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and pitch (frequency) over that large range of audible sound. This healthy human
damage, and gender; some individuals are able to hear pitches up to 22 kHz and
perhaps beyond, while others are limited to about 16 kHz. The ability of most adults
to hear sounds above about 8 kHz begins to deteriorate in early middle age.
Listening is one of the language skills; in this case, the researcher quoted the
diucapkan atau dibaca orang (to pay attention to what somebody said or read)”. And
pay attention to somebody/something that you can hear, to take notice of what
somebody says to you so that you follow their advice or believe them.
authentic task while listening, such as taking missing words in completion items, text
of the song, or taking telephone messages. The recordings on the class cassettes
contain both scripted and unscripted conversation with natural pauses, hesitation and
following statement:
spotlight in which the role of comprehension was given prominence as learners were
during which learners were allowed the security of listening without being forced to
different from hearing: Hearing is natural, but listening requires effort. We use the
ear for listening but it is really in the mind that the message is perceived. Therefore
listening is closely linked with perception and is an intellectual and positive activity.
Hearing is passive while listening is active. Hearing which is solely dependent on the
ears is a physical act – it is merely the vibration of sound waves on the eardrums
followed by the firing of electrochemical impulses in the brain. But the interpretation
of sound signals is a cognitive act and depends upon the knowledge of the listener
not only receiving messages but also decoding them correctly. No communication
students as they use most of their time listening to lectures. For worker at companies,
a good listening skill is required. In some companies, the listening index of recruits
instructions of one’s superiors at the workplace. You can also measure the morale
give the influences on human life at all parts. Information and communication
technology has been used from education sector until business, many information of
1999:121).
teaching and learning process at school. This takes place in English classroom where
courseware, online web page learning, interactive language games, animated flash
videos and movie are being widely used in the language teaching and learning
process. Several studies proved that the information and communication technology
formation hypothesis, the drawing of inference, and the resolution of ambiguities and
uncertainties in the input through the generation of “images” (a set of items: sensory,
states that the goal of listening is “...to generate the intended image from the input
But, the effect of prior knowledge and context also seem to be instrumental in
listening tests, such as Ommagio (2003:55) says that: “Listener constructs meaning
(or should be) to help learners of English cope with listening in real life, but there is
namely:
listening to it. Hearing is simply the recognition of sound, as when we say, “I’m
sorry, I didn’t hear exactly what you said.” Listening implies some conscious
attention to the message of what is said, as when we say. “Are you listening to me?”
ask two basic questions: What are the component skills in listening? And what does a
listener do?
following:
• Recognizing word
content and the form) and content (what has already been said) to
skills. It is not the individual skills themselves. This integration of these perception
skills, analysis skills and synthesis skills is what we will call a person’s listening
ability.
Additionally, Rost (1991:4) has also argued that even through a person may
have a good listening ability; he or she may not always be able to understand
messages, some conscious action is necessary to use this ability effectively in each
listening situation. This action that listener must perform is ‘cognitive’ or mental, so
it is not possible to view it directly, but we can see the effect of this action. The
underlying action for successful listening is decision making. The listener must make
Based on the statements above, the researcher could conclude that successful
listening requires making effective ‘real time’ decisions about these questions. In this
sense, listening is primarily thinking process, thinking about meaning as they listen.
The way in which the listener makes these decisions is what we will call a listening
listener. Without knowledge, it’s hard to understand the message from the speaker.
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Besides, Rost (1991:70) also stated that there are four principles for
By interacting in English, learner has the chance for new language input and
the chance to check their own listening ability. Face to face interaction
2. Listening develops through focusing on meaning and trying to learn new and
By focusing on meaning and real reasons for listening in English, learners can
By focusing on specific goals for listening, learners can evaluate their efforts
form.
As stated above, someone can develop the listening ability through some
meaning and try to learn new and important content in the target language, work on
comprehension activities and through attention to accuracy and an analysis of what is
being listened to. But actually, the improvement of listening ability would depend on
practicing. Trying to listen to spoken language in much time would make the
It’s rather difficult to say what happens when we listen and understand others.
Ommagio (2003:17) say that listening and reading are both highly complex process
that draw on the knowledge of the linguistic code (language form), cognitive
(background knowledge), and contextual cues both within and outside the text.
Listening requires some specific steps in order to master it. Someone could
just listen to the spoken language but he couldn’t get the information or the message
from what he listened to without some skills needed in listening. So, if we would like
to obtain the information from listening, we must have the specific factor needed in
listening.
1. Go first over the instructions with the class, making certain that materials
2. Pronounce the words or phrases at least two times in a clear and distinct
3. Where the questions precede the text, read the question twice in order to
direct the students’ attention. Then, read the entire text two times at
normal speed. Teacher should feel free to vary according to the abilities
of the students.
4. With longer texts, it is advisable for the teacher to write guide question on
the board or dictate them to the students. The questions should require a
knowledge. The teacher then reads the text for the first time.
5. After giving the students enough time to answer the guide questions
6. The teacher continues with more detailed questions for the students to
above activity.
The possibilities of using each of the passage included in the text are
memory.
2. The type of interactional act or speech event in which the listener is involved
is determined.
6. The goals of the speaker are inferred through reference to the situation the
8. This information is retained and acted upon, and the form in which it was
2.6 Decoding
The sentence has two chunks (part), because of and I was late.
and a verb.
For understanding the meaning of the spoken language, we have to know the
meaning of each word, and also the utterance of the speech. A Listener has to
analyze its contents. It’s meant that the listener must consider the each word, phrase,
clause, proportional meaning, concept and also the illocutionary meaning. A good
capability of each parts of spoken language will allow a listener to obtain the
language learners need to pay special attention to such factor because they highly
influence the processing of speech and can often block comprehension if they are not
attended to. In other words, they can make the listening process difficult. The
1. Colloquial Language
Leaner who have been exposed to standard written English and/or “text
2. Rate of delivery
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Virtually every language learner initially thinks that native speakers speak
too fast! Actually, as Richards, 1994:33) explains that the number and
delivered with few pauses. Unlike reading, where a person can stop and
go back reread something, in listening the hearer may not always have the
continue to flow.
will be helpful for us to think in terms of several kinds of listening performance that
performance are embedded in a boarder technique or task and sometimes they are
themselves the sum total of the activity of a technique. The one of type’s classroom
utterance for the sole purpose of repeating it back to you. While this kind of listening
This role of the listener as merely a “tape recorder” (Nunan, 1991b; 18) must be very
limited, otherwise the listener as a generator of meaning does not reach fruition.
About the only role of that reactive listening can play in an interactive classroom is
carefully selected practice material. Such material is in many ways similar to that
used for testing listening comprehension. Although the auditory skill are closely
separate the two skill for teaching and testing, since it is possible to develop listening
ability much beyond the range of speaking ability if the practice material is not
An awareness of the ways in which the spoken language differs from the
written language is of crucial importance in the testing of the listening skills. For
instance, the spoken language is much more complex than the written language in
example can be seen in the spoken question “Have you got to go now?” the question
being signaled by the rise in pitch on go now and by the inversion of the word order
(i.e. by both phonological and grammatical features). Thus, if the listeners did not
hear the questions signal have, the rise in pitch would make him aware that a
question was being asked. If the speaker slurred over got to, the question would still
messages to be understood, even though the full message is only partially heard.
Furthermore, the human brain has a limited capacity for the reception of information
and, were there no such features built into the language, it would often be impossible
to absorb information at the speed at which it is conveyed through ordinary speech.
are all examples of this type of redundancy, so essential for the understanding of
spoken messages.
phonemes does not matter too greatly because in real- life situations the
listener is able to use contextual clues interpret what he hears. Although the
listener relies on all the phonological clues present, he can often afford to
2. In prompt to speech
the latter is read aloud. Written tests are generally omit many of the features
material for aural test. The length of the segments the greater amount of
information and the greater the strain on the auditory memory. Segments of
allow the receiver to digest what he has heard. The pauses at the end of each
features.
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wide scale, it is helpful if the listeners can see the speaker. However, excellent the
quality of a tape-recorder and the disembodied voice are much more difficult for the
foreign learner to follow. In practice, most tape recorders are not of a high quality
and are used in rooms where the acoustics are unsatisfactory. If the quality of the
reproduction is poor, the test will be unreliable, especially when such discrete
Apart from the use of video-tape, however, the tape-recorder is the only way
It is possible, moreover, to use recordings made by native speakers and thus present
native speakers are not available to administer the test. For the purpose of
convenience, auditory tests are divided here into some broad categories:
Type 1
person or on tape.
twice.
Type 2
Type 3
a) In each of these items one word is given on the tape: in the answer booklet
three words are printed in ordinary type. (In some tests four words are
given and the word on tape is spoken twice). The tested is required to the
spoken word.
b) This type of item is similar to the previous one; this time, however, the
words spoken by the tester occur in the sentences. The four options may
has in front of him a choice of four definitions. He has thus to select the
The test items described in this section are all useful for diagnostic
pronunciation difficulties. The items are especially useful when tested have
the same first language background and when a contrastive analysis on the
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mother tongue and the target language can be use. Most the items type
described are short, enabling the tested to over a wide range in sounds. In
certain items which test only individual words (e.g., type 1 (a), 1 (b) and 2
test not only the ability to discriminate between the different sounds of
language but also a knowledge of vocabulary. A tested who may be able the
cannot understand the definition in the options. Similarly, type 3 (a) is test of
phoneme discrimination and spelling ability. Type 3 (b) can also result in
will support the test. Thus, for example, a test that cannot discriminate
between thread, tread, treat and dread may immediately role out the distract
ores threat and dread since they cannot be put in the pattern, I’ll…………if
for you.
Each individual test item in all types describe must be kept fairly simple.
Obscure lexical items should be avoided. This may seem to be simple enough
principle to observer, but the avoidance of difficult lexical items frequently makes it
impossible to test all the sound contrast that need to be included in the test. For
example, the contrast shark, sock, sack, shock would not be suitable for inclusion in
attest intended from elementary learners of English. Much of material in such test is
tendency for the tester to adopt a certain tone pattern and rhythms which may be a
source of irritation to the listener of affect his concentration. However, if the tester
changes pitch (example live, leave, live) this will only confuse the tested. Thus, the
tested must attempt to pronounce every syllable using the same stress and pitch
pattern.
very difficult for native speakers. Many English dialects fail to make some of the
vowel and consonant contrast and thus. In addition to all the other variables (For
example the acoustic of the room the quality of the tape-recorder, etc), these tests are
thing that helps. “Teaching aids” is something designed to give help in teaching.
Instructional Design or Lesson Plan. We believe that these will be helpful for both
the teachers and students in the teaching and learning process of listening to achieve
The things that are commonly used to give help in teaching listening through
multimedia are:
Audio Cassette
OHP Etc.
learning. Some argue that the design of the educational materials should be informed
by theory, which suggests that input modification can help comprehension, but it
does not provide specific guidance regarding choices designers should make when
they attempt to implement theory-based features like modified input. This empirical
study was designed to provide evidence about one such issue: whether subtitles or
designed to offer help in the form of target language subtitles (captions) and lecture
research university participated in the study. Two tests and questionnaires in addition
to screen recordings were used to analyze students’ performance on the activity and
The results indicate that participants interacted with the subtitles more
frequently and for longer periods of time than with the transcript. Also, the study
identified four patterns of learner interaction with the hell) options. Since, overall,
the participants interacted with help less than half of the time they opened help
the real challenge in applied linguistics at present is the search for evidence for the
most effective ways to design software for multimedia, to use software effectively in
tasks, and to help learners to take advantage of the electronic resources available to
them. This research offers suggestions on the design and implementation of software
help options in a multimedia listening activity. Finally, this research examines if and
students believed that a multimedia application they were introduced to improve their
task than on a paper and pencil task in which the input was delivered via video and
audio tapes (Brett, 1997). The teacher divided the participants into an “effective” and
a similar format and length as the one used in the multimedia activity as well as ten
multiple choice questions. The pre- and post-listening questionnaires were given to
participants before and after the main multimedia activity. The pre-listening
questionnaire examined participants’ familiarity and previous use of two help options
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(subtitles and the transcript), as well as surveyed which of the two help options the
questionnaire showed the participants’ use of the transcript and subtitles and
examined the rationale behind the use. At the end of the study, a retrospective
interview was also conducted to gather more details about participants’ behavior
designed to offer help in the form of target language subtitles (captions) and lecture
in the study. Two tests and questionnaires in addition to screen recordings were used
The results of this study indicate that participants interacted with the subtitles
more frequently and for longer periods of time than with the transcript. Also, the
study identified four patterns of learner interaction with the help options. Since,
overall, the participants interacted with help less than half of the time they opened
help pages, an important challenge in investigating help options lies in finding ways
help options (subtitles, transcript, non-interaction, and mixed interaction pattern) and
major differences between subtitles and transcript groups on one side and the non-
interaction group on the other in terms of performance help page openings, and
instances of useful interaction with help. While the subtitles and the transcript groups
performed similarly on comprehension questions during and after the activity as well
as on time and frequency of help use, the non-interaction group varied the most in
behavior and performance from all other groups, probably due to task difficulty and
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lack of motivation.
And finally, the results of this study need to be interpreted with the following
limitations in mind. First, the number of participants was relatively small and
homogeneous in terms of proficiency levels. Second, the time constraint of one class
period limited the time spent on task, while technical limitations (no audio with
process. However, some of these issues are difficult to circumvent when conducting
orang lain.
terkendalikan.
lain-lain.
follows:
possible.
2. Enable to give the opportunity to the students to manage their study time.
3. Consider that the student follows the regulations comprehensibly and well
managed.
response, giving the answer, choosing, decision, trying something new, etc.
contoh dalam mengolah informasi yang sesuai dengan perkembangan iptek yang
mempelajarinya.”
The students obtained the lesson materials presented with the different way,
interesting, enjoyable and also giving the knowledge about the development of
can influence / motivated the students’ curiosity to learn more about it.