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3 1293 01058 2512

LIBRARY
Michigan State
University

 

 

 

 

 

 

THE’SlS

 

 

 

 

This is to certify that the
dissertation entitled
VIDEOTAPE AS A TOOL TO INCREASE
LISTENING COMPREHENSION OF
NONNATIVE SPEAKERS OF ENGLISH

presented by

WANCHIK WAN I BRAHIM

has been accepted towards fulfillment
of the requirements for

PH 0 D degree in ACE

 

flgégflégé 4221—

Major professor

Date November 25, 1985

 

MS U is an Affirmative Action/Equal Opportunity Institution 0-12771

 

 

MSU

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RETURNING MATERIALS:
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u ” '
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JUN

a

 

 

 

AEHUDYIEENSTHEIHDEQDWEIEiATKDLIMRIDCRHEHNGIJSHQHNG

OflmfiEHEMflDNCIVEflhSHIENHSAmffifiiMNMflSUWlNHEKNELIDHVEfiHTY

BY
Wanchik W. Ibrahim

A DISSERTATION

Submitted to
Michigan State University

in partial fulfillment of the requirement
for the degree of
DOCTOR OF PHILOSOPHY

Department of Adult and Continuing Education

1985

3‘33

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CDMHMfiENSflIJOFIEK.SHIENESJMPTHEIWEANSDMGFETFJWELUNUERSINI

BY

Wanchik w. Ibrahim

In countries where native speakers are not readily
available, videotape is a reasonable facsimile of the spoken
language.

Research in listening comprehension via the videotape
using foreign speakers produced mixed results.

A study using videotape by Cammack and Richter found
native speakers of Japanese majoring in English performed
better when the English learning material was presented
with aural and visual stimuli than with aural stimuli only.
In another study done to test for listening comprehension.
Ortmeyer and Goldstein reported that Chinese speakers of
ESL fared better using only the audio mode than the audio-
visual representations via videotape.

‘ The purposes of this experimental and control study
were (1) to test for listening comprehension of Malaysian
nonnative speakers of English at the Malaysian National
University via the videotape, and (2) to test between re-
lationship grouping and visual dependency for listening

comprehension of ESL students at the Malaysian National

Wanchik w. Ibrahim

University via videotape.

A random sample was drawn from the population of
beginning, intermediate, and advanced level ESL students
at the Malaysian National University. The sample was
divided into two equal groups forming the experimental and
the control groups.

Ten tests of ten items each for a total of 100 items
were administered to both the experimental and the control
groups. A t-test performed on the mean scores obtained
by the two groups on listening comprehension indicated a
significant difference at the .01 level. However, a Chi
Square value test on relationship grouping and visual de-
pendency of ESL students at the Malaysian National
University indicated no significant difference at the .05
level.

Results of the study suggested that videotape enhances
achievement in listening comprehension of the target lan-
guage when native speakers are not readily available.
Replication of the tests are recommended for other univer-
sities and institutions where English is taught as a

second language.

I dedicate this effort to my family, teachers and friends

who have the undying faith in my ability to achieve.

ii

ACKNOWLEDGEMENTS

This dissertation was made possible with the assist-
ance of Dr. Robert Rentschler, Dr. Ralph Barrett, Dr. M. G.
Williams, and Dr. Melvin Buschman. Their guidance during
the course of my doctoral studies helped me tremendously.

I wish to extend my special appreciation to Dr.
Robert Rentchler who acted as my guidance committee chair-
man throughout my career at MSU.

Special mention should be recorded for Dr. Ralph
Barrett who was my research director and major professor
in ESL testing. His personal integrity and dedication
inspired me to initiate this study and his strength of
character helped me through. For that, I am deeply
indebted.

Special appreciation is also extended to the faculty,
staff and students at the Malaysian National University,
where this study was conducted, including Razak Habib, who
at this moment is still at MSU.

Finally, I would like to thank my Uncle Dato' Wira
Jaya, my parents, brothers and sisters, my wife Rahmah and
sons Azlan and Imran for having faith in me. Only they
know the full magnitude of the sacrifices made toward
achieving this goal. Without their faith, patience, sup-
port and understanding, I could never have done it, let

alone succeed.

iii

TABLE OF CONTENTS

Page

LIST or TABLES . . . . . . . . . . . . . . . . . vi

LIST OF APPENDICES . . . . . . . . . . . . . . . viii

CHAPTER I

THE PROBLEM . . . . . . . . . . . . . . . . . . 1
Introduction . . . . . . . . . . . . . . . . . 1
Statement of the problem . . . . . . . . . . . 4
The Purpose . . . . . . . . . . . . . . . . . 4
Problem Question . . . . . . . . . . . . . . . S
Hypotheses . . . . . . . . . . . . . . . . . . 7
Definition of Terms. . . . . . . . . . . . . . 7

CHAPTER II

RESEARCH DESIGN AND PROCEDURE
Introduction . . . . . . . . . . . . . . . . . 10
Research Design. . . . . . . . . . . . . . . . lo
Selection of Topic . . . . . . . . . . . . . . ll
Development of the Test. . . . . . . . . . . . 12
Testing Instruments. . . . . . . . . . . . . . 12
Administration . . . . . . . . . . . . . . . . 13
Procedure . . . . . . . . . . . . . . . . . . 14
Scoring . . . . . . . . . . . . . . . . . . . 15
Method of Analysis of Data . . . . . . . . . . 16
The Pilot Study. . . . . . . . . . . . . . . . 17

CHAPTER III
REVIEW OF THE RELATED LITERATURE

Introduction . . . . . . . . . . . . . . . . . 20

‘0

.J-

Page

Report of Review . . . . . . . . . . . . . . . . 21
Summary of Review. . . . . . . . . . . . . . . . 28
CHAPTER IV

ANALYSIS OF DATA
Introduction . . . . . . . . . . . . . . . . . . 31

Right-Wrong Analysis of Test Scores of

Experimental Group . . . . . . . . . . . . . . 32
Right-Wrong Analysis of Test Scores of
central Group 0 O O O O O O O O O O O O O O O 3 7
Mode, Mean, Median and Range of
Experimental and Control Group . . . . . . . . . 42
Percentage of Test Scores of Experimental and
Control Groups . . . . . . . . . . . . . . . . . 43
Mean Difficulty of Experimental and Control
Groups Questions I - lO . . . . . . . . . . . . 55
Mean Difficulty of Experimental and Control 56
Groups Tests 1 - lO. . . . . . . . . . . . . . .
Mean Discrimination of Experimental and Control
Groups Questions 1 - lo. . . . . . . . . . . . . 57
Mean Discrimination of Experimental and Control
Groups Tests 1 - lO . . . . . . . . . . . . . . 59
Mean Difficulty and Discrimination of
Experimental and Control Groups Questions 1 - lO 60
and Tests 1 - lo . . . . . . . . . . . . . . .
Finding of Test (E-value). . . . . . . . . . . . 51
Finding of Test (Chi square value) . . . . . . . 63
CHAPTER v
SUMMARY, FINDINGS AND DISCUSSION, CONCLUSIONS AND
RECOMMENDATIONS
Introduction 64
Findings and Discussion . . . . . . . . . . . . 55
Conclusions. 59
Recommendations . . . . . . . . . . . . . . . . 59
BHEJQEUPHY 72

Table
Table
Table
Table
Table

Table
Table
Table
Table
Table
Table

Table
Table
Table
Table
Table
Table

2a:
2b:
2c:
2d:
2e:

LIST OF TABLES

Right-Wrong Analysis of Test Scores
of Experimental Group:

Test
Test
Test
Test

Test

1

3
S
7
9

and 2 .
and 4 .
and 6 .
and 8 .
and lo

Right-Wrong Analysis of Test Scores of
Control Group:

Test
Test
Test
Test

Test

Mean,

1

3
5
7
9

and 2 .
and 4 .
and 6 .
and 8 .
andiu3

Median,

Mode

and Range of the

Experimental and Control Groups. . . .

Percentage of Test Scores of Experi-
mental Groups:

Question 1 .

Question 2 . .

Question 3 .

Question 4 . .

Question 5

Question 6 .

vi

Page

32
33
34
35
36

37
38
39
4O

41

42

43
44
45
46
48
49

Table
Table
Table
Table

Table

Table

Table

Table

Table

Table

Table

10:
ll:
12:
l3:
14:

15:

l6:

17:

18:

19:

20:

Question 7 . .

Question 8 . . . .
Question 9 . . . .
Question 10 . . .

Mean Difficulty of Experimental and
Control Groups Question 1 - 10

Mean Difficulty of Experimental and

Control Groups Tests 1 - 10.

Mean Discrimination of Experimental

and Control Groups Questions 1 - 10.

Mean Discrimination of Experimental

and Control Groups Tests 1 - 10.

Summary Mean of Difficulty and Dis-
crimination of Experimental and

Control Groups . .

Mean, Standard Deviation, Reliability,

Standard Error of Measurement, T-Values

Chi Square Value between Relationship

Grouping and Visual Dependency .

vii

Page
50
52
53

S4

55

56

S7

S9

60

61

63

APPENDICES

SCRIPTS AND TESTS FOR LISTENING COMPREHENSION

CECE QOWWFIFJ U U 00mm
H r4 F‘ i“ F‘ la

H

1.1

Script for Test 1 . .

Instructions for Listening Comprehension.

Questions for Test 1.
Script for Test II .
Questions for Test II

Script for Test III .

Questions for Test III.

Script for Test IV. .
Questions for Test IV
Script for Test V . .
Questions for Test V.
Script for Test VI. .
Questions for Test VI

Script for Test VII .

Questions for Test VII.

Script for Test VIII.
Questions for VIII. .

Script for Test IX. .

Questions for Test IX .

Script for Test X . .

Questions for Test X.

viii

Page

76
79
80
83
86
89
91
94
97
99
102
105
108
110
114
117
119
121
124
127

131

CHAPTER 1

THE PROBLEM

Introduction

In normal speech situations, auditory skills are
closely linked to the oral skills. The spoken language
differs in many ways from the written language. The spoken
language is much more complex because of the redundancy it
contains. The spoken language features many aspects of
language not found in writing, such as the rise and fall
in pitch, the stress and intonation.

In spoken language, a message can still be under-
stood even though it may be mutilated or partially heard,
because the visual context can often provide meaning to the
content of the conversation. The human brain has a limited
capacity to absorb all that is heard and seen. That is why
features of language redundancy are essential for comprehend-
ing the spoken language. In real-life situations, the list-
ener is able to use contextual clues to interpret what he
hears. However, problems may arise in the transmission of
the message from communicator to receiver. If the message
is transmitted with an accompaniment of irrelevent sound or
"noise," some of the message may not be received by the
listener. In a foreign-language situation, unfamiliar

elements of the message may be perceived in much the same

way as noise, so that some parts of it will be lost in
the process of transmission to the receiver.1

Heaton (1979) stressed that it is helpful when conduct-
ing an auditory test, for the speaker to be seen by the
listener. Heaton noted that a disembodied voice is much
more difficult for the foreign learner to follow. Accord-
ing to Heaton, the use of the videotape presents perfect
models of the spoken language in countries where native
speakers are not readily available.2
_ In recent years, technology in the form of videotape
has offered teachers the potential of improving their tech-
niques and methods of teaching, especially in English as a
second language or ESL. Videotape can provide the
teacher with products that can be referred to when needed,
especially in areas such as (1) listening comprehension
and (2) oral tests. A

Videotape provides the basis for more flexibility in
scheduling tests. This could mean a more efficient use of
time on the part of both the tester and the testees. As
videotape is a referable product, the test materials or
items on the videotape chosen for the test can be presented
and used by a person outside the testing agency to critique
the materials chosen for the test.

In recent years, the language laboratory has been used

to improve the teaching of ESL. However, with the intro-
duction of videotape into the market, teachers of ESL have now
another very useful teaching aid at their disposal.

Videotape brings the outside world into the classroom and
make teaching more effective and meaningful for both the
teacher and the students.

Videotape can play an important role in aiding sound
production. Using videotape to magnify the image of a native
speaker making speech sounds may prove valuable. Magnifica-
tion of the image also establishes direct contact between
the native model and the student by providing the learner
with a dynamic image of the target language in use. Because
it combines visual images with sound, it can lead the student
from linguistic competence to communicative competence
through an understanding of facial expression, gestures, and
the correct manipulation of idiomatic and grammatical struc-
tures. Videotape can synthesize the many aspects of a good
lesson presentation and can be used to inject cultural
materials in the classroom.

Skills in comprehending the spoken language are be-
coming increasingly important due to the audio-visual orient-
ation of modern culture. Videotape may be an ideal means
for creating this learning environment and developing the
listening skill. The learning setting, the accompanying
pictorial series and the fact that the spoken text is the
only source for homework information provide the incentive

to developing listening skills. However, one of the most

important features of videotape is the opportunity to re-
view the spoken material and to build one's confidence for
comprehending the unremitting voice of the speaker. For the
weakly motivated and the low ability students, language
hancumgrviaidkkxnape<unitrenadetmnm:effecthmaand<rniJxmmdt fin
lxnxer performance, for videotape provides verbal and
nonverbal forms of communication and a variety of life-
like situations. It increases students' attention and
provides a model for them to imitate. Because it presents
perfect models of the spoken language in countries where
native speakers are not readily available, videotape may
make a perfect tool for testing comprehension of foreign

students when listening to native English speakers.3

Statement of the problem

 

The problem that this study addresses is whether or
not videotape is more effective than audiotape in increasing
listening comprehension of students learning English as a

second language.

The Purpose

The purpose of this study was to determine if there
were any meaningful differences in scores obtained from
evaluating the listening comprehension of Malaysian ESL
students at the Malaysian National University between those
students who watched and listened to the videotape and
those students who listened to the videotape without the

visual images on the screen.

Problem Question

Were ESL students at the Malaysian National University
who watched and listened to the videotape in the experi-
mental group different in measures of their listening com-
prehcasnmxfrom those ESL students at the Malaysian National
University in the control group who listened to the video-
tape without the visual images on the screen? A set of
ten tests of listening comprehension was designed with ten
items each for a total of lOO items. Three of the tests
(tests 3, S, and 7) with ten items each for a total of
thirty items are from scripts which were judged to be
visually dependent (refer to Definition of Terms). The

tapes were judged to be visually independent.

Example of a visually dependent script:

"Pearl Harbor, Hawaii...the name was a battlecry for

a generation. The pride of the American Pacific Fleet
still rode in anchor here. They call that stretch "battle-
ship row". The California was anchored just down there,

and then the Oklahoma and the Maryland. And out there...
the Tennessee and the West Virginia, and then, the Arizona.
That gleaming white monument marks where she floated and
where she still lies...just beneath the water. Oil still
rises from the underwater tomb of over two-thousand sailors.

They were the first American victims of World War II."

Example of a visually independent script:

"The Department of Defense has recommended to the

President a space-based laser defense against Soviet inter-
continental ballistic missiles. That system would not be
ready until the year 2000 at the earliest. It would cost
at least twenty-billion dollars in research and develop-
ment alone because so much still has to be invented in-
cluding a power source that would let the lasers function

effectively from space."

The test formats used for listening comprehension
were the multiple-choice ”main idea“ items, multiple-choice
content questions, true-false items, and "supply the answer"
items. The different types of test formats were chosen
because they could provide a better insight into the
students' understanding of the listening comprehension
tests.

The content question for items 7 with multiple-
choice answers was constructed slightly differently from
other content questions. This type of question was con-
structed with Malaysian students in mind for they are more
familiar with it than American students.

Example of the content question for items 7 with multi-
ple-choice answers:

7. What is associated with the Saturn Five?

(i) the rocket
(ii) the crawler transporter
(iii) the assembly building
(iv) the weight of Saturn Five
(a) i and ii

(b) i and iii

(c) all of the above answers

 

Null Hypothesis One

There is no difference in the means of listening
comprehension test scores between those ESL students at MNU
who watched and listened (WL) to the videotape and those
students at MNU who listened (L) to the videotape without

the visual images on the screen.

Ho : uWL a uL

Null Hypothesis Two

 

There is no significant relationship between
student grouping (experimental and control) and visual

dependency (visually dependent (vd) and visually independent
(vid) of listening comprehension test scores at the

Malaysian National University via the videotape.

Ho : uvd a uvid

Definition of Terms

The following definitions are provided to clarify the
important terms used in the study.
ESL: English as a second language.
EFL: English as a foreign language
Nonnative Speakers: Speakers of English used as a
foreign language in countries such as Malaysia,

Indonesia, Japan and China.

Educational Television: Televised transmission of
open channel broadcasts of educationalprograms.

Communication Skills: Skills in communicating with
others, by spoken, written, or visual means.

Visually Dependent Scripts: Scripts which rely on the
visual images on the screen for full comprehen-
sibility.

Visually Independent Scripts: Scripts which can convey
information without relying on the visual images
on the screen.

Facility Value: The degree of difficulty an item
shows on the test as a whole.

Discrimination Index: The degree to which an item
discriminates between the high achievers and the
low achievers on the test as a whole.

Script: The text of the audio portion of a videotape.

Transcript: A copy of the narration of a videotape

prepared after listening to the videotape.

Notes:

1. Rivers, Wilga, in Listening Comprehension. Modern

Language Journal, Vol. 50, 1966.

2. Countries like Malaysia, Singapore, Thailand, Indonesia,
India and Hong Kong.
3. English, New Zealanders, Australians, Americans and

Canadians, among others.

CHAPTER TWO

RESEARCH DESIGN AND PROCEDURE

Introduction

 

The purpose of this study was to determine if there
is a difference in scores received from evaluating listen—
ing comprehension tests between Malaysian nonnative students
of English who watched and listened to the videotape and
Malaysian nonnative students who listened to the videotape
without the visual representations on the screen.

The data for this study were collected from tests
conducted with students at the Malaysian National University
who studied English as a second language as part of their

undergraduate course at the university.

Research Design

 

The research design used in this study was the experi-
mental and control design similar to that of Stanley and
Campbell's (1963).

This design was chosen because it controls the inter-
nal validity sources stated in Stanley and Campbell and
facilitates precision by the use of an analysis of individd
ual items and the test as a whole. Barrett (1983), suggest-
ed that at least ten items be constructed for each test in
order to obtain sufficient statistical power to test the

hypothesis.

10

11

Ten tests with ten items each for a total of 100 items
for listening comprehension were constructed. The questions
constructed were based on the transcript as the only source
of reference, and did not involve the visual images on
the screen.

The population sample for the study were students at
the Malaysian National University who had the same educa-
tional background and the same number of years learning
English as a second language. They were selected randomly
from groups of students ranging from beginning to advanced
level students including English majors at the university.

Placement in these groups was determined by the university.

Selection of the Topic

The tapes for listening comprehension tests were video-
taped from public broadcasting stations in the United States.
Audio Plus, New Jersey, helped in editing, dubbing and
synchronizing the tapes. Excerpts from the following tapes
were chosen for the tests.
1. An Air Force film on the "Star Wars" defense
system. (Appendix B).

2. A Public Broadcasting Service film on archeology -
”Peruvian Civilization." (Appendix D).

3. A National Aeronautics and Space Administration
film on the manned flight to the moon.
(Appendix F).

4. A Public Broadcasting Service nature film -

12

"Flight of the Condor." (Appendix H)

5. A National Aeronautics and Space Administration
film on the inter-planetary space program.
(Appendix J).

6. A Public Broadcasting Service documentary film on
animal and bird migration. (Appendix L).

7. A film from Brinkley's Believe It or Not series
"Pearl Harbor." (Appendix N).

8. A Home Box Office nature film on predators in
the United States. (Appendix P).

9. An American Broadcasting Corporation documentary
on the B-1 bomber. (Appendix R).

10. Continuation of the documentary on the B-1 Bomber.

(Appendix T).

These tapes were selected because they could provide
the students with a wide variety of topics dealing with

science and technology, history and culture, and nature.

Development of the Test

The transcripts were prepared after listening to the
narration on the videotape as a guide for the selection of
the test items. One hundred test items were prepared with
the transcripts as the source of reference. Copies of the

scripts and listening comprehension tests are included

as Appendix.

Testing Instrument

The tools for testing listening comprehension were

13

a videotape recorder and a tuner, a television set to
display the visual images on the screen and test items.
To enable the test to be conducted in Malaysia, the

videotape was dubbed into the PAL system VHS videotape1

by
Audio Plus Video International, 240 Pegasne Avenue, North

Vale, New Jersey.

Administration

Selection of the students for the test at the

Malaysian National university was done at random. They

were selected from five different groups: the beginning
level (ESL 1113), the lower intermediate level (ESL 1123),
the upper intermediate level (ESL 1133), the advanced level
(ESL 1162), and the English majors (TESOL 11). The stu-
dents' placements in the various levels were made by the
university from its standardized year-end test results.

To assure an adequate sample size, more than 100 testees
were given the test. However, the results of 100 testees
who completed all the ten tests were chosen for the study.
The use of standardized syllabuses at every level for
every subject including English as a second language at
the National University shows that EFL proficiency

should be adequately controlled for every level in

which the students are selected. The five groups

of students were then randomly divided into two equal

groups: the experimental and the control groups,

14

each with equal numbers from each of the five proficiency
groups. Before the test began, the importance of the test,
the procedure, and the instructions for completing the
test were explained to the students. The students were
encouraged to ask questions regarding the test.

In anticipation for late comers, two other identical

language laboratories were made available for the test.

Procedure

 

The students in the experimental group were shown the
videotape for each test twice. The first showing of the
videotape occurred just before the test was conducted. The
first showing of the videotape familiarized the students
with the chosen topic for the test. Instructions were given
after the first showing of the videotape, and the students
were told how to mark their answers on the test prior to
each test. Then the videotape for the test was shown to
the students for the second time. A listening comprehension
test on the topic was given immediately after the second
showing of the videotape. For each test, the students were
given fifteen minutes to answer ten questions, after which
the question-answer test papers were collected for correc-
tion and analysis .

The same procedure was repeated for the control group.
However, the control group was asked only to listen to the
videotape as there were no visual images on the screen as

there were for the experimental group. The tests conducted

15

with the control group were given at almost the same time

as the experimental group in a separate but identical lab-
oratory. This ensured that an element of control of the
test content and equipment was adequately observed. How-
ever, there were unforeseen external factors (such as a lack
of uniformity of behavioral responses-for example, attention
span and attitude toward the test) within both the experi-

mental and control groups.

Scoring

For questions l-9 scoring was done on the basis of
right-wrong responses. An answer with a correct response
was given one mark while an answer with an incorrect res-
ponse was given no mark.

Scoring for the subject test for question 10 followed
conventions used in the Clark and Burdell research.2
Responses with misspellings were not judged incorrect un-

less the misspelling could be construed to be another Eng-

lish word.

With respect to grammar, partial objectivity in
scoring was aimed for but the grammar must be acceptable at
sentence and text levels. This allows nonnative students
to make such errors as nonagreement of subject and verb, an
incorrect verb tense, incorrect use of a function word, or
incorrect choice of preposition, etc., without detracting
from the semantic acceptability of their responses. However,

responses that violate the acceptable clause structure

16

rules in English cannot be awarded any score.

Example:
Question: When is the mother bear considered most
dangerous?
Answer: The mother bear is considered most danger-

ous when she is protecting her cubs.

Acceptable answers: (syntatic and semantic)
l. The mother bear most dangerous when she protects
her cubs.
2. Mother bear is very fierce when protesting her

cubs.

Unacceptable answers:
1. Is mother bear most dangerous when fierce?
2. The polar bear likes to kill her cubs when she

is most dangerous.

Method of Analysis of Data

A. Analysis of the data of experimental and control groups:

1. Right-wrong analysis of the experimental and
control groups.

2. The mean, median, mode and range of the experi-
mental and the control groups.

3. The percentage difference of listening compre-
hension test scores between the experimental and
the control groups.

4. Mean difficulty of questions for the experimental

and the control groups.

3. Mean difficulty of tests for the experimental
and the control groups.

6. Mean discrimination of questions for the experi-
mental and the control groups.

7. Mean discrimination of tests for the experimen-

taland the control groups.

B. Results of statistical tests of the experimental and
the control groups.

C. Finding of test: either rejection or acceptance of
null hypothesis for listening comprehension.

D. Results of statistical tests between the visually
dependent and the visually independent scripts.

E. Finding of test: either rejection or acceptance of
null hypothesis for the visual dependent and the

visual independent scripts.

The Pilot Study

A pilot study was carried out using the same procer
dure,but with different samples. The samples used in the
pilot study were made up of Malaysian students from various
universities in the United States.'3 Their academic status
range from freshmen to seniors at their respective schools.
The ten tests of 100 items were given to the experimental
and the control groups. The questions were made up of

"main idea" questions with multiple-choice answers for

question 1 for a total of ten questions; content questions

18

with multiple-choice answers for questions 2-7 for a total
of sixty questions: and "supply the answer" questions for
questions 8-10 for a total of thirty questions.

The study produced results indicating strong evidence
that there is a significant difference between the means of
listening comprehension test scores of the experimental and
the control groups. A gftest revealed a statistically
significant difference between the two groups at the .05
level. The 5 value of 2.19 exceeded 1.67 for the listen-

ing comprehension test at 48 degrees of freedom.

Results of the pilot study showed that many students
had failed to answer all the "supply the answer" questions
given. Almost half the total number of students had time
to answer only one of the "supply the answer” questions;
therefore, in the study done at the Malaysian National
University two of the "supply the answer" questions were

taken out and replaced with two true-false questions.

19

Notes:

1. System being used in Malaysia which involve 210/220
volts and 55/60 cycles.

2. Michigan State, Western Michigan, Northern Illinois

University and Kishawaukee College.

3. Clarke, Mark A., and Burdell, Linda. Shades of Meaning:
Syntactic and Semantic Parameters of Cloze Test Respon-
ses. Paper presented at the Eleventh Annual TESOL Con-

vention, Miami Beach, April, 1977.

20

CHAPTER III

REVIEW OF RELATED LITERATURE
Introduction

Noting that listening comprehension is one of the
most important and fundamental skills of language learning,
Herschenhorn (1979) states it is still probably the least
stressed area in the language classroom. She attributed
the result to the lack of available materials specifically
developed for and focused on the teaching of listening
skills. However, her assertion was made more than half a
decade ago. Today, materials, especially for listening
comprehension, can be found in various forms in books,
audio cassettes, slides, film strips, computers, and video-
tapes through which students can experience many modes of
learning a second language. In countries where native
speakers are not readily available, videotape presents
reasonable facsimiles of the spoken language. Videotape
has a psychological effect which is distinct from any other
forms of media. It can be used as a tool for communication
as well as expression in the sense that images projected
on the screen signify immediacy and give
on the screen signify immediacy and give one the sense of
way, it suggests involvement which is impossible with Other

forms of media (Heaton, 1979).

21

Report of Review

Postman (1979) concluded in his survey that 98% of
American homes have television, and children between the
ages of five and eighteen spent 16,000 hours watching the
television compared to 12,000 hours spent in school.

The use of instructional television, public televi-
sion, and educational television via videotape in the
United States as an educational tool has become an in-
creasingly popular trend over the past few years. When
used appropriately, television can add to the teaching-
1earning process (Newman, 1980). Now many of the educa-
tional television programs are videotaped earlier in order
to be shown to students.

Stickler and Farr (1979), noted that television plays
I an important role in language learning for most children
today. They carried out a study in 1979 to find out
whether television can improve language learning in
children. They report that there is a need to stimulate
real-life experiences to bring the world into the class-
room, so that children will understand how the skills
they learn can relate to the world outside. One possi-
bility, they said, is to bring into the classroom a
representation of the world outside through the medium of
television. They argued that children see and hear
innumerable situations in which an action is accompanied
by sounds--most of which are forms of language. Although

preschool children are not able to understand all of what

22

they view and hear on the television, most are probably
aware of the fact that it is, at least, potentially meaning-
ful. Because they expect it to be meaningful, they are

able to understand whatever is within their experience.

At the same time television helps to broaden this experience.
Through it, they are exposed to numerous situations and
events to which they might not otherwise have access.

In their investigation, Stickler and Farr found that
instructional television programs which are carefully
designed with children in mind can motivate and increase
the range of language experience in children. In the end,
they concluded that instructional television programs can
serve as a significant source of models on language usage
in meaningful contexts, just as commercial programming
provided language models for preschool children. Such
models were to broaden their range of experiences in the
world. By expanding their experience through instructional
television we enable children to communicate more effect-
ively. If, in addition, we provide them with quality
instruction and television programming especially designed
to improve basic communication skills, we can greatly
increase the likelihood that they will learn to communicate
effectively. Regardless of positive or negative effects
that the content of some commerical television programs have
on individual children, Stickler and Farr pointed out that

television does serve as an instructional media and helps

23

children develop their communication skills.

In a 1976 survey, Hamilton analyzed the reading
habits of 253 seventh graders and came to the conclusion
that television can actually stimulate students to read
due to humorous materials and a variety of attention-
getting devices.

Producers of many popular children's educational
television programs have adapted a variety of entertaining
features from commercial television programs and from
commercials (Bryant, Hezel and Zillmann, 1979).

It is widely accepted that several of these programs,
such as "Sesame Street”: "3, 2, l Contact" and the
Electric Company," have been rather successful in attract-
ing youthful mass audiences (Samuel Ball, 1977).

Moldenhaur and Miller (1980) reported that television
does not inhibit reading achievement, but in fact is
positively related to vocabulary development, thus encourag-
ing reading growth.

A research which indirectly relates to listening com-
prehension development is done by Paulson (1980). Paulson's
evaluation of the social goals of "Sesame Street" gives
evidence that Sesame Street does teach cooperation, partic-
ularly through modelling. Children who viewed the program
for an entire season performed mOre acts of cooperation

under situations similar to those depicted in the program

than did the nonviewing children. This interaction led to

 

the improvement in their communication skills.

In another research, Chu and Schramm (1976) conclude
that television, especially in the classroom, could be
effective if utilized correctly as a teaching medium. Chu
and Schramm pointed out that television always enters
into a pattern of influences that already exist. Compared
to some of these factors, such as heredity and family
environment, the number of hours that a student watched TV
appears to exert only a minor influence on achievement in
. reading and success in school. However, as Moldenhaur and.
Miller had said earlier in the review, even though televi-
sion does not inhibit reading achievement, it is in fact
positively related to vocabulary development.

Carvert (1974) found those programs which have been
purposely designed to teach specific materials via a
particular strategy have had a more measurable result.
This includes the use of communication skills in children.
The videotape recorder is becoming an increasingly common
piece of audio-visual equipment in the classroom. In
teaching a foreign language, Beswick (1977) considered
activities involving listening comprehension using video-
tape to be the first phase of the process. Testing for
comprehension could then take a less structured form where
the students might be asked to provide orally a summary
of the viewed material.

Videotape can provide examples of materials from

widely diverse contexts like speaking, listening and

writing (Nostrand, 1966). Hodapp (1978), in a research
study on videotape as an instructional tool, found that
video presentation can be an effective aid in the teach-
ing of English as a second language, because videotape pro-
vides language clues such as body movements, facial expres-
sions, changes in breathing, length of pauses and degrees of
emphasis.

Madachy (1978) used videotape as a method for improv-

ing the language skills of the hearing impaired. Wallisch

 

(1979) reported that the United States Air Force Academy
used videotape to teach technical writing to its students.
Wallisch noted in his study that students in the academy
found videotape a useful aid in technical writing.

In a study by Brinton and Gaskill (1978), video
presentations proved to be an effective aid for English as
a second language. Brinton and Gaskill reported on a
videotaped news broadcast used in the classroom. The news
consisted of BBC's "News of the Week". Comprehension”
questions that followed were made up of short-answer
questions, true-false questions, short essay questions, and
cloze passages. In their findings. they found improved
comprehension of broadcasts on the part of the students.
increased interest and better understanding of the target
culture.

Howlett (1977) in a l7-page booklet reported that
the videotape can provide motivation for learning and an

opportunity to use the students' skills of listening.

26

Cammack and Richter (1967), in Language Teaching with
Videotape, tested a group of twenty-five Japanese students
who were college freshmen majoring in English. In their
test they found that native speakers of Japanese majoring
in English performed better when the English learning
material was presented with aural and visual stimuli by
means of videotape than with aural stimuli only.

A course to teach oral skills in English as a second
language using a videotape was developed by Lawson (1979).
A videotaped movie is shown without its sound track. The
students then analyze, discuss and ultimately dub in the
film in the target language.

Another experiment using the videotape was reported
by Gerber and Holmes (1981). In their findings, they too
reported that short video movies could be used to help
foreign language students develop their written skills by
writing the scripts and dubbing them in the target language.

A research which contradicts all previous findings in
this review on listening comprehension via the videotape
was conducted by Ortmeyer and Goldstein (1980). Their
research was a practical investigation of the effectiveness
of the methods and modes which have been used to increase
the listening comprehension skills of Chinese speakers
learning English as a second language. A twelve-minute
videotape, "Hawaii, Chinese Style", was chosen for the
experiment because the language was authentic and the
cultural content was familiar to the subjects. It was

hypothesized that the audio mode, without the visual

27

representation, would be more effective than the video for
learning to listen to and understand spoken English. The sub-
jects, one hundred twelve students with limited English pro-
ficiency, were randomly assigned to the audio or the video-
tape. They were given a short introduction about the con-
tent, and were allowed to listen to the material twice. Im-
mediate recall of information on the topicwas tested by admin-
istering an objective test (devised by the teachers) after

the second exposure to the material. An analysis of the

 

data confirmed the working hypothesis that the audio mode
would be more effective than the video for learning to
listen to and understand spoken English.

Instructional television via videotape can be a good
source of assistance in alleviating comprehension problems
that occur when foreign languages are taught by the audio-
lingual method. Television can be used in language instruct-
ion to provide good illustrations of the total speech situa-
tion including gestures and facial and mouth movements that
naturally accompany language production. Visual scenes can
often provide meaning to the content of the conversation.

In addition, video tapes allow a measure of individualized
instruction and can preserve lectures of lessons for students
who missed them or want to review them (Harper, 1974).

Knight (1975) reported that video programs have proven
more successful for oral proficiency than traditional
conversation in English language courses at Stockholm
University. Video provides verbal and nonverbal forms of

communication and a variety of life-like situations. It

28

also increases students' attention and provides a model
for students to imitate.

A brief survey by Weiss and Ravaux (1975) of the
uses of videotape recording in the field of foreign
language showed several points in favor of videotape record-
ings. These include the fact that videotape (1) produces
the totality of the speech act, and (2) is ideal for in-

dividualized instructions.

The revolution of technology has led to changes in

 

foreign language teaching, but in many areas, the use of
modern technology has not been fully exploited. The use

of videotape in the classroom may require new approaches to
the teaching of ESL. One has first to consider the desired
results and how to achieve them as well as consider the many
procedures necessary to allow for changes. Success in achiev-
ing the desired results does not depend entirely on the mere
utilization of electronic equipment, but on the type of
materials chosen, on the preparation of the students for
them, and on the teacher's success in restraining his/her
impulse to interrupt, correct and elucidate (Santoni,

1975).

Summary of the Review

Most of the work done to evaluate the use of televi-
sionis in the improvement of communication skills and read-
ing which are indirectly related to the enrichment of

children's vocabulary, especially with the preschoolers.

29

Stickler and Farr said that television plays an
important role in language learning. Hamilton conducted a
survey and analyzed the reading habits of seventh graders.
In his investigation, Hamilton found that television can
stimulate children to read. However, Moldenhaur and
Miller, who did a study on similar lines, disagreed with
his finding. In their conclusion, they say that television

neither promotes nor inhibits reading achievement but is

 

a positive influence only as far as development in voca-
‘bulary is concerned.

Other researchers on reading produced mixed results,
but many agreed that television does improve communication
skills in children, which implies an improvement in their
vocabulary. However, many questions still remain unanswer-
ed on the broader issues of television and reading. In
some cases, it appears that television has been effectively
used to teach and reinforce reading skills and has been
proven most effective where communicating skills and
vocabulary are concerned. But the relationship of reading,
communication skills, vocabulary and television are far
more complex than a simple analysis of the amount of hours
viewed and the achievement test scores gathered. The
context in which children watch, parental control and
supervision, discussion, and programs selected varies widely.
Further research using more sophisticated measures of

viewing behavior, reading behavior, communication skills

 

30

and vocabulary needs to be carried out before conclusions
regarding the relationship between television and the
above variables can be made.

Most of the work done on research into the use of
video in the teaching of ESL are found in areas of communi-
cation skills. Garber and Holmes, Nostrandq Brinton and
Gaskill, Hodapp, and Knight provided results of success in
the use of videotape as an effective tool for teaching of ESL because
of its ability to present visual as well as audio material.

Beswick, Nostrand, Howlett, and Cammack and Richter
reported on the use of videotape relating to listening
skill and/or listening comprehension. .But the most intrigu-
ing of all was a research done by Ortmeyer and Goldstein.
They found in their study that native Chinese speakers of
ESL fared better in tests of listening comprehension using
only the audio mode rather than the audio-visual representa-
tion via the videotape. This contradicts the study done
by Cammack and Richter, who found that speakers of Japan-
ese majoring in English performed better when the English
material was presented with both aural and visual stimuli
by means of videotape rather than with aural stimuli only.
This contradiction has caused some controversy regarding
the effectiveness of videotape in teaching listening com-
prehension. To ascertain the effectiveness of videotape
as a tool to increase listening comprehension in ESL, the
author has conducted a test in listening comprehension
using the videotape verses the videotape without the visual

images on the screen.

31

CHAPTER IV

ANALYSIS OF DATA

Introduction

The purpose of this study is to determine if there
will be differences in the scores of listening comprehension
between the experimental and the control groups and the
scores between the visually dependent and the visually inde-
pendent tests of both groups of students.

Ten tests of listening comprehension involving the
use of the visual dependent and the visual independent
videotapes conducted with the experimental and the control
groups will be analyzed; in this chapter.

The purpose of this study is to compare the test
scores obtained from the experimental group to the scores
obtained from the control group. This chapter will report
the results of the comparison.

The results of the experimental design for this
study can be found in Tables la - le, while the results of

the control group can be found in Tables 2a - 2e.

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16.6....In.“‘D‘OID‘O‘O‘I‘OOOIO‘O‘OIO‘O‘O‘O‘O‘I‘O6.039.130.1630O'BOOO‘DGO'Oooox‘Oe-Oo‘b

12)s$67I9wuuuuuuuuumnuauuuvnawnunnnunnnQuad“a“nfluflafin

TCR ' Total Correct Responses.

PV 8 Facility Value

(Difficulty).

' Discrimination Index.

DI

"III
I I

234

able 1d

a
0

3S
Right-wrong Analysis of Test Scores of
Experimental Group
“377
s s 7 e e

6

 

0231 20.60.00.700703
elele 6:9: 6:1.

IeeeleooL-LleseleoleteooleIeIeIeOOOIeoooooooooo000000000000000°00
36.06.51... Hie-O6.01506566060667000.00.07.33131000331133300301030no00°10
set-11.4.400011163310310131103001011101310000101100000
1.11011111113133301.141130000014100010110101100010001

36.69.160.601IOO‘OIOQOIO‘Oo‘e-OOOIDQOIOI‘O‘IIOO‘OI00°cine-06000010010630.6061.

0
37 35 34 35 30 30 32 14 66

~06 ~74 ~74 ~70~60 ~70 ~60 ~60 ~64 ~20
~50 ~43 ~50 ~50 ~64

6.01....1301333033333330310063101.166.06.030°°D°°IEIOII°°°°°°°°°IO
6.00.00.0.030090316300060000005xl°°°Il°QDIBCDIDIDII°°IOSO°‘°D°t‘0000°7001°1°06
00333311613306.3030‘O‘O‘O‘Ot‘tlD‘ODt‘O‘O‘OIIOO'OleaoooaeI'eoael‘Ooo

1.11..106.6l'O‘OIOI‘IIOIBIOQIe-D'OIOOOOIO‘OII'O'O'DQ‘10°00.11xeulo7l‘eelxloo‘ooo

43 37

6666'.IDEALIDDDLEII‘O‘O‘OE‘OOIDX06661015111.33.303000333310300...

~36 ~36 ~57 ~43 ~64

'6le0133301010.“.3.03.00.03.0000311313000000ooooooo
'OIQBIOIOIIDOIOIOD‘OIOOI...0.1.0.00.33333033330000601330000000
‘0.“‘0‘0DECO-0.6.0.0“...00O'...‘0.0006565001010000000000000060300

0.01.00606.051.100003300060030160.0330!“ollllill'OOIBIOooaox‘lo o. ‘06...

07° ‘5. e,‘ "2
e‘Jeso 0’0 07‘

IsseleeeeeleeeleebelteeIOIeeeteleieleetooxeeo0.4.3.431 10.011001000111001

66
~43

0
30 34 35 29 29 21

‘Oe‘IOIOxeBIOIOIO‘OIOOOIie-OO‘OII‘OOSO'O‘O‘.‘06..01.016613001000066... 16103000100031.

*3

EEDDIOQIOIOODD‘CO‘O‘OICDIIOIOEIIO133300066640 00333313013301.0001

~36

0
39 30 37 30
~79 ~76 ~74 ~76 ~76 ~

EEEEDDIEEEDEIEEDOO‘O0.06.1.0100100066606 100331111°D°I°°IOI|

Ieleeelelecleleeleee31110311131111.1414141401006141011001000.5101...

31033103103100.1611...03.5101064316103961°111|e°°l0e666°1°°°°|61616663006..

~50 ~50 ~36

:23:so::cnnuuuunnuunauaunuvnamnununnnnnmuuua«nae

49
50
1'33
3"!
DI

FV ' Facility Value
(Difficulty).

TCR - Total Correct Responses.
' Discrimination Index.

DI

32:32

7 6

Tflfllfl

36
“able 1e

O

Experimental Group

Right-Wrong Analysis of Test Scores of

RB?!

 

wuunnnnnunnuuuununnannounmuumuunnnununusLaanunnun

34

26 30 20 667 345‘

~76 ~60 ~60 ~76 ~10 ~66~96 ~96 ~60 ~40

c
9
9
9
e
:l
:9
'l
:s
:9
1|
:6
:6
:6
14
:e
:e
1!
:4
:4
15
14
1)
15
i)
12
i4
12
12
:o
7)
*5
::
:1
10

0,7079 .‘36”.
6| el

666°66'6o‘6‘bo‘OIO'O‘OIOO‘Ot‘I‘I'Oooauoocoloo106° .oooooooooooooo
x6663‘l‘1l06‘t‘3‘30‘bo6.50.00‘0'6000000616066366006016°°°°°96°

.
xEDxt‘xut‘oxEOEE‘IEOI...000000706600606.6310000061960100

33113111311301.01303001eels-4:40:4000041113010100000°00
eeleteletetesetecteebseteieieieIeOBe'.33946344004100060130036010010101
eGIeIeIeseteIeeeleeeleteleleleeeeeeeseeeeeleleeeo3041.40.40~4000.010311301401413
e431111311113666601163313.14.30111001001110010111011
131113113111363‘0663361316°33°IL11¢4°°01141430014030.4141

'666‘6‘6'66'01.‘1|Oe‘|0|01665°‘6666565° ‘Ollelel‘eIOIIOOeIDOIDIDIOOOOOIOIDe-eel‘eo 1.66

.50 .u 036 e3‘ .3‘ 0.3 '6‘ e61 457 07’ ”w 6...:

)0 40 40 J! J! )4 29

Q6666.66606660.61.10101016610661.0666...0.0030600663103360Ie°°°°66°l|le°3°°6°Ie°

11011111111111101100010001000000010000000100000000“
3663606163663663630663°10.016.11.336. 3°1Iba°°e666°e6|6°°°e6u

‘61566‘s..666.0006“.IDOD‘DI‘OQO‘o‘O'Ie-OO‘IO'OODODOOoOIOOOOIOOOOOe-O.00°60

2| 30

allots-ell1666.336.663.36.3103alibeleIOOOOOQGie.66.0.030100000
.

Ila-666166I66666.66.6661.IDIOIOOOIOOOIIDI'O‘Oxe-O‘O‘etxlox66°lee-6.1000666030666606;

i

I

69063333330030.0000...“‘I'OIO'OI‘O'OOIO‘O‘O'O'OI‘l‘tltthIIOooxa'OOOI-O

litt“.‘!l§‘0“‘°11°l!l§l‘bl0.00.06016.600.660.66601.006060010006600

39 35 .2 4
.7! ~32 ~76 ~70~34 ~32 ~56 ~60 ~72 ~40

‘66 93° .37 07' I43 .33 .57 471 44’ 0“

1011130.“!300'5003366'6.E‘xllltloxl'b‘i‘a66106006003063.0060
li‘l‘t‘OIODOI‘IOIDIO'OIIIOID'OOI‘IOIOt'Blxtxttle-hll'b‘e06006360000660I606

I...‘3‘1‘310166631‘0331331It‘s-01.16.6166.l‘tt‘ttOOOOOIOOOOO

39 4:

12:::a:souununuunuumaaanauuuamnnnununnna«use«annun

It!
f7
I:

V 8 Facility Value
(Difficulty).

H

otal Correct Responses.

M

O

- Discrimination Index.

TOR '
DI

37

Table 2a

Right-wrong Analysis of Test Scores of

Control Group

Test 2

has!
667690

1

6

3

37.34.631.361313306902.0.9 89.96... 93.90.64? 0.973.366 e126, 36.63666 m

e...scee....e-ey-.el Is.
6

11101000001001.3°010°oooooooooaoooooooooooo0000000.63
a.“
113001100111103061013610000100000300.0000000000000WM“
ee
0131610110006003100110011000613001100101000006000°nu”
ee
300310101600106333036303363300001.30000100000000on2“3
2.“
11613136003661.1.630.033.63000013.011.30.10330011°906
ZJJ
33136311416363.13.3061100016101330010000000001131.121
JJJ
36611103311101606030001036000300066000010331300006”nu
. I
310016116613616000.0.001.01100601002.31°166°°3°00.”w“
0.
133331316330606306.3.36.330.16066006601030000110.2123
JmLu
3°.3130160136633.33.300300101003130601000060°0°01.”w”
.I

3°.3030.0.03.3.03.°°°°ooo.°°°°°°oouooooooooooooooo
13110660610606030.300160000OIOOOOOOOOIOOOOOOOIOOOI
33666663630000306330000666.00630000000300300009036
11333116030600...3.131100001013003001000011000300
1101103030301300.30011°03000011001101000001300010

3611303633363°“300‘30031006300061.01.003000360333

0330100666314...1e.03°6°°Iee4e6e4e4e4e4°6°°°e4°see4°°00001000

.
o
O
3163333161610036010101000633100490030331060030300.
o
3310330011030033304013100300301330100000000030001°

o

61630636006000:06006000006636!0016006000000300000

~40 ~46 ~46 ~56 ~54 .42 ~46 ~46 ~36 .12
3" ~43 ~43 ~36 '43 ~43 ~36 ~50 ~43 ~79 ~36

n

1'03 20 23 23 29 27 21 23 23 16- 6

12::soruunnuuuuunuumnanuusvaannnnnnannnunn «nausea

otal Correct Responses.

FV e Facility Value

m
.

TOR '

(Difficulty).

' Discrimination Index.

DI

T2876
5

6

38
able 2b

M

Control Group
s 9 o

7

Right-Wrong Analysis of Test Scores of

T373

 

- Oe.l.l.l.32.. .41 C990..9°..0.33«794.0 8.6.1.50 6. 3659/60: 436. 4.0 .43 .e
O IIQICI. I S I.

euIelel I

11161300010000003000000000000000000000000000000000
00.30431101°6°666°°°I°°10000001°100303630000000000
461456940 6°30600016656000000100036200000000000140.6030“
3.41.4000131061330000230000103033001100010300000000°
14633333446563.4630.classless-40.40303001060103631030.401400°
sen-leases. 3.6.430session-66036310630611.0000°.063.441.001.300.
303336333333600600600°36.6160001103630006003060°66
66106663..1.3.005.30.06630063103366300030300.01005
14316.4336630300030663230100300300000050000631300000

9e.°°°e63661000663036°°6°°°666°°1e6031310000600000coo

6661460.663°°°°°°°6°°°°°°a°°°°°°°°°°°°°°Ie°°°°°°°°°°

O C
614.66613060066666°°°°°°°66°°36°°°3°°°6°°°6°°°100°°°

6
‘4
I.

26 33 21 20 16

29

22 25 26

10

1e

2

63166561366663006006000606300100000.660.0000000010 J

z

35300066036606.060006.01.640330060006006610603060003 u

33.6350650560060005010.636.060000.0.6.006gooo.6... ’

1

946163666941500.305650566060002660066000000.00066006 "

e6016169650060033.05303.6°06°66°1°0°11°3°°6°6°°°no6°. ”

00663633000566.606030566°Ieo00036010600600600006060

oh
2

16335603333636060050946°006010106061620633060600leoo or

J

assess-6661.46014663603003606.6046.014°e414606603603063000600 2
3

:::~s:raonuuuuuunuunnaausavaamunusuawnnuuuauuuucanm

V - Facility Value
(Difficulty).

‘

~36 ~36 ~36 ~43 ~29~50 ~57~43 ~29 .50

~44.” ~52 ~56 ~36-66 ~42 .40 .36 ~16

otal Correct Responses.

' Discrimination Index.

t“I‘D . '9!
av.-

~64 ~42 ~u ~:4 .5: as .u .14 .12 ~20
DI

~30 ~43 ~36 ~36 ~57 43.14 ~79 ~57 .50

I"

01

39

Table 2c

Right-Wrong Analysis of Test Scores of

Control Group

7376

23666

7!!!!

1

6676501

6

 

"lanlo. .9 .c7 163,1." .06- .; 89° ’999.9.',Q 55.0....I.-. ‘n‘Iblala1-5”
0| 1 6| Q,

9-1'OIIIQ.O.“ICII.OIO-ql CI

loll-1.00200600600000010000000000°°°°°ooa°°°°°°°°°°°°
661°].101.0100100101..1.0106109501000006200000000000000200
10011010000000666:1°°°°°61°‘°611°°°202.30001000000000
loos.6602621006°‘0.°660°°1¢°°°°2°000100600000010020100
61.1610625216006106606.6006006.6610160000002060001020
66106610106161.1510.6.5066061606060626000100106100106060
1.111.011.11606°12°611°66°1°6°2°1°11200.66.000.0000026
26626161226620loo-6.101.210.1.61660025061000000006200006
Isl-lee...26610212505060.1066011502-520016.560110600622000.o

11066156166666...“0.10060100615166060010665106101.26000060000

1.156eeseieooooooccuoooooooo00°ooaoooooooooooooooaooooa
1.11sessence-31:51..1.....6200101001000101.10010150010900010'0
I.“10.10501.606.000.66.0620002060°°°°‘°6°°°°°°°°°°°
6°.0611's....116.6..6°¢°°°°°6.°°°°°°°°5°°1°°°°°°°°°°°
lessee161011.2610560566060620.206500200005201°6°°°1°5°°
61‘s1esoobi.101010.616no.101.6.066.00662116006620000xo0010120060
01.001501.1060101.ed01650505060001.00611666161000600000060
etiologies-1.6.500eel.1506666°°a666°°°°1161°60000000001500.5015
oeelo66.60.616161650260050660.6610661016.620610100100000.506

1161621621112610201056.‘soloOOIIOOOOOIUIIIlOOIOIIOOIs

:2:.scra:muuuuuuuuuanaaaaanasnnnnunnnsnmuuuuuuuaun

£35

196

32 27 16 19
eb‘ 0“ 061-56 '6‘ e,‘ 0" 03. '3. "6

J2 32 31 26

32 2’ 1‘ 16 2‘ 6

'6‘ 0" e52 0“ e,‘ 0:. 0,2“ .12
0,7 0‘, “ 0:9 es, 0’0 0,7 0‘, e,7 4,

JJ 32 27 26

1'63
~66

H

31

~50 cl.) -71 .57 ~50 '57 '0 -36 do .50

FV I Facility Value
(Difficulty).

R = Total Correct Responses.

M}.
.u
DI

- Discrimination Index.

 

 

7650

TEST.

40
Table 2d

Control Group

Right-Wrong Analysis of Test Scores of

TEST?

7 no 3 6.2.5.566 .0560649691 9 676:7 a. 70.0 3.6.... .‘677’9.-7 756556831279 .
Ole-Clo .Qlfin‘elsnel CI CI el '

.
6661611100000000000000000 .oooooaooooooooooooo00°00 In
11161661111666.60000000010 0°00100610000110100160000 u
1.21.11.66.61}:1161:016006106102000010000606001.0000Isoo I
2
211.101.006.66020650020000011.26001.000090001011000Isa-00° «u
6111116162661601606095.000 000°63.102166006000100660 a
66161666111201.6201.1.61.0. 06600600026610.0001!020°... ”
6666666666666606°162001610.6 Cooxoolsoooo0.1516016161000001. "
02006666660601.6010OOOUOJO .1.12026100000002001006001 «u

11310010...0110101110.;11110 6001000001100000000000110 a

111666.061!"11‘00‘666611001001661166!111.66.10.1616‘00001.100 n

6611010006000000030.0.000 00000000000000.6000000°00 7
21610010106611.00000001.111 6°20000060001900100100000 Q.
. OI
622616666116006021601000010060000000.61002000601°C u
Isl-20611.206°106C6°°1°°°1°6°°l°606°°°°1s°°°°e|1°°1°°°° 1
’-

101.11.102011002.02...02100100201131121000060001100100 u
36612000601060.50101°010°120260000016660060100100°! u
022102111166112011011601011.00000020000100000001056u
1.6161621116261660...1500001101660160062002101200 01°20 u”
0101.6“01611.1.1501.000.606606100606101610006100006000010 (a

2
66616161611661.6660...0660660001616016610601610061.010001101 “H

?V ' Facility Value
(Difficulty).

07‘ 0“ .62 e5. 0’. I5. .5 056 .Al etc
60 ~50 ~16 .57 .50 .57 .43 .79 .6557

otal Correct Responses.

' Discrimination Index.

«tr-0.3M

-7O .50 66 -52 .AI .52 .22 .22 J. .16

-50-‘J -57 -57 .1‘ .36.gJ .so .50 .36

DI

1:3.sc:sgmuuuuuuwuuanaauaausawnnnunannswuuuuuuauuam"um

Table 29

Risnt-Vronc Analysis of Test Scores of

Control Group

6 6 6 6 6 I? 6 6 6 CI

1 6 6 6 6

fl!

1 6 6 6

 

uuuunnuuflnu «d fiuuuua u“ uuuuuoa Hanan” ”finnnn

n
a
26
a
u
u
25
2‘
26
{u

7J6

76966662656121.96036.6,?"6’76’6766666669667666566)
e- 1.6-

eue-esese-euee'esese-estu“ sue-es."

94a) 33"

. 5.56.56 46

5
-5

666666....“66.......................16.............

66666666666666.6.666...‘666.6.6..6..6.666.66.6666.

27

66666666666666666666666.66.666.6666666666661666666u

6J7J6461fll6

666666666666666666.6.66.6.66.666666666666666666666fl

666.66.666.6666666666666666.666666666.666666666666fl“ a
6

6.66..6.666.666.6666666666666666.66.66.6666.6.6666uu&
6

66.666.6'66666.666666666.666666....66.66.6.6.6...laflu

66666666666666.666.6616666666666666666.66.66666666“a“
O

666666666666.6......6......666666666666666.66....60““
ll>Hpu NH“JHU.666.6.6...6.....666.66.666.666.66666uJ”
666666666.6.66666666666666666666.16.66.6666.6.6.663#fl
666666666666.6.6.6.6666....6.‘..6.6666.'.6666.6..63“”

I'lL‘LL ) )6). I I

4)) “umbhnilu(l(WU(HH“"66166666666666.66666u7
HLHhJLHILL-W06116316666666666llIIlll6l63l6661666666flfl
6.66666..6666.6.6666666666666666.06.6.6.66666.6...”J”
.66.666666...6..6.6..6.666.66.6..66.66.666.666...6”u“
6666..6.666666.....66.6.6.6..666.666...6...6.6.6..uu”

66666666666666.66666666666666666666.....‘66666666'“ue
e 6

:21.soraauuuuusuuuusaasasssssannsanswansa «nouuaasnamnm

(Difficulty).

FV ' Pacility Value

CR ' total Correct Responses.

- Discrimination Index.

DI

Zs

Table

Right-Iron; Analysis of Test Scores of

Control Group

6 6 6 6 6 6 6 6 ‘6 CI

6 6 6 6 6

m nuunununnfluuufluuaauu“uuuuuuaaduunnnnnnnnnuuuuuuuuum

6 6 6 6

 

6.66666666666660- s-eu'oeeeeu

Jeuualcflofll

7696.66566515169601v.697fl6616’67666666896b76556ibJ”
'- '6 .b
,

666666....“66.......................6......'......

.66

66666666666.6°66.666..6.666666666666666.6666666666”he.”
666666666.6.666.6'66..6..6...6'6.66.66.666.66..66. “Lace“
9.666666666666666.....6..I.s..6..se....ee.eoee.eo.ee.ea.eeeo.6”We.“
66666666...66666.6...666666..66666.6....lets..e_e.le...”u...
666666666666...666666.666.66.666666666666666666666nu.“
666.66.666.6666s..66666666666666.66666666666666.666"0mg.
66.666.6'66666.eeeeeeeeeeeeeaee..6666666666666666666.6...63“..“
.

06666666666666.66.666666066666666666.666.566.66...Gnu“
O

6666666...6.........|I.............................oa”
'
66666666 e
6666..666.6.6...6.....ee...0.......eeee..eoeo.eeua“
.
I
666666666666.6.6.6.6666...66.666666666606666666... 6
”ran
LLLLLLLLLLLLLLLLLLLLLL . .
1 1 iiiiiiiiiii ll“10016166!66|66ll66661!fl“”
O C
ee
666666666666666.6666..66....6666666666666.66..6...a”
O O

.‘eeeeoesose..ee..ee.6.66.eceeesee..eoeeeoeaeeoe..66.6.6. 6.6.0.... 0

6165)

0”.”0).

.66.666666...6..6.6..6.666.66....66.66.66....‘O...
‘6.
e06..ee.seeo6eoeeee....‘eeeo.ee.sa.so..eeeoee.666...‘...6.6.6..u
es
66666666610666..666..6...6666...6.6.....666.....a...”

a
a
n
m.

:zaosoyaouuununuuuusoaoaaaasaannaananan.«an.unusuaunm

(Difficulty).

FV - Pacility Value

' Total Corrsct Reopenses.
- Discrimination Index.

DI

42

From the scores of listening comprehension tests of
the experimental and the control groups, the mean, median,
mode and range were calculated as shown in Table 3.

Table 3. The Mean, Median, Mode and Range of the
Experimental and Control Groups.

 

 

Group Experimental Control Difference
Number of

testees SO SO -

Mean 69 47.6 21.4
Median 70 43 27

Mode 69 33/43

Range 34-97 22-89

 

The mean of the experimental group was calculated and
found to be 69. The median 70, mode 69 and the range 34
to 97.

The mean of the control group was calculated and
found to be 47.6, the median 43, modes 33 and 43 and the

range 22 to 89.

The difference in means and medians between the ex-
perimental and the control groups were calculated and found

to be 21.4 and 27 respectively.

Test Question 1: Table 4 shows the percentage of
listening comprehension test scores of the experimental
and the control groups for tests 1 to 10, question 1,

"What is the main idea" question.

43

Table 4. Percentage of Test Scores of Experimental and
Control Groups for Question 1.

 

 

Tests Experimental Control Difference
l 80 40 40
2 74 SO 24
3 82 64 18
4 72 44 28
5 76 66 10
6 80 64 16
7 78 70 8
8 86 74 12
9 78 56 22

lo 76 S4 22

 

The range of test scores of the experimental group
is 72-86. The difference is 14. The highest score is 86,
found in test 8, while the lowest is 72, found in test 4.

The range of test scores of the control group is
40-74. The difference is 34. The highest score is 74,
found in test 8, while the lowest is 40, found in test 1.

The greatest percentage difference between the
experimental and the control groups is found in test 1,
which is 40, while the smallest difference is 8, found in

test 7.

44

Test Question 2: The percentage of listening compre-
hension test scores of the experimental and the control
groups for tests 1 to 10. Question 2, the content
questions with multiple-choice answers are shown in

Table 5.

Table 5. Percentage Test Scores of the Experimental and
the Control Groups for Question 2.

 

 

Tests Experimental Control Difference
l 78 46 32
2 80 62 18
3 34 62 22
4 . 84 SO 34
5 74 64 lo
6 82 64 18
7 76 50 26
8 74 44 30
9 82 52 30

10 80 56 24

 

The range of test scores of the experimental group is
74-84. The difference is 10. The highest score is 84,
found in tests 3 and 4, while the lowest is 74, found in
tests 5 and 8.

The range of test scores of the control group is

44-64. The difference is 20. The highest score is 64,found

in tests 5 and 6, while the lowest is 44, found in test 8.

45

The greatest percentage difference between the

experimental and the control groups 34, found in test

4, while the smallest difference is 10, found in test

c

a.

Test Question 3: The percentage of listening com-
prehension test scores of the experimental and the control
groups for tests 1 to lo, question 3, the content questions

with multiple-choice answers are shown in Table 6.

Table 6. Percentage Test Scores of the Experimental and
Control Groups for Question 3.

 

 

Tests Experimental Control Difference
l 78 46 32
2 76 SD 26
3 76 48 28
4 86 52 34
S 76 S4 22
6 70 62 12
7 74 66 3
8 74 42 32
9 78 46 32

l0 80 ' 48 32

 

The range of test scores of the experimental group is
70-36. The difference is 16. The highest score is 86, found

in test 4, while the lowest is 70, found in test 6.

46

The range of test scores of the control group is
42-66. The difference is 24. The highest score is 66,
found in test 7, while the lowest is 42, found in test 8.

The greatest percentage difference between the
experimental and the control groups is 34, found in test
4, while the smallest difference is 8, found in test 7.

Test Question 4. The percentage of listening com-
prehension test scores of the experimental and the control
groups for tests 1 to 10, question 4, the content questions

with multiple-choice answers are shown in Table 7.

Table 7. Percentage Test Scores of the Experimental and
Control Groups for Question 4.

 

 

Tests Experimental Control Difference
l 70 53 1.2
2 72 54 18
3 80 46 34
4 78 58 30
3 70 52 18
6 76 56 20
7 76 52 24
8 7O 58 ll
9 70 46 24

 

47

The range of test scores of the experimental group

is 70-80. The difference is 10. The highest score is
80, found in test3, while the lowest is 70, found in tests

1, S, 8, and 9.

The range of test scores of the control group is
46-58. The difference is 12. The highest score is 58,
found in tests 1, 4 and 8, while the lowest is 46, found in
tests 3 and 9.

The greatest percentage difference between the
experimental and the control groups is 34, found in test 3,
while the smallest difference is 12, found in tests 1 and 8.

Test Question 5: The percentage of listening compre-
hension test scores of the experimental and the control
groups in tests 1 to 10, question 5, the content questions

with multiple-choice answers are shown in Table 8.

48

Table 8. Percentage Test Scores of the Experimental and
Control Groups for Question 5.

 

 

Tests Experimental Control Difference
l 76 54 22
2 80 62 18
3 78 S4 24
4 78 S6 22
S 74 64 lo
6 80 64 16
7 76 48 28
8 68 S8 10
9 84 60 24

lo 78 46 32

 

The range of test scores of the experimental group
is 68-84. The difference is 16. The highest score is 84,
found in test 9, while the lowest is 68, found in test 8.

The range of test scores of the control group is 46-64.
The difference is 18. The highest score is 64, found in
tests 5 and 6, while the lowest is 46, found.in. test 10.

The greatest percentage difference between the ex-
perimental and the control groups is 28, found in test 7,

while the smallest is 10, found in tests 5 and 8.

49

Test Question 6: The percentage of listening com-
prehension test scores of the experimental and the con-
trol groups for test 1 to 10, question 6, the content
questions with multiple-choice answers are shown in Table

9.

Table 9. Percentage Test Scores of the Experimental and
Control Groups for Question 6.

 

 

Tests Experimental Control Difference
l 78 42 36
2 78 S8 20
3 76 38 38
4 74 66 8
S 80 58 22
6 74 S4 20
7 68 52 16
8 70 58 l2
9 82 68 14

10 68 60 8

 

The range of test scores of the experimental group
is 68-82. The difference is 14. The highest score is 82,
found in test 9, while the lowest is 68, found in tests 7

and 10.

The range of test scores of the control group is

50

38-68. The difference is 30. The highest score is 68,
found in test 9, while the lowest is 38, found in test 3.
The greatest percentage difference between the
experimental and the control groups is 38, found in test 3,
while the lowest is found in tests 4 and 10.
Test Question 7. The percentage of listening comprehension
test scores of the experimental and control groups for tests
1 to 10, question 7, the WH questions with multiple-

choice answers are shown in table 10.

Table 10. Percentage Test Scores of the Experimental and
Control Groups for Question 7.

 

 

 

Tests Experimental Control Difference
l 74 46 28
2 70 44 26
3 70 48 22
4 56 42 14
5 70 28 42
6 66 36 30
7 70 42 28
8 60 42 l3
9 56 56 a

lo 58 54 4

 

The range of test scores of the experimental

 

51

is 56-74. The difference is 18. The highest score is 74,
found in test 1, while the lowest is 56, found in test 4
and 9.

The range of test scores of the control group is
28-56. The difference is 23. The highest score is 56. found
in test 9, while the lowest score is 28, found in test s.

The greatest percentage difference between the experi-

mental and control groups is 42, found in test 5, while

the lowest is 9, found in test 9.

Test Question 8: The percentage of listening comprehension
test scores of the experimental and control groups for tests
1 to 10, question 8, the true-false questions are shown

in table 11.

Ul-
N

Table 11. Percentage Test Scores of the Experimental and
Control Groups for Question 3.

 

 

Tests Experimental Control Difference
1 70 46 24
2 62 44 18
3 70 46 24
4 60 40 20
S -50 32 18
6 66 38 28
7 58 48 ' 10
8 60 56 4
9 60 44 16

10 56 48 8

 

The range of test scores of the experimental group
is 50-70. The difference is 20. The highest score is 70,
found in tests 1 and 3, while the lowest is 50, found in
test 5. .

The range of test scores of the control group is

32-56. The difference is 24. The highest score is 56,

found in test 8, while the lowest is 32, found in test 5.

The greatest percentage difference between the

experimental and the control groups is 28, found in test

6, while the lowest is 4, found in test 8.

53

Test Question 9: The percentage of listening comprehension
test scores of the experimental and control groups for tests
1 to 10, question 9 the true-false questions are shown in

table 12.

Table 12. Percentage Test Scores of the Experimental and
Control Groups for Question 9.

 

 

Tests Experimental Control Difference
l 62 36 26
2 7O 34 36
3 68 42 26
4 60 36 24
S 52 48 4
6 60 38 22
7 58 38 20
8 64 48 16
9 72 48 24

10 60 54 6

 

The range of test scores of the experimental group

is 52-72. The difference is 20. The highest score is 72,

found in test 9, while the lowest is 52, found in test 5.
The range of test scores of the control group is

34-54. The difference is 20. The highest score is 54,

54

found in test 10, while the lowest score is 34, found in
test 2.

The greatest percentage difference between the
experimental and the control groups is 36, found in test 2.
while the lowest is 4, found in test 5.

Test Question 10: The percentage of listening comprehen-
sion test scores of the experimental and control groups for
tests 1 to 10, question 10 the "supply the answer" ques-

tions are shown in table 13.

Table 13. Percentage Test Scores of the Experimental and
Control Groups for Question 10.

 

 

Tests Experimental Control Difference
1 50 12 38
2 42 166 26
3 46 20 26
4 38 16 22
S 42 12 30
6 46 16 30
7 42 14 28
8 28 16 12
9 40 20 20

10 4O 18 22

 

55

The range of test scores of the experimental group is
28-50. The difference is 22. The highest score is 50:
found in test 1, while the lowest is 28, found in test 8.

The range of test scores of the control group is
12-20. The difference is 8. The highest score is 20,
found in tests 3 and 9, while the lowest is 12, found in
tests 1 and 5.

The greatest percentage difference between the
experimental and the control groups is 38, found in test 1.

while the lowest is 12, found in test 8.

Table 14. Mean Difficulty of Experimental and Control
Groups Questions 1 - 10.

 

 

Questions Experimental Control
1 .78 .54
2 .79 .55
3 .77 .51
4 .74 .53
5 .77 .57
6 .75 .55
7 .65 .44
8 .61 .44
9 .63 .42

10 .41 .16

 

56

The highest means of difficulty for the experimental
group is .79, found in question 2. The lowest is .41, found
in question 10. This means that the experimental group found
question 2 easiest, while the most difficult questions were
question 10.

The highest means of difficulty for the control
group is .57, found in question 5. The lowest is .16, found
in question 10. This means the control group found question 5

easiest, while question 10 were the most difficult.

difficult.

Table 15. Mean Difficulty of Experimental and Control
Groups Tests 1 - 10.

 

 

Tests Experimental Control
1 .72 .43
2 .70 .57
3 .73 .47
4 .68 .46
5 .66 .48
6 .70 .49
7 .68 .48
8 .65 :SO'
9 ' .70 .50

10 .67 .49

 

57

The highest means of difficulty for the experimental
group is .73, found in test 3. The lowest is .65, found in
test 8. This means that the experimental group found test
3 easiest, while the most difficult test was test 8.

The highest means of difficulty for the control group
is .57, found in test 2. The lowest is .43, found in test 1.
This means that the control group found test 2 easiest,

while the most difficult test was test 1.

Table 16. Mean Discrimination of Experimental and Control
Groups Questions 1 - lO.

 

 

Questions Experimental - Control
1 .51 .49
2 .52 .44
3 .52 .44
4 .53 .46
S .50 .49
6 .44 .45
7 .51 .57
8 53 64
9 .47 55

10 .71 .47

 

The highest mean of discrimination for the experimental

58

group is .71, found in question 10. The lowest is .44,
found in question 6. This means that question 10 is able
to discriminate the upper level students from the lower
level up to 71%, while question 6 is able to discriminate

only 44% of the upper level students from the lower level.

The highest mean of discrimination for the control
group is .63, found in question 8. The lowest is .44, found
in questions 2 and 3. This means that question 7 is able
to discriminate the upper level students from the lower level
up to 63%, while questions 2 and 3 are able to discriminate

only 44% of the upper level students from the lower level.

59

Table 17. Mean Discrimination of Experimental and Control
Groups Tests l-lO.

 

 

Tests Experimental Control
1 .58 .45
2 .52 .47
3 .44 .45
4 .57 .41
S .52 .51
6 .46 .50
7 .47 .44
8 .49 .54
9 .59 .52

10 .49 .49

 

The highest mean of discrimination for the experimental
group is .59, found in test 9. The lowest is .44, found in
test 3. This means that test 9 was able to discriminate
the upper level students from the lower level up to 59%,
while test 3 was able to discriminate only 44% of the upper
level students from the lower level.

The highest mean of discrimination for the control
group is .54,found in test 3, The lowest is .41, found in
test 4. This means that test 8 was able to discriminate

the upper level students from the lower level up to 54%,

60

while test 4 was able to discriminate only 41% of the

upper level students from the lower level.

Table 18. The Mean of Difficulty and Discrimination of
Questions 1 to 10 for tests 1 to 10 of the
Experimental and Control Groups.

 

 

Question "Main Idea" Content True-False ”Supply
Type (M-C) Questions questions the answer"
(M-C) questions"

Question
Number 1 2-7 8-9 10
Experimental

EV .74 .62 .75 .41

DI .51 .49 .49 .71
Control

EV .58 .52 .43 .16

DI .49 .47 .53 .47

 

Table 18 shows a summary of difficulty and discrimin-

ation for questions 1-10, according to their type. For the

experimental group: question 1, the "main idea" question,
shows a difficulty of .74 with .51 discrimination. Ques-
tions 2-7, the content questions with multiple-choice (M-C)
answers, show a difficulty of .62 with .49 discrimination.
Questions 8-9, the true-false questions, show a difficulty
of .75 with .49 discrimination. Question 10, the "supply
the answer" question, shows a difficulty of .41 with .71

discrimination.

61

For the control group: question 1 shows a difficulty
of .58 with .49 difficulty. Questions 2-7 show a diffi-
culty of .52 with .47 discrimination. Questions 8-9
show a difficulty of .43 with .53 discrimination. Question
10 shows a difficulty of .16 with .47 discrimdnation.

From the data, the experimental group found true-
false questions the easiest, followed by the "main idea"
questions with multiple-choice answers and content questions
with multiple-choice answer. The most difficult is the
"supply the answer" question and its difficulty is also
shared by the control group. However, the control group
found the "main idea" question with multiple choice answer
easiest" followed by content questions with multiple-choice

answers and the true-false questions.

Table 19. The Mean, Standard Deviation, Reliability,
Standard Error of Measurement, T Value.

 

 

Group Experimental Control Difference
Number of
Samples 50 50
Mean 69 47.6 21.4
Standard
Deviation 20.13 19.19
Reliability .95(6) .94(1)
Standard Error
of Measurement 4.19 4.67
t.

Value 5.45

62

Table 19 shows the E-test for difference between
means of listening comprehension of the experimental and
the control groups.

The data was analyzed by using E-test to determine if
there was significant difference in the means of percentage
scores of listening comprehension tests for the experimen-
tal and the control groups.

From the data, it was calculated and found that a
5 value of 5.45 exceeds 2.39 for the listening comprehen-
sion test at 98 degrees of freedom. The null hypothesis
is rejected at the .01 level of significance. This means,
if this experiment were replicated with random samples from
the same population, the probability is that a difference
between mean performance as great as that observed would
result from sampling error in fewer than 1 out of 100
replications. .

This test would indicate very stronq evidence that
the treatment would probably make a difference in the scores
on a listening comprehension test when applied to a similar
population of testees. Therefore, the null hypothesis
stating that there is no significant difference between
the mean percentage scores of the listening comprehension
test of the experimental and the control groups may be

rejected in this study.

63

Table 20. Chi Square Values of Relationship between
Grouping and Visual Dependency.

 

 

Scores Experimental Control Total
Actual (Vid) 2416 1643 4059
Expected (2402) (1657)

Actual (Vd) 1053 737 1772
Expected (1049) ( 723)

Total 3451 2380 5831

 

Table 20 shows the Chi Square values for the visual
dependent and the visual independent groups for the listen-
ing comprehension tests.

In testing the null hypothesis, no significant rela-
tionship is found between ESL student grouping and visual
dependency of listening comprehension test scores at the
Malaysian National University via videotape. The Chi
Square value of .66 fell short of 3.84, the established
level of significance at .05. This result indicates that
there is no significant relationship between ESL student'

grouping and visual dependency for listening comprehension

tests at the Malaysian National University via videotape.

64

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Introduction

In Chapter IV, test results of the study were present-
ed. In this chapter, a summary of the study, the findings
and discussion of this research, conclusions drawn from
the study, and recommendations for further research and
future action using the tests are presented. The differ-
ences in the test results are discussed in this chapter.
Recommendations for change and future implications for use
of listening comprehension tests using videotape are also

examined.
Summary

The problem addressed in this study was the effective-
ness of videotape as a tool for increasing listening com-
prehension among Malaysian ESL students at the Malaysian
National University.

The experimental group was shown videotapes with
audio narration twice. Identical presentations were also
conducted on the control group, but without the visual
images on the screen.

Two null hypotheses were formulated for this study.

First, it was postulated that there would be no significant

65

difference in the mean test scores of the experimental

group using videotape for listening comprehension as against
those in the control group using audiotape. The second

null hypothesis postulated that there would be no signifi-

cant relationship between experimental and control student
grouping and visual dependency of listening comprehension

test scores at the Malaysian National University via videotape.

One hundred students at the Malaysian National Univer-
sity representing beginning, intermediate and advanced
levels of English language proficiency were selected at
random and equally divided into the experimental and the
control groups.

Ten tests for a total of 100 items were conducted at
the Malaysian National University and the data were collect-
ed and used for the study. A right-wrong analysis of the
data was used. Comparative differences in the mean test
scores were the basis for reporting the results of this
studv with respect to the first null hypothesis.

A one-tailed E-test comparing the listening compre-
hension mean scores of the experimental and the control
groups showed a significant difference between the two.
However, a chi square test on relationship grouping and

visual dependency showed no significant difference.

66

Findings and Discussion

 

Findings from this right-wrong analysis of the data
indicated significant differences in the mean test scores
of the experimental and the control groups. Based on the
results of the analyses for Hypothesis 1, which stated
that there is no significant difference between the listen-
ing comprehension test scores of the experimental and the
control groups, the null hypothesis was rejected. In plain
words, the experimental group who watched and listened to
the videotape fare significantly better in their test scores
of listening comprehension than the control group who only
listened to the videotape without the visual images on the
screen.

The visual component (visual images on the screen) of
the presentation to the experimental group appeared to be
a significant factor in producing more correct responses

to the test than was the case with the control group.

Use of visual imagery in conjunction with audio narration
provides immediate and concurrent messages to the student
observing. As visual images, speech sounds, and other
sound effects, when effectively combined to convey a
mental concept, work together, the students in the ex-
perimntal group seem to be better able to grasp and
retain the concept than would be possible with only the

audio narrative being presented alone.

67

Findings from the test of relationship between
grouping and visual dependency indicated no significant
relationship and dependence between the two. This con-

firmed Null Hypothesis Two, which stated that there is

no significant relationship between grouping and visual
dependency of listening comprehension test scores of ESL
students at the Malaysian national University. This may be
due to the fact that the test questions were based solely on

the transcripts.

Overwhelming evidence of differences in test scores
between the experimental and the control groups may be
annrflmnedixmtflfluy'unequmalfkcunS‘muchauelxyomitheImpeumh-
er's control. The positive or negative attitude of students
toward the test and different strengths of these attitudes
in each student may have played an important part in the out-
ommeof‘dmetest. Pswmxfloghrfl.infhmmxms lflaathecaxmmnemscm
the experimental group toward the video and the negativity of
the control group toward the audio cannot be ignored. For
example, the experimental group was observed to be more alert,
attentive, and eager to participate in the test. Some even
expressed their sense of pride in being chosen for the test.

Many stated they tried their best to furnish all the answers

68

for the test.

On the other hand, the control group was observed to
be less alert, less attentive and not as eager as the
students in the experimental group. They expressed their
displeasure for having to sit for the test. They came late
for the test and some arrived on several occasions while the
test was in progress, distracting other testees. On other
occasions, some students in the control group had to be
coaxed into attending and taking the test. Some even made it
known that they could care less about the outcome of the

test.

The possibility of finding differences in students'
ability within the same level of ESL proficiency should

also be taken into consideration. we know that no one

person is the same physically and mentally. The five
levels of ESL students in the control group (ESL 1113, ESL
1123, ESL 1133, ESL 1162, and TESOL II) who were selected
at random may have by chance a lower ability level within
the selected levels and as a group when compared to the
students in the experimental group.

The results of the tests are all tied up in one way
or the other with factors cited earlier in the discussion
of the findings. Trying to explain the test results in
facts and figures alone is not enough, for external factors
which may unknowingly influence test results cannot be
quantified, and sometimes even words are not enough to ex-

plain the phenomenon.

69

Conclusions

In this study, the results indicate the extreme import-
ance of perceiving the role of videotape as a tool for im-
proving listening comprehension of a second language. Video-
tape would provide the necessary preparation for students
learning a second language, especially in a geographical

region where native speakers are not readily available.

Recommendations

Through the leadership of universities and colleges,
it is recommended that preference be given to second lan-

guage programs on listening comprehension using videotape.

Elementary and high school teachers, principals and

33:. program planners in countries where native speakers are not

readily available should be made aware of the findings of
this study so that educational leaders can plan their second
language programs and take into account the importance of
videotape in formulating such programs.

For further research on listening comprehension using

videotape, it is recommended that this study be replicated
using a larger sample which should include other universi-
ties, community colleges, and teachers colleges which offer
courses in English as a second language as part of their

academic program.

70

Prior to replication of the test, it is recommended that
a placement test for listening comprehension using videotape

be given to students before they are selected as testees.

The test would ensure the researcher of getting students
of equal English ability in both groups by dividing them
according to their placement test results.

It is also recommended that subjective questions like
the "supply the answer" questions in question 10 be replaced,
for they proved to to be too difficult for both groups as
shown in the results of the study. Completion questions
which require the students to produce only a partial
answer instead of a full answer are recommended as a re-
placement for the "supply the answer" questions.

To eliminate the control groups poor attitude toward the
audio, it is recommended that this study be restructured
by having each group assigned to sit for both videotape tests

and audio tests alternately.

It is recommended that funding for further research on
listening comprehension using videotape with nonnative
speakers be made available by universities and other insti-

tutions which may benefit from the results of the study.

71

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72

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7S

Schramm, Wilbur. What We Know About Learning From Tele-
vision. Stanford University, California,
Institute for Communication Research,.1957,

Stanley, Julian, and Campbell, Donald. §%perimental and
Quasi-Experimental Designs or Research.
Rand McNaIly 5 Co., Chicago. 1966.

Stickler, Darryl, and Farr. Beverly. TV as a Tool to

Improve Basic Communication Skills?
Language Arts , vol. 56, No. 6, 1979.

Wallisch, Bill. Using Television Technology to Teach
Technical'Writing_g Air Force Academy Co.,
Los Angeles. CA. May, 1979.

weiss, L. and Ravaux. F. The Videotape Recorder in the

FL Classroom. Unterrichtspraxis Journal,
Autumn, 1975.

are

American Broadcasting Corporation. 20/20 Seriesz'The :Pi
Bomber". 1983.
Brikley's Believe It Not Series: "Pearl
Harbor”, 1983.
Home Box Office. Nature Documentary Series: "Predators
in the United States", 1983.
International Network News. United States Air Force:
"Star Wars Defense System",l983.
National Aeronautics and Space Administration. Manned,
I Flight to the Moon, 1983.
Interfiplanetary Space Program, 1983.
Public Broadcasting Service. Peruvian Civilization. 1983.
Nature Series: "Flight of the Condor", 1983.

Nature Series: "Migration", 1983.

76

Appendix A

Script for Test 1

The Pentagon says that laser beams will one day
play a vital role in our national defense. Jeff Kayman
has a progress report on the race to put weapons in space.

This Air Force film, made earlier this year,
demonstrates the ability of laser beam weapons fired from
planes to knock down pilotless drones aircraft and faster
air-to-air missiles. In each case the laser was fired
from a relatively short distance.

The Department of Defense has recommended to the
President a space-based laser defense against Soviet inter-
continental ballistic missiles. That system would not be
ready until the year two thousand at the earliest. It
would cost at least twenty billion dollars in research
and development alone because so much still has to be in-
vented including a power source that would let the lasers
function effectively from space.

An effective ICBM defense system called "High
Frontier" does not use lasers and according to its devel-
opers, High Frontier could be deployed and be able to stop
eighty percent of the soviet first strike at a fraction of

I

the laser system's cost in only twelve years. The

creator of the High Frontier concept, retired Army General

Daniel Graham said President Reagan is being pulled in two

77

directions as he moves toward a decision on the so called
"Star Wars" defense project.

There is a school of thought that says no de-
fense is any good unless it pays, and they are the people
that make noises about how it would cost hundreds of bil-
lions of dollars and take twenty years of research to,
possibly, get to that capacity. The other school of thought
says what you want is the best defense you can get... as
that is good enough to deter the Soviets from.ever making
the first strike against the United States.

Retired U.S. Navy Admiral Gene Lurocgue commanded
an American nuclear fleet. Now he runs the privately
supported Center for Defense Information. He charges that
the President's Star Wars defense plan would encourage the
Russians to attack before the ballistic missile defense
system is operational. I

"I think President Reagan has one goal in mind,
and that is to reduce the potency, the power of the Soviet
Union to the point where it will be ineffective in the
world, and he is going to do it as best he can either
economically or if he can't, I think President Reagan'
probably will even be willing to resort to nuclear war."

In recent speeches to the United Nations General

Assembly and to the Japanese Parliament, the President

78

has declared that a nuclear war cannot be won and must
never be fought. But earlier, Mr. Reagan suggested that

a tactical nuclear war could be fought in Europe and won.

79

Appendix A.Ol

Instructions for the Tests

Answer all questions. If you cannot answer a

question, go on to the next one and come back to it later.

1.

For questions 1 to 7, cross out the correct answer
given in a, b, or c.

EXAMPLE:

The Air Force film was made .

(3) not too long ago

(b) about a decade ago

(c) only very recently

For questions 8 and 9, cross out the letter T for
true or F for false in the spaces provided.
EXAMPLE:

_3_ _§_ The President did contemplate fighting a
tactical nuclear war in Europe for he said that it
can be fought and won.

For question 10, write down your answer in the blank

spaces provided.

 

 

80

Appendix A.l

Questions for Test 1

1. What is the main point of the documentary?

The main point is about .

(a) the Star Wars defense system against a Russian
nuclear attack on the United States

(b) the United States plans to deploy laser beams as
a defense against a Russian attack

(c) the best possible defense plan to be adopted by
the United States against a Soviet nuclear missile

attack

2. The Air Force film demonstrates .

(a) that an aircraft can be shot down by laser beam
weapons placed in space stations called High
Frontier

(b) the ability of laser beam weapons fired from
planes to knock down pilotless drones aircraft
and air-to-air missiles

(c) the ability of high frontier weapons to knock

down pilotless drones aircraft and missiles

3. The creator of High Frontier is .
(a) Admiral Gene Lurocque
(b) the U.S. Defense Department

(c) General Daniel Graham

81

4. The Air Force film was made

 

(a) not too long ago
(b) about a decade ago

(c) only very recently

5. has to be invented for the laser beam
to function effectively in space.
(a) A power station
(b) A docking station

(c) A landing station

6. What are the differences between laser beam defense
and the high frontier concept?

The differences are their .

 

(a) cost, effectiveness, and length of time until
each can be deployed

(b) concept and acceptance by the President and
Defense Department of the United States

(c) vulnerability and potential threat to the Russian

defense system

7. What are the charges made by Admiral Gene Lurocque
against President Reagan?
(i) the President is a war-manger
(ii) President Reagan wants to reduce Russian power so

as to make it ineffective throughout the world

10.

(iii)

(iv)

(a)

I": |*3

I“ la

82

the President is not willing to wage tactical
nuclear war in Europe for fear of an all out
war against the Russians

the President wants to reduce Russian power by
willing to wage an all out war against the
Russians

i, ii, and iv (b) i, and ii (c) i, ii, and

iii

The President did contemplate fighting a
tactical nuclear war in Europe for he said that it

can be fought and won.

The advantage of the high frontier defense system
is that it can stop a Soviet first strike by des-

troying all of the enemy's missiles.

How can the high frontier defense system be a

disadvantage against Russian first strike?

 

 

83

Appendix B

Script for Test II

The early Peruvians exploited the harvest of the
sea so successfully that they too, just as in the Middle
East, could settle in one place in large numbers. The
people of the coast still live off the sea, and many of
their techniques have altered little in the last five
thousand years. Here they have caught sand-crabs in a
net bag with its mouth suspended on an open frame. It's
a very ancient technique and very efficient. This haul
took less than ten minutes. Many of the shellfish remains
found in ancient sites were probably caught like this.

The modern fishermen of Juan Chetto are carry-
ing on a tradition that stretches back several thousand
years. The nets may now be made of nylon but the basic
techniques remain the same. We know that because the knots
the modern fishermen use are identical to the ones found
on ancient fishing nets. Here's one of them that has been
preserved for thousands of years in the dry Peruvian con-
ditions, and these equally old bone fish hooks showed that
man was fishing with lines as well as with nets.

The modern fishermen use these boats made of
reed bundles, here drying out on the shore. We know this
is also a very ancient design because they are represented
in merchant pottery from this area which is a thousand

years old.

84

The fishermen of Juan Chetto also use another
resource that goes back to the prehistory of the area.

Even on this desert coast, it is possible to find sufficient
fresh water for small sunken gardens to flourish only a

few yards from the crushing surf. To the present day
Peruvians, as they must have been to their ancestors,

these gardens are crucial. They are dug down for about

six feet until fresh water is reached. It's drinkable,
though slightly brackiSh. Here they grow the "tottora"

reed from which they fashion their reed boats for fishing.

On the coast where there is no tree, reed boats
are the only possible kind. There is enough water here to
drink but not enough to grow sufficient crops to feed the
population. A large population in the desert could only
be fed by exploiting the resources of the sea: reeds for
boats, cotton for nets, and girds for fish floats.

The deep ocean currents here create an upswell-
ing which carries to the surface a tremendous concentration
of nutrients and it is this that supports the billions of
microscopic plants that in turn support a food chain of
unparalleled variety and magnitude.

There wasn't one fixed pattern for settling down.
It happened in different ways depending on local conditions,
based on the sea here in Peru, on cereals in the Middle

East and Africa, on rice in the Far East, but whatever

85

the basic resource that began it all, once it occurred,

it always led to profound social changes. The unregulated
life of the hunter-gatherer was replaced by hierarchies

and bureaucracies of kings and priests, by all the trapp-
ings of the centralized state. Settling down quickened

the pace of change. Animals were domesticated and pressed
into the service of men. The invention of the plow greatly
increased the efficiency with which the people could sow
and grow their crops. With domestic animals, there was
now a permanent supply of fresh meat and milk in one spot.

The hunter became a fulltime farmer.

l.

2.

3.

86

Appendix B.l

Questions for Test II

What is the main idea of the documentary?

The main idea of the documentary is centered around

 

(a)
(b)

(C)

the ancient civilization of Juan Chetto in Peru

a Peruvian fishing settlement of Juan Chetto in

Peru

the hunters of Juan Chetto in Peru

The main occupation of the people of Juan Chetto is

 

(a)
(b)
(c)

farming
fishing

gardening

There is enough drinking water in Juan Chetto but

 

(a)
(b)
(C)

not enough for gardening
not enough for agriculture

not enough for domestic use

The basic resources that led to the profound social

changes in the Middle East and Africa and in the Far

 

East are

(a) fish and rice
(b) oats and cereals
(c) cereals and rice

S.

7.

87

Men first used the hooks and lines to catch fish

 

(a)
(b)
(c)

a century ago
during the middle ages

several thousand years ago

Isthere much difference between the ways the modern

fishermen of Juan Chetto catch fish than the ways of

their ancestors five thousand years ago?

(a)

(b)

(c)

Yes.there_is, for today the fishermen of Juan
Chetto catch fish by using modern nets pulled by
boats.

No, there isn't. except that the mdern fisherman
of Juan Chetto use nylon nets to catch fish-

Yes. there is. for today the fishermen of Juan

Chetto use modern boats and nets to catch fish.

 

Agriculture in Juan Chetto developed in the service
of fishing by cultivating .
(i) reeds for boats
(ii) cotton for nets
(iii) animals for fats '
(iv) girds for fish floats

(a)

ii and iii (b) i, ii, and iv (c) i and iii

88

8. ‘;T_ The sea of Juan Chetto consists of upswelling

.;§_ currents which kill all the plants and the fish
food in the sea.

.9. The unregulated life of the hunter-gatherer was re-
placed by hierarchies consisting of kings and priests.
T

F

10. How did the hunter become a full-time farmer?

 

 

89

Appendix C

Script for Test III

Skylab was the next manned space flight. Launch-
ed first was a two-story orbital workshop. Then the first
of three, three-men crews departed to meet, join, and began
living in. the orbiting laboratory. Those crews would
stay twenty-eight, fifty-nine. and eighty-four days respec-
tively. One of the major objectives was to find out if
astronauts could physically withstand extended stays in
space and continue to do useful work there. The answer
was a resounding ”yes”.

Experiments in astronomy, earth resources obser-
vation. materials processing. and crystal growth. all
proved highly successful. Then ASTP, Apollo-Soyuz Test
Project. a joint endeavour between the Soviet Union and
the United States, and the mission called for a mutual
docking and crew exchange to develop the necessary equip-
ment for international space rescues.

Before, during, and after Apollo, skylab and
ASTP. NASA's unmanned planetary programs were giving
.scientists exciting new glimpses into the history of the
solar system.from.early explorers to the infra-red astron-

omy satellites. Seven Mariner spacecraft flew by the

9O

planet Mars, Venus. and Mercury sending back a stream of
pictures and data.

Ten Pioneer spacecraft did likewise, including
Jupiter fly-bys and probes through the atmosphere of
venus. Pioneer Ten became the first man-made object to
leave the solar system.

Atmosphere Physics, Astronomy, Meteorology,
and Geodesy, these are just a few of the scientific‘
disciplines studied by dozens of Explorer class orbiters
through the years.

Hundreds of sounding rockets have probed the
atmosphere above where balloons are effective but below
the area that satellites fly. Bio-satellites were sent
aloft to answer basic biological questions. Will cells
divide hermally while weightless? How does zero G affect
plant growth? Would radiation and weightlessness be a
hazard on long duration space flights? Everything from
plants to primates were orbited aboard bio-satellites to

find out.

4.

91

Appendix C.1

Questions for Test III

 

 

 

The documentary is about .

(a) NASA's space program

(b) the Apollo-Soyuz Space Project

(c) Pioneer Ten's flight out of the solar system
The three-men crews departed to meet. join, and
begin living in .

(a) the Mariner spacecraft

(b) the orbiting laboratory

(c) the Pioneer spacecraft

The longest stay in orbit for the three-men crews was
(a) fifty-nine days

(b) eightyefour days

(c) one hundred and twenty-eight days

Astronauts proved that .

 

(a) they can withstand extended stays in space and
do useful work there

(b) Pioneer Ten can probe the solar system giving
scientists exciting glimpses into the history of
our planets

(c) scientific disciplines studied by dozens of

Explorer class orbiters can be useful

7.

Dozens of Explorer class orbiters studied .

 

(a) everything from primates to plants

(b) the atmosphere of Venus, Mercury, Mars, and
Jupiter for astronauts to live there

(c) Atmosphere Physics, Astronomy, Meteorology, and
Geodesy

NASA's unmanned planetary program gave scientists

exciting new glimpses into the history of our solar

system by sending .

(a) a mission to dock with Soyuz to probe the planets
of Mars, Venus, and Mercury

(b) infra-red and bio-satellites to probe the planets
Mars, Venus, and Mercury

(c) seven Mariner and ten Pioneer spacecraft to probe

the planets of Mars, venus, Mercury, and Jupiter

What is true about the Skylab?
(i) It was a two-story orbital workshop
(ii) It was an orbiting laboratory
(iii) It was a project which called for link-up with
Soyuz
(iv) It was meant for astronauts to stay in, and work
there for over an extended period of time

(a) i and ii (b) i, ii, and iii (c) i, ii, and iv

10.

93

Everything from primates to plants were orbited

re Ia

abroad the orbiting Skylab.

The ASTP called for mutual docking and crew ex-

ls I8

change between the Soviets and the U.S.

What kind of information are the bio-satellites ex-

pected to give to the scientists?

 

 

94

Appendix D

Script for Test IV

Sunrise on the Equator. For a few brief moments,
the snows of the great volcano Catopaksi blush with pink
before turning to gold. The sun climbs swiftly, To the
East far, far below, beneath the counter pane of cloud,
the mighty Amazon rose through a stifling world of trop-
ical heat.

Four miles above strides a great avenue of
volcanoes locked in ice, caught in one of the severest
climates in the world. Here men once sought El-Dorado,
blind to the jewels lying at their feet -- crystals of
frozen dew. I

Dawn breaks the spell and life awakes. A hum?
ming bird at fourteen thousand feet. The 'chimbrel-rockso-
hill-star" warmed by the first rays of the sun. Stretch-
ing restores muscles that have chilled to half of their
normal temperatures during the bitter night. Wild luken
leaves survive a frosting of ice with a defense of little
hairs.

Already the crystals are melting. A warm breeze
soon clouds the slopes of the volcano Antisana. The ice-
cap, hundreds of feet thick, mocks the heat of the tropical
sun. But on its lowest edge, within an hour of dawn the
frost has lost its grip. The stream-bed, dry throughout
the night, suddenly begins to sparkle. Today, as every

day, the waters of the Amazon once more set off on their

In

95

journey to the sea.

Across the icy plateau called the Paramo, a thou-
sand streams start along their way to join the brimming
river. The wind begins to climb the lava cliffs and
from its crag, the condor launches into clouds hanging on
wings ten feet across.

The "chimbrelérockso-hill-star' can nest at fif-
teen thousand feet, higher than almost any other bird.

To keep such a tiny ball of feathers warm needs energy

and the birds depend on the Tukiracca flowers which yield
nectar abundant in sugar. Noisy groups of envion palders
flock down to feed along the melting marshes. Beyond

towers a third volcano, Kiambay. Wild horses, first brought
to the Andes by Pizzaros Kantisdaros ....

The condors are hungry too, searching and soaring
in a silent sky. They can go for weeks without food, but
today, an animal's misfortune has brought the promise of a
meal. A wild horse has succumbed to age and infirmity and
the giant candor's turn has come. A mountain cara-cara, a
kind of hawk, may be hungry too, but no bind quarrels
with the condor.

On the edge of the lava flow stands the condor's
mate and on a cold ledge, their chicks wait to be fed. The

male has now eaten his fill. Beneath the yellow patch on

96

its breast, his crop is bulging with food. He walks uphill
for an easier take-off. The cara-cara has his chance. The
condor flies farther, past the full moon itself.

On the narrow ledge whitened with droppings, the
chick begs for food. Swaddled in a warm muff of feathers,
it braces itself from falling off the nest. The adult re-
gurgitates food directly into the chick's throat. In com-

parison, the cara-cara chicks feed almost daintly.

97

Appendix D.l

Questions for Test IV

What is the main point of the documentary?

The main point of the documentary is about

 

(a) wildlife on the Andes and the Andean volcanoes
(b) the Amazon, her tributaries and her vegetation
(c) the Andes--their beautiful surroundings, their

climate, and their wildlife

The "Chimbrel-rockso-hill-star' is

 

(a) a humming bird
(b) a large bird

(c) a kind of a hawk

The El-Dorado was once sought by

 

(a) the wild horses
(b) men

(c) envion palders

The spring bed began to sparkle

 

(a) within an hour of dawn
(b) when the humming bird stretches its wings

(c) when dawn breaks the spell

The cara-cara is .

 

(a) a kind of bird with tiny feathers
(b) an envion palder

(c) a kind of a hawk

98

6. The condor .

 

(a) lives on flesh of other animals
(b) lives on the Tukiracca tree

(c) lives on nectar abundant in sugar

7. The three volcanoes named by the narrator are

 

(a) Catopaksi, Paramo, and Antisana
(b) Catopaksi, Antisana, and Kiambay

(c) Paramo, Kiambay, and Antisana

The horses were brought to the Andes by the

8. T
F Amazonians.
9. The condor can withstand hunger and can go

I": |*6

without food for as long as a week.

10. How many kinds of "jewels” are there found in the

Andes? And what are they?

 

 

99

Appendix E

Script for Test V

Six Surveyor spacecraft made soft landings on
the moon over a two-year period. A robot arm dug a trench.
Lunar soil was like wet sand. Men and equipment could
safely land there.

Panoramic views like these are assembled from
hundreds of individual photographs. Communication via
satellite exploded into a whole new industry. That first
live inter-continental transmission by Telstar One was
just the start. Relay, designed to transmit television,
telephone and high speed data. Syncom. for the Olympic
coverage from Tokyo, and Early Bird One. all were follow-
ons to previous research and development.

Since rendezvous, docking, and having astronauts
work outside the spacecraft were critical to lunar missions,
NASA began Project Gemini using the Mercury capsule as a
model and the Gemini spacecraft was enlarged to hold a
two-man crew. Gemini would provide design answers for the
upcoming Project Apollo ... and who could ever forget that
spectacular first walk in space made by astronaut Ed White:

Ten times,'pairs of astronauts flew into orbit,
walking in space, rendezvousing, and docking: Gemini had
blazed the trail for Project Apollo, the three-men space-

craft that would carry astronauts to the moon.

100

More than eight years were poured into design-
ing, building, testing, and preparing astronauts, rockets
and spacecraft for the first lunar landing. (Here's a
visual look-back...)

In 1967, tragedy struck. The nation mourned the
loss of the crew that would have flown the Apollo space-
craft on its maiden voyage. Astronauts Gus Grissom, Ed
White, and Roger Chaffe died in a flash fire as they were
conducting a pre-flight test on the launch pad.

The manned-flight schedule was delayed eighteen
months as the command module underwent redesign. While
these changes were being made, the parts and pieces needed
to assembly the Giant Saturn Five moon rocket came together
at the Kennedy Space Center, Florida.

Everything associated with the Saturn Five was
huge. The rocket itself, the building where it was assembled,
and the crawler transporter that carried it to the launch
pad. The fully loaded Apollo Saturn Five was three hundred
sixty-three feet tall. Its main engines alone generated
one hundred sixty million horsepower and its fuel pumps
pushed fuel to the engines with a force of thirty diesel
locomotives. As Saturn Five lifted off the launch complex
Thirty-Nine for the first time, it weighed more than
twenty-eight hundred tons.

The pace quickened. Starting with Apollo Eight,

101

every Saturn Five launch had a three-man crew. Two days
before Christmas in 1960, astronauts Borman, Lovell and

Anderson became the first humans to pass out of Earth's

gravatatioral control and into that of another body in the
solar system...the moon!

The hardware to travel to the moon had worked
well and the landing sites looked good. Our earth seemed
small and fragile hanging in the vastness of space. This
view of ourselves from lunar distance would change the way
we think about earth for all times. It raised profound
questions,especially those associated with the earth's
finiteness and unlimited resources.

The next two flights, Apollo Nine and Ten.were
continued dress rehearsals for the first lunar landing.
All systems were indeed ready. Astronauts Neil Armstrong,
Edwin Aldrin, and Michael Collins would make the historic
journey. Next stop......Tranquility Base! ......

Across the country and around the world the

Apollo crews were welcomed back as heroes:

102

Appendix‘E.1

Questions for Test V

1. What is the main idea of the documentary?

The main idea of the documentary is about

 

(a) NASA's preparation to land American astronauts

on the moon

(b) Gemini and Mercury projects to send men around

the moon

(c) the rights of putting the first American on

the moon

2. The lunar soil was like

 

(a) wet paint
(b) wet sand

(c) wet cement

3. The first people to venture into the moon's gravata-

tional control were

 

(a) Lovell, Borman, and Anderson
(b) Michael Collins and Edwin Aldrin

(c) Lovell, Borman, and Michael Collins

4. The flight took place

 

(a) on Christmas Day, 1967
(b) two days before Christmas, 1968

(c) during Ed White's space walk

103

5. Some of the space feats accomplishd by Project

Gemini were .

(a)

 

flying into orbit, walking in space, rendezvous-

and docking in space with a two-man crew on board

 

(b) flying around the moon, landing on the moon, and
making the first space walk while in orbit
(c) landing on the moon with a three-man crew and
splashing into the Sea of Tranquility
6. The Mercury capsule was able to carry .
(a) a three-man crew
(b) a two-man crew
(c) a one-man crew
7. What is associated with the Saturn Five large size?
(i) the rocket
(ii) the crawler transporter
(iii) the assembly building
(iv) the weight of Saturn Five
(a) i and ii (b) i and iii (c) all of the above
answers
8. ';2_ Neil Armstrong, Lovell, and Edwin Aldrin made
_g_ the historic journey to the moon and they landed
at Tranquility Base.
9. NASA was successful in landing men on the moon

I"! |*a

but had trouble bringing them back to earth.

104

10. How does the earth look from the moon? And what
question does it raise as the earth is seen from far

above?

 

 

105

Appendix F

Script for Test VI

"The undisputed ruler of the Arctic, the polar
bear, they have no natural enemies. They swim like dogs,
using only their front legs. They hunt seals, fish, birds,
and small mammals. This mother with her cubs have no fear
of men, never having seen one."

”These cubs' favourite pastime is riding 'bear-
back'. Their mother warms and suckles them through the
long Arctic nights until they are two feet long, about
twenty pounds and ready to face the world."

"Stalking a female with cubs can be very danger-
ous business. The Eskimos are reluctant to go, but Seal-
man insisted. They took two dogs with them for protection.
Sealman never carries firearms and asks the Eskimos not
to shoot no matter what happened."

"Nanook of the North is especially dangerous
when she is protecting her cubs. She picks up a strange

scent. The danger is unmistakable. Time to release the dogs

"The mother bear finds an ideal position to de-
fend her cubs and Sealman feels they must be left in
peace.”

The far reaches of the Arctic yielded some wonder-
ful pictures. but now it's time to journey westward from
the Canadian Arctic in quest of caribou, the Arctic

deer."

106

”It's late Autumn. The Arctic wasteland begins
to put on a white winter coat. By the last days of
September, winter's approaching. The Arctic winds begin
to sweep over the treeless Tundra and that's the cue for
the caribou to start their long migration southward. Some
of them travel thirteen hundred punishing miles across
the ice to the sheltered wooded forest of their winter
feeding grounds. The hoof of the caribou is well adapted
for their long journey over snow, ice, and marsh. At
first the caribou travel in small herds. But as they
meet others on the way, they form a great regiment on the
march.”

"October, and the call of the wild,is migration.
Go south, my feathered friends, for here soon blows a
wind fit only for seals and polar bears.”

”A million members of a thousand species wing
their way southward to warmer climes. The continental
United States, a haven for many is this wilderness area,
the Florida Everglades, a protected refuge, the winter
playground of the wild winged tourists from far away
places. For a Chosen few, Mother Nature had created a
winter vacation in Florida, all expenSes paid. Below, the
favoured breeding ground of the wood-ibis. In these
mangrove thickets of marshlands, Einch Sealman again stopped

with his camera. His companion is Fred Kuslow who knows

107

the Everglades like the back of his hands. To greet each

other, the wood-ibis open their beaks, 'welcome home'."

108

Appendix F.l

Questions for Test VI

The main point of the documentary is about the

 

(a) polar bear, the caribou, and the wood-ibis
(b) Tundra, the Everglades, and the Arctic marshes

(c) the Eskimos, the Tundra, and the Artic deer

The polar bear hunts

 

(a) dogs, caribou, and Arctic deer
(b) seals, fish, birds, and small mammals

(c) Arctic deer, dogs. and Eskimos

The polar bears swim like . using only

 

their front legs.
(a) the arctic deer
(b) the caribou

(c) dogs

The Eskimos are reluctant to go because

 

can be dangerous business
(a) hunting caribou
(b) stalking polar bear

(c) stalking Arctic deer

The last days of September mark the approaching of

 

(a) Summer (b) Winter (c) Autumn

109

 

6. The caribou start their migration when .
(a) the winds begin to sweep over the treeless Tundra
(b) they start to meet others on their way westward
(c) the wood-ibis greet each other with their beaks
7. What is true about the caribou?
(i) The hoof of the caribou is well adapted for long
journeys across the snow, ice, and marsh.
(ii) The caribou is also known as the Arctic deer.
(iii) Small herds of caribou meet to form a great
regiment on their march southward.
(iv) The caribou travel southward to protected refuge
called the Everglades.
(a) i, ii, and iv (b) i, ii, and iii (c) i and ii
3, _E_ The Everglades in Florida is described as a-
_§_, haven for winged birds from far away places.
9. _3_. The polar bear is afraid of men because men are
_E__ strange to them and they have never seen them

before.

10. Why is the mother bear dangerous? And when is the

mother bear considered most dangerous?

 

 

110

Appendix G

Script for Test VII

Pearl Harbor, Hawaii...the name was a battlecry
for a generation. The pride of the American Pacific Fleet
still rode in anchor here. They call that stretch ”battle-
ship row". The California was anchored just down there,
and then the Oklahoma and the Maryland. And out there...
the Tennessee and the West Virginia, and then, the Arizona.
That gleaming white monument marks where she floated and
where she still lies...just beneath the water. Oil still
rises from the underwater tomb of over two thousand sailors.
They were the first American victims of World War Two.

On December sixth, 1941, Pearl Harbor seemed
impregnable. It was home-base for nine battleships and
three aircraft carriers, but it was a peace-time fleet.
Most ships returned to port on Friday so that the crews
could spend weekends on shore. For some, it was a nine-
to-five job despite the threatening stance of the Japanese
in the Pacific.

For U.S. Naval Intelligence, the location of the
Japanese fleet was a mystery. It was known that their
task force, including six aircraft carriers, had left Japan
in late November. To find them a search was concentrated
in the most likely area, over five thousand miles away in

the South China Sea. The Japanese at that moment, however,

111

were rapidly approaching Pearl Harbor. They had escaped
detection during their voyage across the Pacific by main-
taining strict radio silence. The mission assigned to
the Japanese Navy was determined a month before in Tokyo.
The task force was to attack Pearl Harbor on Sunday morn-
ing December seventh. 1941.

For peace-time sailors, a week-end pass in
Honolulu was a ticket to Paradise. For them life was good.
They didn't know that it was the final day of an innocent
age.

Beyond the horizon, the Japanese fleet was
approaching, but in Pearl Harbor no alarms disturbed the
pleasant Saturday evening. Top naval and army commanders
had nothing more important planned for Sunday than a game
of golf.

By 6:00 a.m. the Japanese attack force was two
hundred miles from Pearl Harbor. For the pilots, it was
a proud moment. In chronicles, documentaries, and news-
reel films, never before had such an enormous airbourne
armada been launched at sea. A fatal mistake, however,
had already been made by the Japanese. Fearfu1.of counter-
attack, they were ordered to make only one raid; a second,
potentially more devastating attack, was forbidden by
Tokyo. I

In Honolulu, the only visible precautions being

112

taken were at Hickam Field, where the primary concern was
defense against sabotage. The planes were grouped on the
runways to make them easier for the Americans to guard and
unfortunately for the Japanese to destroy. By 6:15, the
entire Japanese attack force was airborne.

At the same time, a Japanese submarine was trying
to enter Pearl Harbor. It was detected over an hour be-
fore the attack began. Ironically, the first shot fired at
Pearl Harbor came from an American destroyer. The commander
immediately reported the incident to his superiors, but
the message was delayed by the chain of command.

The first wave of Japanese bombers was detected
at about seven o'clock by a novice radar operator. His
report, however, was discounted by his supervisor. No one
in Hawaii apparently expected anything unusual to happen
that Sunday. To military personnel, the drone of the
Japanese planes aroused curiousity but not concern. The
frightening fact of war was not accepted until the first
bombs began to fall. Within the first few minutes, the
entire Pearl Harbor Air Force was all but destroyed on
the ground. The Navy had considered Pearl Harbor a safe
anchorage; its shallow water a protection against torpedo
attack. The Japanese, however, had modified their torpe-
does especially for this occasion. For about two hours,

the attack continued. In the end, eight battleships

113

would be seriously damaged or sunk and over two thousand

Americans would be killed.

114

Appendix G.l

Questions for Test VII

1. What is the main point documented in this tape?

The main point documented is

 

(a) the Japanese attack on Pearl Harbor on December
seventh, 1941

(b) the beauty of Pearl Harbor and.the American
Pacific Fleet in Honolulu, Hawaii

(c) the Japanese preparation for war against the

United States Pacific Fleet at Pearl Harbor

2. For a generation, the American battle cry was
(a) battleship row
(b) Pearl Harbor

(c) Hikam Field

3. The first person to detect Japanese bombers approach-
ing Pearl Harbor was .
(a) the commander of the American destroyer
(b) the American Naval Intelligence

(c) the novice radar operator

4. The Japanese task force left Japan

 

(a) in late November
(b) in late October

(c) in late September

115

5. At six Sunday morning,December seventh, 1941, the

Japanese attack force was .

(a)
(b)
(C)

200 miles off the coast of Hawaii
in the South China Sea

in the middle of the Pacific

6. What was the fatal mistake made by the Japanese?

The fatal mistake made by the Japanese was .

(a)

(b)

(c)

to make only one raid on Pearl Harbor because a
second more devastating raid was forbidden for
fear of American counterattack

to make only two raids on Pearl Harbor for fear
of American destroyers making a counterattack

on their fleet

to make an attack from aircraft carriers, for they
were detected by American destroyers patrolling

the seas

7. Why was the frightening fact of war not accepted by

the Americans until the first bombs began to fall?

(i)

(ii)

(iii)

No one in Hawaii apparently expected anything un-
usual to happen on that particular Sunday,
December seventh, 1941.

Pearl Harbor was considered a safe anchorage for
American battleships.

Pearl Habor's shallow water was protection against

10.

(iv)

(a)

_T_
L

_T_
_F_

116

any torpedo attack.
Pearl Harbor as impregnable, was taken for granted.
i, and ii (b) i, ii, iii, and iv (c) i, ii

and iii

The Japanese task force was not detected because
they sailed from Japan at night and kept strict

radio silence.

The only precaution taken by the Americans at
Pearl Harbor prior to the attack was at Hickam

Air Force Base.

In what way or ways was the Japanese attack on Pearl

Harbor a success?

 

 

117

Appendix H

Script for Test VIII

“What you see may surprise you, for in a wild
world there is really no underdog, no loser. Everything
that happened is designed for one purpose--to preserve
life. It is a world which may disappear in our lifetime,
yet one we need because it is our heritage too. Perhaps
as we come to know these predators better, we will come
to a better understanding of the most successful predator
of all--man!'

”For a mediator, the business of living is comp—
licated. There may be plenty to eat but try to catch it,
which is exactly what it means to be a predator.“

”To a bob-cat with two bob-kittens to feed, al-
most anything qualified as a meal - squirrels, rabbits.
birds, mice, and fish. It is not often that trout ventures
into shallow water, but a bob-cat's keen eyesight is not
likely to overlook the possibility."

"Her twin kittens were born in the Spring and in
the Fall they will leave her. But during the intervening
Summer, the bob-cat does nothing else but find food for
them. She is a good mother which, in the wilderness,means
she is a vigorous and resourceful hunter."

"The snow-shoe-hare ducks as she passes. The hare
has blundered into more trouble. The weasels are small but

they are among the most aggressive hunters in nature. They

118

are also curious. The four pound snow-shoe-hare is not
likely to let itself be the prey of a half-pound weasel.
All predators have a great respect for the hare's hind
legs. The weasel's flowing movement is clearly shown here
in slow-motion. Its streamlined body has evolved during
millions of years of chasing moles and rodents into their
underground holes."

"Far above the wooded valleys, the bob-cat hunts
for pikas, a small creature akin to the rabbit. Among the
rock slides escape is easy, and they feel quite secure. To
catch a pika, surprise and speed are essential. The alarm
is sounded. In seconds the pika colony has scurried to
safety. except for one which strayed too far. The 'all
clear' sounds and the pikas returned to their work as if

nothing had happened.”

119

Appendix H.l

Questions for Test VIII

 

 

l. The documentary is about the .
(a) bob-cat (b) snow-shoe-hare (c) pika
2. is the most successful predator of all.
(a) The weasel (b) Man (c) The bob-cat

3. The twin kittens born in will leave their
mother in Fall.

(a) the Summer (b) The spring (c) the Winter

4. Being a good mother means the bob-cat .
(a) hunts for food for her twins and herself
(b) hunts for food for her twins but not herself.

(c) hunts for food with her kittens

5. The bob-cat is said to have keen eyes, for it

 

(a) feeds on squirrels, rabbits. birds. mice and fish
(b) can spot a pika in the rock slides
(c) does not overlook the trout that venture into

shallow water

6. All predators respect the hare, for .
(a). it has a streamlined body that has evolved for
millions of years
(b) it has two powerful hind legs that can be used
as a weapon when attacked

(c) its flowing movement can catch a pika by surprise

120

7. What is true about the pika?

(i)
(ii)
(iii)

(iV)

(a)

l'“ l'5

I“ Is

To catch a pika, surprise and speed is essential.

A pika is a small animal of the cat family.

Among the rock-slides, the pika feels quite secure.
The "all clear' sounds and the pikas returned to
their work as if nothing had happened.

i, ii, and iii (b) i and iii (c) i, iii, and iv
The business of living is complicated because the

bob-cat eats almost everything.

According to the narrator, "in a wild world there
is really no underdog for everything that happens

is designed to preserve life."

10. "It is a world that may disappear in our lifetime,

yet one we need because it is our heritage." What does

he mean by ”our heritage?"

 

 

121

Appendix I

Script for Test IX

The B52 Stratofortress. an imposing name, an
historic plane, long the backbone of the US manned-bomber
force. Today, in this aircraft graveyard outside Tucson.
you'll find many of the once proud old bombers wasting
away in the Arizona Desert.

Just twenty-five years ago, these airplanes
carried nearly all of America's strategic nuclear weapons.
but as missiles have increasingly taken over that role,
more and more 8523 are brought here for retirement...an
aeronautical junkyard with planes often being cannibalized
for spare parts to keep the gradually shrinking fleet of
active 8523 flying. A

Twenty years after the last 852 rolled off the
assembly line, here at Edwards Air Force Base, the concept
of a manned-bomber is discovering new life. Slowly evolving
in an expensive often controversial aircraft, the Bl-B

Compared to the old 852 it replaces, the Bl is
as sleek as a jet-fighter, carries more bombs, is faster,
harder to detect on enemy radar, and is more maneuverable.

The Bl is just the latest attempt at replacing
the aging fleet of B525, something the Air Force has been
trying to do for twenty-five years, but the B1 has been
on the drawing board for thirteen years, so long that some

critics say..."advances in Soviet air defenses will soon

make it obsolete and that a new bomber, an even better
bomber than the 81, is just around the corner.”

Some even contend that in a missile age, the
manned-bomber concept itself is a relic of the past.

"Not so,” according to General Lawrence Skantze, Air Force
Vice-Chief of Staff, "the manned-bomber, first of all, is

the type of system which you can launch and recall before

you have to commit it...It is not the same as missiles...

missiles, once you let them go, they are gone.'......

It was a manned-bomber on a solitary mission in
August of 1945 that ended the war decisively and changed
the nature of warfare forever. It happened when the
Enola Gay dropped the world's first atomic bomb on
Hiroshima.

After World War Two, the Strategic Air Command's
fleet of bombers became America'a principal nuclear strike
force. Huge new 8523 became the "Doomsday Machines" of
SAC in the early 19505. But even back then, the Air Force
had begun the long search for a successor to the 852...a
search which would lead them into partnership with the
Rockwell Corporation. Marked first with failure, then
success, and consuming billions of dollars along the way.

Rockwell's first design was a supersonic high

altitude bomber called the 870. Only two were ever built.

123

Advances in the Soviet air defenses had made the B70
obsolete before it ever got into production.

The Air Force and Rockwell tried again. This
time coming up with a new prototype, the 81. But in 1977,
the 81 met the same fate as the 870. President Carter
decided to scrap the 81, believing new less expensive
missiles could do the same job. However, President Reagan
disagreed and once in the White House delivered on his
campaign promise to produce the 81.

The 81 bomber today is more than just a gleam
in the test pilot's eye. Actual production is already on
the way. Within a couple of years. at this massive
assembly plant in Mohavi Desert, they'll be turning out
813 at the rate of about one a week. Then, finally, after
twenty-five years of trying, Rockwell International will
be producing a new strategic bomber.

This new upgraded version of the bomber, now
called the 818, is described by the Air Force as the most
advanced bomber ever built. It's a complex maze of wires
linking computers and controlling instruments which are
packaged out of sight, deep within the 81 air frame. But
critics charged that no matter how advanced its technology.
the 81 will suffer the same fate as its predecessor, the
B70...obsolescence, due to improved Soviet air defense

technology.

124

Appendix 1.1

Questions for Test IX

1. The main topic in this documentary is about the

 

(a) aging American manned-bomber, the 852, and its
replacement, the 81

(b) cannibalizing of the 8523 for spare parts to.
help keep the shrinking fleet flying

(c) once proud bombers wasting away in the Arizona

Desert outside Tucson

2. Just twenty-five years ago .
(a) the 8523 carried nearly all of America's
strategic nuclear weapons
(b) the 81 carried nearly all of America' nuclear
weapons
(c) the missiles carried nearly all of America's

nuclear weapons

3. The 852's were built at .
(a) the Arizona Desert, outside Tucson
(b) Edwards Air Force Base

(c) the present aircraft graveyard

4. The 81 .
(a) is sleek, faster, carries more bombs, harder to

detect and more maneuverable than the 852

125

(b) is bigger. carries less bombs and cannot be
detected on radar and less expensive than the
852

(c) is a sleek jet-fighter, faster, more maneuverable,

and harder to detect on radar than the 852

5. The has been on the drawing board for

 

thirteen years.

(a) 852 (b) 81 (C) 870

6. Critics opposed to the building of the 81 say that

 

(a) the 81 is slow and obsolete compared to the Cruise

(b) advances in Soviet air defense will make the 81
obsolete

(c) the 81 can be launched and recalled before you

have to commit it

7. What is true about the 8523 or the "Doomsday Machines"
as they call it?
(1) The 852 was the first manned-bomber which dropped
the atomic bomb on Hiroshima
(ii) it was a huge bomber and was the main American
nuclear strike force after Werld War Two.
(iii) The 852 was a supersonic high-altitude bomber
(iv) Advances in the Soviet defenses had made the 8523

obsolete

10.

(a)

_T_
.3.

.3.

126

i and ii (b) ii and iv (c) i, ii, and iii
Rockwell had first intended to replace the 8523

with the 870 bombers.

One of the reasons why the 81 came into being
was because Congress passed the 81 budget without

any resistance.

Why is the 81-8 considered the most advanced bomber

ever built?

 

 

127

Appendix J

Script for Test x

Defense analyst Gordon Adams said that the Carter
decision to cancel the 81 was a smart one because the 81
was quite obsolete at that time. According to him. there
was other technology more helpful for the mission.

He was talking about the unmanned Cruise-missiles.
The low drones can be launched from aircrafts safely out-
side an enemy's borders. Harold Brown, the Secretary of
Defense, who talked President Carter out of the 81, explains
how the Cruise missile operates.

”They are much smaller, harder to see on the
radar, and can fly even lower, closer to the ground than
8523 or 813...so we thought that the Cruise missile was
a better idea than 81."

The Air Force agrees the Cruise missile is an
important new weapon and plans to mount them on both 8523
and the new 813. But the Air Force argues that the Cruise
missiles aren't enough. It also wants the flexibility of
a manned-bomber that can sneak in under enemy radar and
allow pilots to select alternate targets at closer range.

In the electronic age, bombers no longer have
to fight their way through skies to reach enemy targets.
The trick to penetrating enemy territory now is to avoid

being detected by radar, and the Air Force has tried to

128

design the 81 to do just that. Its sleek silhouette
makes the 81 appear one hundred times smaller on radar
than the 852. 81 test-pilot, Colonel Shroeder explains
how. "...the real reason is not to present a large radar
return."

The 81 also incorporates some new futuristic
electronic devices. "It's a smart system. It can look
at all the signals that are coming from radars looking
for the 818. It can sort them out, tell you where they
are, what the nearest threats are, it can tailor the power,
it can put false targets out there, it can take the sig-
nals from the enemy radar, and send them back in such a
way the radar either misses it or thinks it's in the
wrong place.”

That highly advanced technology is a major reason
for the high cost of the 81. It was originally envisioned
as a twenty-eight million dollar airplane, but now the
price has jumped tenfold up to two hundred and eighty
million dollars per bomber, easily making it the most
expensive aircraft ever produced. The 81, in this year's
Pentagon budget is the single biggest item, yet sailed
through a budget-cutting Congress with little resistance.
How? The answer may lie less in technology than in

geography. The Rockwell Corporation, contractor for the

129

81, has spread the work around.

"Rockwell is very proud of the fact that they
have three to five thousand subcontractors and suppliers
on the 81 program, and those subcontractors and suppliers
are located in forty-eight states and some say in all but
four Congressional Districts in the House of Representa-
tives. As a result, of course, they have a fantastic
network in Congress, and they use that network.”

This is how it works. Here are the principal
components of the 81, and this map shows the geographic
spread of states where the plants which build them are
located. This provides a web of broad legislative support
which has helped fend off repeated attempts to kill the
81, but even with Rockwell's smoothing the way through
Congress, the 81 has encountered yet another unexpected
threat to its survival.

It began with a high level news leak in the heat
of the 1980 Presidential Campaign. A top secret project
to build a second, new bomber was disclosed. One called
"Stealth." The Air Force believes Stealth will be superior
to the 81. So difficult to detect on radar, this one is
called the "Invisible Bomber.” They want them both and
planned to buy the Stealth bomber shortly after the 81
is deployed.

The Washington experts, who should know about

130

the Stealth Bomber, have vastly different views on it.
First, the Chairman of the Senate Intelligence Committee,
Senator Goldwater. "...I don't think we are going to
have it for a long, long time."

"It's right on target. It can be deployed as
the Air Force indicates. It will be in the early 19903."

Senator Carl Levin leads the Congressional
battle against the 81. "I don't think we can afford two
bombers. I think we should go with our best one and
it's clear which is the best one. The 81 is a second rate
bomber because it won't be able to perform.the penetrat-
ing function very well for more than a few years. The
Stealth Bomber will."

Whatever the arguments about the Stealth Bomber,
the fact remains that it's still on the drawing boards.
while the 81 is here, now, and you can see it.

In this trim new bomber, you can also see a multi-
billion dollar defense price tag attached to a plane which
if critics are right, may be eligible for admission to the
aircraft graveyard just a few years after it's deployed...
obsolete, overtaken by either an improved Stealth Bomber
or better Soviet air defenses. When it comes to war planes.
advances in technology, like the desert winds, are relent-

less.

1.

2.

131

Appendix J.l

Questions for Test X

 

 

The main point is about the .

(a) controversy over the 81's production and develop-
ment

(b) 870's production and deployment

(c) the need for the Stealth Bomber's production

The Cruise missiles were a better idea than the 81's

or the 8523 because .

(a) they are much smaller, harder to see on radar,
and fly even lower, closer to the ground than the
bombers

(b) the Air Force agrees that Cruise missile is an
important weapon and plans to mount them on the
8523 and the new 813

(c) bombers no longer have to fight their way through
skies to reach enemy targets as long as they can
avoid being detected by radar

The major reason for the high cost of the 81 is due

to .
(a) its geography rather than its technology
(b) its highly advanced technology

(c) Congress. which does not cut on its spending

4.

s.

132

Rockwell has subcontractors and suppliers located

in .

(a) Congress, which supports and has helped to defeat
repeated attempts to kill the 81

(b) this trim new bomber, which has a multibillion
dollar defense tag attached to the plane

(c) forty-eight states except for some Congressional

Districts in the House of Representatives

According to Senator Carl Levin, the 81 is a second-

rate bomber because .

(a) it won't be able to perform the penetrating
function very well for more than a few years

(b) the Stealth Bomber can penetrate enemy territory
more effectively than the 81

(c) the 81 will be obsolete, overtaken by either an

improved new bomber or better Soviet defenses

The news about the Stealth Bomber was leaked .

(a) when President Reagan was delivered to the White
House

(b) during the 1980 Presidential Campaign

(c) when President Carter left the White House

133

7. The Stealth Bomber is

(i)
(ii)
(iii)
(iv)

(a)

I": |6

l'“ l6

 

called the "invisible Bomber"

said to be better than the 81

now being assembled by Rockwell

still on the drawing board

i and ii (b) i. ii, and iii (c) i, ii, and
iv

One expert who is opposed to the Stealth Bomber

is Senator Carl Levin.

According to the narrator, the 81 will become
obsolete because of improved Soviet air defense

technology

10. Given a choice between the 81 and the Stealth. which

of the bombers would you choose? And why?

 

 

"111111111!111111111“