is a typical meal for breakfast, lunch, and dinner in your country? What are the
ingredients for the dish, and how is it prepared? Are any unique utensils or tools used to cook
these foods? Who usually cooks in your family? Explain how to prepare the dish using
transition words of time including first, second, then, next, and finally.
Lesson Sixteen: Exercise Program
Pre-Listening Exercises
Describe different types of exercise that are helpful in these areas: flexibility, strengthening,
and endurance.
Listening Exercises
Question One: Listen to track 16 and answer the following questions
1. What does the man usually do on Mondays and Wednesdays?
A. He runs.
B. He plays tennis.
C. He does aerobics.
2. What does the man do before the activity in Question 1?
A. He swims.
B. He does push-ups.
C. He stretches.
3. Why does the man lift weights?
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A. To strengthen his muscles.
B. To improve his endurance.
C. To increase his flexibility
4. Why does the man go hiking on Saturdays?
A. It helps him get rid of his worries from the week.
B. Hiking allows him to burn off weight from overeating.
C. Walking with his dog provides opportunities to enjoy nature.
5. What does the man do on Sundays?
A. He relaxes and watches TV.
B. He goes for a walk.
C. He goes swimming.
Question Two: Listen again to the audio track then answer the following questions "7
Part A: Find out the meaning of the following words through the text
1* Tall tale
A. unbelievable story
B. long story
C. interesting story
2* Endurance
A. patience
B. great power
C. ability to do keep doing something difficult
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3* Burn off
A. destroy
B. removes
C. get rid of
4* Anxiety
A. worry
B. tension
C. stress
Part B: Choose the correct answer
1. At the beginning of the conversation, it is obvious that josh
A. Knows Michael for his laziness
B. Was surprised by Michael's exercise program
C. Knew that Michael's exercise program is useless
2. It can be inferred from josh that
A. Michael used to tell unbelievable stories
B. Michael always starts doing things and never finish
C. Michael can‟t do anything behind josh's back
3* what is the implied meaning of the following sentence:
"You don't roll out of bed until at least 7:30 p.m."
A. Michael gets up early
B. Michael is very lazy
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C. Michael used to spend a lot of time in bed
4* what is the implied meaning of the following sentence "jogging to the refrigerator for
a glass of milk doesn't count."
A. the exercise program is useless
B. the exercise program needs much effort
C. Michael can‟t go on the exercise program
5* what is the implied meaning of the following sentence
“She’ll never buy this story"
A. Stephanie will doubt the effectiveness of the program
B. Stephanie will not be convinced by Michael recommendation
C. Stephanie will not be impressed by Michael story.
Post-Listening Exercises
What are some of the reasons why people exercise? What are some of best types of exercise
for losing weight, improving cardiovascular fitness, and strengthening and stretching? Share
your experiences or those of people you know who have had positive experiences in
improving their health by exercising.
Lesson Seventeen: Grocery Shopping:
Supermarkets and Food Coupons
Pre-Listening Exercises
Where do you or your family go grocery shopping on a regular basis? What are typical things
you buy and how much does your family spend on groceries per week? (Ask your family if
you don't know.)
Listening Exercises
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Question One: Listen to track 17 and answer the following questions
1. Why did the man buy dog food at the supermarket?
A. Their dog was hit by a truck and needed special food to recover.
B. The man adopts a dog from a stranger, and they don't have food for it.
C. The product was on sale at the supermarket for that day only.
2. Why does he buy tomato juice?
A. He plans on making a unique spaghetti sauce.
B. He's trying to modify the way he eats.
C. He wants to make a vegetable drink.
3. How much was the milk?
A. $2.05
B. $2.15
C. $2.50
4. Which item did the man NOT buy?
A. a package of cookies
B. some cans of tuna
C. a carton of orange juice
5. Why does the woman get upset at the end of the conversation?
A. The man is preparing the steaks for the dog.
B. The man only bought one steak for himself.
C. The grill can't be used to cook the steaks.
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Question Two: Listen again to the audio track then answer the following questions "7
Part A: Find out the meaning of the following words through the text
1* Stuff
A. material
B. type of thing
C. cloth
2* Receipt
A. proof of payment
B. legal statement
C. invoice
3* Speechless
A. unhappy
B. tired
C. astonished
4* Case
A. folder
B. large box
C. large file
5* Adjust
A. transfer
B. reuse
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C. change
Part B: Choose the correct answer
1. What probably is the relationship between the man and the woman?
A. Friends
B. Couples
C. Brother and sister
2. The man eats cookies because
A. They are healthy and provide sugar for body
B. They are delicious and soft
C. It was habitual for him
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3* what is the implied meaning of the following sentence:
"Give me a hand"
A. helps someone physically
B. support someone financially
C. participate in a charity work
4* what is the implied meaning of the final word by the man
A. disappointment
B. rethinking
C. ridiculing
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5* what does the man INDICATE when he says: Ahhhh. Not yet. I've decided to change
my eating habits
A. he made fun of the woman's speech
B. he realized the importance of changing eating habits
C. he encouraged the woman
Post-Listening
Imagine you need to go shopping for food because you are hosting a party for 30friends,
some of whom are international students from around the world. You don't have lot of
money, so cost is important to you. Thus, where would you do your shopping in your area
and what kinds of food and drink would you buy for the party?
105
APPENDIX 3
Listening proficiency test
Grade--------------------
Section--------------------
Time: 1hr
Total:‟‟ 100” marks
Dear Student,
This test is designed as data collection tool for academic research purpose. The researcher
confirms that it has no relation with students‟ academic average evaluation. Students are
expected to follow the test instructions and show seriousness in dealing with the test items.
Test instruction
Write your number, section and grade.
You should give attention and listening record materials three times.
Thank you for cooperation.
Instruction one: listen to the part discussing running and answer following question
1. When did Tim start running?
a) 6 years old
b) 16 years old
c) 20 years
2. What did Tim run in college?
a) Sprints
b) Middle Distance
c) Long Distance
3. When was Tim his fastest?
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a) High school
b) University
c) Last year
4. Why is Tim slowing down?
a) Injury
b) Beer
c) He isn‟t
5. Where did Tim grow up?
a) The beach
b) The city
c) The woods
Instruction two: Listen to the part of Jamon is given a word, an adjective and answer
following question
6What is big?
a) A house
b) The sky
7What is small?
a) Ramon
b) A mouse
c) An atom
8. How much does he weigh?
a) 56 kg
b) 65kg
c) 72kg
9. What can he buy at a 100 yen shop?
a) Food
b) Not much
c) Every thing
10. Does he think 100 yen shops are a good idea or a bad idea?
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a) Good idea
b) Bad idea
c) Both
Instruction three: Listen to the part of Leath talk about Africa life and answer following
question.
11. Where was Leath born?
a) Manchester
b) Scotland
c) Harare
12. What does lacker mean?
a) Cool
b) Lazy
c) Poor
13. What has he seen at night?
a) Leopard
b) Lion
C) Owl
14. What animals take people from time to time?
a) Rhino
b) Elephant
c) Leopard
d) All
15. What do you have to stop for some times?
a) Lion b) Elephants c) Monkeys d) all
108
Instruction four: Listen to the track of Jessica talk her dream job and answer following
question.
16. What does she want to be?
a) Physician‟s assistant
b) Physician
c) Biologists
17. Where does a physician‟s assistant do?
a) Help doctors
b) Surgery
c) Appointments
18. How long does the schooling take?
a) 4to6 weeks
b) 4to6 months
c) 4 to 6 years
19. Where is the internship?
a) College
b) Doctor‟s office
c) Hospital
20. Where would she like to work eventually?
a) Clinic
b) Hospital
c) Doctor‟s office
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Appendix 4: pre –test of listening achievement scores
Students
number
Experimental
Group
Score
(100%)
Students
number
Control
group
Score
(100%)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
50
55
30
35
40
50
25
45
40
25
40
55
45
30
35
45
30
25
20
15
45
40
50
35
30
20
10
25
30
35
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
35
40
45
25
15
50
30
55
40
20
35
30
35
40
20
30
45
35
40
20
50
30
40
45
35
35
25
25
40
40
1=Experimental group students 2=Control group students
110
Appendix 5
Post-test of listening achievement scores
Students
number
Experiment
Group
Scores
(100%) Students
Number
Control
group
Scores
(100%)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
35
40
50
40
45
50
30
35
50
30
40
55
40
50
45
30
60
50
45
55
50
40
50
45
45
35
30
55
40
45
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
50
55
35
40
40
50
35
45
40
30
40
55
45
40
40
45
25
30
40
35
45
45
50
40
30
25
30
35
30
35
1=Experimental group students 2=Control group students
111
Appendix 6
Questionnaire
ARBAMICH UNIVERSITY
COLLEGEOF SOCIAL SCIENCE AND HUMANITIES
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE
Students‟ Questionnaire,
Questionnaire aims at finding out your attitudes towards using authentic materials in listening
comprehension and if they help you to improve your listening performance. Authentic
listening materials are those materials which are not produced for language teaching
purposes. Examples of such materials include BBC, VOA, children‟s stories, and extracts
from recorded guide tour and so on.
Thank you very much!
Sincerely,
112
Part one: Personal Information
Don‟t write your name.
Instruction: Please, tick (√) the appropriate information in box.
Sex
Male
Female
Part two: Read questions below and state your point of agreement and disagreement with
statements given in the box by putting a tick (√) mark the following Liker‟s scales;
Agree‟=4 „Strong agree‟=5 „Undecided=3 „Disagree=‟2 „Strong disagree agree=1
Table1. Student‟s attitude regarding authentic listening materials
No. Statement SA A UD D SD Tota
l
2. 1. I like hear real spoken English
2. 2. I prefer listen English spoken with different voices,
accents, which vary both socially and regionally
2.3.
I feel happy and comfortable listen BBC, VOA,
children‟s stories, extracts from recorded guide tour
and so on.
113
2. 4. I interest listen to real language for real life
communicative purpose.
2.5. I think listening authentic materials help me
improve my listening performance.
2..6
I prefer to use English authentic materials rather
than listen to those provided in the course book.
2. 7. I believe introduce me to how language is used in
the real world.
2. 8. I think increase my familiarity with the use of
grammar rules in their original context
2. 9. In my opinion increase my knowledge of
vocabulary items which I need in real situations.
2. 10.
I believe listening to VOA or BBC can improve my
real-life listening skill and my listening
performance.
114
2. 11. Listening comprehension is important in learning
English language.
2. 12 The authentic materials (BBC, VOA, recording
materials, short stories, video, film etc.) I listened
in class are more interesting than non-authentic
materials.
2.13. Learning listening skill is entertaining.
2. 14. I have positive attitude towards listening authentic
materials because I believe improve my listening
performance.
2.15.
Authentic listening materials (BBC, VOA,
recording materials, short stories, video lecture,
film etc.) the listening course encourage me to
listen other materials outside the class.
Adapted from Godena Mentana
115
APPENDIX 7
Table1 experimental pre-intervention attitude score
Students
NO
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Mean
One 5 5 5 5 4 4 5 5 4 5 4 5 4 5 5 4.66667
Two 4 5 3 4 2 4 4 5 4 4 5 5 4 5 4 4.133333
Three 4 4 5 5 4 4 5 3 4 5 5 3 4 5 3 4.2
Four 5 4 5 4 3 4 4 5 4 4 5 4 4 5 4 4.266667
Five 4 4 5 5 5 5 5 5 5 4 5 4 5 5 5 4.733333
Six 4 3 4 4 3 5 5 4 5 3 4 2 4 4 5 3.933333
Seven 3 4 5 3 5 5 4 3 4 5 3 4 4 3 4 3.933333
Eight 5 5 4 5 5 4 5 5 5 4 5 5 4 5 5 4.73333
Nine 3 2 5 4 2 4 5 5 3 4 3 4 5 3 4 3.733333
Ten 4 3 4 5 3 4 5 3 4 5 3 4 5 2 5 3.933333
Eleven 4 5 3 5 2 4 5 3 5 4 5 3 4 5 4 4.066667
Twelve 4 5 3 5 4 3 2 4 5 3 5 3 4 3 5 3.866667
three ten 4 5 3 5 4 5 3 4 5 5 3 5 5 3 4 4.2
Fourteen 5 3 4 5 3 4 5 3 4 5 4 5 3 4 3 4
Fifteen 4 4 4 3 4 5 3 4 4 5 3 4 2 3 4 3.733333
Sixteen 3 4 5 3 2 4 5 3 4 5 4 3 4 2 4 3.666667
Seventeen 4 3 4 2 4 2 4 5 3 4 3 4 4 5 2 3.533333
Eighteen 3 3 4 5 2 3 4 4 5 3 4 5 3 4 5 3.8
Nineteen 3 4 5 4 2 4 5 3 4 3 5 4 5 3 4 3.866667
Twenty 4 2 3 4 3 4 4 5 3 4 2 3 4 4 5 3.6
twenty
one
4 5 3 4 5 3 4 4 5 3 4 5 3 4 5 4.066667
twenty
two
3 4 5 3 4 5 3 4 3 5 4 5 3 4 3 3.866667
twenty
three
4 3 4 5 3 4 5 3 4 5 4 4 3 4 3 3.866667
twenty
four
3 4 3 5 3 2 4 4 5 3 4 2 1 3 4 3.333333
twenty
five
4 5 3 4 2 3 4 3 4 3 4 5 3 4 3 3.6
twenty
six
4 3 5 3 2 3 4 5 3 4 5 4 2 3 4 3.6
twenty
seven
4 3 4 2 3 4 5 3 4 4 4 5 3 4 4 3.733333
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SA=”5’ A=’4’ UD=’3’ D=2’SA=’1’
twenty
eight
4 4 5 5 4 5 5 5 4 3 4 5 5 5 4 4.428571
twenty
nine
2 3 4 5 3 2 4 4 5 3 4 5 3 4 4 3.666667
Thirty 5 5 3 4 4 5 4 4 5 3 4 4 5 3 5 4.2
total
mean
3.965
117
Appendix 8
Table 2Experimental group post intervention of attitude scores
student
NO
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q
10
Q
11
Q
12
Q
13
Q
14
Q
15
Mean
One 5 3 5 4 3 4 2 4 5 3 4 2 4 5 5 3.866667
Two 5 4 3 5 3 4 5 3 2 4 5 3 5 3 4 3.866667
Three 3 4 2 1 5 4 3 4 3 5 3 4 5 4 5 3.666667
Four 4 3 4 5 3 4 5 3 4 5 3 4 5 3 4 3.933333
Five 5 3 4 4 5 2 3 4 5 2 3 5 3 4 5 3.8
Six 3 4 5 3 4 4 4 5 3 5 3 4 4 3 2 3.733333
Seven 1 3 3 4 2 5 2 4 5 2 4 5 3 4 5 3.466667
Eight 5 3 2 4 5 3 4 5 3 4 5 3 4 5 3 3.866667
Nine 4 5 3 4 5 3 4 5 3 4 5 3 4 5 3 4
Ten 3 4 5 3 5 3 4 5 4 5 3 4 4 5 5 4.133333
Eleven 3 4 5 3 4 5 3 4 5 3 4 5 3 4 4 3.933333
Twelve 4 5 3 4 5 3 4 5 3 5 3 4 4 5 3 4
Three
teen
4 5 3 4 5 3 4 4 5 4 5 3 4 5 5 4.2
Fourteen 4 3 4 5 3 4 4 5 4 5 3 4 5 4 5 4.133333
Fifteen 5 3 4 5 3 4 4 5 4 4 3 4 4 5 3 4
Sixteen 4 5 3 4 5 3 4 5 4 5 4 5 4 5 4 4.266667
Seventeen 5 4 5 4 5 4 5 4 5 3 4 5 4 3 4 4.266667
Eighteen 4 5 2 4 5 3 4 5 3 4 5 4 5 4 5 4.133333
Nineteen 3 4 5 4 3 5 4 5 4 5 3 5 4 5 4 4.2
Twenty 4 5 3 5 4 5 3 4 5 3 4 5 3 4 5 4.133333
twenty
one
4 5 3 4 3 4 5 2 4 5 3 4 3 4 5 3.866667
twenty
two
4 5 2 4 5 3 4 5 3 4 5 3 4 5 3 3.933333
twenty
three
5 3 4 5 3 4 5 3 4 5 4 3 5 4 5 4.133333
twenty
four
5 3 4 5 3 4 5 3 4 5 4 5 3 4 5 4.133333
twenty
five
5 3 4 5 2 3 5 4 3 4 4 5 3 4 5 3.933333
twenty
six
4 2 3 4 3 5 3 4 5 2 4 3 5 3 4 3.6
twenty
seven
4 3 4 2 4 3 4 5 2 4 5 3 4 5 3 3.666667
twenty
eight
4 5 3 4 5 4 5 3 4 4 5 3 4 5 3 4.066667
twenty
nine
4 4 5 3 4 5 3 5 4 5 3 4 5 3 4 4.066667
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Thirty 4 5 3 4 5 3 4 5 3 4 5 3 4 5 3 4
Total
mean
3.966667
119
