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Oktober

September

1 

 

 ELT FORUM 2 (2) (2013) 

 

Journal of English Language Teaching 
 

http://journal.unnes.ac.id/sju/index.php/elt 

 

 

A CORRELATION STUDY BETWEEN  

STUDENTS’ LISTENING SKILL AND  

STUDENTS’ PRONUNCIATION ABILITY 

(A Case of the Eleventh Grade Students of SMK Muhammadiyah 1 Semarang  

in the Academic Year of 2012/2013) 

 

Rio Luhung Pribadi 

 

Department of English, Faculty Language and Arts, Semarang State University, Indonesia 

 

Info Artikel 

________________ 
Sejarah Artikel: 

Diterima  2013 

Disetujui  2013  

Dipublikasikan   

2013 

________________ 
Keywords: 

: Listening skill, 

Pronunciation Ability 

____________________ 

 

Abstract 
___________________________________________________________________ 

This final project is about the correlation between the students’ listening skill and students’ 

pronunciation ability . The subject of the research was the eleventh grade students of SMK 

Muhammadiyah 1 Semarang. The basic problem the writer wanted to discuss in this final project 

was the importance of listening skill and pronunciation ability of the eleventh grade students of 

SMK Muhammadiyah 1 Semarang in order to develop their communication skill . The final 

project was aimed at finding out the level of listening skill of the eleventh grade students of SMK 

Muhammadiyah 1 Semarang in the academic year of 2012/2013, examining their pronunciation 

ability, and finding out whether there is a correlation between students’ listening skill and students’ 

pronunciation ability. The population of this final project was the eleventh grade students of SMK 

Muhammadiyah 1 Semarang in the academic year of 2012/2013 and it was 43 students. Twenty 

students were taken as the representations in this research. After conducting the research, it was 

found that the average score of the students’ listening skill was 80.1, that was in good level. On the 

contrary, their pronunciation score was poor referring to their average score, which were 48.78.

Moreover, the result of data analysis using SPSS shows that the correlation coefficient between the 

two variables (listening skill and pronunciation ability) is 0.379, while t he critical value for 18 

students and 95% confidence is 0.468. Since the correlation coefficient obtained (0.379) is lower 

than the table value (0.468), it means that there is no significant positive correlation between the 

two variables and the correlation is considered to be low . Based on the research findings, it is 

suggested that the teachers should find an effective way to develop the students’ listening skill and 

their pronunciation. Furthermore, since pronunciation is not explicitly specified in the curriculum, 

the teachers have a duty to help their students in improving their pronunciation ability. 

 

© 2013 Universitas Negeri Semarang 

 
 Alamat korespondensi:  

   Gedung B3  Lantai 3  FBS Unnes  

   Kampus Sekaran, Gunungpati, Semarang, 50229 

   E-mail: rio.pribadi@yahoo.co.id 

 

 

 

ISSN 2252-6706 

 

 

 

 

 

mailto:rio.pribadi@yahoo.co.id


 

Rio Luhung Pribadi / Journal of English Language Teaching 2 (2) (2013) 

2 

 

INTRODUCTION  

The fact that English is now the main 

international language is indisputable. In all 

aspect of international life – trade, science, 

diplomacy, travel, and education – the common 

language is English and it has been used for 

decades. In Indonesia, English is taught almost 

in all level of study from Kindergarten (TK), 

Elementary school (SD), SMP (junior high 

school), SMU (senior high school), in university, 

and many courses. Knowing that English is 

quite significant for Indonesia in the future, the 

government keep improving the quality of 

teachers and other components in educational 

process. 

There are four skills in English that should 

be mastered and they are stated in school 

curriculum. One of them is listening skill. It is a 

receptive skill that needs to be developed to help 

the students to understand what they hear or 

when they communicate with others. Moreover, 

listening test is now included in students’ final 

exam.  But in fact, there are still just a few efforts 

from the teacher to check or even to develop 

students’ listening skill if it compares with other 

skills. 

Pronunciation refers to the production of 

sounds that we use to make meaning. The way 

we speak immediately conveys something about 

ourselves to the people around us. Learners with 

good pronunciation in English are more likely to 

be understood even if they make errors in other 

areas, whereas learners whose pronunciation is 

difficult to understand will not be understood, 

even if their grammar is perfect. 

An investigation on correlation between 

students’ listening skill and students’ 

pronunciation ability of the second year students 

of senior high school is conducted to find out 

whether or not there is a significant correlation 

between students’ listening skill and students’ 

pronunciation ability. 

 

The problems that will be discussed in this 

study are: 

(1) What is the correlation between 

students’ listening skill and students’ 

pronunciation ability? 

(2) How significant is the correlation 

between students’ listening skill and 

students’ pronunciation ability? 

 

This study was aimed to find out the level 

of listening skill and pronunciation ability of the 

second year students of SMK Muhammadiyah 1 

Semarang, and also the correlation between 

them.  

The scope and the set of study were 

limited so that the problems do not wide. The 

listening skill and pronunciation ability stated in 

this study only focus on one syllable words. There 

are two meetings during the research. First, 

when the writer gives pre-test to examine the 

validity and the reliability. Second, when the 

writer conducts listening and pronunciation test 

to collect the data. 

The procedures of collecting the data of 

this research involved several steps. The first step 

was constructing the listening test and 

pronunciation test. The second step was trying 

out the instrument to examine whether or not 

they needed improvement.  

The third one was collecting and 

analyzing the listening test and pronunciation 

test to measure their validity and reliability. The 

fourth one was conducting the research. The 

writer conducted the research for the listening 

test and pronunciation test. 

The last step was obtaining the scores of 

vocabulary test and translation test and then 

computing the data. 

 

 

DISCUSSION 

 

2.1 Instruments 

Instrument is the important thing in an 

experiment in which the reliability of the 

instrument will automatically affect the 

reliability of the data obtained. 

In line with the purpose of the study, that 

is to find out the relationship between students’ 

listening skill and students’ pronunciation ability 

of the second year students of senior high 



 

Rio Luhung Pribadi / Journal of English Language Teaching 2 (2) (2013) 

3 

 

school, two instruments were used in this study. 

They were listening test and pronunciation test. 

 Listening test in the level of Intensive task 

was used to test students’ perception on 

phonemes through minimal pairs on one syllable 

words. While in the pronunciation test, the 

students were asked to record their answers with 

the appropriate pronunciation. 

 

1.1.1 The Condition of the Test 

1.1.1.1 Reliability of the Instrument 

Reliability refers to the consistency of 

scores, that is, an instrument’s ability to produce 

“approximately” the same score for an 

individual over repeated testing or across 

different raters (Lodico, 2006). According to 

Speaks (2009), Reliability is defined as the 

probability that a device will perform its required 

function under stated conditions for a spesific 

period of time. 

 The following is the formula which is 

used to compute the reliability of listening and 

pronunciation test: 

 

 

 

     (
 

   
) (
       

  
) 

 

In which: 

r11 : reliability 

p  : the subjects who answer correctly 

q  : the subjects who answer incorrectly (q = p - 1) 

n  : total of the item test 

S  : standard deviation of the test 

(Arikunto 2006:100) 

 

1.1.1.2 Validity of the Instrument 

Validity is the most important criteria in 

measuring an instrument. Validity is that quality 

of a data-gathering instrument or procedure that 

enables it to determine what it was designed to 

determine (Best, 1981:153). A test said to be 

valid when it can measure what is intended to be 

measured. Product Moment Formula was used 

to measure the validity test. The formula is as 

follows: 

 

  
     

 





2222{ yyNxx

yxxyN
rxy  

 

 Where: 

rxy  : correlation coefficient between X and Y 

∑XY  : the result of multiplying scores between X and Y for each respondent 

 ∑X2  : the score of squared in X 

 ∑Y2  : the score of squared in Y 

 N  : the number of student taking the test 

2.2 Research Finding 

The research was conducted to find out 

whether there was a correlation between 

students’ listening skill and their pronunciation 

ability. Two kinds of test were administered for 

measuring the second year students of SMK 

Muhammadiyah 1 Semarang listening skill and 

pronunciation ability; they are listening and 

pronunciation tests.  

 



 

Rio Luhung Pribadi / Journal of English Language Teaching 2 (2) (2013) 

4 

 

2.2.1 Students’ Listening Skill 

There were 28 multiple-choice questions 

used in conducting the listening test. Each 

question has four choices. The score of each 

item was 1. Students’ marks are got by adding 

the total score by 2, dividing it by 3 and then 

multiplied by 100. 

To facilitate the measurement of student’s 

listening skill, the raw scores were converted 

into the standard score using the percentage 

correction formula. To judge the students’ grade 

and the level of the listening skill, there were 

seven levels of the classification of the students’ 

grade based on Depdikbud as cited by 

Novikasari (2011).  

 

Table 4.1 

The Table of the Grade Classification 

Score Grade 

96 to 100 Excellent 

86 to 95 very good 

76 to 85 Good 

66 to 75 fairly good 

56 to 65 very fair 

36 to 55 Poor 

0 to 35 very poor 

(Depdikbud as cited by Novikasari, 2011) 

 

There were various scores, from high to 

low score. After computing the 28 items of test, 

3 students got 100, 2 students got 96, 1 student 

got 93, 1 student got 90, 1 student got 86, 2 

students got 83, 1 student got 80, 2 students got 

76, and 1 student for each score of 63, 60, 56, 53, 

and 50. The complete data could be seen in 

Appendix 7. The diagram below shows the 

percentage of the result of the test:  

Diagram 1 

Percentage of Students’ Listening Skill 

 

 

From the diagram above, we can see that 

5 students got the excellent grade; 3 students got 

the very good grade; 5 students got the good 

grade; 3 students got the very fair grade; and 2 

students got the poor grade. The complete data 

could be seen in appendix 8. 

After computing the data using SPSS, we 

could see that the average score (mean) of 

students’ listening test was 80,1. It can be said 

that the students’ vocabulary mastery of the 

eleventh grade students of SMK 

27.77% 

27,77% 

16.66% 

16,66% 

Listening test 

Excellent

Very Good

Good

Fairly Good

Very Fair

Poor

Very Poor

11,11% 



 

Rio Luhung Pribadi / Journal of English Language Teaching 2 (2) (2013) 

5 

 

Muhammadiyah 1 Semarang in the academic 

year of 2012/2013 was good. 

 

2.2.2 Students’ Pronunciation Ability 

There were 28 items used in conducting 

the pronunciation test , each of them consisted 

of one word to pronounce.   

The test was designed to test the learner’s 

ability to discriminate phonemes or groups of 

phonemes on one syllable words. The score of 

each item was 1. Students’ marks are got by 

adding the total score by 2, dividing it by 3 and 

then multiplied by 100. 

There were less various scores in 

pronunciation test. After computing the test, 2 

students got 66, 1 student got 60, 1 student got 

56, 3 students got 53, 3 students got 50, 2 

students got 46, 2 students got 43, 2 students got 

40, and 1 student for each score of 33 and 30. 

The complete data could be seen in Appendix 9. 

The diagram below shows the percentage of the 

result of the test: 

Diagram 2 

Percentage of Students’ Pronunciation Ability 

 

 

From the diagram above, we can see that 

2 students got the fairly good grade; 2 students 

got the very fair grade; 12 students got the poor 

grade; and 2 students got very poor grade. None 

of the students got the excellent, very good, and 

good grade. The complete data could be seen in 

appendix 10. 

After computing the data using SPSS, we 

could see that the average score (mean) of 

students’ pronunciation score was 48.78. It can 

be said that the students’ pronunciation ability of 

the eleventh grade students of SMK 

Muhammadiyah 1 Semarang in the academic 

year of 2012/2013 was poor. 

 

2.3 Results 

The main goal of this research was to find 

out what the correlation between students’ 

listening skill and their pronunciation ability of 

the eleventh grade students of SMK 

Muhammadiyah 1 Semarang. 

After conducting the research to get the 

scores of the students’ listening test and their 

scores in pronunciation test, the data were 

statistically computed to find out the correlation 

between the variables using SPSS, where: 

X = the students’ listening skill (listening 

test test) 

Y = the students’ pronunciation ability 

(pronunciation test) 

In correlating those two variables, a 

statistical analysis that was used was Pearson’s 

Product Moment formula. The data, then, was 

calculated using SPSS. 

 

Table 4.2 

Correlation Coefficient Result 

11,11% 

66,66% 

11,11%  

Pronunciation Score 

Excellent

Very Good

Good

Fairly Good

Very Fair

Poor

Very Poor

11,11% 



 

Rio Luhung Pribadi / Journal of English Language Teaching 2 (2) (2013) 

6 

 

 

Descriptive Statistics 

 N Minimum Maximum Mean Std. Deviation 

X 18 50,00 100,00 80,0556 17,08275 

Y 18 30,00 66,00 48,7778 9,90280 

Valid N (listwise) 18     

 

 

 

Correlations 

 X Y 

X 

Pearson Correlation 1 ,379 

Sig. (2-tailed)  ,121 

N 18 18 

Y 

Pearson Correlation ,379 1 

Sig. (2-tailed) ,121  

N 18 18 

 

 

The correlation coefficient of the two 

variables was 0.379. To know whether this 

correlation coefficient (0.379) was significant or 

not, it was necessary to find out its significance. 

In psychological or educational research, 

the 5 percent alpha of significance (5 percent 

level of significance) is occasionally used as 

standard to judge the correlation between the 

two variables above. 

The correlation coefficient gained in this 

investigation was 0.379, whereas the figure on 

the table of critical values of the r Product 

Moment with 95% confidence level and the 

number of subjects 18 was 0.468. It means that 

the correlation coefficient between the students’ 

listening skill and their pronunciation ability was 

not significant because rxy < rtable (0.379 < 0.468). 

Then, in order to know the extent of the 

influence of students’ listening skill in their 

pronunciation ability, the determinant index was 

measured as follow: 

 

Determinant Index = (rxy)
2 x 100% 

 = (0.379) 2 x 100% 

 = 14.36% 

 

The result showed that the extent of the 

influence of students’ listening skill in their 

pronunciation ability was only 14.36%. It 

showed that students’ listening skill only gave a 

small contribution to the students’ pronunciation 

ability. 

 

DISCUSSION 

After conducting the research, no 

significant correlation between the two variables 

was found. The result of the data analysis 

showed that the correlation coefficient between 

the two variables was 0.379, while the critical 

values of the r Product Moment with 95% 

confidence level and the number of subject 18 is 

0.468. It means that there is still a positive 

correlation between the two variables (listening 

skill and pronunciation ability) altough it is not 

significant. 

In order to know the level of relationship 

of the correlation coefficient, it could be 

determined by using the correlation coefficient 

interpretation by Best (1981) as follows: 



 

Rio Luhung Pribadi / Journal of English Language Teaching 2 (2) (2013) 

7 

 

Table 4.3 

Correlation Coefficient Interpretation 

Coefficient Relationship 

.00 to .20 Negligible  

.20 to .40 Low  

.40 to .60 Moderate 

.60 to .80 Substantial 

.80 to .100 High to very high 

(Best, 1981) 

 

 

From the table above, the level of 

relationship of the correlation between the two 

variables was low because the correlation 

coefficient of the two variables was 0.379 while 

the determined criteria showed that the 

correlation coefficient between 0.20 and 0.40 

considered low. In this case, the variable Y 

(students’ pronunciation ability) was associated 

with the variable X (students’ listening skill) in a 

low value (not significant). In other words, the 

students’ listening skill of the eleventh years of 

SMK Muhammadiyah 1 Semarang was not 

significantly correlated to their pronunciation 

ability. It implies that the students’ activity in 

listening only gives a small contribution to 

enlarge their pronunciation ability.  

There was no significant correlation 

between the students’ listening skill and 

pronunciation ability of the eleventh grade 

students of SMK Muhammadiyah 1 Semarang 

in the academic year of 2012/2013. It could be 

interpreted that there is no guarantee the higher 

students’ listening skill is, the higher their ability 

in pronunciation will be.  

Based on the data obtained, some facts 

were found in this study. First, the result of the 

listening test that indicates students’ listening 

skill was very high (mean 80,1)  if it is compared 

with their pronunciation test result (mean 48,78). 

From this fact, we can barely see that there was 

a huge gap between their ability in listening and 

pronunciation.  

After analyzing the results, two types of 

difficulties can be generalized toward students’ 

listening skill. They were difficulties in 

discriminating certain consonants and vowels. 

The highest frequency of error dealing with 

consonants occured in item number 7 (see the 

appendix) in discriminating between sound /d/ 

and /t/ in the word hat. It was proven by the 

finding that 50% of respondents chosed the 

wrong answer which was had. This phenomena 

followed by item number 17 (see the appendix) 

which was dealing with the word but. Only 42% 

of respondents chosed the right answer while the 

rest chosed the wrong options (bad, bat, bed). 

Difficulties in discriminating certain 

vowels also occured in students’ listening test. It 

can be seen in item number 16 (see the 

appendix) in discriminating sound /i:/ with /I/ 

in the word seat. 50% of the respondents chosed 

the wrong answers like sit, set, and sheet. 

Second, from the data gathered, there was 

no evidence that showed students with the high 

score in listening would also get a high score in 

pronunciation.  

Pronunciation plays important roles in 

learning English. But, there was a fact when this 

study was conducted, students found themselves 

difficult even unable to pronounce almost all 

sounds used in the instrument. All of the them 

found difficulties in pronouncing vowels like 

/I/(big), /ǽ/(bad, bag, van, bat), and some 

consonants like /v/, /d/, /t/, /g/, /k/, /ʃ/, and 

/tʃ/ altough they could manage such vowels and 

consonants very well in their listening test.  

Phenomena of difficulties in pronouncing 

some sounds occur in students pronunciation 

results. First, students find difficulties in 

pronouncing sound /ʃ/ like stated in item 

number 3 (see appendix 5) in the word she. This 

difficulty happens since this fricative sound is 

not found in neither Indonesian nor Javanese. 



 

Rio Luhung Pribadi / Journal of English Language Teaching 2 (2) (2013) 

8 

 

They tend to substitute sound /s/ for /ʃ/ so that 

there is likely to be misunderstanding in their 

English speech for failure in making a 

distinction between the two sounds. It was 

proven by the fact that most of the students 

pronounce “she” and “see” in the same way. 

Second difficulty in pronunciation occurs 

in item number 4 (see appendix 5) in the word 

van. Based on the data, students find difficulty to 

produce sound /v/ appropriately. They tend to 

produce sound /f/ instead of /v/. It was proven 

that none of the students are able to pronounce 

the word van correctly, most of them pronounce 

this word as same as the word fan. This matter 

happens since both sounds /v/ and /f/ are 

found in English, so that the students must be 

aware to make the voiced-voiceless distinction 

between these two fricativesin order to avoid 

misunderstanding. 

Third diffficulty can be seenin item 

number 5 (see appendix 5) in the word food. 

Students find difficulty to produce sound /d/ as 

the final voice since in their language the 

corresponding voiced stop doesn’t occur in 

utterance final positions. It was proven that only 

5 students who are able to pronounce it 

correctly. The other students pronounce this 

word as same as the word foot with the sound 

/t/ on the final position. 

Another difficulty also appears in item 

number 6 (see appendix 5) in the word south. 

None of the students are able to pronounce the 

sound /Ɵ/. They tend to substitute the sound 

/t/ instead of the sound /Ɵ/. This is a mistake 

in manner of articulation, because the outgoing 

air meets with a complete closure instead of 

partialobstruction. 

Difficulty in pronouncing certain sound 

also occurs in item number 7, 18, 19 (see 

appendix 5) in the words hat, bat, and bad. 

Based on the data, it can be inferred that all of 

the students are unable to produce the sound 

/ǽ/ correctly since this type of vowel does not 

exist in their native language. They tend to 

replace it by a closer front vowel. In this case, all 

of the students substitute it with the sound /e/.  

Another case of sound production 

difficulty appears in item number 15 (see 

appendix 5) in the word big. Most of the 

students tend to replace the sound /I/ with the 

sound /i:/. It can be proven since there are only 

two students  who are able to pronounce this 

word correctly. This matter happens because in 

Bahasa Indonesia the letter i always pronounced 

as the sound /i:/. 

The last problem occurs in item number 6 

(see appendix 5) in the word front. Only one 

student who is able to pronounce this word 

appropriately. The other students tend to replace 

the sound /Ʌ/ with the sound /Ͻ/. This 

problem appears since the letter O always 

pronounced as the sound /Ͻ/ in Bahasa 

Indonesia. This whole facts show us that there is 

no guarantee for students who are able to listen 

a certain word correctly, will also able to 

pronounce the word appropriately.   

Another finding showed that the patterns 

of students’ scores in both listening and 

pronunciation test were totally random. As said, 

there is no guarantee the higher students’ 

listening score is, the higher their pronunciation 

will be. It can be proven by examining the 

students’  scores. For example in student 

number 8 (see the appendix), she got the highest 

score in listening test, but her score in 

pronunciation test was as poor as the others. 

This fact also occured in student number 1(see 

the appendix). She got the lowest score in 

listening test, but her score in pronunciation test 

were not the lowest. 

In conclusion, mastering listening skill 

and pronunciation ability are very important in 

learning English. Both of them play important 

roles in communication, so they have to be 

taught to improve students’ ability in English. A 

special attention should be given to their 

pronunciation ability since it never been taught 

in the class, so that the teacher should creatively 

integrate it with other materials or even create a 

special material to teach pronunciation. 

 

CONCLUSION 

 

This research is proposed to answer 

whether or not there is a significant correlation 



 

Rio Luhung Pribadi / Journal of English Language Teaching 2 (2) (2013) 

9 

 

between students’ listening skill and their 

pronunciation ability. 

In attempt to obtain the intended data, the 

researcher arranged the listening test to measure 

the students’ listening skill and pronunciation 

test to measure the students’ pronunciation 

ability. 

After conducting the research, the writer 

comes to some conclusions. 

First, the listening skill of the second year 

students of SMK Muhammadiyah 1 Semarang is 

good. It can be seen from the computation in 

which the mean score of the students’ listening 

test is 80.1 when it is consulted to the table of 

category level scores by John W. Best 

(1981:260); the score is categorized in good. 

Second, the pronunciation ability of the 

second year students of SMK Muhammadiyah 1 

Semarang is poor. It can be seen from the 

computation in which the mean score of the 

students’ pronunciation ability is 48.78 when it 

is consulted to the table of category level scores 

by John W. Best (1981:260); the score is 

categorized in poor. 

Third, there is no significant positive 

correlation between the listening skill and 

pronunciation ability of the eleventh grade 

students of SMK Muhammadiyah 1 Semarang 

in the academic year of 2010/2011. 

Recalling the rxy observed value of the 

correlation between listening skill and 

pronunciation ability applied to the sample is 

0.379, and consulting to the critical values of the 

r Product Moment with 95% confidence level 

and the number of subjects 18 was 0.468. It 

means that the result obtained from the 

computation is lower than its critical value. 

Therefore, the writer concludes that there is no 

significant positive correlation between the 

listening skill (X) and pronunciation ability (Y) 

of the second year students of SMK 

Muhammadiyah 1 Semarang. 

 

REFERENCES 

 

Books : 

Arikunto, S. 2002. Prosedur Penelitian Suatu 

Pendekatan Praktek. Jakarta: PT. 

RinekaCipta. 

Brown, H. D. 2005. Principles of Language 

Learning and Teaching: Fourth Edition. New 

York: Pearson Education, Inc. 

Cohen, L. 2000. Research Methods in Education: 

Fifth Edition. New York: Routledge 

Falmer. 

Lodico, M. G. 2006. Method in Educational 

Research: From Theory to Practice. San 

Fransisco: John Wiley & Sons, Inc. 

Saleh, M. 2001. Pengantar Praktik Penelitian 

Pengajaran Bahasa. Semarang: IKIP 

Semarang Press. 

 

Online articles : 

Gilbert, J. B. 2008. Teaching Pronunciation. 

Available at: 

www.cambridge.org/other_files/.../Gilbe

rt-Teaching-Pronunciation.pdf [accessed 

27/01/13] 

Lawson, K. 2007. The Importance of Listening. 

Available at: 

www.growinggreatness.com/gg.../The_I

mportance_of_Listening.pdf [accessed 

27/01/13] 

Liubiniene, V. 2009. Developing Listening Skills in 

CLIL. Available at: 

www.kalbos.lt/zurnalai/15_numeris/14.p

df [accessed 17/05/13] 

Simon, M. and Goes, J. 2011. Correlational 

Research. Available at: 

dissertationrecipes.com/wp-

content/…/04/Correlational 

ResearchX.pdf [accessed04/02/13] 

Speaks, S. 2009. Reliability and MTBF Review. 

Available at: 

www.vicorpower.com/documents/qualit

y/Real_MTBF.pdf [accessed 27/01/13] 

Wolvin, A. D. 2009. Listening, Understanding, and 

Misunderstanding. Available at: 

www.sagepub.com/edwards/study/mater

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http://www.growinggreatness.com/gg.../The_Importance_of_Listening.pdf

