Appendix A: Background Questionnaire
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Appendix B: Motivational Intensity Questionnaire
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Appendix C: Listening Comprehension Strategy Questionnaire
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Appendix D: Sample Questions from a GEPT Elementary Listening Test
Tasks Questions
1. Picture Identification (Candidates see a picture)
(Candidates hear a question and the options) What is the man?
A. He’s a waiter.
B. He’s a lawyer.
C. He’s a singer.
2. Making Responses (Candidates hear a the question)
Is Amanda still upstairs doing her homework?
(Candidates see the options) A. Yes, she’s going up now.
B. Yes, she’s sweeping the floor.
C. Yes, she’s working on her math.
3. Understanding Dialogues (Candidates hear a short conversation followed by a comprehension question twice)
Man: Hello?
Woman: Hi, it’s me!
Man: Hi, Janet. Where are you? At the office?
Woman: No, I’m in a taxi. I’ll arrive in about twenty minutes.
Man: Okay, I’ll wait for you at home. Then we can decide where to go for dinner.
Question: Where are the speakers going to meet?
(Candidates see the options) A. In a taxi.
B. Ay home.
C. At the office.
Appendix E: Teaching Plan Students: Second- year junior high school students
Time: Four periods, 45 minutes each
The First Period Class Objectives
I. The Cognitive Domain
1. Knows the two strategies of “advance organization” and “listening for the general gist”
1.1 States the definitions of the strategies
1.2 Describes when and why the strategies are usually used 2. Uses the strategies in listening tasks
3. Evaluates own use of the strategies II. The Behavioral Domain
1. Builds own repertoire of learning strategies and employs appropriate strategies to enhance learning
III. The Affective Domain
1. Appreciates the effectiveness of the strategies 2. Enjoys learning listening strategies
Equipments 1. Blackboard 2. CD player 3. Microphone Teaching
Materials
Tactics for Listening (Basic) pp.7, 10, 30 and its accompanying CD1 (tracks 11, 16, 51)
Teaching Procedures
1. The teacher introduces the strategies “advance organization” and
“listening for the general gist” and then informs students of why they should be learned (the effectiveness) and when they are usually used.
2. The teacher models the two strategies on a listening task (p.7).
3. Group activity 1- Students form groups of six. Each group gets eight cards with letters from A-H on them and a picture of a party of eight people. The teacher then plays the CD. Students in each group have to work together and match descriptions in the listening passage with the eight characters in the picture. For each question, each group raises the appropriate card (A-H) to signal their answer (p.10).
4. The teacher shows students a picture and asks them what words they would expect to hear in a listening text describing the picture. The teacher then offers comments.
5. Group activity 2- Students get into groups of six. Each group gets a
set of magnetic pictures including a bed, a tennis racket, a sofa, a remote control, a newspaper, and a book. The teacher then plays the CD and students have to listen to conversations between two people talking about the location of some objects. Students in each group have to discuss and send a representative to place the magnetic pictures in relation to how they are placed on the blackboard (p.30).
6. Students self-evaluate their use of the strategies “advance organization” and “listening for the general gist” by filling out a reflection questionnaire.
The Second Period Class
Objectives
I. The Cognitive Domain
1. Knows the two strategies of “listening for key words” and
“selective attention”
1.1 States the definitions of the strategies
1.2 Describes when and why the strategies are usually used 2. Uses the strategies in listening tasks
3. Evaluates own use of the strategies II. The Behavioral Domain
1. Builds own repertoire of learning strategies and employs appropriate strategies to enhance learning
III. The Affective Domain
1. Appreciates the effectiveness of the strategies 2. Enjoys learning listening strategies
Equipments 1. Computer 2. Projector 3. CD player 4. Microphone Teaching
Materials
1. Tactics for Listening (Basic) pp.7, 8, 39 and its accompanying CD 1 (tracks 11, 13, 14) & CD 2 (tracks 10, 11)
2. American Channel (Elementary) p.41 and its accompanying CD 1 (track 36)
3. On Channel DVD (Beginners) Episode 7 Teaching
Procedures
1. The teacher introduces the strategies “listening for key words” and
“selective attention” and then informs students of why they should be learned (the effectiveness) and when they are usually used.
2. The teacher models the two strategies on a listening task (1 p.7).
3. Group activity 1- Students get into groups of six. Each group gets
four blank sheets of paper. They then listen to four descriptions of four different kids. The teacher plays the CD again and tells students to pay attention to specific details, in this case the age of the kids.
Members in each group work together and write down the age of the four children on the four pieces of paper (1 p.8).
4. Individual practice 1- The teacher presents five statements to the class. Students have to listen to conversations in which people talk to their friend about the weekend and gesture “yes” or “no” to indicate whether each statement is true or false, based on the listening passage (1 p.39).
5. Group activity 2- Students form groups of six. Each group gets three cards with letters A-C on them and five questions, each of which has three options. Students then listen to the same listening passage of people talking about the weekend. Before they listen, they read the questions to decide in advance what to attend to. For each question, each group raises the appropriate card (A-C) to signal their answer (1 p.39).
6. Individual practice 2- Students each get a picture of five family members. Before playing the CD, the teacher asks students to study the picture and decides what key words to listen for by paying heed to what the family members in the picture are doing. While listening to the passage, students have to circle five mistakes in the picture (2 p.41).
7. Group activity 3- Students get into groups of six. The teacher shows a DVD clip in which two families talk about what they do in their free time. Each student in every group gets a different worksheet from their group members which requires information on different parts in the DVD clip. From the worksheets they get, students decide in advance what to attend when later watching the DVD clip.
Afterwards, group members pool their information, and the teacher checks answers. Group performance is assessed, based on each member’s contribution to the completion of the task.
8. The students self-evaluate their use of the strategies “listening for key words” and “selective attention” by filling out a reflection questionnaire.
The Third Period Class
Objectives
I. The Cognitive Domain
1. Knows the two strategy of “prediction”
1.1 States the definitions of the strategy
1.2 Describes when and why the strategy is usually used 2. Uses the strategy in listening tasks
3. Evaluates own use of the strategy II. The Behavioral Domain
1. Builds own repertoire of learning strategies and employs appropriate strategies to enhance learning
III. The Affective Domain
1. Appreciates the effectiveness of the strategy 2. Enjoys learning listening strategies
Equipments 1. Computer 2. Projector 3. CD player 4. Microphone Teaching
Materials
1. Tactics for Listening (Basic) pp.71, 27 and its accompanying CD 3 (track 13) & CD 1 (tracks 46)
2. On Channel DVD (Beginners) Episode 1, 11 Teaching
Procedures
1. The teacher introduces the strategy “prediction” and then informs students of why it should be learned (the effectiveness) and when it is usually used.
2. The teacher models the strategy on a listening task, based on a DVD clip (2 Episode 1).
3. Group activity 1- Students form groups of six and watch a DVD clip in which two colleagues go shopping. The teacher pauses at some sections. Based on the previous sentence said in the DVD clip, members in each group have to collaborate and predict what each person in the DVD clip will say next. The teacher asks students in different groups to share their answers (2 Episode 11).
4. Group activity 2- Students get into groups of six. Each group gets eight questions, each with two options, and two cards with letters A-B on them. Then students listen to a passage containing eight short unfinished dialogues and predict what each person in the conversation will say next. For each question, each group raises the appropriate card (A-B) to signal their answer (1 p.71).
5. Group activity 3- Students form groups of six. Every student is
presented with six questions with three options and a blank sheet of paper. Afterwards, students listen to a passage with six unfinished dialogues and have to predict what each person in the conversation will say next by choosing a most likely response from the three options. The teacher calls on different members in every group to answer different questions by writing down their option (A-C) on the piece of paper they get. Group performance is assessed, based on each member’s contribution to the completion of the task (1 p.27).
6. The students self-evaluate their use of the strategy “prediction” by filling out a reflection questionnaire.
The Fourth Period Class
Objectives
I. The Cognitive Domain
1. Knows the two strategy of “inferencing”
1.1 States the definitions of the strategy
1.2 Describes when and why the strategy is usually used 2. Uses the strategy in listening tasks
3. Evaluates own use of the strategy II. The Behavioral Domain
1. Builds own repertoire of learning strategies and employs appropriate strategies to enhance learning
III. The Affective Domain
1. Appreciates the effectiveness of the strategy 2. Enjoys learning listening strategies
Equipments 1. CD player 2. Microphone Teaching
Materials
1. Tactics for Listening (Basic) pp.40, 67 and its accompanying CD 2 (track 14) & CD 3 (tracks 6)
2. American Channel (Elementary) pp.25, 109 and its accompanying CD 1 (track 21) &CD 3 (tracks 36)
Teaching Procedures
1. The teacher introduces the strategy “inferencing” and then informs students of why it should be learned (the effectiveness) and when it is usually used.
2. The teacher models the strategy on a listening task (1 p.40).
3. Group activity 1- Students form groups of six and listen to six dialogues, in each of which there are two people talking about the weather. For each question the teacher provides two options.
Students as a group must decide which one the two the speakers will
bring, based on the weather conditions described in the dialogues.
Then every group sends a representative to draw it on the blackboard (1 p.67).
4. Group activity 2- Students get into groups o f six. They listen to three speaker’s monologues telling what they did last night. Students must decide among the distracters provided by the teacher where the speakers say they went the previous night. Meanwhile, students also have to listen for those speakers’ attitudes. After discussion, every group sends a member to draw the place and indicate each speaker’s attitudes on the blackboard (2 p.25).
5. Group activity 3- Students get into groups of six. Each group is given four pictures (a cell phone, an answering machine, a modem, and a modem) and a magnet. Then the teacher plays a listening passage consisted of three advertisements which do not specify explicitly what they sell. Based on the description in each advertisement, student in each group have to make inferences about what each advertisement tries to pitch. They then send a representative to magnetize the pictures on the blackboard (2 p.109).
6. The students self-evaluate their use of the strategy “inferencing” by filling out a reflection questionnaire.
Appendix F: Reflection Questionnaire
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Appendix I: Learners’ Original Reflection Questionnaire Responses
Table 16. Results of the Reflection Questionnaires from the First Class Session Responses
Rating
N %
Categories Example reasons
Lesson design (N=17)
Ûñ æ Ã Ü Ý Þ;Ûð æ Ý ß à á p Þ;Ûn ] } ¸ Ì
â Ì« Ï ã î 0 Êä Ý ñ
å ÅÞ
Enhancement of learning
(N=8)
Û#W o æ ]Ä ç Þ;Û è
ÌÉè D é Þ;Û ]
' 8 @ à m Þ Others
(N=2)
Û#W ¤ ¥ ª ÉÞ;Û#W Ì« Ê
ê ë ]î 0 1 2 Ì« Ê ì Þ Positive 30 54.54
%
No reason (N=3) Lesson design
(N=5)
Û#W ÊÝ Þ;ÛÌ« í /î Þ;Ûn
Ú Í Ì Þ
Enhancement of learning
(N=7)
ÛU é ê Þ;Ûe Ìp Þ;Ûf g Æ p Þ
Learner motivation (N=3)
Û#W { Ìï ð ]Þ;ÛÌ
í ï ð ]Þ;Û#W ÌÊï ð
]Þ
Others Neutral 22 40%
No reason (N=7) Lesson design Enhancement of
learning (N=1)
Ûe = I Ì« Þ
Learner motivation (N=1)
Ûê ë ]Þ
Others (N=0) Negative 2 3.63%
No reason No answer 1 1.82%
Total 55
Table 17. Results of the Reflection Questionnaires from the Second Class Session Responses
Rating
N %
Categories Example reasons
Lesson design (N=9)
Û Þ;ÛÉ ] ÉÒÞ;Û#
W Êñ ñ Þ Enhancement
of learning (N=6)
Û#W ÷ ò ó à m Þ;Û
º » @ Þ;Û F ô
¨ É ; 5 ó Þ Others
(N=1)
ÛÌU Êõ Þ
Positive
21
38.18
%
No reason (N=5) Lesson design
(N=7)
Ûö ÷ F o Ý Þ;Û
ÉÒø Ìí Ý Þ;Û#W o
TVÞ Enhancement of
learning (N=5)
Û Æ p Þ;Û ÊÉ
Ò Ìp Þ;ÛÌí p Þ
Learner motivation (N=6)
ÛÌù ]Þ;Û ]÷ Ìí
Éè o T $ Þ;Û#W
Ìí ï ð ]Þ
Others (N=2)
Ûú û ü Þ;Û#W ý % Ì ÉÞ
Neutral
26
47.27
%
No reason (N=6) Lesson design
(N=1)
Û/î Þ
Enhancement of learning
(N=1)
Û N p Þ
Learner motivation Others
(N=1)
T#W Êü ÊÏ ã ÅÞ
Negative 4
7.27%
No reason (N=1) No answer 4 7.27%
Total 55
Table 18. Results of the Reflection Questionnaires from the Third Class Session Responses
Rating
N %
Categories Example reasons
Lesson design (N=9)
Ûý Ü ê ë ] Ã Ü ð æ
î 0 Ì+ þ ° à Þ;
Û#W ÊÉÒÞ;Û o ¹
]Þ Enhancement
of learning (N=8)
Û÷ æ ÉÞ;Û#W { F p
Æ p Þ;Û#W ]÷ Þ
Others (N=2)
Û#W ú û û ! Ê Þ;ÛÌy z
« Ì« Þ Positive 23 43.4%
No reason (N=4) Lesson design
(N=5)
ÛÊÝ Þ;Û#W /î Þ;ÛÊ
ÌÝ Þ
Enhancement of learning
(N=10)
Û U e Ì p
EnglishÞ;Û U { | ! " Þ;Û
e p e Ìp Þ
Learner motivation (N=4)
Û#W Ìí ï ð ]ÞÛ ; ]ÌÉÞ;
Û ]ä Ý Ì Þ
Others (N=2)
Û#W Ê Æ
Þ; Û o î û Þ
Neutral
27
50.94
%
No reason (N=6) Lesson design Enhancement of
learning Learner motivation
(N=2)
ÛÌï ð Þ;ÛÌï ð ]Þ
Others Negative 2 3.77%
No reason No answer 1 1.89%
Total 53
Table 19. Results of the Reflection Questionnaires from the Fourth Class Session Responses
Rating
N %
Categories Example reasons
Lesson design (N=25)
Û o p A ¡ aÉ ; G u µ T hÞ;Û#W 1 2 ¡ Ö ¢ Þ;
ÛÜ æ Þ
Enhancement of learning
(N=1)
Ûø { | ! " Þ
Others (N=1)
Ûý Ü Ìï ð ] ¤ ¥ ± Å Æ ]ÉÝ ö ÷ ¤ ¥ c ÷ ¤ ¥ Þ
Positive 29 60.42
%
No reason (N=2) Lesson design
(N=5)
ÛÊÉÒÞ;Ûñ æ ÉÒÞ;Û#W ñ
æ ÊhappyÞ Enhancement of
learning (N=3)
Û# Ê< = ÞÛ; Ìp Þ;
Ûe Ìp Þ
Learner motivation (N=1)
ÛÌí ï ð ]Þ
Others (N=4)
Ûå ÅÌ3 Þ;Û#W í
{ * ÌP Q Þ;Û÷ â ]ñ
þ Þ Neutral 15 31.25
%
No reason (N=6) Lesson design
(N=3)
Û/î Þ;Û#W Ì« ¡ Þ;Û/î Þ
Enhancement of learning Learner motivation
(N=1)
Û#W Ìí ï ð ]Þ
Others Negative 4 8.33%
No reason
No answer 0 0%
Total 48
