PAPER OUTLINE

(ASSESSING LISTENING)
Supporting Lecturer : I Komang Budiarta, S.Pd,., M.Pd., M.Hum.

Arranged by:
Ni Made Kartika Asriyani (0036)
I Putu Adi Suryana Kastawa (0046)
Anggi Rahmadiyanti (0059)
Veronica Malo (0061)

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY DENPASAR
2020
A. Introduction

Assessment of language learning serves one of two functions: either to

measure learners' proficiency without reference to a language course, or to
measure the extent to which they have achieved the goals of a particular
programme of learning. In listening, assessment tasks require learners to listen to
input and then provide evidence of comprehension by responding to questions
about the information conveyed in the input. Listening assessments are great for
determining students’ comprehension or their ability to communicate. What’s
more, the way our students perform on their listening assessments can help us to
look at how to improve the lesson plans and address the needs of our learners
more closely.

Listening, like reading comprehension, is usually defined as a receptive skill

comprising both a physical process and an interpretive, analytical process. (See
Lundsteen 1979 for a discussion of listening.) However, this definition is often
expanded to include critical listening skills (higher-order skills such as analysis
and synthesis) and nonverbal listening (comprehending the meaning of tone of
voice, facial expressions, gestures, and other nonverbal cues).

Listening tests typically resemble reading comprehension tests except that the
student listens to a passage instead of reading it. The student then answers
mulitiple-choice questions that address various levels of literal and inferential
comprehension. Important elements in all listening tests are the listening stimuli,
the questions and the test environment.

The listening stimuli should represent typical oral language, and not consist of
simply the oral reading of passages designed to be written material. The material
should model the language that students might typically be expected to hear in the
classroom, in various media, or in conversations. Since listening performance is
strongly influenced by motivation and memory, the passages should be interesting
and relatively short.
 An alternative to the multiple-choice test is a performance test that requires
students to select a picture or actually perform a task based on oral instruction.
For example, students might hear a description of several geometric figures and
choose pictures that match the description, or they might be given a map and
instructed to trace a route that is described orally.

Extensive listening emphasizes understanding the essence or playing the idea

that the test is not listening to teacher. The test taker will listen to a conversation
dialogue. Test taker is presented with a stimulus monologues or conversation and
then is asked to respond to a set of comprehension questions. The monologues or
conversations and the multiple choice questions don't mirror communicative, real-
life situations.

The weaknesses of Communicative Stimulus Response Task are the

monologues, lectures and brief conversations used in such task are sometime a
little contrived and ceetainly the subsequent mutiple choice questions don't mirror
communicative, real life situations.

I will use the dialogue and multiple-choice comprehension items. Example :

Test takers hear:

Direction: now you will hear a conversation between Antonius and Lica. You
will hear a conversation two times. After you hear the conversation the second
time, choose the correct answer below. Mark your answer sheet provided.

Antonius : Hello, Lica. I haven’t seen you for a long time. Where have you
been?
Lica : Hello, antonius, I have been to Bogor to visit my father.
Antonius : Great. Did you visit the Botanical Garden too?
Lica : Yes, I did. Besides the giant old tropical trees. I also saw the
Rafflesia Arnoldi and the giant Water Lily. Do you know who
discovered the Rafflesia Arnoldi?
Antonius : Of course, Becarry discovered it in Sumatra in 1928. Why was it
named
Rafflesia?
 Lica : Rafflesia Arnoldi derived from the name of the British
Government General,
Sir Thomas Stanford Raffles.
Antonius : Is it a protected plant?
Lica : Yes, all of the plats in Botanical Garden are protected, because
they are very
rare plants.
Test taker read:

1) From the dialogue we know that………

a. Lica met Antonius in the Bogor Botanical Garden
b. Lica did not only visit her father but also the Botanical Garden in Bogor
c. Antonius visited Lica in her father’s house
d. Antonius went to Bogor with Lica to visit the Botanical Garden.

2) Why are all of the plats in Bogor Botanical Garden protected?

Because they are very………
a. Expensive
b. Numerous
c. Unusual
d. beautiful

3) “Becarry Discovered it in Sumatra in 1928”. The word “it” refers to?

a. Water Lily
b. Tropical plant
c. Botanical Garden
d. Rafflesia Arnoldi

The strength of (Extensive Listening : Communicative Stimulus Responsive

Tasks)
In communicative Stimulus Responsive Tasks, we can put dialogue and
authentic questions on details. To compensate for the potential inauthenticity of
post-stimulus comprehension questions, we might be able to find contexts where
questions that probe understanding are more appropriate with a little creativity
and they can create authentic stimuli.
The scoring process is not time consuming, so teacher as the assessor will be
easy to check the students’ answers. Use the comprehension questions that aim at
assessing certain objectives that are built into the stimulus.
B. CONSTRUCTION AND ADMINISTRATION OF THE TEST
The name of the test item we use is the test response. Listen to monologue or
conversation and respond to a set of comprehension question. Disadvantages :
some of the multiple – choise question don’t mirror communicative real life
situation. The conversation is authentic, but listening to a conversation between a
doctor and a patient is rarely done.

The principles :

1. We need to be sure that the tape recorder is just as important as the tape.
2. Preparation is vital. Teacher and student need to listen to the tape all the
way through before they take it into class. That way, they will be prepared
for any problems, noises, accents etc, that come up. Students need to be
made ready to listen. This means that they will need to look at pictures,
discuss the topic, or read the question first.
3. Once will not enough. There almost no occasions when the teacher will
play a tape only once students will want to hear it again to pick up the
tings they missed the first time.
4. Students should be encouraged to respond to the content of listening, not
just to the language. As with reading, the most important part of listening
practice is to draw out the meaning, what is itended, what impression it
makes on the students. Question like “do you agree?”
5. ferent things we want to do with a listening text for different stages.
6. Good teachers exploit listening texts to the full. If teachers ask student to
invest time and emotional energy in a listening task, and if they
themselves have spent time choosing and preparing the listening, then it
makes sense to use the tape for as many different listening applications as
possible. After an initial play of a tape, teacher can play it again for
 various kinds of study before using the subject matter, situation or tape
script for a new activity.

A communicative stimulus response presented with a stimulus monologue or

conversation and then is asked to respond a set of comprehension questions:

1). Dialogue and multiple-choice comprehension items.

2). Dialogue and authentic questions on details.

Preparation:

The preparation that we will use in this administration of the text is

drawing a clear distinction between any two of the categories of listening referred
to here is problematic, but perhaps the fuzziest division is between selective and
extensive listening. As we gradually move along the continuum from smaller to
larger stretches of language and from micro to macro skills of listening. The
probability of using more extensive listening tasks. Some important questions
about designing assessments.

Administering:

In this exercise, you will identify teaching strategies based on

stimulus−response principles, with a particular focus on operant conditioning. As
you complete the exercise, keep the following concepts in mind like positive
reinceforcement and cueing.

After Administering

Therefore, we as teachers/prospective educators need to evaluate student

learning after they are doing a task to determine the extent of the student's ability
to participate in the learning process in class. But it is not only students who must
be evaluated but the teacher must also be evaluated to find out whether it is
maximal in conveying learning to students or vice versa.
C. LESSON PLANNING
On the lesson plan that we have from the SMK Saraswati 1
Denpasar. The part of lesson plan based on Permendikbud No. 22 Year
2016. It contains; School Identity, Subject identity, Class/Semester, Topic,
Time Allotment, Learning Objective, Basic Competency and Indicator of
Competency Achievement, Learning material, Learning Method /
Technique, Learning Media, Learning Sources, Learning Activity and
Assessment. We have analyzed the lesson plan that we got based on
Permendikbud No. 22 Year 2016. The result of our analysis as follows:

No. Components of Lesson Lesson Plan in

Plan Based on SMK Saraswati 1 Denpasar
Permendikbud No.22
Year 2016
1. School Identitiy (Name) It stated clearly
2. Subject Identity or Theme It stated clearly
3. Class / Semester It stated clearly
4. Topic It stated clearly
5. Time Allotment It stated clearly
6. Learning Objective The learning objective explained
appropriate with the basic competency
and indicator.
7. Basic Competency Basic competency that used appropriate
and Indicator with Permendikbud No.37 Year 2018.
Achievement In addition, the indicator made
operationally.
8. Learning Material The learning material have mentioned
and clearly explained
9. Learning Method / It mentioned clearly
Technique
10. Learning Media & It mentioned clearly
Sources
11. Learning Activity It has explained clearly
12. Assessment There is assessment technique and the
instrument stated clearly

Between Basic Competency and Indicators are appropriate and

measureable. Competence to understand function measured by determining
the function. While competence in composing text is measured by making
dialogue text. In addition, the assessment is in accordance with the
competencies and indicators that have been previously determined.
D. RECOMMENDATION
Listening tests typically resemble reading comprehension tests
except that the student listens to a passage instead of reading it. The
student then answers mulitiple-choice questions that address various levels
of literal and inferential comprehension. Important elements in all listening
tests are (1) the listening stimuli, (2) the questions, and (3) the test
environment.

The listening stimuli should represent typical oral language, and

not consist of simply the oral reading of passages designed to be written
material. The material should model the language that students might
typically be expected to hear in the classroom, in various media, or in
conversations. Since listening performance is strongly influenced by
motivation and memory, the passages should be interesting and relatively
short. To ensure fairness, topics should be grounded in experience
common to all students, irrespective of sex and geographic,
socioeconomic, or racial/ethnic background.

In regard to questions, multiple-choice items should focus on the

most important aspects of the passage -- not trivial details -- and should
measure skills from a particular domain. Answers designated as correct
should be derived from the passage, without reliance on the student's prior
knowledge or experience. Questions and response choices should meet
accepted psychometric standards for multiple-choice questions.

An alternative to the multiple-choice test is a performance test that

requires students to select a picture or actually perform a task based on
oral instruction. For example, students might hear a description of several
geometric figures and choose pictures that match the description, or they
might be given a map and instructed to trace a route that is described
orally.
The testing environment for listening assessment should be free of
external distractions. If stimuli are presented from a tape, the sound quality
should be excellent. If stimuli are presented by a test administrator, the
material should be presented clearly, with appropriate volume and rate of
speaking.
APPENDIX :
LESSON PLANNING
1). Find a lesson plan (at school if it is possible).
2). Our Lesson Plan:
LESSON PLAN

School : SMAN 1 South of Kuta

Subject : English
Class/Semester : XI/2
Topic : English Song
Time Allotment : 2 JP (2 x 45 minutes)

A. Basic Competency and Indicator of Competency Achievement

3.9. Interpreting social functions linguistic element related to teenage life of
SMA/MA/SMK/MAK
3.9.1. Determining social function a song related to life teens properly and works
same.
3.9.2. Completing the linguistic elements of song lyrics related to teenage life
appropriately and responsibly.
4.9. Capturing meanings related to social functions and language elements contextually,
song lyrics related to the lives of SMA/MA/SMK/MAK.
4.9.1. Making a song review adolescent life with true, creative and confident.

B. LEARNING OBJECTIVES

After following a series of lessons, students:

1) Through the simple game “What time is it, Ms?”. Students can determine the social
function of at least 3 implied statements and written from songs related to teenage life
properly and working together.
2) Through simple activities (continue the song lyrics), students can complete the
language elements of at least 5 sentences that match the lyrics of songs related to
teenage life appropriately and to be responsible.
3) Through independent activities, students can make song reviews at least 5 sentences
related to teenage life correctly, creatively and faithfully.
C. LEARNING MATERIALS
1) The social function of a song is to entertain, express feelings and develop the values
of life and positive character.
2) The element of language :
- Vocabulary and grammar in song lyric.
- Speech, word stress, intonation, spelling, punctuation and handwriting.

D. LEARNING METHODS / TECHNIQUE

Approach : Scientific Approach

Model : Discovery Learning and Blended Learning
Technique : Question and Answer, Group Discussion and Summarizing.

E. LEARNING MEDIA
Media : The text of the song “Count on me”, A video song, Power Point Presentation
and a student book.
Tools : Laptops, LCD, Projectors and Speakers.

F. LEARNING SOURCE
1) English students book / Kementerian Pendidikan & Kebudayaan Edisi Revisi Jakarta :
Kementrian Pendidikan dan Kebudayaan, 2016.
2) Video music Count on Me covered by Bruno Mars
3) Songs of Count On Me by Bruno Mars.

G. LEARNING ACTIVITY
- Pre-Activity (10 minutes)
In pre-activity, teacher :
- The teacher begins learning by giving greetings, check the attendance of
students and check students who brought a dictionary.
- The teacher conveys the competencies to be achieved, namely analyzing
social functions, linguistic elements and meaning of the song lyric.
- The teacher provides an outline of the scope of the material and activities
that students have learned and done previously in Learning Management
System (LMS).
 - The teacher conveys the scope of the assessment, namely the assessment and
the technique that will be used is individual, group assessment and
assignment assessment.

- Whilst-Activity (70 minutes)

- Observing
In observing activity, students :
➢ Students are divided into several groups
➢ Students watch the video titled Count On Me - Bruno Mars
➢ Students listen to the video titled Count On Me – Bruno Mars
- Questioning
➢ Students are guided by a teacher to ask a question relating to
information contained in the video
- Exploring and Associating
➢ Students (group) complete the lyrics of the song “Count On Me” the
one who passed.
➢ Students (group) look for the meaning of that song entitled “Count
On Me”.
- Communicating
➢ Students convey the meaning of the song entitled “Count On Me” in
front of the class.
➢ Learners in groups singing the song “Count On Me”

- Post-Activity (10 minutes)

- The teacher reflects on the subject matter that has not been understood.
- The teacher confirms by asking about the material that has been explained.
- The teacher gives assignment to students to sing an English song online groups
then upload them to Youtube and practe the by asking them based on questions
bank.
- The teacher and the students summarize the learning outcomes.
H. ASSESSMENT
1) Attitude Assessment
Observation of honesty, caring, courteous and tolerant in learning understand
song lyrics related to teenage life.
2) Knowledge Assessment
Teacher observations, peer to peer assessments, self assessments (same as
journals on the communicating stage), and oral/written assessments to assess:
Achievement of social functions, completeness and conciseness of the text
structures and accuracy of the linguistic elements that appear in the lyrics of
the songs associated with teenage life.
3) Skill Assessment
Written assessment to assess the ability to convey the meaning of song lyrics
associated with teenage life.

Badung, 6th December 2020

Teacher,

Anggi Rahmadiyanti
1801882030059
Attachment 1. Lyric Count On Me (covered by Conie Talbot)
If you ever find yourself stuck in the middle of the sea
I'll sail the world to find you
If you ever find yourself lost in the dark and you can't see
I'll be the light to guide you
Find out what we're made of
What we are called to help our friends in need
You can count on me like one, two, three
I'll be there and I know when I need it
I can count on you like four, three, two
And you'll be there 'cause that's what friends
Are supposed to do, oh yeah, ooh, ooh
If you toss and you turn and you just can't fall asleep
I'll sing a song beside you
And if you ever forget how much you really mean to me
Everyday I will remind you
Find out what we're made of
What we are called to help our friends in need
You can count on me like one, two, three
I'll be there and I know when I need it
I can count on you like four, three, two
And you'll be there 'cause that's what friends
Are supposed to do, oh yeah, ooh, ooh, yeah, yeah
You'll always have my shoulder when you cry
I'll never let go, never say goodbye
You can count on me like one, two, three
I'll be there and I know when I need it
I can count on you like four, three, two
And you'll be there 'cause that's what friends
Are supposed to do, oh yeah, ooh, ooh
You can count on me 'cause I can count on you
Attachment 2. Students Worksheet
TASK 1.
A. Instruction
Please analyze fill in the blank space of the lyric
B. Students’ worksheet
If you ever find yourself stuck in the middle of the (1……………
I'll sail the world to find you
If you ever find yourself lost in the dark and you can't see
I'll be the light to (2 )………….
Find out what we're made of
What we are called to help our (3)….. …..
You can count on me like one, two, three
I'll be there and I know when I need it
I can (4)……….. like four, three, two
And you'll be there 'cause that's what friends
Are supposed to do, oh yeah, ooh, ooh
If you toss and you turn and you just can't fall asleep
I'll sing a song (5)……….
And if you ever forget how much you really mean to me
Everyday I will (6)… …..Find out what we're made of
What we are called to help our friends in need
You can (7) ………… like one, two, three
I'll be there and I (8)………..when I need it
I can count on you like four, three, two
And you'll be there 'cause that's what friends
Are supposed to do, oh yeah, ooh, ooh, yeah, yeah
You'll always have my shoulder when you (9) ………..
I'll never let go, never say (10)………….
You can count on me like one, two, three
I'll be there and I know when I need it
I can count on you like four, three, two
And you'll be there 'cause that's what friends
Are supposed to do, oh yeah, ooh, ooh
You can count on me 'cause I can count on you
TASK 2
A. Instruction
Please explain :
a) The social function of the song
b) The meaning of the song (How do you know? Explain briefly,
which part of the lyric show is?)
B. Students’ worksheet
a) The social function of the song is …………………………
b) The meaning of the song is ……………………………….
Part:…………………………………………………………..

TASK 3
Instruction: Please sing the song together
Attachment 3. Answer Key of Student’s Worksheet
1. Instrument and Knowledge Assessment Rubric
TASK 1
A. Answer Key
1. Sea
2. Guide you
3. Friends
4. Count on you
5. Beside you
6. Remind you
7. Count on me
8. Know
9. Cry
10. Goodbye

B. Assessment Rubric
Rated Aspect Score

Right Answer 1

False Answer 0

Score : (Total Score) x 10

Score Maximal : 100

1.2.TASK 2
A. Possible Answer
a) The social function of the song entitles Count On Me is to entertain and share a
friendship meaning to the listener.
b) The meaning of the song is about friendship:
1. A friend is someone that will do everything for us
2. A friend that will mke his/her friend to be always happy
3. A friend who can help without any postponing
B. Assessment Rubric
Rated Aspects Minimun Score Maximum Score

Content 1 5

Grammar 1 5

Total Score 10

Score : (Total Score) x 10

Maximal Score : 100

TASK 3
Assessment Rubric : Convey the meaning of a song to the class.
No. Criteria Score Indicator

1. Students’ fluency in describing 3 Fluent

the meaning of a song (fluency).
2 Not too fluent

1 Not fluent

2. Student pronounciation when 3 Good

describing the meaning of a song
2 Deficient
(pronounciation
1 Not good

3. Intonation when students describe 3 Appropriate

meaning a song (intonation)
2 Less Appropriate

1 Not Appropriate

4. Choice of words when students 3 Suitable

describe meaning of a song
2 Less Suitable
(diction)
1 Not Suitable

Score : (Score : 12) x 100

Maximal Score : 100
ASSESSMENT SHEET

ACTIVITY 1
Listening the audio / music

ACTIVITY 2
Task 1
Complete these sentences based on the audio

JUST THE WAY YOU ARE BY BRUNO MARS

Her eyes, her eyes
Make the stars look like they're not …… .. (1)
Her hair, her hair
Falls ……. (2) without her trying
She's so ………. (3)
And I tell her every day

I know, I know
When I compliment her
She wont ……. (4) me
And its so, its so
Sad to think she don't see what I see
But ………… (5) she asks me do I look okay I say

When I see your face

There's not a thing that I would ……. (6)
Cause you're ……… (7)
Just the way you are
And when you …… .. (8)
The whole world ……. ( 9) and …… (10) for awhile
Cause girl you're amazing
Just the way you are

Task 2
Find the meaning of this word
1) Shining
2) Compliment
3) Sad
4) Whole
5) Stares
6) Amazing

Task 3
Make a group ( 3-4 students each group)! Work and disscuss with your group to describe
what the song talk about? And the message which you get from the song.

ACTIVITY 3
Present your work in front of the class!
ANSWER KEY
ACTIVITY 2
Task 1
JUST THE WAY YOU ARE BY BRUNO MARS

Her eyes, her eyes

Make the stars look like they're not shining (1)
Her hair, her hair Falls perfectly (2) without her trying
She's so beautiful (3) And I tell her every day

I know, I know
When I compliment her
She wont believe (4) me
And its so, its so
Sad to think she don't see what I see
But every (5) time she asks me do I look okay I say

When I see your face

There's not a thing that I would change (6)
Cause you're amazing (7)
Just the way you are
And when you smile (8)
The whole world stop s (9) and stares (10) for awhile
Cause girl you're amazing
Just the way you are

Task 2
Shining : Giving out or reflecting bright light
Compliment : A polite expression of praise or admiration
Sad : Feeling or showing sorrow, unhappy
Whole : All of; entire
Stares : Look fixedly or vacantly at someone or something with one’s eyes open
Amazing : causing great surprise or wonder, astonishing

Task 3
That song talk about someone who really loved in the first sight. This song have
created for a woman or anybody else you may not be perfect but to him you are, he
likes her just how you are. he doesn't want or need her to change anything. your beautiful and
amazing, he's never seen anything like her before .

Assessment
1. Attitude Assessment
Technique Time Instrument
No. Rated aspect Assessment Assessment Assessment Information
(Observation) (Process) (Observation Sheet)
1 Respect
2 Honest
3 Care
4 Be brave
5 Confidence
6 Communicative
7 Care to each
8 other
Curious

Rubric Assessment of Attitude

A. Respect
5 = Never show disrespect
4 = Have shown disrespect
3 = Several times showing disrespect
2 = Often shows disrespect
1 = Very often shows disrespect
B. Honest
5 = Never show a dishonest attitude
4 = Have shown a dishonest attitude
 3 = Several times showing dishonest attitude
2 = Often shows dishonest attitude
1 = Very often shows dishonest attitude
C. Care
5 = Never show indifference
4 = Never showed an attitude of indifference
3 = Several times showed indifference
2 = Often shows indifference
1 = Very often shows indifference
D. Brave
5 = Never show a brave attitude
4 = Have shown a lack of courage
3 = Several times showed a lack of courage
2 = Often shows a lack of courage
1 = Very often shows a bold attitude
E. Confidence
5 = Never show insecurity
4 = Never showed self-confidence
3 = Several times showing insecurity
2 = Often shows insecurity
1 = Very often shows insecurity
F. Communicative
5 = Never show non-communicative attitude
4 = Have shown no communicative attitude
3 = Several times showed uncommunicative attitude
4 = Often shows non-communicative attitude
5 = Very often shows non-communicative attitude

G. Care to each other

5 = Never show social indifference
4 = Have shown social indifference
3 = Several times showing social indifference
2 = Often shows social indifference
1 = Very often shows social indifference
H. Curious
5 = Never show curiosity
4 = Never showed an attitude of not wanting to know
3 = Several times showed an attitude of not knowing
2 = Often shows an attitude of not knowing
1 = Very often shows an attitude of not knowing

Rubric Assessment of Aspects of Knowledge

a. Vocabulary
5 = Almost perfect
4 = There are errors but do not interfere with meaning
3 = There are errors and interfere with meaning
2 = Many mistakes and interfere with meaning
1 = Too many mistakes so it is difficult to understand.
b. Smoothness
5 = Very smooth
4 = Current
3 = Fairly smooth
2 = Not smooth
1 = Not smooth
c. Accuracy
5 = Very thorough
4 = thorough
3 = Careful enough
2 = Not precise
1 = Not thorough
d. Pronunciation
5 = Almost perfect
4 = There are errors but do not interfere with meaning
3 = There are some mistakes and interfere with meaning
2 = Many mistakes and distracts meaning
1 = Too many mistakes that it is difficult to understand
e. Intonation
5 = Almost perfect
4 = There are some errors but not distracting meaning
3 = There are some mistakes and interfere with meaning
2 = Many mistakes and distracts meaning
1 = Too many mistakes that it is difficult to understand
f. Understanding
5 = Very understanding
4 = Understand
3 = Understand enough
2 = Not understanding
1 = Don't understand
g. Word selection
5 = Very varied and precise
4 = Variative and exact
3 = Sufficiently varied and precise
2 = Less varied and precise
1 = Not varied and precise

Practice Assessment Rubric

If the If the If the If the If the

Criteria
response is response is response is response is response is
correct, correct, correct, correct, not correct,
speech is speech is speech is speech is the speech is
correct, correct, correct, correct, wrong, the
intonation is intonation is intonation is intonation is intonation is
correct, and correct and correct, and wrong, and wrong, and
pronunciation pronunciation pronunciation pronunciation the
is smooth. is smooth. is not is not pronunciation
 smooth. smooth. is not
smooth.

Score Excelent Very Good Good Fair Poor

5 4 3 2 1
Individual Assessment Format
Activity Name : .....................................
Implementation Date : .....................................
Name : .....................................
NIS : .....................................

No. Rated aspect Score

Attitude
1 Want to know
2 Confidence
3 Honest
Behavior
1 Cooperation
2 Perform appropriate communication actions
Knowledge
1 Pronunciation
2 Smoothness
3 Intonation
Total
Average