Enhancing Listening Skills through Intensive and Extensive Listening

by Using Podcast
Background
Discussion on language teaching, notably English, has been about how to create a
convenient atmosphere in teaching learning process, since such atmosphere can motivate
language learning. Saepulmillah (2008) argues that motivation is one of the key factors
affecting students success in language learning. Accordingly, teaching English should
pass on convenient atmosphere that can motivate students learning. In order to establish
such atmosphere, teacher should be creative and innovative. In line with that Brown
(2007: 68) cites that classroom technique is one factor that can influence the motivation
in learning a foreign language. Consequently, a teacher has an important role to have
effective and motivating teaching strategy. He or she also takes the responsibility to
encourage students to learn English either inside or outside the classroom. The teacher
also needs to provide the students with opportunity to have exposure to the target
language as well as practice the four language skills in the target language.
Among four language skills, listening skills often come in fault notion to
many English teachers. The poor understanding on the relationship between receptive
and productive skills has viewed listening skill as an unimportant skill. Yet, theories have
developed in favor of listening. Listening skill is as important as other skills. Listening
involves more than just hearing or paying attention to what other people are saying.
Effective listening requires active and conscious attention to the sounds, words and
grammar, and at the same time assigns the brain to process our background knowledge of
what we listen for the purpose of gaining comprehension. We may listen to an interesting
speaker, to the music of a fine orchestra, to the news on the radio, or to traffic sounds as
we drive. In each of these cases, if we are really listening, we will react accordingly to
what we hear by the way of shouting, giving oral comments, laughing, crying, or only by
giving bodily movement, or facial expressions. Accordingly, Gebhard (2000: 143) rightly
points out that listening is not a passive skill.
In addition, Richards and Renandya (2002: 235) state that listening
comprehension is the core of second language acquisition and therefore demands a much
greater prominence in language teaching. Listening is one of the language skills that
plays important role in facilitating the students to learn a foreign language. Through this

skill students can acquire the language. Good listening skills open more chances for the
students to get more input of the target language, English. Besides, listening acts as
medium of communication, through which message is transferred. In this case, listening
is crucial for the teaching of language, English, as well as a medium of communicating
the language. Furthermore, highlighting the importance of listening, Nation and Newton
(2009: 37) state that listening is the natural precursor to speaking. Naturally, the initial
stage of language development starts with listening. Listening is regarded as the first,
among the four language skills, introduced skill in language learning. Listening activities
which is an interactive process by itself should be presented in the teaching as an
interactive process. Thus, it is important to teach listening effectively.
Unfortunately, a very diminutive effort in teaching listening is still exist in a
traditional EFL classroom (Saha and Talukdar: 2008). Saha and Talikdar also point out
that misconceptions of Communicative Approach in Bangladesh lead the teachers to not
providing the students with sufficient listening practice. Similar case happen in most
classes in Indonesia, especially classes in remote areas, the teaching of listening relies
heavily upon monotonous activities: listening to the teachers voice reading a passage or
a text, and rarely listening through a tape. The teacher usually does the traditional
listening activities in which the teacher reads a text, the students listen and then they
answer questions related to the text. The students rarely get listening activities which
arouse their motivation in learning English. It seems the objective here is to present the
written language in an alternative way where characteristics of naturally spoken
language are totally absent and listening practice is farther beyond. Another problem
appears in terms of materials and facilities. The teacher often complains of lack materials
and facilities to support the teaching. As a result the teaching of listening is neglected,
even skipped.
For students listening is considered as difficult skills. They find listening hard
because they have to catch what they hear in limited time. As a result, they get tired and
find it more difficult to concentrate. Lack of variety in the teaching learning process is
another problem the students get difficulty in keeping the message of what they have
listened to, thus lead them to poor comprehension. It should be underlined that teacher
should teach listening instead of testing listening. Again, it is the role of the teacher how
the teaching learning process can effectively enhance students listening skills. Brown

(2007: 340) advocates teacher to take role as a facilitator who offers assistance to the
students in creating an interesting and motivating lesson.
Concerning the problem in teaching listening above, listening should be carefully
presented. The development of teaching learning practice has brings some insights how
to teach listening. Under Audio lingual method the teaching of listening is presented in
language component discrimination. It might be most common way and still be put in
practice in teaching English as second or foreign language. This kind of teaching
employs intensive listening as listening activities in which language components are
emphasized (Brown, 207:309). Here, the teacher usually asks the students to listen
carefully then ask them to notice specified elements of language or discriminate similar
sounds on particular aural text. Thus comprehension, in fact, does not emerge. It is quite
often used by the teacher because the teacher just plays the cassette. Sometimes, the
teacher reads the text for the students then asks the students to answer some questions on
the text and check the answer.
Another way of teaching listening is through cooperative learning, jigsaw
listening in particular. This technique by Aronson (1978) and Slavin (1990) is supported
by communicative and constructivism approach. The students are assigned to listen to
different part of spoken text in expert group and share their understanding in home
group. Teaching listening by using this technique seems interesting and fun because
students actively do collaborative learning (March: 2010). Yet, the material should be
suited with the strategy. In jigsaw listening, a spoken text is broken down into several
texts. The expert group then assigned to focus on listening to the broken text. In other
words, this technique need not only sophisticated facilities but also sophisticated teacher
that in knowledgeable to manipulate the spoken text.
Teaching listening can also be done through strategy-based teaching. In this kind
of teaching strategy the students are trained to use several strategies to build their ability
in comprehending listening text. This strategy also proved to be effective in improving
students ability in listening to English text (Rubin, 1994 cited in Newton and Nation,
2009: 51). Here the teacher should armed himself/herself with a battery strategy of
listening.
The next alternatives is considered fashion and sophisticated, that is using
Internet resources to teach listening. Internet offers tremendous material for teaching
listening and one of various Internet features which is popular to teach listening is

Podcast. Even though there are many other features that can be good sources to teach
listening such as Facebook, Weblog, Videocast, and You-tube, Podcast still take
prominent pose in teaching listening. Some studies reveals that Podcast can significantly
improve students listening skills.(Baehaqi:2009; Juniardi:2008; Yamarmanto: 2008).
Unfortunately, the issue on Podcast nowadays is that it is a source of material but not a
strategy of teaching listening, so that a teaching strategy should come with it in order to
be more beneficial to the improvements of students listening ability.
Among the alternatives in teaching listening as mentioned above, the writer
firmly proposed a strategy to teach listening effectively that is combining intensive and
extensive listening activities by using Podcast is an alternative way to deliver the
teaching of listening. Harmer (2007: 303) suggests a combination of intensive and
extensive listening material and procedures can improve students listening skill as they
likely to gain valuable language input. Moreover, this strategy is supported by Podcast,
one of Internet resources. The combination of the two listening activities will devote
more time for students to practice their listening skill, added with Podcast with its
abundance exposure of authentic material will perfectly enhance students listening
skills.
This paper mainly describes a teaching strategy which combines intensive and
extensive listening activities by using Podcast to enhance students listening skills as well
as the sample material. Prior to the description, this paper scratches approaches in
teaching listening, intensive and extensive listening, and Podcast as one of Internet
Resources as theoretical backgrounds. Some previous studies also presented here as
constructive reflection within the implementation of the strategy.
Approaches in Teaching Listening
Teaching listening requires knowledge on how the listening happens. There are
two distinguished process in listening comprehension, namely: bottom-up and top-down
process. These two processes involved much in comprehending aural information and
each views the process of listening comprehension with its own perspective (Brown:
2007, Celce-Murcia: 2001, Nunan: 1991, Gebhard: 2000, and Buck: 2001). Bottom-up
process refers to utilizing knowledge on sounds, word meanings, and grammar to bring
about the understanding of lexical meaning of what is heard. Top-down process refers to
the use of schema or background knowledge about certain topics and situations in
understanding the meaning of the message.

Reviewing the processes occur while listening Ngee (1985: 60) mentions two
approaches in teaching listening, namely language skills approach and listening
strategies approach.
Language skills approach, an approach in which the teaching of listening is
shaped by language components which can help listeners to comprehend the meaning
conveyed in aural message. This approach commonly relies on listeners ability in
decoding the language. The listeners comprehension comes in a linear mode, from the
smallest meaningful units to complex text, thus this approach employs bottom-up
process. Some activities based on this approach are; 1) recognizing intonation, 2)
recognizing markers for introducing main idea or transition to another idea, and 3) words
redundancy.
While language skill approach is derived from bottom-up process, the second
approach, i.e. listening strategies approach focuses on what strategies an efficient listener
employs in dealing with a listening text. This approach covers discussion on the
listeners understanding of the objective of listening, relying listeners knowledge of the
language and experience of the world around him, listeners confirmation between the
relevance of the information and the purpose of listening, and etc. In other words, this
approach overtly employs top-down process of listening.
Consequently, the two approaches above are supposed to give insights to teacher
to help improve their students listening skills. Yet, the teaching of listening in Indonesia
mostly still turns into a testing listening in which the listening activity ends with a series
of post-listening comprehension questions and correction of the answers. This will likely
demotivate the students in listening to the target language since they think that they listen
to answer the questions, to be tested. In other words, that the students purpose of
listening to a particular audio in the classroom is only to enable them to answer series
questions. In fact, the real-world listening require the listener to respond appropriately
not merely to answer series of comprehension questions. Teacher should be able to suit
the two approaches to serve the students idiosyncratic needs. In terms of developing
listening skill, the teaching learning process should provide the students with knowledge
to know the language and to use the language. Besides, the crucial thing is that the
teacher should model on how to comprehend the message conveyed in aural text,
whether he or she uses the language approach and/or strategy approach. Thus, it is
teaching listening not testing listening.

Intensive and Extensive Listening

Listening activities are varied according to their purposes and objectives. These activities
are in fact what students do in the teaching learning process. Six major distinctions include
reactive, intensive, responsive, selective, extensive l and interactive listening (Brown, 2007: 308310). Yet, the discussion below focuses on intensive and extensive listening and rationale why
the two are employed as the strategy to teach listening.
Intensive listening or hearing clearly is also a prime aspect of listening as it includes
accurate perception without which the second phase of processing meaning becomes very
difficult. Listening intensively is quite important to understand the language form of the text as
we have to understand both the lexical and grammatical units that lead to form meaning. So,
intensive listening requires attention to specific items of language, sound or factual detail such as
words, phrase, grammatical units, pragmatic units, sound changes (vowel reduction and
consonant assimilation), stress, intonation and pauses etc. Feedback on accuracy and repetition
on the teachers part promote success here. Paraphrasing, remembering specific words and
sequences, filling gaps with missing words, identifying numbers and letters, picking out
particular facts, discriminating the pronunciation of same phoneme in different positions,
replacing words, finding stress and boundaries are some good intensive listening practice. The
activities show that this technique includes the bottom up skills.
Extensive listening is a type of listening activity possessing greater ease than other types
as it is concerned to promote overall comprehension of a text and never requires learners to
follow every word and understand them. Learners need to comprehend the text as a whole which
is called global understanding. Activities in this section must be chosen in terms with the
proficiency level of the listeners. At the lower level they may have problems to organize the
information, so some non-verbal forms in responding might be given such as putting pictures in a
right sequence, following directions on a map, checking of items in a photograph, and
completing a grid, chart or timetable. Such activities aim to develop a top-down skill. Yet, this
comes with negative side, students who do only extensive listening sometimes get trouble to
identify specific information and make too many mistakes when they speak.
Thus, in teaching listening, both intensive and extensive listening should be

combined with cultivating students basic skills, the development of the productive
listening habits of active thinking and the ability to understand the spoken text. The key
point of listening is to understand the content. The purpose of intensive listening in this
strategy is to build basic listening skills, while extensive listening is to strengthen and
enlarge effectiveness of intensive listening in order to improve overall listening ability. In
other words, exclusively works on one of the two activities above, intensive listening

which includes the bottom up skills or extensive listening along with the top-down
process, fails to bring significant listening experience. Successful listening should
employ bottom-up and top- down knowledge in, integrating the information encoded in
the message itself with broader knowledge of the world (Nunan, 1991:25). Thus
combining the intensive and extensive listening activities in the teaching of listening is
beneficial to students (Field: 2002 and Cahyono and Widiati: 2009).
Therefore, teacher must encourage students to engage in intensive listening in
class to become familiarized with English pronunciation, intonation and the changes in
language flow, and in extensive listening, requiring students to understand the general
meaning. Moreover, Cahyono and Widiati (2009: 198) state that listening will be more
effective if attention is given to the information that is heard. They suggest provide
rehearsal in listening through instruction. The strategy proposed here is that the intensive
and extensive listening is presented in the classroom in form of three-phase technique
adapted from Field (2002: 345). As rehearsal listening, activities outside the class are
provided along with listening journal. Here, the students engage mostly in extensive
listening. In brief the teaching of listening will take place in the classroom, adapting
Fields (2002: 345) listening lesson format, and outside the classroom to provide
rehearsal listening.
Podcast
As discuss previously, teacher often find difficulties in teaching listening due
to lack of materials. In this sophisticated era, put the blame on material is only an escape
door for teacher not to teach listening. One of the tremendous resources is Internet.
Internet, known since the mid 1990s (Decoo: 2002), cited in Cahyono and Widiati (2007:
187)), is an advantageous resource of information.
As time changes, Internet develops. Compared to the 1990s internet, today
internet provides more facilities for English teachers. Podcast is one of many new
facilities provided by the internet that can be used by the teachers. The term podcast
appeared in the late of 2004. The term Podcast, was initially mentioned by Ben
Hammersley in The Guardian newspaper in a February article. It was derived from the
words iPod and broadcast. The word pod borrowed the word iPod which was
taken from a brand, the Apple iPod, of an initial portable media player, allowing podcast
to be transferred from a personal computer to a mobile device after downloaded

(http://en.wikipedia.org/wiki/Podcast). The idea of cast is similar to the term of cast

in broadcast, referring either to an ongoing series or episodes of a particular program.
A podcast is a series of digital media files (either audio or video) that are
released episodically and downloaded through web syndication
(http://en.wikipedia.org/wiki/Podcast). The easiest way to understand a podcast is to
think of a radio show that you often like to listen. Instead of having to tune in at specific
time, you are able to download it to your iPod and listen at your convenience, sometimes
by subscribing or for free. There are three main characteristics of Podcast, they are;
episodic, downloadable, and a program-driven mainly with a host and/or theme.
However, there are three kinds of podcast, they are: (1) Audio podcast, the most common
podcast usually in MP3 file, (2) Enhanced podcast, a podcast which can have images to
go along with the audio, and (3) Video podcast, are movies, complete with sound usually
is in MP4 format.
Podcast which is mostly in MP3 format is an interesting source of material.
Through Podcast teachers can help students improving their listening with authentic
environment of English. Podcast enables the students to practice the target language
more conveniently. It is because podcast is easily downloaded and kept in a portable
media player such as iPod. Thus, students can practice when they are walking to school,
sitting in a bus, or before getting to bed.
Podcast in education is popular of recording of lectures allowing students to
easily access the recording as a revision aid, to catch up on missed lectures, and asking
students to record their own podcast on, for example, project reports. However, it is
advised that to gain experiences of Podcast initially as a recipient
(http://www.ukoln.ac.uk/qa-focus/documents/briefing/briefing-83/html). In line with
that, this article highlights Podcast as a source of teaching material, English, not
podcasting the teaching material. It is due to the fact that the use of Podcast in this
project is particularly to give more exposures of authentic English and chances of
practice listening. Beare (2009) mentions that Podcast is especially interesting for
English learners as it provides a means for students to get access to "authentic" listening
sources about almost any subject they may interest them. In fact, Kilickaya (2004)
mentions that authentic materials, such as Internet-based materials, enable students to
interact with the real language as well as the content. Teachers can take advantage of
podcasts as a source for listening comprehension exercises, as a means of generating

conversation based on students' reaction to podcasts, and as a way of providing each and
every student diverse listening materials. Students will obviously find the ability to listen
to these podcasts useful especially due to its portability.
In addition, Compared with conventional listening resources as cassette or
CD (Compact Disk), podcast is cheaper and more interesting. As a source of material,
podcast is cheap and easy to access. Most Podcasts are free and easy to be downloaded
and kept since it is in MP3 format. Podcast always updates, not like the cassette or
commercial CD, podcast comes in latest news in our life. Using podcast, teaching
listening is not restricted in language laboratory only. Teaching listening can be done in
the classroom more attractively and in integrated manner.
Previous Studies
Research on podcast has been done before by some researchers. Yumarnamto
and Wibowo (2008) reveal that podcast and videocast significantly improve the students
listening skills. Students taking listening II course utilized podcasts and videocats as
compulsory listening material. The podcasts and the videocasts were downloaded and
pooled in the computers in the laboratory so that they were available for the students.
The students were free to listen to the podcast and watch the videocasts and they could
copy the files in their portable MP3 or MPEG players. The strategy also encourages the
students to learn more.
Another research by Juniardi (2008) showed that podcast significantly effect
students listening comprehension and improve students motivation in learning listening.
Teacher can also benefit form teaching by using podcast. Teacher only prepare some
materials or download the material which suitable for students level and goal of
learning.
Based on a case study by Ang-lu (2008), podcast help Taiwanese worker to
improve his listening comprehension since podcast can provide EFL learners with the
resources they need to expose themselves to English as it is used in real context.
Finally, Kavaliauskien, (2008) in his research-based article argues that the
use of podcast is very useful in teaching listening skill since it provides authentic speech,
improves students motivation is practicing the skill, and allows idiosyncratic listening
practice. Kavaliauskien, (2008) mentions that podcast, the online learning, would be
better in improving the students listening comprehension ability if it is combined with
the face-to-face teaching. In brief, podcast is used online as well as in the classroom in

term of class discussion or group presentation. Unfortunately, Kavaliauskiens study

does not significantly improve students listening comprehension ability. The study
reveals that the use of podcast does not automatically improve students listening skill
since there are some factors which is not considered in the study such as students
knowledge of types of record, teaching strategy, and goal of listening to podcast.
Therefore this paper is not only discuss the use of podcast as source of
material but focus on how the podcast used in the teaching of listening by combining
intensive and extensive listening.
The Teaching Procedure
The strategy of employing intensive and extensive listening is done in the
classroom and outside the classroom. In the classroom Fields (2002) listening lesson
format is adapted, while the outside classroom extensive listening is devoted only for
extensive listening in order to provide more target language exposure, and, indirectly,
introduce learning autonomy. For this outclass activities the students are provided with
listening journal (Appendix 3).
The teaching procedure is as follow:
Pre-listening
1. setting context, creating motivation
2. brainstorming the students by using pictures related to the topic
3. utilizing the pictures and discussing important grammar and vocabulary that will
appear in the podcast.
Listening
4. guiding the students during extensive listening to the podcast (provide predictive
questions on context)
5. giving instruction to clarify what the students do with the task (provide task that
lead the students to the topic)
6. guiding the students during intensive listening to the podcast (provide
comprehensive questions, listen for detail information)
7. giving opportunity to students to work in group by asking the students to compare
their notes and discuss what they understood.
8. discussing students answer by listening to the chunked podcast (provide the
chunks of the aural text, and ask the students to find the clue/key words in the
chunks)
Post-listening
9.

guiding the students to compose the main idea

10

10. encouraging the students to respond what they have heard. For example, where
possible ask Do you agree?
11. encouraging the students to work with their listening journal (extensive listening
outside the classroom)
12. Reflection

11

Sample Material
Enormous quantity of podcast address is available in the Internet. Among
them are www.eslpodcast.com, www.podcastsinenglish.com, http://storynory.com/,
http://www.e-poche.net/conversations, and http://mylcpodcasts.blogspot.com.The sample
material presented here is taken from www.podcastsinenglish.com, episode: Moving
Home. Yet, the audio is suited for pedagogical reason by segment it into chunks. This
episode covers linguistic features which are accordance with the syllabus of Junior High
(Depdiknas: 2004). Also, by listening to this episode students will get a different cultural
point of view of kinds of home. This source of material is accompanied by worksheets
for students (see Appendix 2) and transcript for the teacher (see the Appendix 1). Below
is the example of the page that students should open in order to be able to listen to the
recommended podcast.

Listen to English and learn English with

podcastsinenglish.com

Listen to all podcasts

Level 1

Click
here

12

Conclusion
Listening activities such as intensive and extensive have emerged decades
ago, but the searching of effective teaching of listening is still on the go. This paper has
described overtly how to employ intensive and extensive listening effectively so that the
students will gain noteworthy improvement. The strategy which is implemented inside
and outside the classroom brings benefits to the students. In the classroom students are
intensively practice their listening skills, and out side the classroom they can rehearse
what they have had in the classroom. Aided by Podcast, this strategy can increase
students motivation in learning English since they have their autonomy when to listen
and what to listen, especially outside the classroom. By the guidance from the teacher
students can experience learning authentically through podcast. In brief, combining
intensive and extensive listening by using podcast can be an alternative strategy to
enhance students listening skills.

13

References

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(http://esl.about.com/od/englishlistening/a/intro_podcasts.html, accessed October
10, 2009)
Brown, H.D. 2007.Teaching by Principle: An Interactive Approach to Language
Learning Pedagogy. New York: Longman.
Buck, G. 2001. Assessing Listening. New York: Cambridge University Press.
Cahyono, B. Y. & Widiati, U. 2009. The Teaching of EFL Listening in the Indonesian
Context: The State of Art. TEFLIN Journal, 20(2):194-211.
Cahyono, B. Y., & Widiati, U.(Eds.). 2007. Challenges and Possibilities in the
Integration of the Internet in English Language Teacher Education. In M.K.
Kabilan & M.E. Vethamanie (Eds.), Internet and the English Classroom (pp. 187209). Petaling Jaya, Malaysia: Sasbadi Sdn, Bhd.
Depdiknas. (2004). Kurikulum Berbasis Kompetensin Mata Pelajaran Bahasa Inggris
Sekolah Menengah Pertama dan Madrasah Tsanawiyah [Competenced-based
Curriculum for Public and Islamic Junior High Schools]. Jakarta: Departement on
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(Eds.). Methodology in Language Learning (pp.242-253). Cambridge:
Cambridge University Press
Gebhard, J.G. 2000. Teaching English as a Foreign or Second Language: A Teacher
Self-Development and Methodology Guide, Ann Arbor: Michigan University
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Harmer, J. 2007. The Pracrice of English Language Teaching. Harlow: Pearson
Education Limited.
Juniardi, Y. 2008. Improving Students Listening Skill through Podcasting Program.
Paper presented in Asia TEFL Conference Bali, 23rd August.
Kavaliauskien, G. 2008. Podcasting: A Tool for Improving Listening Skills. (Online).
(http://www.iatefl.org.pl/call/j_techie33.html, accessed on 15 November 2009)
Kilickaya, F. 2004. Authentic Material and Cultural Content in EFL Classrom. (Online),
(http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html, accessed on 15
November 2009)
March, C. 2010. Teaching Tips: Jigsaw Listening (Online)
(http://chasemarch.blogspot.com/2010/04teaching/tip/jigsawlistening.html,
retrieved on August 22, 2010)
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Nation, I.S. P. & Newton, J. 2009. Teaching ESL/EFL Listening and Speaking. New
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Saepulmillah, A. (2008). The use of English Pop Songs in the Teaching of Listening at
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15

Appendix 1: Moving Home

1. Full Script
Moving Home
Jackie: For this weeks podcastsinenglish.com Im talking to Emily, hello Emily
Emily: Hello
Jackie: and Emily, um Im talking to you because I understand youve just moved into a
new flat, is that right?
Emily: Yes, thats right. I just moved in um last week.
Jackie: Last week? Right, tell me um what is the main difference then between your old flat
and your new flat?
Emily: The main difference is that my old flat was much more modern than the one I have just
moved to.
Jackie: So youyouve moved into an older flat, have you?
Emily: Yes, yes. Its got a lot more character.
Jackie: So, it looks nicer, does it?
Emily: Yes, it looks nicer its, its really beautiful.
Jackie: What about the size? Are they is the is the new flat ermuch bigger than the old
one?
Emily: Umthe size is about the same, actually. Umthere are two bedrooms in both flats.
Jackie: I think you said that your old flat, um it had garden, does this one have a garden as
well?
Emily: Well no, it has a balcony this one. So its really nice I can go I can sit outside and have
breakfast on the balcony in the morning. Umand no one can see me having breakfast,
its really very private.
Jackie: Right. So youve gone from um a modern place and youve moved into an old place,
what was your reason for moving then?
Emily: Well, I I like old buildings and thats a big reason for moving. Um another reason is
because I love cooking and the kitchen in the flat I have moved to, um.. has a much
bigger kitchen and it is it is much easier to cook in and theres a nice big table where
people can sit sown, um
Jackie: So you can eat in the kitchen?
Emily: Yes, you can eat in the kitchen and theres a lot of space to cook in which is really nice.
The kitchen in my old flat was much smaller, um but there was a dishwasher, er
which was nice sometimes, but for me it is not really a big problem.

16

Jackie: So you dont have a dishwasher in your new place?

Emily: No, but I dont mind that.
Jackie: Okay, and are they both in the same area of town?
Emily: No, not really. Umanother reason for moving is because the flat , um, is much closer to
work, I can walk there it only takes five minutes on foot. My old falt um was further
away from work and I had to take a taxi in everyday. Um and it got really expensive
and and also I really enjoy walking, so thats another reason why I wanted to move.
Um there are also two other reasons, the first one, um was because, um a really
good friend of mine lives upstairs and its really nice, so we can have dinner together
sometimes and and chat. Another reason is because theres some really good shops
nearby and a supermarket so it is very easy for me to do my shopping there. And um
also there are lots of nice cafs and restaurants nearby too.
Jackie: Great. Is it er more or less expensive though?
Emily: Its actually less expensive so, its another reason.
Jackie: Great. Good well so I look forward to your house warming party.
Emily: Youre very welcome.
Jackie: Thank you.

2. Segmented Script
Segment 1:
Emily: Umthe size is about the same, actually. Umthere are two bedrooms in both flats.
Segment 2:
Jackie: I think you said that your old flat, um it had garden, does this one have a garden as
well?
Emily: Well no, it has a balcony this one.
Segment 3:
Emily: ..Um another reason is because I love cooking and the kitchen in the flat I have
moved to, um.. has a much bigger kitchen

17

Appendix 2: Worksheet

Lampiran 2: Worksheets

Worksheet for Podcast Moving Home

Introduction: You are going to listen to a podcast Moving Home. Have you ever
moved to a new home? What rooms are there in your home? What do you
see in the pictures below?

Task 1: Listen for general meaning. Please listen to the whole podcast without stopping
or pausing, and answer this question: Which sentence is the correct?
a. There are many differences between the old and new flat.
b. There are only a few differences both flats are similar.
c. There are no differences both flats are almost the same.
Task 2: Listen again to the podcast and fill in the table below.
No
1.
2.
3.
4.
5.

Rooms in the Flat

...
...
Kitchen

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Task 3: Listen for detail. Listen again, Please tick the flat in which you find the parts of
the house. Sometimes you need to put a tick in both columns or not at all.
No

Parts of the house

Bedroom
Garden
Balcony
Kitchen
Living room

1.
2.
3.
4.
5.

the old flat

the new flat

Task 3: Listen for more detail. Listen again and answer these questions
1.
2.
3.
4.
5.

When did Emily move?

What does Emily do on her balcony in the morning?
Can Emily eat in the kitchen now?
How did Emily go to work when she lived in her old flat?
Jackie says shes looking forward to the house warming p__________

Task 4: After listening several times, now you can conclude that the podcast is mainly
about ..

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Appendix 3: Listening Journal

Listening Journal
Name:
Class/ No:

No.

Date

Title of the Podcast

The Podcast is about.

I like/ dont the

Podcast because.

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ENHANCING LISTENING SKILLS

THROUGH INTENSIVE AND EXTENSIVE LISTENING
BY USING PODCAST

Individual Assignment
Presented as Partial Fulfillment of Issues on Language Instruction Course
Supervised by Prof. Utami Widiati, Ph.D

By:
YUNITA PUSPITASARI
609653527903

STATE UNIVERSITY OF MALANG

FACULTY OF LETTER
ENGLISH DEPARTMENT
December 2010

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