THE CORRELATION BETWEEN VOCABULARY MASTERY

AND LISTENING ACHIEVEMENT AT THE TENTH GRADE

STUDENTS OF SMA N 1 RANTAU PANJANG IN ACADEMIC
YEAR 2014/2015

RESEARCH PROPOSAL

BY
FATHUL QORIB
NIM : 11 2009 029

FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH EDUCATION STUDY PROGRAM
ISLAMIC UNIVERSITY OF OKI (UNISKI)
2014
THE CORRELATION BETWEEN VOCABULARY MASTERY AND
LISTENING ACHIEVEMENT AT THE TENTH GRADE STUDENTS OF
SMA N 1 RANTAU PANJANG IN ACADEMIC YEAR 2013/2014

1. Background
In Indonesia, English is the first foreign language and it has been taught to the
students from the first year of secondary school up to university. Also, English
language is more difficult to learn as a second language, because the students can not
acquire the language from social environment especially in Indonesia. They can not
communicate even when they want to speak English, they must find appropriate word
first.
It is different in the countries that use English as a second language.
According to Beck and McKeown (1991:482), five to six years old have a working
vocabulary of 2,500 to 5,000 words. It means that before the learners have a school in
order to get more knowledge including vocabulary, the learners have a habit that
force them to have vocabulary such as speak and listen each other. but, this habit will
be influenced by the environment during a learning process in the school. The
influence will appear whether a child is near the bottom or the top of that range
depends upon their literacy skills coming into the first grade (White, Graves and
Slater, 1990:281). It explains us that even the learners had a little bit vocabulary in
child years, all of them can not evolve if they do not get a good influence when they
are in the first grade.
Most students in Indonesia still also do not have the ability to speak English,
although they have graduated from senior high school. The students can not do that
because they lack of vocabulary. Vocabulary is one of English components or sub
skill that must be taught to the learners, because vocabulary has the primary role for
all languages. No matter how well the student learns grammar, no matter how
successfully the sounds of second language just can not happen in any meaningful
way (Schmitt and McCarthy, 2000:140). It is clear that English can only be

1
understood when students have vocabulary. No matter how clever the students in
grammar, if they are lack in vocabulary, the students still can not master English itself
that makes the students can not communicate using English well. The statement also
tells us that one of the language components, which are very important in
communication, is vocabulary.
Realizing the importance of vocabulary in language learning, Education and
Culture Department (1994:33) states that the purpose of teaching vocabulary is to
give the students knowledge concerning the meaning and the usage of word in
sentence pattern they have already studied. It means that in order to make the students
can communicate using English well, the teaching of vocabulary must be
accompanied with knowing the meaning of words itself. Also, the class of words
must be known in order to make easier in using it in the sentences with the correct
grammar that they learn before or after they learn about the vocabulary. After these
elements can be mastered by students, as a matter of fact it will be easier for them in
communicating using English.
Moreover, Langan (1988:22) states that a good vocabulary is an oral part of
effective communication, a command of many words will make you better in writing,
speaking, listening, and reading. It is clear that vocabulary plays an important role for
the students to use English for communication. It also tells us that vocabulary
influences a student’s language skill including listening skill.
Listening skill refers to the skill to understand the oral language. The skill to
understand the spoken language becomes very important for listening to the radio,
understanding foreign visitors, studying, etc. To develop this study, students need
plenty of practice in listening to English spoken at normal speed. Agustina (1998:3)
states that the learners can not study any other language skills without listening first.
For example a child can speak a word after listening to the word several times. A
child begins to use language by learning the spoken form. In other words, they learn
by listening, understanding repetition.

2
 Forming habit of listening can improve our pronunciation, sharpen our
memory, enlarge vocabulary, and develop speaking ability. Even though the students
can use English for communication by studying English, someone who does not
study English can make language learning effective through imitation in listening.
For example, in certain places, the person does not need to study English formally,
he/she just needs to learn by listening to tourist.
Logically, there is a significant correlation between vocabulary mastery and
listening ability. According to Wise (2007:50), expressive vocabulary knowledge and
listening comprehension skills were found to be independently related to word
identification abilities. It means that there is a linkage between vocabulary mastery
and listening ability in order to know the word in its usage, meaning and class. It can
be noticed when people are listening to an English song, they can absolutely
understand about the words said by the singer if they have a good skill of vocabulary
mastery.
Based on the background above, the writer will observe the correlation
between vocabulary mastery and listening achievement. The title of his research is as
follow: “The Correlation Between Vocabulary Mastery and Listening Achievement at
the Tenth Grade Students of SMA N 1 Rantau Panjang in Academic Year
2013/2014.”

2. The Problem of the Study

The problem of this study is formulated in the following question : “Is there
any significant correlation between vocabulary mastery and listening achievement at
the tenth grade students of SMA N 1 Rantau Panjang in academic year 2013/2014?”

3. The Objective of the Study

In relation to the research problem above, the objective of the study is to find
out whether or not there is a significant correlation between vocabulary mastery and

3
listening achievement at the tenth grade students of SMA N 1 Rantau Panjang in
academic year 2013/2014.

4. The Significance of the Study

The significance of the study is based on the result of investigation. It is hoped to
get the following benefits: first, to give some contribution to the development of
English teaching and learning in vocabulary and listening, second, to make the
teachers know the student’s skill in vocabulary and listening, and third, to know the
correlation between vocabulary mastery and listening achievement at the tenth grade
students of SMA N 1 Rantau Panjang.

5. Hypotheses
The writer proposes two hypotheses in this research, they are: Null hypothesis
(Ho) and Alternative hypothesis (Ha) as stated below:
(Ho) : There is no significant correlation between vocabulary mastery and
listening achievement at the tenth grade students of SMA N 1 Rantau
Panjang in academic year 2013/2014.
(Ha) : There is a significant correlation between vocabulary mastery and
listening achievement at the tenth grade students of SMA N 1 Rantau
Panjang in academic year 2013/2014.

6. Literature Review
This part presents: (1) the concept of the vocabulary, (2) the importance of
vocabulary, (3) categories of vocabulary, (4) the concept of listening, (5) the
importance of listening, (6) the correlation between listening and vocabulary, and (7)
related previous study.

4
6.1 Concept of Vocabulary
In mastering English, vocabulary becomes an important thing. Jackson and
Amvela (2000:180) state that the vocabulary of a language is essentially dynamic and
well-integrated system of lexemes structure by relationship of meaning. It is clear that
vocabulary may help students to communicate using English easier because
vocabulary is directly integrated with the meaning of the word and the usage of the
word in the sentences can be understood because the class of word itself is known.
Vocabulary is also one of the linguistic aspects of language. It means that
vocabulary plays a very important role in learning a foreign language because it
would facilitate students in production stage of the language learning, e.g. reading
comprehension. Al Kufaisi (1998:42) states that vocabulary is a vehicle of thought
self expression, interpretation, and communication. It can be said that the students
should posses a large number of vocabulary items to succeed in educational,
intellectual, and professional fields.
In addition, White, Graves and Slater (1990:281) state that the influence of
mastering vocabulary will appear whether a child is near the bottom or the top of that
range depends upon their literacy skills coming into the first grade. It gives the
information that the level of students’ vocabulary mastery will not evolve without the
existing of learning process that can help the students in mastering vocabulary. Also,
the students with large vocabulary mastery will become well in listening, speaking,
reading, and writing. In other words, vocabulary is one of the crucial factors that
language teacher needs to pay attention.
As a whole, it can be concluded that vocabulary is one of the important part
in mastering English. English can not be learned without having a great
understanding of vocabulary. On the contrary, English will be easier to learn when
the students have a great vocabulary.

5
6.2 The Importance of Vocabulary
Vocabulary is one of English components or sub-skill that must be taught to
the learners, because vocabulary has the primary role for all languages. No matter
how well the student learns grammar, no matter how successfully the sounds of
second language just can not happen in any meaningful way (Schmitt and McCarthy,
2000:140). This statement shows us how important vocabulary in communication. It
is not only for English, but also for the other languages all over the world.
Communication happens if the speaker and listener understand what they tell and
they hear. In order to get meaningful communication, the knowledge about the
meaning of the word must be mastered and before master in the meaning of the word
itself, the vocabulary knowledge will be the first ability that must be mastered. The
knowledge of it is also really useful in helping students to master the four language
skills in order to reach the communicative competence.
According to Langan (1988:22) states that a good vocabulary is an oral part
of effective communication, a command of many words will make you better in
writing, speaking, listening, and reading. It means that mastery of vocabulary is
crucial to language literacy. Without knowing the words, the reader or listener will
have some difficulties. Without having good vocabulary, it is hard for students to
communicate their ideas. And without mastering vocabulary, the students will get
problems to write their written text.
Vocabulary plays important rules for the students in mastering the four
language skills. Studies have shown that students with the strong vocabulary mastery
and students who work to improve their limited vocabularies are more successful at
school (Langan, 1988:371). It means that the students very need vocabulary learning
in order to make them easier when the teacher gives a task, examination and also
communicate with their teacher by using English correctly. This case absolutely can
help the students to interact each other in communication.

6
 From the views above, it can be concluded that vocabulary mastery is
essential in helping somebody to learn the four language skills better, and it is also an
essential factor in creating an effective communication in the target language.

6.3 Categories of Vocabulary

Donoughue (1990:70) states that there are four categories of vocabulary,
namely; listening vocabulary, speaking vocabulary, reading vocabulary, and writing
vocabulary.
1. Listening Vocabulary
Listening vocabulary refers to all the words that children recognize and
understand when they hear them in oral context. It is first vocabulary to develop
during the language acquisition stage and it is also the one that continues to grow
most rapidly during elementary school years.
2. Speaking Vocabulary
Speaking vocabulary includes all the words that children use in everyday
speech. It forms the basis for development of the reading and writing vocabulary and
it is at the oral level that vocabulary development generally takes place in the
classroom.
3. Reading Vocabulary
Reading Vocabulary consists of all the words that children recognize and
understand in writing. Student’s vocabulary mastery in generally limited when they
enter the school. By the time they reach reading maturity in the upper grades, their
reading vocabulary overtakes and surpasses their oral vocabulary. The most students
read, the larger is their reading vocabulary.
4. Writing Vocabulary
Writing vocabulary is the last to develop and includes only the words that
children can use in written compositions. It is closely tied to spelling instruction.
Moreover, writing vocabulary is generally when children begin school.

7
6.4 Concept of Listening
In the process of learning as a foreign language the students are taught the
four skills. One of the skills is listening. Listening is an interactive process. This
refers to the process of receiving sound waves through the ear and transmitting to the
brain. According to Brown (1992:235), the first step of listening comprehension is the
psychomotor process of receiving sound waves through the ear and transmitting to
the brain. Listening is also a skill that makes people understand about what the other
people say. As stated by Saleh (1993:33), that listening is a receptive skill in
understanding the spoken language. In line with this, Morley (1984:7) says that
listening refers to the ability to understand how particular sentence relates to what
else has been said and its function in the communication. At this stage, the listener
selects what is relevant to his/her purpose and rejects what is irrelevant.
In addition, Rost (1991:3-4), states that when people listen to spoken
language, they do some component skills in listening, such as; discriminating
between sounds, recognizing words, identifying grammatical grouping of words, and
pragmatic units expressions and set of utterances which function as whole units to
create meaning, connecting, linguistic cues to para linguistic cues (intonation and
stress) and to non-linguistic cues (gesture and relevant object in the situation) in order
to construct meaning, using, background knowledge (what we already know about
the content and the form), and context (what has already been said) to predict and
then to confirm meaning, and recalling important words and ideas. It can be said that
listening is not passive skill because the process of listening is more complex than
just hearing a message and it needs some components, such as stimulating of the
material which is listened.
Linguistically, listening is a process by which spoken language is covered to
meaning in the mind (Donogue, 1990:46). Because verbal communication carried on
primarily so that others may comprehend the information transmitted and react
accordingly, listening implies comprehension of the material which is heard. It is a
personal absorption of ideas and attitudes which are expressed through oral language.

8
It also involves interpretation. It means that listening is process in order to distinguish
sounds, understanding messages, assist speaker, and dismantle problems, comprehend
and evaluate what one hears, and enjoy, appreciate and response emotionally.
Furthermore, the definition of comprehension is the process of reader or
listener interaction with printed or oral material. Block (1993:78) defines that
comprehension is a complex process, which involves between mind of reader or
listener on language of the text, which is read or listened in a particular situational
and social context. Comprehension requires the student’s engagement, use of scheme
and interpretation of speaker’s messages it relates to their experiences. In addition,
Finnoochiaro (1989:95) states that comprehension is also an activity in decoding of
the stream of spoken language, which involves continual mental processing,
concentrated, and memory because it’s utterance requires perception of the sounds,
recognition, and identification of the segments, understanding of the communicative
expression and syntactic structures, and interpretation of the messages.
Moreover, Bromley (1992:120) defines that listening comprehension is an
active cognitive process because to comprehend the language receiver interacts which
spoken information and monitor comprehension in a search for meaning. It might be
because of the goal of listening comprehension is to be able to understand native
speech at normal speech in unstructured situation.
To sum up, it can be said that comprehension is a complex of understanding
the meaning of one word or series of words which is presented in oral or printed form
and it includes not only the ability to decode words, but also the awareness of their
meaning. From the definition of both listening and comprehension, it could be
concluded that listening comprehension is a process of understanding the meaning of
spoken language.

6.5 The Importance of Listening

In mastering language, listening becomes very important. The learners will
not be able to understand and learn a language without mastering this skill. Therefore,

9
Agustina (1998:3) states that the learners can not study any other language skills
without listening first. For example a child can speak a word after listening to the
word several times. A child begins to use language by learning the spoken form. In
other words, they learn by listening, understanding repetition.
In vocabulary mastery, listening helps to enlarge student’s vocabulary. It is
through listening that students learn many expression they will eventually see in
print. Listening takes place all the time. In the classroom, the students listen to the
teacher’s explanation about the meaning of words, phrases, and expression.
Furthermore, listening is the important skill in order to get some information
and remember it including the information about the material given by the teacher.
Iwankovitsch (2001:5) cited that the importance of listening goes beyond our ability
to recall information. It is clear that listening is very important in learning language
especially English.
From the explanation above, it can be concluded that listening has a
fundamental function in order to understand about what the information said by
speakers. Listening is also very important to get information then recall it in order to
know what the meaning of information itself.

6.6 The Correlation between Listening and Vocabulary

Typically, students of English from countries where English rarely used
outside the school may head well but have had little experience in listening to
English. If the students have a very limited vocabulary, then vocabulary can be
taught through English listening. According to Hughs (2003:179), vocabulary
supports other language skills such as listening, speaking, reading, and writing, and it
must be mastered when learning a foreign language. It means that listening is one of
the skills in English language which can be influenced by the mastery of vocabulary.
Additionally, expressive vocabulary knowledge and listening comprehension skills
were found to be independently related to word identification abilities (Wise,
2007:50). It explains that the vocabulary has a special relationship with listening.

10
This case can be seen when students have already known by rote a song lyric, they
will easily sing that song while the song is being played. It can also be said that when
people master in a listening then they must also master in vocabulary.
In listening to a foreign language, the students have been on an experience of
thinking that the language is a spoken abnormally fast. They may be able to identify
a single word or phrase, but by the time they have the impression of having blanked
out. Sometimes they missed the words. So, when people listen to something they
must concentrate of what the speaker said. However, they are able to listen to exactly
the same data again; they quickly identify those words or phrases, which have been
isolated in the previous hearing. They also are able to build their vocabulary quickly.
Besides that, listening enriches their vocabulary because by listening they can get
new words and spelling. From the description above, it can be said that more
vocabulary people have, better they master the language.
6.7 Related Previous Study
In relation to this study, there are several pieces of research that dealt with the
writer’s study. In this study, the writer discusses only one of them which is
considered closely related to this study. That research was done by Tibo (2007)
entitled “The Correlation Between Students’ Achievement in Vocabulary and
Reading Ability at the Second Year Students of MAN II Bekasi”. In that study, Tibo
analyzed whether or not there was a significant correlation between students’
achievement in vocabulary and reading ability in mastering English.
Based on the previous study above, the writer compares his investigation with
Tibo’s. There are similarity and differences between the writer’s study and his. The
similarity deals with the subject that is the correlation between language skill, and
the differences are in (1) the location of the research, (2) the objectives, (3) the
sample of the research, and (4) the analysis of the study in each research.

11
7. Method of the Study
Method is a style of conducting a research work which is determined by the
nature of the problem (Singh, 2008:163). In this study, the writer will use descriptive
method especially the correlational study because the writer presents the fact and the
calculation systematically based on the data obtained from the test. According to Best
(1993:17), a descriptive study describes and interprets what it is. It concerns with
conditions or relations that exist, opinions that are held, processes that are going on,
effects that are evident or trends that are developing. It is primarily concerned with
present although as they are related to current condition. The study is based on the
conditions that existed.

8. Variables of the Study

Variables are characteristics or conditions that change or have different values
for different individuals (Neelankavil, 2007:18). A variable function as an
independent variable and dependent variable. Independent variable is a variable that
is presumed to cause a change in another variable. Dependent variable is presumed to
be influenced by one or more independent variables (Johnson and Christensen,
2010:40).
In accordance to the definition above, there are two variables in this study.
The variables are independent variable and dependent variable. Vocabulary mastery
as an independent variable (X) and listening achievement as a dependent variable (Y)
that can be seen at the draft below :
Independent Variable Dependent Variable
(X) (Y)

Vocabulary Mastery Listening Achievement

12
9. Operational Definitions
The title of this study is “The Correlation between Listening Achievement and
Vocabulary Mastery at Ten Grade Students of SMA N 1 Rantau Panjang in
Academic Year 2013/2014 “. To avoid misinterpretation, some terms used in the title
are operationally defined. Those are correlation, listening, listening achievement, and
vocabulary.
Correlation refers to the two things or more that have a mutual relationship
and influencing each other. The correlation in this study refers to find whether one
variable has a mutual relationship to the other variable or no.
Listening is a way for getting information such as a word, a sentence, and
phrase from other people orally in order to make people can communicate each other
finely.
Listening Achievement in this study refers to the student’s knowledge of
determining the word from context (what has already been said).
Vocabulary refers to the total number of words in a language.

10. Population of the Study

Population is a complete set of people with a specified set of characteristics
(Hulley, 2007:28). The population of this study is all the tenth grade students of SMA
N 1 Rantau Panjang in academic year 2013/2014. There are two classes of the eighth
grade students in that school, with the total number of 73 students. The distribution of
the population is shown in Table 1.

Table 1
Population of Study

No Class Students Total number of students

Male Female
1 X.1 15 22 37
2 X.2 14 22 36
Total 29 44 73

13
Source : Document of SMA N 1 Rantau Panjang in 2013-2014 academic year
11. Sample
Sample is the group of subject in which information is obtained. It is selected
in such away that it represents the larger group (population) from which it is obtained
(Fraenkel and Wallen, 1991:340). In this study, sample will be taken by using non
random sampling. Manuel (2000:2) describe that non random sampling is a sampling
method which is not based on a random mechanism in the selection of the study
sample. Since the population consists of 73 students, as stated by Arikunto
(2006:130), if the population is less than 100 students, all of the population can be
taken as a sample. Therefore, all of the tenth grade students of SMAN 1 Rantau
Panjang in academic year 2013/2014 will be sample. The distribution of the sample is
shown in Table 2.

Table 2
Sample of Study

No Subpopulation Students Total number of students

Male Female
1 X.1 15 22 37
2 X.2 14 22 36
Total 29 44 73

12. Techniques for Collecting the Data

To collect data needed, test and questionnaire will be used as the instrument.
The aims of giving test are to find out the students’ mastery in vocabulary in relation
to the listening achievement. Here, a listening test will be applied to get the students’
scores in listening. The students will be asked to fill the missing parts of the narrative
text that has 50 missing parts by listening to the text on the tape. The writer will show
this test in appendix A. Furthermore, the vocabulary test will be applied to get the

14
students’ scores in vocabulary. The students will be asked to answer the multiple
choice question that consist of 50 questions. The test will be presented in appendix B.
However, before giving the test to the sample, the test will be tried out to the
students of another school but still in the same level with the sample. The writer will
give the same test with try out to the participant and sample.
Furthermore, questionnaire will also be given to the students in order to get
some information about the relationship between vocabulary mastery and listening
achievement. A questionnaire is a trial to collect information using some written-
question that must be answered in written form (Nawawi, 1995:177). Johnson and
Christinsen (2000:127) state that questionnaire is a self-report data-collection
instrument that each research participant fills out as part of research study. Moore
(1992:24) says that questionnaire is a means of collecting the data in which the
researcher call on students to examine themselves and react to a series of statement
about their attitudes, feeling and opinions.
In this study, the writer uses a close direct questionnaire with the
questionnaire will consist of 20 questions. The writer will show this questionnaire in
appendix C. A close direct questionnaire is a questionnaire consisting of questions
that must be answered by the respondents and there are several answers that have
been provided so that a respondent only chooses the most appropriate answer to
collect the data of correlation between vocabulary mastery and listening achievement.
The questionnaire is a multiple choice form of four alternatives based on the Likert
Scale type. Likert Scale is a scale with a number of points or spaces, usually at least
three but not more than seven (Wiersma, 2000:305).

13. Validity
Validity is the most important idea to consider when preparing selecting and
instrument for use validity to the appropriateness, meaningfulness of an
interferences, researcher makes (Fraenkel and Wallen, 1990:127). The validity
content is a form that is based on the degree to which a test adequately and

15
sufficiently measurement skills or behavior it set out to measure. The test item of
each test will be devised in accordance with the table of specification in order to
make the test have a high degree of content validity. The table of test specification for
vocabulary and listening tests can be seen in Appendix D. Moreover, the tests will be
related to the syllabus (see Appendix E). Then, index of difficulty formula (IDIF) will
be used to check the difficulty level of each item in the vocabulary test. The formula
of IDIF can be seen below.

𝐵
𝑝 = 𝑥 100%
𝐽𝑠

Where :
P = Indeks of difficulty
B = Total of students with the correct answer
Js = Total of students

The criteria of index difficulty as follows :

0,00-0,30 = the question is difficult

0,31-0,70 = the question is medium
0,71-0,90 = the question is easy

(Daryanto, 2001:70)

14. Reliability
Reliability means the stability of the test score. Reliability refers to the
consistency of score obtained how consistent they are for each individual from one
set of items to another. Since the questionnaire will be made and taken from Wiersma
(2000:305), therefore, the questionnaire will be considered reliable.

16
 Moreover, the internal consistency of reliability will be used in this study and
estimated by Kuder-Richardson 21, or KR21. This formula will be done toward both
tests (Vocabulary and Listening). Fraenkel and Wallen (1990:136) state that for
researcher purposes, a useful rule is that reliability should be at least 0.70 and
preferably higher. Formula of Kuder-Richardson 21 is as follows and it will be
estimated manually:

K M(
KM
)

KR 
21 1 2

Kk
1 K
( )
SD

KR-21 = Kuder-Richardson Reliability Coefficient

K = Number of Items in the Test
M = Means of the Test Score
SD = Standard Deviation of the Set of the Test Score

In which :

𝑥−𝑥 2
SD =
𝑁

Where:
SD = Standard Deviation of the difference
X = Students’ Score
X = Mean Score
N = Number of the Students
= The sum of

15. Techniques for Analyzing the Data

To score the vocabulary and listening test, the writer will use percentage
formula. The percentage formula can be seen below.

17
 𝑁𝑐
𝑇𝑆 = 𝑥 100%
𝑁𝑡

Where :
TS = Test Score
Nc = Total number of the test which is answered correctly
Nt = Total number of the test

Meanwhile, Likert Scale Type by Wiersma will be used in order to score the
questionnaire. In scoring the questionnaire, the following rule is used:

1) For the positive items 2) For the negative items

Option a is scored 4 Option a is scored 1
Option b is scored 3 Option b is scored 2
Option c is scored 2 Option c is scored 3
Option d is scored 1 Option d is scored 4

The score is ranging from 0 – 100.

(Wiersma, 2000:305).

Furthermore, to find out whether or not there is a correlation between

vocabulary mastery and listening achievement at the tenth grade students of SMAN 1
Rantau Panjang in academic year 2013/2104, therefore, Product Moment Correlation
will be used. The analysis will be done by using Statistical Package for Social
Science (SPSS) version 16.

18
The following table shows the degree of correlation (Sugiyono, 2011:231)
Table 3
The Degree of Correlation
Coefficient Interval Degree of Correlation
0.00 – 0.199 Very Weak
0.20 – 0.399 Weak
0.49 – 0.599 Fair
0.60 – 0.799 Strong
0.80 – 1.000 Very Strong

19
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McKeown. (1991). Language arts. Social studies texts are hard to understand:
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Wiersma. (2000). Research method in education : an introduction. Boston:
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22
APPENDIX A

Listening Test
Name :
Class :
Time : 1 x 45 minutes

A. The Story of Snow White

In earlier (............)1 there lived a girl, who named Snow White. She lived
(............)2 his aunt and uncle (...........)3 her parents died. One (...........)4 she heard her
uncle and aunt (...........)5 about leaving Snow White in the castle because they
(...........)6 to go to America and they did not have enough money to take Snow White
with them. Princess Snow White did not want her uncle and aunt to do this. So he
decided to escape.
The next day she ran away from (............)7 when her aunt and uncle were
(............)8 breakfast , she fled into the wood. In the wood she felt very tired and
hungry. Then she saw this cottage. She knocked but no one answered her so she went
inside and felt asleep Meanwhile seven dwarfs came home from his work. They get
into. There, they (...........)9 Snow White woke up from his sleep. She saw the dwarfs.

23
The dwarf said : "What is your name ?” Snow White said , "My name is Snow
White." One dwarf said. “If you want , you can stay here with us.” Snow White tells
all about her story . Then daughter snow and the seven dwarves are now living
happily ever (...........)10.

B. The Origin of Surabaya City

Once (...........)11 a time , there were two (............)12, Sura and Baya name.
Sura is the (...........)13 of the Beast is the Beast shark and Baya the(...........)14. They
live in the deep sea. After Sura and Baya were looking for some food. Suddenly,
Baya see a (............)15 goat. "Yummy is good , this is the most delicious lunch," said
Baya . ”No (............)16! This is my lunch. You greedy" Sura said. Later they fought
for goats. After (............)17 hours of fighting, they were very tired. Feels tired of
fighting, they live in (............)18 places. Sura Baya live in the water and stay in the
country.
Border is the beach, so they do not will fight again. Someday, Sura went to
the ground and look for (............)19 food in the river. he was very hungry and there
was not much food in the sea. Baya was very angry when he knew that Sura broke a
promise. They fight again. They both punching and kicking. Tail Sura Baya fight.
Baya did the same thing to Sura. He bit very hard until Sura finally gave up and
returned to the sea. Baya was (............)20. Named his final city of Surabaya.

24
C. Pinocchio and the Wicked Witch

In a large pine forest in the country Italy, lonely. He always dreamed

(............)21 having a child. Every day , he went to cut wood for the city people. One
day, an (............)22 illuminated his mind, the idea of crafting a puppet, that he would
(...........)23 the name of Pinocchio . He made the doll and at night, the puppet
(...........)24 to life! One year of happiness and thriller passed, on sunday (...........)25,
Gepetto told Pinocchio: it's my birthday soon , my little (...........)26! I hope you do not
forget it! Euuh , sure, I'm not ! Pinocchio felt awkward.
He did not (............)27 about it. Gepettos birthday (...........)28 just three days
ahead, and he had not prepared a gift. After a long night of reflecting, Pinocchio
(............)29 decided to offer a homemade chocolate cake to her as a gift . When the
(............)30 rose, Pinocchio was ready to go outside find the ingredients . The main
(............)31 was not even known he was in and the recipe.
So after school, he (............)32 to go ask someone for the ingredients to bake a
cake. During his walk, Pinocchio, the wooden puppet, met shamans(............)33. Hey,
little boy, do you (...........)34 help for your chocolate cake? Hum You can help me?,
Pinocchio asked. Sure, I could. (............)35 me! After walking a few minutes so,
Pinocchio saw big, big ,big huge candy(............)36. They entered together and
Pinocchio was caught by a large enclosure. Mouahahaha! I was finally able to catch
you! you be mine, you will work for me!, Said the evil witch.

25
 Pinocchio was terrified . When the guards came and (............)37 him out of the
cage, he immediately ran very fast and he managed to escape. At the same time, the
(............)38 wizard, summoned all his troops with him, ran after him and he pulled out
his wand. Evil devil (............)39 the little wooden puppet into a chocolate cake! When
he returned home, he told the whole story to his father and they went to find a fairy
god. After a long journey, they finally found the fairy (............)40 and they had a
magic potion for Pinocchio, Pinocchio to treat the poor.

D. Finding Farmers Magic Box

In the afternoon, there was a poor farmer. He lives with his (............)41. One
day, he dug his field and found a very large (............)42. He then store them in their
homes. One sunny morning, she dropped (............)43 in the box. Suddenly, the box
gets filled with apples. No matter how many apples were taken (............)44, more
apples going on inside the box. One day, forming dropping gold (............)45 into the
box.
Simultaneously, Apple began to disappear and the box full of gold coins.
Farmer soon became rich. After hearing that his son became wealthy, forming a
father visiting couples. His father was not very (............)46. He could not go out to
work again. So the farmer asked his old father to help him take the gold coins out of

26
the box. His father worked (............)47, took the gold coins out of the box. When he
was told that he was very tired and wanted to rest, the farmer yelled to him, “Why
are you so (............)48 Why can not you work harder old man said nothing and
continued to work long Suddenly?”. Man fell into the box, he died.
As well as gold coins began to (.............)49 and the box is filled with the dead.
The former should be pulled out and buried. To do this, farmers have to spend all the
(............)50 that had been collected earlier. When he had spent all his money, broke
box. farmer was ugly as before, terrible ending.

27
The answer key of listening test :

1. Times 26. Boy

2. With 27. Think
3. Because 28. Comes
4. Day 29. Finally
5. Leaving 30. Sun
6. Wanted 31. Problem
7. Home 32. Decided
8. Having 33. City
9. Found 34. Need
10. After 35. Follow
11. Upon 36. House
12. Animals 37. Took
13. Name 38. Evil
14. Crocodile 39. Changed
15. Nice 40. God
16. Way 41. Wife
17. Several 42. Box
18. Different 43. Apples
19. Some 44. Out
20. Happy 45. Coins
21. See 46. Strong
22. About 47. Hard
23. Idea 48. Lazy
24. Give 49. Disappear
25. Morning 50. Money

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APPENDIX B

Vocabulary Test
Name :
Class :
Time : 1 x 45 minutes

1. The ... of the examination depends on how many subjects you take.
a. Ticket c. Coast
b. Fee d. Salary

2. Microsoft is a huge, international ....

a. Competitor c. Conference
b. Corporation d. Companion

3. Most cars are fitted with a ... for locking the steering-wheel to prevent theft.
a. Cable c. Device
b. Tool d. Window

4. Remember this ... - “Think Before You Speak”.

a. Principle c. Prospect
b. Proverb d. Principal

5. The doctors didn’t know what was wrong with Dad, so they decided to do an ... of
his blood.
a. Amendment c. Analysis
b. Artificial d. Acknowledgement

6. In some countries, employers are accused doing an ....... to their workers by paying
them low wages.
a. Exploding c. Exposition
b. Exploitation d. Explosion

7. The air was very hot and still, but then came a few gentle ... of wind, followed by a
good breeze.
a. Gales c. Puffs
b. Blows d. Blasts

8. In this city, California. I have so many remembrances ..... never be forgotten.

a. So c. Where

29
 b. Who d. Which

9. From this story, we can conclude ......... Cristiano Ronaldo is a great football
player.
a. That c. Of
b. If d. For

10. Rizty : hey, where have you been?

Sary has been looking ...... you for a couple hours ago.
Tita : Really?
I’m Sorry. There was a traffic jam when I was on the way to here.
a. For c. At
b. To d. On

11. Riya was reading novel ......... Rina called her.

a. While c. Where
b. When d. If

12. The police shot the boy ........ has robbed a woman at the shop.
a. If c. With
b. That d. Who

13. Shinta’s home is far from her house. She always go to school ....... bike.
a. By c. If
b. With d. That

14. Joko : Hey Kahfi...

That is ......... bag.
I bought it last year.
Please give it to me.
Kahfi : Okay bro.
a. Me c. My
b. I d. Them

15. In making an argument, you should have some references. As a matter of fact you
can defend ......... argument.
a. My c. Your
b. You d. Yours

16. As a teacher, we have to know about the characteristic of the students. Because
.......... characteristics are different each other.
a. Their c. They
b. Them d. These

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17. As Moeslim, we should maintain ...... deeds like as the Prophet Muhammad PBUH
did.
a. Our c. Us
b. We d. My

18. Every people have to have a vision including women. For example R.A Kartini,
because of ....... vision the modern women in Indonesia can still feel the woman
emancipation.
a. Her c. Their
b. She d. Our

19. Marko : May I borrow this book?

Peter : I am Sorry. This book belongs to Harry.
He entrusts to me and he will take ...... book soon.
a. Them c. His
b. Her d. Him

20. The weather is so hot, Reza ........ to cancel his plan for going to his grandfather’s
house.
a. Lies c. Is
b. Decides d. Goes

21. Tomorrow is my friend’s birthday party, I have to ........ to his party.

a. Come c. Leave
b. Back d. Absent

22. I am sure the debate contest can be held next month, but I can’t ... it yet.
a. Convey c. Condemn
b. Confine d. Confirm

23. The weather forecast ... that it would rain this evening.
a. Asked c. Prevented
b. Spoke d. Predicted

24. There’s a lot of ... in the school laboratory.

a. Applicable c. Apparatus
b. Apology d. Apparel

25. Your heart makes your blood ... around your body.
a. Circumstance c. Cleared
b. Cynical d. Circulate

26. It’s no good hiring someone who’s never taught in high school before. We need an
... teacher.

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 a. Experimented c. Experienced
b. Exploited d. Explored

27. Please don’t pass this information on to anyone else. It’s ....
a. Confidential c. Confident
b. Secretion d. Believable

28. Please send that letter by express. It’s very ....

a. Urgent c. Great
b. Earnest d. Hurried

29. The girl is diligent so she becomes a ....... girl.

a. Clever c. Lazy
b. Dumb d. Beautiful

30. Ari loves Har because Har is a ....... girl.

a. Taller c. Stinky
b. Tall d. More tall

31. Shid : Why did you leave her?

Lud : It’s not your business!
Al : Yes, as we know together that she is a .......... woman.
a. Dumb c. Beautiful
b. More beautiful d. Lazy

32. Which is the synonym of “dirty”?

a. Rubbish c. Soiled
b. Trash d. Stinky

33. Which is closest in meaning to "connect"?

a. Beat c. Persuade
b. Fight d. Join

34. Which is closest in meaning to "deadly"?

a. Fatal c. Alive
b. Death d. Hell

35. Which is closest in meaning to "opportunity"?

a. Chance c. Change
b. Entry d. Leave

36. Which is closest in meaning to "preserve"?

a. Keep c. Offer
b. Serve d. Prepare

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37. Which is closest in meaning to "refuse"?
a. Reject c. Diffuse
b. Fresh d. Confuse

38. Which is the antonym of “long”?

a. Far c. Shoot
b. Soon d. Short

39. Which is the antonym of "pure"?

a. Empty c. Impure
b. True d. Push

40. Which is the antonym of "rapid"?

a. Hit c. Slow
b. Smart d. Jump

41. Which is the antonym of "extreme"?

a. Extra c. Moderate
b. Terrible d. Horrific

42. Which is the antonym of "false"?

a. True c. Wrong
b. Rises d. Gentle

43. Which is the antonym of "increase"?

a. Include c. Reduce
b. Conclude d. Induce

44. The man is sitting ....... the table.

a. On c. Behind
b. At d. In

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45. Where is the position of the shoe?

a. Behind the chair c. On the chair

b. Under the chair d. Next the chair

46. The eggs exist ...... the refrigerator.

a. On c. In
b. Behind d. Toward

47. The truck is ...... the rider.

34
 a. In front of c. Among
b. Between d. In

48. Where is the position of the Eiffel Tower?

a. Between the man c. At the man

b. Behind the man d. On the man

49. Where is the position of the moon?

a. Behind the trees c. Between the trees

b. On the trees d. At the trees

50. The wife is sitting ........ husband.

a. In front of c. On
b. Under d. Next to

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The answer key of vocabulary test :

1. b. Fee 26. c. Experienced

2. b. Corporation 27. a. Confidential
3. c. Device 28. a. Urgent
4. b. Proverb 29. a. Clever
5. c. Analysis 30. b. Tall
6. b. Exploitation 31. c. Beautiful
7. d. Blasts 32. c. Soiled
8. d. Which 33. a. Beat
9. a. That 34. a. Fatal
10. a. For 35. a. Chance
11. b. When 36. a. Keep
12. d. Who 37. a. Reject
13. a. By 38. d. Short
14. c. My 39. c. Impure
15. c. Your 40. c. Slow
16. a. Their 41. c. Moderate
17. a. Our 42. a. True
18. a. Her 43. c. Reduce
19. c. His 44. a. On
20. b. Decides 45. b. Under the chair
21. a. Come 46. c. In
22. d. Confirm 47. a. In front of
23. d. Predicted 48. b. Behind the man
24. c. Apparatus 49. c. Between the trees
25. d. Circulate 50. d. Next to

36
APPENDIX C

Questionnaire
Name :
Class :
1. Do you like English subject?
a. Very Like c. Little
b. Like d. Do not like

2. When do you start to know English subject?

a. Junior High School c. Senior High School
b. Elementary School d. Play Group

3. Do you join an English course?

a. Yes c. Rarely
b. Often d. No

4. Is English study difficult for you, why?

a. No c. Little
b. Very difficult d. Yes

5. Do you always get a low score in English subject?

a. No c. Often
b. Sometimes d. Never

6. Do you like your teacher’s method in teaching English subject?

a. Yes c. Little
b. Sometimes d. No

7. Do you like playing game in studying English?

37
 a. Yes c. Little
b. Sometimes d. No
8. Are you always bored with the English subject?
a. Yes c. Little
b. Sometimes d. No

9. Arrange these skills begin from the most difficult for you: speaking, listening,
reading, and writing.
a. Speaking, listening, c. Reading, speaking,
reading, and writing. listening, and writing.
b. Listening, speaking, d. Writing, speaking,
reading, and writing. listening, and reading.

10. Arrange these aspects begin from the most difficult for you: Pronunciation,
grammar, and vocabulary.
a. Grammar, vocabulary, c. Pronunciation, grammar,
and pronunciation. and vocabulary.
b. Vocabulary, grammar, d. All of them are difficult.
and pronunciation.

11. Do you have a special strategy in learning English?

a. Yes c. Little
b. Sometimes d. No

12. Do you always watch the English film?

a. Yes c. Little
b. Sometimes d. No

13. Do you always listen to the English song?

a. Yes c. Little

38
 b. Sometimes d. No

14. Do you always read the English book or magazine or newspaper?

a. Yes c. Little
b. Sometimes d. No

15. Do you ever listen an English song?

a. Yes c. Little
b. Sometimes d. No

16. Can you know the lyrics of an English song only by listening?
a. Yes c. Little
b. Sometimes d. No

17. Do you open your dictionary when you face the difficult word from the English
song you are listening?
a. Yes c. Little
b. Sometimes d. No

18. Can you analyze the class of word?

a. Yes c. Little
b. Sometimes d. No

19. Can you understand of the English song if you have many of vocabulary?
a. Yes c. No
b. May be d. Do not know

20. In your opinion, does the vocabulary mastery have a correlation with listening
achievement?

39
a. Yes c. No
b. May be d. Do not know

40
APPENDIX D

The Specification of the Test

a. Vocabulary Test
Materials Indicator Type of Number of Items
Test
 Noun  To find out certain Multiple  1-7
information. Choice.
 Conjunction  8-13

 Possessive  14-19
Pronoun

 Verb  20-25

 Adjective  26-31

 Synonym  32-37

 Antonym  38-43

 Preposition  44-50

b. Listening Test
Materials Indicator Type of Number of Items
Test
 The Story of  To find out certain Filling the  1-10
Snow White information. missing
 The Origin part.  11-20
of Surabaya
City
 Pinocchio  21-40
and the
Wicked
Witch
 Finding  41-50
Farmers
Magic Box

41
APPENDIX E
SYLLABUS
Nama Sekolah : SMA Negeri 1 Rantau Panjang
Mata Pelajaran : Bahasa Inggris
Kelas :X
Semester : ii

Materi Pembelajaran Nilai Budaya & Kewirausahaan/Ekono Indikator Penca-paian Alokasi Sumber
Standar Kompetensi Kompetensi Dasar Kegiatan Pembelajaran Penilaian
Karakter Bangsa mi Kreatif Kompetensi Waktu Belajar
8 Memahami makna 8.1 Merespon makna respond to  Religius, jujur,  Percaya diri  Mengidentifikasi  Mengidentifikasi topik Quiz 1 x 45 Developing
dalam teks fungsional yang terdapat narrative texts. toleransi, disiplin, (keteguhan hati, beberapa iklan lisan sebuah pengumuman English
pendek dan monolog dalam teks lisan kerja keras, mandiri, optimis). di tempat umum lisan Competencies
yang berbentuk fungsional pendek demokratis, rasa secara berkelompok. for Grade X
Listen to the tape  Berorientasi pada  Mengidentifikasi
narrative, descriptive, sederhana ingin tahu, semangat Senior High
and complete the tugas (bermotivasi,  Mendengarkan iklan informasi tertentu dari
dan news item (misalnya kebangsaan, cinta Ulangan tertulis School
following story. tekun/tabah, melalui tape secara undangan lisan
sederhana dalam pengumuman, tanah air, (SMA/MA)
bertekad, enerjik). klasikal.  Mengidentifikasi tujuan 1 x 45
konteks kehidupan iklan, undangan menghargai prestasi,
sehari-hari dll.) resmi dan tak bersahabat, cinta  Pengambil resiko  Mendiskusikan isi dan dari pengumuman yang Tape
The Little Girl and
resmi secara damai, gemar (suka tantangan, bentuk bahasa yang didengar. Kamus
the Wolf Tugas
akurat, lancar dan membaca, peduli mampu memimpin) digunakan secara
James Thurber Kaset/CD
berterima dalam lingkungan, peduli  Orientasi ke masa kelompok
berbagai konteks sosial, tanggung Tape/CD
One afternoon, a big depan (punya Player
kehidupan sehari- wolf 1...... jawab perspektif untuk
hari in the dark forest for masa depan) OHP/LCD
a little girl to come Foto/ Poster
along carrying 2...... Gambar
to her
grandmother. Koran
Finally, the little girl berbehasa
came along and she Inggris
was carrying a Majalah
basket of food. "Are Internet
you carrying
that basket to your
grandmother?"
3 ..........the wolf. The
little girl said
yes she was. So the
wolf asked her
where her
grandmother lived
and the
little girl told him
and he 4............ into
the woods.

42
 When the little girl 5
...........the
door of her grand
mother's house, she
saw there was
somebody in bed
with
a nightcap and 6
.......... She had
approached no
nearer than twenty-
five
feet from the bed
when she
7..................... it
was not her
grandmother but the
wolf,
for even in a
nightcap a wolf
doesn't
look anymore like
your grandmother
than 8.............. lion
looks like Calvin
Coolidge. So the little
girl took an automatic
out of her basket and
shotthe wolf dead.
8.2 Merespon makna respond to  Religius, jujur,  Percaya diri  Mendengarkan  Mengidentifikasi main Tugas 1 x 45 Developing
dalam teks narrative texts. toleransi, disiplin, (keteguhan hati, berita/deskri psi/ idea dari teks yang English
monolog kerja keras, mandiri, optimis). naratif untuk didengar Competencies
sederhana yang demokratis, rasa menemukan berbagai  Mengidentifikasi tokoh for Grade X
Study the following  Berorientasi pada
menggunakan ingin tahu, semangat informasi secara Senior High
explanation. Then, tugas (bermotivasi, dari cerita yang
ragam bahasa kebangsaan, cinta klasikal melalui kaset. Ulangan tertulis 1 x 45 School
listen to your tekun/tabah, didengar
lisan secara tanah air, (SMA/MA)
teacher reading bertekad, enerjik).  Mendiskusikan  Mengidentifikasi
akurat, lancar dan menghargai prestasi,
another story and  Pengambil resiko pembedakan kejadian dalam teks Tape
berterima dalam bersahabat, cinta
complete the table (suka tantangan, penggunaan bahasa yang didengar
konteks kehidupan damai, gemar Kamus
mampu memimpin) secara lisan dan
sehari-hari dalam membaca, peduli  Mengidentifikasi ciri-ciri Kaset/CD
tertulis secara Tugas
teks berbentuk; Different writers lingkungan, peduli  Orientasi ke masa dari benda/orang yang
berkelompok Tape/CD
narrative, organise their stories in sosial, tanggung depan (punya dideskripsikan
descriptive, dan jawab Player
different ways. perspektif untuk  Mengidentifikasi inti
news item masa depan) OHP/LCD
 However, they berita yang didengar
usually give their Foto/ Poster
 Mengidentifikasi sumber
information about: berita yang didengar Gambar
 the setting (the place, Koran
time) berbehasa
Inggris
 the characters (the
43
 people in the story) Majalah
 the events (the Internet
conflict in the story)
 the outcome (what
happened in the end)

Rantau Panjang, Juli 2012

Mengetahui,
Kepala Sekolah,

Syaiful Bahri, S.Pd.

Pembina.
NIP 19640820 198804 1 001

44
45