IMPROVING STUDENTS LISTENING ABILITY THROUGH EASY ENGLISH BOOK WITH RECORDING BY USING SELECTIVE

LISTENING TECHNIQUE

A.

RESEARCH BACKGROUND English is an international language that is used broadly. It is the number

one universal language and has been considered as a second language in many countries, as well as in Indonesia. Because of this circumstance, the need of using English becomes higher. English should be mastered by every people and at every level of age. English not only been taught at the university, senior high school, and junior high school, but also at elementary and even from the playgroup level. In Indonesia for example, some school have set the English Day, which encouraged the students to have their conversation in English in one day full, inside and outside the class. Some international standardized school even had set more English Day in a week, and have their normal subject translated to English, like Mathematics, Physics, Biology, and so on. That is clearly shows us that English has been treated very important in our country. There are four language skills that the students have to master in learning English. They are listening, speaking, reading, and writing. Listening is the first skill that the students must learn before speaking, reading, and writing. Listening becomes one of the determining factors for students success or failure (Tarone and Yule, 1989.), and listening is now treated as a much more complex activity and one that is the cornerstone of language acquisition (Krashen, 1994). That means, listening becomes very important. The ability of listening now become a vital need and students should practice their listening ability to make the teaching and learning process going well. Listening a foreign language like English requires more efforts. The learners should concentrate and focus on what they listen to, and they need to increase their effort when they are asked not only to listen but also to understand. It means that they should analyze and think of the language aspects like grammar and vocabulary. They also have to be able to adapt with the speed and the accent of the speaker, especially the native speaker. Therefore, the learners should do a regular practice on this skill. Teacher have to add more listening session in the teaching and learning activity.
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In preparing the listening session, teacher can use teaching resources like book, student activity exercise paper (LKS), song, and video. Teaching media like laptop or computer and audio speakers can be very helpful in the process of teaching listening and the listening practice itself. There are also enrichment book specialized in listening, like Living Language: Easy English which is chosen by the researcher in this research. Based on the syllabus for the seventh grade students, the standard competence for them is to understand the meaning of a simple transactional and interpersonal conversation to interact well with the nearby environment. Nearby environment means their friends, family, or the person they are speaking to. Some of the basic competences they have to achieve in listening are to respond a greeting, respond to other people introducing him/herself in formal and nonformal way, and respond to people request or prohibition. In correlation with above explanation, the researcher is interested in conducting a classroom action research. The research will be conducted in Madrasah Tsanawiyah Darul Khairat, a private school in jl. Dr. Wahidin Sudirohusodo no. 55. The researcher had observed the environment of the school, the class condition, and the students English skill. The researcher will conduct the research to the seventh grade students in academic year 2013/2014. Based on the experience of the researcher when he was teaching the seven grade students in Madrasah Tsanawiyah Darul Khairat Pontianak, it had been found that the students only have small portion of listening practice in the class. Under such circumstance, the researcher is intended to increase the portion of listening practice to make the students get used practically. Most of the students came from elementary school which had not taught them English. They were surprised at the first time learning English, especially when the listening activity was conducted by the teacher. They became a little bit nervous and cannot concentrate in listening the recording. They also cannot answer the script exercise given by the teacher correctly at the beginning of the learning activity. In this research, the researcher would like to increase the portion of listening activity to familiarize the students with listening. The researcher would like to use the enrichment book titled Living Language: Easy English which also accompanied with the recording in a CD. The recording will be played when students doing the exercise in the book.
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In correlation with the use of Easy English book and recording, the students will practice a technique called Selective Listening. It is a technique where the listeners will listen only to certain part in spoken sentence or sentences. This technique can be helpful in improving students listening ability because it will increase the students awareness to select which part of sentence they want to listen or what they have been ordered to listen by the teacher. Teacher uses laptop or computer and speakers to play the recording and give the script copy to each student in the listening practice.

B.

RESEARCH PROBLEM

In order to restrict the problem of this research, the writer needs to state the problem statement as follow: How well can the Easy English book and recording improve students listening ability?

C.

RESEARCH PURPOSE

Based on the problem statements above, the purposes of the study is to know how well the Easy English book with recording through selective listening technique can improve students listening ability.

D.

ACTION HYPOTHESIS

The use of Selective Listening technique through Easy English book with recording can improve the listening ability very well for seventh grade students in Madrasah Tsanawiyah Darul Khairat Pontianak, Academic Year 2013/2014

E. 1.

RESEARCH SCOPE Terminology

There are some terminologies related to the topic of this research. It is necessary to be defined in order to avoid misunderstanding among readers. They are:

a. Listening is the activity of paying attention and trying to get meaning for something we hear (Underwood 1989:1). It is a complex process that allows us to understand spoken language. Through listening, we process language in real time employing pacing, units of encoding and pausing that are unique to spoken language (Rost, 2001:7). b. Listening Ability is the capability to listen that has to be presented with listener for the successful recognition and analysis of the sound and in this research. In this research that means the listening ability of Darul Khairat students at the seventh grade. c. Teaching listening is teaching the students listening ability to understand what they had heard and give the response as the purpose or as ordered. d. Selective Listening technique is a technique which the listeners choose what part of spoken language they want to hear f. Easy English is a textbook published by Random House Company as a sub book of Living Language series. It has 282 pages and consists of 20 different Lesson and topics. It also accompanied with recordings and script that will be used by the researcher in his research. g. Madrasah Tsanawiyah Darul Khairat is a private school located on Jl. Dr. Wahidin Sudirohusodo no. 55 Pontianak. The school is Pesantren-based and has dormitories differently for male and female students. Grade VII students are students who were learning on their first year in that school

F.

FRAME OF THEORY

1. The Nature of Listening Listening is a process that enables the brain to construct meaning from the sounds heard. It is an internal process which cant be observed directly. This is to say that it is difficult to assess whether the listener has effectively used the skills at a particular occasion, what listening strategies are employed, which source of information is dominantly used, and what problems the listener experiences (Anderson and Lynch, 1988:3). Listening is the most common communicative activity in daily life, according to Morley (1991, p.82) we can expect to listen twice as much as we
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speak, four times more than we read, and five times more than we write. Over 50 percent of time that the students spend functioning a foreign language will be devoted to listening (Nunan, 1998) even though we often take the importance of listening for granted. In second language learning, several writers and researchers in early 1980s suggested that listening had a very important role (Winitz, 1981). Approaches that gave more importance to listening were based on different ideas. Vandergrift (1999) further explains about listening: ..... It is a complex, active process in which the listener must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intonation, retain what was gathered in all of the above, and interpret it within the immediate as well as the larger socio-cultural context of the utterance. Coordinating all of this involves a great deal of mental activity on the part of the listener. Listening is hard work, and deserves more analysis and support. (p.168) Vandergrifts view of listening as a complex and active process is supported by other scholars. Rost (2001) and Cook (2001) argue that as a goal-oriented activity, listening involves both bottom-up and top-down processing that are assumed to take place at various levels of cognitive organization: phonological, grammatical, lexical and propositional. In the bottom-up processing, listeners attend to data in the incoming speech signals whereas, in top-down processing the listeners utilize prior knowledge and expectations to create meaning.

2. Teaching a Foreign Language In learning a foreign language, the learners may find some problems dealing with vocabulary, phonology or morphology, and how to arrange words into a sentence that are very different from their native language. In line with this, Ramelan (1994: 4) states: If someone wants to learn a foreign language, he will obviously meet with all kinds of learning problems. The difficulties have to do with the learning of sounds system, the learning of new vocabulary items, and the learning of the unfamiliar ways of arranging the foreign words into sentences. English is very different from Indonesian. The objective of teaching a foreign language is to make the learners to be able to communicate by using the target language orally and in written form. According to Brown (1980: 8), Teaching is guiding and facilitating learning, enabling, and setting the
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condition for learning. Teaching is not only about informing the knowledge. Teaching is also about how a teacher interacts with students and creating a good teaching and learning atmosphere among them so that the students will feel comfortable and enjoy the learning. A good atmosphere in teaching and learning can increase the motivation of the students in doing their learning activity. Thus, the teachers need to be creative, active, and know what they will do in the classroom.

3. Teaching Listening In learning a foreign language, students must acquire the ability of listening. They should be able to discriminate the sound of the target language as well as discriminate the unfamiliar sounds. They should increase the effort of their ears to listen what is being said and to verify their own pronunciation. Teaching listening is related with designing and choosing the materials and the tasks. The techniques, materials, and exercise that the teacher uses in teaching to improve the students listening skill should be appropriate. Planning the exercise, listening materials, and the teaching process should be taken into good preparation. It means that the teacher should use suitable materials in teaching listening ability. The listening process is defined as auditory reception of sounds with active involvement on the part of hearer (Underwood, 1989; Ur, 1984). As the opposite of hearing, listening is a process in which the recipient should take the active part by making an effort to understand what is being said. Although it comes naturally in the case of ones mother tongue , foreign language listening poses much difficulty and needs to be taught and learned ( Underwood ,1989). For Sheerin (1987: 126) effective teaching of listening involves procedures such as provision of adequate preparation, adequate support and appropriate tasks, together with positive feedback, error analysis and remedial action. She also emphasizes that language teachers can present listening lessons effectively when they make adequate pre teaching preparation, for example studying the text, identify and adjust the level of difficulty of the listening tasks.

The work of teachers of young children is easier if the learners are motivated and enjoy what they are doing. In connection with this, Brumfit et al (1996: 158) state the following It is up to us (teachers) to ensure that the activities they are engaged in are interesting and/or fun .we also have to be clear about how much we want our children to listen in English. We should provide purposeful and carefully directed listening activities where learners are asked to focus on specific points. We must ensure that the childrens learning is supported wherever necessary. Studies of classroom interaction show that children spend a large part of their time listening to the teacher, to each other or to pre-recorded material. Each time the teacher uses English to explain something, give instructions, tell a story or praise someone; he/she is making listening demands on the pupils. Problems are likely to arise if teachers do not teach children how to listen, so that they can cope effectively with these demands (ibid: 158). Often times listening tasks ask children to demonstrate their understanding in question and answer sessions. This kind of activity simply encourages children to remember what they have just heard and tests recall rather than understanding. Listening is a very important part of learning English. It could be seen on the following statement The importance of listening in language teaching can hardly be over-estimated. Through reception, we internalize linguistic information without which we could not produce language. In classroom, students always do more listening than speaking. Listening competence is universally larger than speaking competence. Is it any wonder, then, that is recent years the language teaching profession has placed a concern emphasis on listening comprehension? (Brown, 1994).

4. Teaching Listening in Madrasah Tsanawiyah Listening is taught as one of the teaching point. In teaching this skill, the priority on improving the mastery of listening ability is the aim of teaching English, included in the curriculum of Madrasah Tsanawiyah. Madrasah Tsanawiyah is the same level with junior high school. The difference between them is students have to learn additional Islamic subjects in Madrasah Tsanawiyah. However, English is still a primary subject and Madrasah
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Tsanawiyah consider that English should be taught with the same importance as the other primary subjects. The English teacher in Madrasah Darul Khairat teaches his students about using text book that belong to the school. School will lend the books to the students. The book used by them in classroom will be returned at the end of the teaching and learning activity. The students are given a student activity exercise papers (LKS) for them to have individual exercise at their dorm. Under this circumstance, the researcher wants to use Easy English as an enrichment to increase the learning source and the recording to be used in the listening exercise. The book is targeting the young learner, so the level is suitable for seventh grade students of Madrasah Tsanawiyah Darul Khairat. The standard of competences that the students must achieve are how to do greetings, respond the greetings, introduce themselves and introduce others, be it a family member or a friend. But, most of the students may not have familiar with English yet. Because not every elementary school taught English. In fact, most of students in Darul Khairat came from village and small town. They dont have enough learning source and learning media at their place. But, Darul Khairat has some supporting media like tape recorder, speaker, and even Before the teaching learning process starts, it is important to make sure that the teacher or the researcher get the attention from all students because teaching listening needs calm atmosphere and low noise. 5. Selective Listening Technique Selective listening is informational inputs to tasks aims to help students drive specific information from texts, even when the texts themselves are well beyond the students current level of linguistic and content knowledge. Haregewein (2003:19) Selective listening is listening what you want or what you expect to listen instead of what is being spoken. The technique that the researcher will use here is to specify the part of speech that the students will write in the exercise. Selective listening based exercise will focus on students attention on specific key parts of the spoken language. By noticing the key parts, the students can build up their understanding of the overall meaning by filling in the empty gap in the exercise.

Selective listening involves listening to selected part of a text, to predict information and to select the surrounding information of the cue. Thus, the listeners may have an assessment of their development in listening to authentic language. Here the focus is on the main parts of the discourse and by noticing these parts listener construct their understanding of the meaning of whole of the text through inferring. As the expectation on understanding is focused and has a purpose, in these activities, listeners have the chance of second listening to check understanding and have feedback repeatedly. Listening to sound sequences, documentary, story maps, incomplete monologues, conversation cues and topic listening are examples of selective listening.

6. Improving Listening by Using Easy English book and recording Students are often asked to listen more. Students are also required to pay attention and develop their listening ability. In developing and improving the listening ability, students need the suitable source. They can use the recording Nowadays, English teacher can reproduce the dialog recordings and distribute them to students to increase the opportunities in practicing listening. Audio can be used in numerous academic contexts. Making audio content available online can be an excellent way to reach students, who can listen from any location and at any time via the Internet. Students increasingly expect this content to be available to them, and, fortunately, the means of distribution are increasingly becoming easier to use. Some reasons should be considered in offering audio recordings to students:

To provide students with a study aid they can review after the activity; To enable students to review the material in preparation for discussion; To use on an ongoing basis as a reference for students; To free up class time for discussion. There are a few potential problems to keep in mind. First, because students

are listening at their convenience, their ability to ask questions or participate in discussion is limited; teacher may want to offer online source or designate a portion of class time for this purpose if possible. Second, the visual cues that may accompany the audio such as pictures and photo should be synchronized with the audio track. Third, teachers fear that providing content online may affect students' attendance in class. With the emergence of mp3 players and other portable digital
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audio technology, the quality and ease-of-use of sound capture equipment has improved greatly, allowing teachers to begin to experiment with new ways to use audio as teaching material. Easy English is a book accompanied with audio recordings. The book has 20 Lessons and each Lesson has different topic. There are also different pictures for different topic in each Lesson. The recording itself consists of dialogs and exercises from the book. The recording is very clear, the intonation speed is medium and it will automatically repeating the same dialog but added short pauses at every one sentence spoken. The recording is divided into some parts, differently depend on the material of the Lesson. With these arrangement, Easy English becomes a suitable learning material.

G.

FRAME OF CONCEPT This research is conducted in order to know how well the Easy English

book with recording can improve students listening ability for seventh grade students of Madrasah Tsanawiyah Darul Khairat in academic year 2013/2014. The method that will be used in the research is selective listening. The researcher will conduct the research, with the help of his research assistant, in the classroom when the teaching and learning activity is on the process because the teacher himself is in charge of one class, while other class had already a different English teacher. In accordance to the aim of this research, the use of the method and media that are appropriate should have been prepared well by the researcher. Based on the curriculum in Madrasah Tsanawiyah Darul Khairat, in correlation with the competence standard written in the syllabus, students should be able to do greetings, introduce his / herself and introduce other people to his / her friends. The researcher concerns to Easy English book and recording as the learning source. Easy English book has the content that is similar and in accordance to the hand book in curriculum and used in the school. Because the researcher himself is the one who has been in charge of a class in seven grade, he found out that some students had the difficulties to answer the questions who had been given orally whether it is from the teacher or from a recording. Since it is the first time for most of the students studying English, the researcher needs to provide more
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listening exercise in the teaching and learning activity to make the students get used to listening spoken and recorded English. The listening exercise itself will need a recorder or music player and speakers. The researcher had anticipated this and prepared the required tools. Meanwhile, students may face some problems like the lack of concentration and their focus on the material because of the noise from outside the class. It is a common problem happened in the process of listening activity. However, the class that will be used by the teacher is on the second floor and located in the most right part of the school building. Under this circumstance, the noise is reduced and students will not be disturbed when they are listening. Easy English book contains of the script from the recording. Everything spoken in the recording is written on the book. The learning topics are different in each lesson. The researcher chooses which topic is correlated with the competence standard that the students have to meet, and the basic competence the students need to achieve. Before the teaching and learning activity starts, the researcher will give the brainstorming about the first topic. After the students get the idea, the researcher will give each students one set of Lesson, the material and the question. The researcher will assess students achievement through the test in the book. The questions are also included in the recording. Each lesson has different number of questions, but the researcher can add or reduce the number of questions in order to make the data easier to calculate. When listening activity starts, students look at the book and do the exercise correlated with the spoken dialog or sentence they listen. The researcher gives certain period for the students to think and answer at the end of each dialog or the sentence. In observation period, the researcher will get the help from his research collaborator. The collaborator will help him in gathering the required data so the researcher can focus on his teaching. The collaborator will record the activity by using video camera as well as taking some pictures of the teaching and learning activity. The collaborator will also write the field note and observation check list. All recorded data will be discussed together with the collaborator in the reflecting period.

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H.

METHOD OF RESEARCH

a. Form of Research This research is Classroom Action Research in which the researcher pays attention in teaching and learning process. The aim of this research is to improve the students listening ability through gap filling exercise by using Easy English book and audio. According to Carr and Kemmis, 1986 (in McNiff, 1992:2), action research is: a form of self-reflective inquiry undertaken by participants (teachers, students, or participants) for example in social (including educational) situation in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situations (and institutions) in which these practices are carried out. The researcher conducts the action research which purpose to overcome the problem that appears in the classroom. Apply the planning in the real treatment, observes the process and finally reflects the treatment. The aim of action research is to change and to improve what happen in the classroom. Kemmis and McTaggart said (in Nunan, 1995:17) that there are there defining characteristics, they are: 1. It is carried out by inside researchers rather than outside researchers. 2. It is collaborative 3. It is aimed at changing things The cycle form can be seen in this figure:

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Planning Acting Observing Reflecting

: Make a plan for the teaching and learning activity : The action of planning in real treatment : To see the process of treatment : Study what have been done and reflect it for the next activity

The researcher plans an activity that hopefully will overcome the problem that appears in the classroom. Put the plan in action of a real treatment, the researcher observes the process and finally reflects the treatment. Action research is a research where the teacher or the researcher tries to make better teaching learning process. The researcher administers the treatment with the help of collaborator. The collaborator can also acts as the observer that observed the treatment. At the end of the meeting, the researcher and the collaborator discuss the result of treatment to get feedback of the process. After that the researcher will revise the way of teaching in order to improve the quality of the next teaching.

b. The Procedure of Classroom Action Research The action research conducts through four steps. They are planning, acting, observing, and reflecting. Those activities are described as follow: 1. Planning Planning is the first step of the research procedure. In this step, the researcher prepares what he needs in doing the action research such as lesson plans, teaching media, observation checklist, and field note. Planning is followed up for identifying the text to find out solution for problems. This research is intended to find out: a. The students response during learning process. b. The students difficulties in listening the dialog The researcher will conduct three cycles, three meetings for each cycle of research to know the improvement of listening ability.

2. Acting Acting is a performance of planned action. In acting step, the researcher will teach the students the materials by using media that has already prepared before.
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3. Observing Observing is the activity of examining the collected data to supervise to what extent the result of acting reach the objective. In this stage, the researcher works with a collaborator to observe what is happening in real teaching. The collaborator that helps the writer is an English teacher who teaches in that school. The collaborator helps the researcher to observe the situation including teaching and all activities in classroom. Next, the data of students score will be calculated by the researcher and his collaborator.

4. Reflecting Reflecting is the activity of evaluating the progress or change of the students in the class. In this step, the researcher and collaborator observe the teaching progress, and having discussion concerning the teaching and learning process, and through the discussion, the researcher will get some important feedback. The feedback is very important in re-planning the next action or presentation. It can change certain action or add some more action in order to improve the teaching practice and students listening ability.

c. Subjects of Research It is an action research, and the subjects of the study are the seventh grade students of Madrasah Tsanawiyah Darul Khairat Pontianak in academic year 2013/2014. There are 30 students.

I.

TECHNIQUE AND TOOLS OF DATA COLLECTING

1. Technique of Data Collecting The researcher uses the measurement and observation technique. The measurement is used to get the data through the score, and the observation used by the researcher reflect what he has done to reflect and observe the next steps of the research. Choosing and using the appropriate technique to collect the data of research is very important. They will guarantee that the hypothesis can be tested and the outcome of the research can be considered objective. In this research, the technique to collect the data is measurement technique. Listening test will be done

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at the end of each cycle. The result of the listening test will be measured by using the Average Score.

2. Tools of Data Collecting Tools of data collecting will be used in this research are: a. Achievement Test Achievement test which will be used in this research is gap filling exercise with students achievement in listening to be assessed. The students achievement individually accounted from 0 100. Therefore, the score of the students will be described by using the formula Mean Score. In this research, the researcher uses test items to get the data through score. There will be 20 test items per lesson. Correct answer will get score 5 and wrong answer will get 0. After giving the achievement test, the writer can prove and state how the use of Easy English book with recording can improve students listening ability.

b. Field Note Field note is a note written by the research collaborator when the researcher applied the technique to the students. The collaborator will write everything occur in the class. The collaborator will write this note after the process of teaching and learning has finished.

c. Observation Check List The researcher will put a check list at the appropriate column and write some note regarding what is happening in the classroom during the teaching and learning activity

No.

Teaching and Learning Activity

Yes

No

Note

1 2 3 4

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5 6 7 8 9 10

3. Technique of Data Analysis 1. Measurement of Mean Score In this part, the researcher will analyze the data which will be gathered from field notes and observation sheets. To find out the students listening ability, it can be measured by using mean score formula below.

M = x N

M x N

: The students average score : The sum of the students score : The number of the students being observed

4. Data Analysis To know how well the use of selective listening technique together with gap filling exercise in Easy English book with recording in improving the students listening ability, the researcher will conduct an observation in three meetings and the result of the three meetings will be compared. When the average students score in filling the exercise at the second meeting is higher than the first meeting, the third meeting is higher than the second meeting, it can be concluded that gap filling exercise from the Easy English book and recording can improve students listening ability very well. To know how well the Easy English book and recording in improving students listening ability, the researcher will give a final test to the students. From the result of final test, the students score can be judged whether the exercise has improved their listening ability or not. Here the qualifications are:
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Table of students qualification

Total score 86 100 71 85 56 70 0 55 Category A B C D Qualification Excellent Good Average Poor

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TEMPORARY BIBLIOGRAPHY

Anderson,A. and T.Lynch. (1988). Listening. Oxford: Oxford University Press. Brown, H.D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall Regents,Inc. Brumfit, C., Moon, J. and Tongue, R. (1996). Teaching English to Children. England: Earling College. Cook, V. (2001). Second Language Learning and Language Teaching. New York: Oxford University Press. Flowerdew, J. and Miller, L. (2005). Second Language Listening: Theory and Practice. New York: Cambridge University Press. Haregewein Fantahun. (2003). An Investigation of Classroom Listening comprehension Teaching Practices in Relation to New English course Books. M.A. Thesis. Addis Ababa: Addis Ababa University. Krashen, S. (1994). The Pleasure Hypothesis. Georgetown University. Round Table on Languages and Linguistics. Washington DC: Georgetown U. Press. Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press. Mc.Niff, Jean. (1992). Action Research in Principle and Practice. McMillan Education Ltd. London Morley J. (1991). Listening Comprehension in Second/Foreign Language Instruction. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 81-106). Boston, MA: Heinle&Heinle. Nord, J.R. (1980). Developing Listening Fluency before Speaking: An Alternative Paradigm.System 8 1: 122. Nunan, David. (1992). Research Method in Language Learning. Cambridge University Press. Nunan, David.(1998). Approaches to teaching listening in the language classroom. In Proceedingsof the 1997 Korea TESOL Conference. Taejon, Korea: KOTESOL. http://www.kotesol.org/publications/proceedings/1997/nunan_david.pdf (html version) (retrieved 15 November 2007). Pica, T., F. Lincoln-Porter, D.Paninos, and J. Linnel. (1996). Language learners interaction: How does it address the input, output, and feedback needs of language learners? TESOL Quarterly 30(1): 59-84
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Ramelan. (1994). English Phonetics Fourth Edition. Semarang: IKIP Semarang Press Richards, J.C. (1985). The context of Language Teaching. Cambridge: Cambridge University Press. Rost, M. (1990). Listening in Language Learning. London: Longman. Sheerin, S. (1987). Listening Comprehension: Teaching or Testing. ELT Journal, Vol. 41/2:126-131. Tarone, E. and G. Yule. 1989. Focus on the Language Learner.Oxford: Oxford University Press. Underwood, Mary. (1989). Teaching Listening. New York: Longman. Vandergrift, L. (2002). 'It was nice to see that our predictions were right': Developing Metacognition in L2 Listening Comprehension. Canadian Modern Language Review 58:555-75. Vandergrift, L. (1999). Facilitating Second Language ListeningComprehension: Acquiring Successful Strategies. ELTJournal, Vol. 53/3:168-75. Warnasch, C.A.(2000). Easy English. United States: Living Language Winitz, H. (ed.).(1981). The Comprehension Approach to Foreign Language Instruction. Rowley,Mass.: Newbury House.

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