CHAPTER I
INTRODUCTION
1.1 Background
Now, the learning English is very important for English
students. The first basic skill in
English is Listening. Although listening is very difficult, but we have to try
learning listening. We also change our main set that listening is not difficult
but easier than the other skills.
In fact most of us are not, and research suggests that
we remember between 25 percent and 50 percent of what we hear. That means that
when you talk to your boss, colleagues, customers or spouse for 10 minutes,
they pay attention to less than half of the conversation. This is dismal!
Turn it around and it reveals that when you are
receiving directions or being presented with information, you aren't hearing
the whole message either. You hope the important parts are captured in your
25-50 percent, but what if they're not?
Clearly, listening is a skill that we can all benefit
from improving. By becoming a better listener, you will improve your
productivity, as well as your ability to influence, persuade and negotiate.
What's more, you'll avoid conflict and misunderstandings. All of these are
necessary for workplace success.
.
CHAPTER II
CONTENT
2.1
DEFINITION LISTENING
Listening is the first basic skill in learning English
process. We can do it directly or indirectly, by media such as music or film.
Listening is the important material in English because we have to understand
what the people say to us. To master listening we have to really understand the
word we heard.
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.
Listening is a complex, active process of
interpretation in which listeners match what they hear with what they already
know.
2.2 LISTENING IN LEARNING ENGLISH
1.
English as an International Language
The role of English as an international language has been
unmatched by other foreign languages . The status of English as an international
language today, certainly not in spite of the fact , that the former England as
a country is a superpower with vast colonies in the world . For that reason
underlying the use of English in the world . Powered by America , a country
whose super power today , adding the role level English as an international
language .
English is the international language taught in schools around the world . The use of English is increasing this makes the language more deeply rooted in every society .
English is the international language taught in schools around the world . The use of English is increasing this makes the language more deeply rooted in every society .
2.
Aspect in English Language
Learning
There are four aspects of the English language , namely listening, speaking , writing , and reading . Each individual have levels of different difficulty , such as difficulty in communication , difficulty comprehending Grammar , vocabulary or will be minimal.Basically everyone experiences the same thing when learning English , from memorizing vocabulary , understand grammar and structure , although other languages easily achieved in practice but most quickly forgotten , such as an understanding of tenses that quickly disappeared .
The problems in the real fault of the learner , but it could be an error in the method of learning that is not interesting , or too rigid , and therefore required an effective learning activities .
3.
Listening in English Language Learning
Listening is our understanding of hearing English. Either directly or through media such as music or movies .Listening is an essential material in English because we should be able to find out what people are saying to us . To be able to master the listening we must truly understand the words we hear .
Hearing is not the same as listening . Heard in English hear while listening is listen .
In learning English, listening activities can be carried out by methods of learning are interesting. In this case depends on the teacher that membelajarkan listening, listening learning whether or not delivered effectively.
2.3
IMPROVING LISTENING SKILLS ENGLISH
a)
Familiarize Watching English movie.
Objectives that must be achieved by using film as a medium of learning, is to make us familiar with the English language. If we want to improve the English listening ability, we can use the film by removing its subtitle. It was believed to make us familiar with the English language is the international language. Because language is believed to be controlled if frequently practiced. Confusion with the words that came out was the first sensation that we will face. There are two benefits when using film as a medium of learning, namely engineering and additional vocabulary pronunciation.
b)
Hearing English Songs
Listening to a song that uses English as the
lyrics will make learning English fun listening.
By using the song
as the media, we
can learn the
four aspects of learning as well
as listening. This is one of the approaches attempt to improve
our ability in English
listening, as well as to motivate students to
improve listening skills in English.
Using songs as a medium of learning listening can be done with the following steps:
1)
choose a song.
One of the requirements in choosing songs for the increase is listening to the song selection had a clear pronunciation . Some opinions suggest that the selection of songs for beginners who want to learn listening , suggested choosing a melancholy song.
2)
listen to songs.
In this activity which can only be done is listen only. This is to familiarize the ear with the pronunciation of the English language .
3)
scrutinize
Hearing is not the same as listening . Heard in English hear while listening is listen . In this activity only need to carry a small note . Listen carefully to the song , then record the spoken lyrics.
4)
Match
Last activity to improve listening skills with the song is matching with the original lyrics . Then interpret the lyrics as a whole . Noteworthy is the meaning of a word is dependent on the context of the sentence .
2.4 LISTENING TEACHING TECHNIQUES IN CLASS.
There are several techniques that can be done by teachers when teaching listening in the classroom , including:
1. Filling Gap.
This technique can be done by several vacated the words in a paragraph or dialogue . Ask students to listen to text spoken by the teacher or the tape and fill in the words that are empty.
2 . guessing Picture.
This technique can be done by guessing the image fit the spoken text that was read or heard.
3 . Finding Mistakes.
This technique is done by asking to listen to spoken text and underline words that are not in accordance with the spoken text.
.
4 . Choosing Menu.
4 . Choosing Menu.
This technique is done by asking the students to select the menu corresponding to the spoken text.
.
5 . Rearranging Sentences / Paragraph.
5 . Rearranging Sentences / Paragraph.
This technique is done by giving a sentence or paragraph hiatus to students . Students are asked to listen to the spoken text and compose sentences / paragraphs are to be true .
6. Matching.
This technique is done by breaking the conversation into two parts . The first part contains a half and the second half sentence sentence . Then the students were asked to listen to the conversation of text to match the first and second part of the conversation appropriate text .
Another way
to learn listening are:
Interpersonal
Activities.
One effective and
nonthreatening way for students to develop stronger listening skills is through
interpersonal activities, such as mock interviews and storytelling. Assign the
students to small groups of two or three, and then give them a particular
listening activity to accomplish. For example, you may have one student
interview another for a job with a company or for an article in a newspaper.
Even a storytelling activity, such as one that answers the question "What
was your favorite movie from last year?" can give students the opportunity
to ask one another questions and then to practice active listening skills
Group Activities.
Larger group activities
also serve as a helpful method for teaching listening skills to students. You
can begin with a simple group activity. For the first part, divide students
into groups of five or larger and instruct them to learn one hobby or interest
of at least two other group members.For the second part, have the students sit in a large circle, and then have
each individual student share the name and the hobby or interest of the group
members that she or he met.
Audio Segments.
You can also teach
listening skills through audio segments of radio programs, online podcasts,
instructional lectures and other audio messages. You should model this
interactive listening process in class with your students, and then instruct
them to repeat the exercise on their own. First, instruct students to prepare
for listening by considering anything that they will want to learn from the
content of the audio segment. Once they have written down or shared these
ideas, then play the audio segment, allowing the students to take notes if
helpful. Once they have gained confidence and experience, repeat this activity
but instruct students to not take notes until the completion of the audio
segment. You can use shorter or longer audio segments, and you can choose more
accessible or more challenging material for this type of exercise.
Video Segments.
Another helpful resource for teaching listening skills are video segments,
including short sketches, news programs, documentary films, interview segments,
and dramatic and comedic material. As with audio segments, select the portion
and length of the video segment based on the skill level of your students.
Instructional Tips.
Whatever method you use for teaching listening, keep a few key
instructional tips in mind that will help both you and your students navigate
the learning process. One, keep your expectations simple, as even the most
experienced listener would be unable to completely and accurately recall the
entirety of a message. Two, keep your directions accessible and build in
opportunities for students not only to ask clarifying questions, but also to
make mistakes. Three, help students navigate their communication anxiety by
developing activities appropriate to their skill and confidence level, and then
strengthen their confidence by celebrating the ways in which they do improve,
no matter how small.
We are one
westlife
Two very different people
Too(1………)get along
Till
two heart beats together
Underneath one sun
One very special moment
Can turn a destiny
And (2…….) would say
Could never change
(3……) for you and me
Cause it’s all
It’s all in the way
You look trough your eyes
And when all is said and done
All of (5….) and all of (5…..)
Are
Not hard to overcome
It’s all in the way you look at it
That makes you (6……)
We were two (we were two)
Now we are the one
We are two different people
So much to overcome
So why care for one another
When there’s (7……) to be
Done
Cause sometimes it’s (8……)
Just look (9…..) we’ve come
You could say my friend that it’s
The and
Or a (10…..) has begun
Cause it’s all
It’s all in the way
You look trough your eyes
And when all is said and done
All of ( 11…….) and all of (12………)
Are,
Not hard to overcome (no, no)
Cause it all
It’s all in the way
You look trough your eyes
That makes you (13…..)
We were two (we wee two)
Now we are the one
One moment in time
Is all the time we need
Just to make (14…..
CHAPTER
III CLOSING
3.1 Conclusion
Based on the explanation above so can be conclude that listening is
the complicated process and it is very difficult. So many of the students said
that listening is very difficult, bore and quite class, so the teacher must be
can make the listening to be fun and students can enjoy it.
There are some performances that we can use in teaching listening,
one of it is interactive classroom performance.
In interactive classroom performance, the teacher can ask the
students to listen a video or sound about several times continue, after that
teacher ask them to fill the question sheet, then ask them to discuss in group
or class about the questions answer.
REFERENCE
Arli
Aditya Parikesit. (2009), Peran Bahasa
Asing dalam Dunia Globalisasi. Purayan.Bandung.
Flavell,
H Roger, (1985), Developing English with Young Learners. London: MacMillan Publishers
Limited.
