METHODS OF TEACHING ENGLISH AS A FOREIGN LANGUAGE

“TEACHING LISTENING”

CREATED BY GROUP 2 :

ANNISA JERIANTI (1730104006)

DESFI MARLIAN (1730104015)

BASHAR RAHMAT (1730104011)

DINDA HAYATUL JANNAH (1730104016)

HIDAYATUL FITRI (1730104025)

ICHWAN SYAHADRI (1730104027)

REFFI MISRA (1730104059

LECTURER :

ZULHERMINDRA, M.Pd

ENGLISH TEACHING DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

STATE INSTITUTE FOR ISLAMIC STUDIES

BATUSANGKAR

2019
 CHAPTER I

INTRODUCTON

Listening is the process of identifying the component of sounds and sound sequences,
where by known words are recognizable. Listening is the ability to accurately receive and
interpret messages in the communication process. Listening is the key of all effective
communication, without the ability to listen effectively messages are easily misunderstand –
communication breaks down and the sender of the message can easily become frustrated.
Teaching listening is the ability teach how to identify and understand what other are saying.
Listening involves a sender (a person, radio, television), a message, and a receiver
(the listener). Listeners often must process messages as they come, even if they are still
processing what they have just heard, without backtracking or looking ahead. In addition,
listeners must cope with the sender's choice of vocabulary, structure, and rate of delivery. The
complexity of the listening process is magnified in second language contexts, where the
receiver also has incomplete control of the language.
Given the importance of listening in language learning and teaching, it is essential for
language teachers to help their students become effective listeners. In the communicative
approach to language teaching, this means modeling listening strategies and providing
listening practice in authentic situations: those that learners are likely to encounter when they
use the language outside the classroom.
 CHAPTER II

DISSCUSION

A. Definition Of Teaching Listening

According to Richard (2008), Listening is an active and interactional process
in which a listener receives speech sounds and tries to attach meaning to the spoken
words. The listener tries to understand the intended message of the oral text to
respond effectively to oral communication.Listening is the process of receiving,
constructing meaning from and responding to spoken and/or non-verbal messages.
Listening as comprehension is the traditional way of thinking about the nature
of listening. Indeed, in most methodology manuals listening and listening
comprehension are synonymous. This view of listening is based on the assumption
that the main function of listening in second language learning is to facilitate
understanding of spoken discourse. We will examine this view of listening in some
detail before considering a complementary view of listening – listening as acquisition.
This latter view of listening considers how listening can provide input that triggers the
further development of second-language proficiency.
Listening is the process of identifying the component of sounds and sound
sequences, where by known words are recognizable. Listening is the ability to
accurately receive and interpret messages in the communication process. Listening is
the key of all effective communication, without the ability to listen effectively
messages are easily misunderstand – communication breaks down and the sender of
the message can easily become frustrated. Teaching listening is the ability teach how
to identify and understand what other are saying.

B. The Principles of Teaching Listening

According to (Harmer, 1998) there are several Principles in teaching
Listening, they are :
1. The tape recorder is just as important as the tape
However good the tape is, it will be useless if the tape recorder has a poor
speaker or if the motor speed keeps changing and the tape goes faster or slower. It
need to be sure that the tape recorder can be heard all round the classroom.
Another vital feature is tape counter that is easy to use. When the teachers and
students find the right place on the tape, the students can either remember the
 number which the counter is showing or press the counter at that it now shows
way to find the way back again.
2. Preparation is vital
Teachers and students need to be prepared for the listening. The teachers need
to listen to the tap all times. The stuents should understand firs about the recording
before they tested it to the students. the students should be ready to listen. this is
means that, they need to look at the picture or read for the questions first an the
can discuss or predict what is the topic will talk in the recording.
3. Once you will not be enough, but not too many times either
The first listening is often just to give the students an idea of what is the
listening materials about. The students have to listened about two or three times,
however they do not want to hear it for more many times.
4. Students should be encouraged to respond to the content of a listening, not just to
the language
The important part in listening s the students should focus to the content of the
listening practice. what are the speaker tells about, what is the meaning of some
word, what is the language features to help the stuents understanding the audio
recording.
5. Different listening stages demand different listening tasks
The teacher give the different audio recording or different text in listening
practices, so it must contain of different task for different listening stages.
6. Good teachers exploit listening texts to the full
If the teachers spent their time to prepared about audio recording and also the
task clearly, so it will make the listening practices become the important event in
teaching process.

C. The Tchniques In Teaching Listening

According to (Harmer: 1998) there are many techniques that teacher uses in
teaching listening, they are:
1. Filling Gap
This technique is a common used in teaching listening, students fill some
words in a blank paragraph or dialog. The teacher can conduct this technique to
listen the oral texts from the teacher or the recorder and fill in the blanks with a
correct word.In this technique students fills the gap to complete the sentence. A
 hint may sometimes be included such as a root verb that needs to be changed, or
the first letter of the word. Gap- fills can be used to test a variety of areas such as
vocabulary, grammar and are very effective at testing listening for specific words.
2. Guessing A Picture
This technique can be used for the young learner, students guess the picture
based on the teacher’s clue of the text or from the recorder. There are various step
to do this technique, mostly teacher uses a picture card but there are uses a picture
from the internet. Teacher will read the text which is related to the pictures and
after that students have to answer which picture is match with the text.
3. Finding Mistakes
Teacher asks students to listen the oral text or from the recorder and mark the
unsuitable word according to the clue from the text in the listening session. This
technique mostly uses for the academic test.
4. Rearranging sentences or paragraph
Teachers can do this technique by giving a sentences or a blank paragraph to
the students, then students listen to the spoken text and arrange the sentences into
a correct paragraph.
5. Matching
This technique can do with break the sentences into two section. The first
section consist of a part of sentences, the second section consist of another
sentences which match to the first part. Students listen to the conversation and
match the first paragraph to the second paragraph based on the conversation.
6. English Song
This technique students have to fill a missing lyrics from the script that given
by the teacher. Students listen to the song and they have to find a correct word to
answer the missing lyrics. Kirsch (2008) states that listening activities should be
based on meaningful, appropriate, and authentic texts for the example a song, a
story, or a poem that assist listening and remembering and that match the
language and grade level of pupils.
7. Dictation
Dictation is a technique used in both language teaching and language testing
in which a passage is read aloud to students or test-takers, with pauses during
which they have to write down what they heard as accurately as possible. The
main purpose of dictation is to evaluate the students’ proficiency about the
 language being learned through their listening ability. It means that when students
do dictation, they do not only pay attention to the sound of the words that read by
the teacher but also understand about the meaning and be able to understand the
content.

D. The Procedure/Steps in Teaching Listening

According to Solak (2016), the procedure in teaching listening can do by the
following steps :
1. Pre-Listening
Learners who are exposed to pre-listening activities performed better than
those who did not take pre-listening activities. Pre-listening activities activate the
schemata and help students to predict what they will hear. Activating schemata
means activating students’ prior knowledge. Brainstorming activities aim to
produce ideas based on a topic or a problem. The example of Brainstorming is
student prepare poster related to the topic or can with realia like photo,
map,brochure, or other objects to make students better understand later in
listening.
2. While Listening
This activity is well designed so that students understand the listening text,
provide instructions about how to respond, provide focus, to indicate the
important parts while listening, to keep listeners alert and to permit them to
understand the text’s structure.
3. Post Listening
Students work in detail applying both top-down and bottomup strategies to
link up the classroom activities and their real lives . in this stages students
required to discuss on sharing their ideas and then students can summarize the
important parts.

E. Example/sample of Teaching Listening

According to Harmer (2007), the examples of teaching listening stated as the
following :
1. Pre –listening activity : students in pairs predict the possible word and phrases that
they might heard. The wrote down the prediction they might write some word in
their first language Top-down processing relies on prior knowledge and
 experience to build the meaning of a listening text using the information provided
by sounds and words. To arrive at a meaning of a text, the listener draws on her
knowledge of the context, topic, speakers, situation.
2. First listen: as the students are listening to the text students underline or circle
those word that they have predicted correctly. Bottom-up processing helps
students recognize lexical and pronunciation features to understand the text.
Because of their direct focus on language forms at the word and sentence levels,
bottom-up exercises are particularly beneficial for lower level students who need
to expand their language repertoire. As they become more aware of linguistic
features of the input, the speed and accuracy of perceiving and processing aural
input will increase. To develop bottom-up processing, students could be asked to :
a. Distinguish individual sounds, word boundaries, and stressed syllables
b. Identify thought groups
c. Listen for intonation patterns in utterances
d. Identify grammatical forms and functions
e. Recognize contractions and connected speech
f. Recognize linking words
3. Pair process –based discussion students in pairs compare what they have
understood so far and explain how they arrive at the understanding. They identify
the part that cause confusion and disagreement and make a note of the part of the
text that require special attention in the second listen. The fact that listening is a
complex multistep procedure that involves different types of processing implies
that both top-down and bottom-up skills should be practiced in the classroom.
Although many teachers tend to favor such top-down activities as comprehension
questions, predicting, and listing, listening practice should incorporate bottom-up
exercises for pronunciation, grammar, and vocabulary that allow learners to pay
close attention to language as well. Bottom-up processing helps students
recognize lexical and pronunciation features to understand the text. Because of
their direct focus on language forms at the word and sentence levels, bottom-up
exercises are particularly beneficial for lower level students who need to expand
their language repertoire. As they become more aware of linguistic features of the
input, the speed and accuracy of perceiving and processing aural input will
increase. To develop bottom-up processing, students could be asked to :
a. Distinguish individual sounds, word boundaries, and stressed syllables
 b. Identify thought groups
c. Listen for intonation patterns in utterances
d. Identify grammatical forms and functions
e. Recognize contractions and connected speech
f. Recognize linking words
4. Second listen : students listen to those part that have caused confusion or
disagreement area and make note of any new information that they heard.
5. Whole-class processes base discussion: he teacher lead discussion to confirm
comprehension before discussing with students the strategies that they have
reported using. Top-down processing relies on prior knowledge and experience to
build the meaning of a listening text using the information provided by sounds and
words. To arrive at a meaning of a text, the listener draws on her knowledge of the
context, topic, speakers, situation, and the world, matching it to the aural input.