English listening materials using authentic materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta - USD Repository
ENGLISH LISTENING MATERIALS USING AUTHENTIC MATERIALS
FOR THE FIRST GRADE STUDENTS OF TOURISM DEPARTMENT
IN SMK NEGERI 4 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Sesilia Dewi Satriya
Student Number: 021214120
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
! ! ! ! ! ! ! !
ACKNOWLEDGEMENTS
I would like to express my gratitude to all those who have, knowingly or otherwise, helped to shape the ideas included into this thesis. First of all, I would like to thank GOD, my savior, for giving me His everlasting grace during the whole process I went through in finishing my thesis. I am never afraid to entrust my unknown future into His hands.
I would like to thank Drs. Tarsisius Sarkim, M.Ed., Ph.D., the dean of Faculty of Teacher Training and Education Sanata Dharma University and Ag.
Hardi Prasetyo, S.Pd., M.A. , the head of English language education study program
for giving me permission to conduct the study. I am very grateful to C. Tutyandari,
S.Pd., M.Pd. , my major sponsor for her correction, advice, support, patience and
professional wisdom throughout the development of my thesis. I would also like to express my gratitude to Ag. Hardi Prasetyo, S.Pd., M.A., my co-sponsor for the support and advice. I would like to thank Mbak Dhaniek and Mbak Tari for always being pleased to provide any information needed.
Moreover, I would like to thank Drs. Suhirno, Drs. Aruji Siswanto, the staff and students of SMK Negeri 4 Yogyakarta with whom I have been associated during the time of study. I would also like to thank Markus Budiraharjo S.Pd., M.Ed., and Blansius Harley for their
Christina Lhaksmita Anandari S.Pd., M.Ed.
valuable feedback, detailed comments, and constructive suggestions. I would like to thank Karin Krisetya and Steve for their help with the recordings.
Helena Sri Harnani, and my sister – Valentina Purwasari Sedya Mulya, for their
great love, prayer, support and the very beautiful Home. I am grateful to my brother whose help and support has been given endlessly. I
- – Yohanes Deddy Kristiawan,
would also like to thank Agustinus Deddy Kurniawan, for always being my light, talking to me, listening, understanding, helping me see things in different lights, and mostly for being there for me. I am so lucky that I have them in my life.
I would like to thank Deddy’s family for their help, kindness and warmth. I would also like to thank Romo Slamet for the electronical tools that helped me work on my thesis.
Next, I would like to thank all of my best friends who had helped me in finishing my thesis. I thank Bunga for always being able to give her hands, time and love, for every moment spent, every ideas given, and any courage shared. I thank
Eryth for always helping me build this spirit. I thank Lyta for always helping me
with all her stuff, and I thank Cheche for being part of my life.In addition, I would also like to express my gratitude to all my friends who had contributed their helps and supports so I could finish this thesis: Gede, Ayu, and Rina. I
Wida, Galih Kusumo, Miko, Gabi, Dian, Galih Pramaiswara, Amri
would like to express my gratitude to my big family in EEPRO, EXSA, Jet' aime , C-10, Theletongs Family and
My Enemy, Helen Keller, the Wizard of Oz
Pringgodani 11 for the wonderful and unforgettable moments that always inspire my supported me and could not be mentioned, without whom this thesis would not have been made.
Yogyakarta, 2007 The Writer
TABLE OF CONTENT
Page
TITLE PAGE …………………………………………………………………. i
PAGE OF APPROVAL ……………………………………………………… ii
………………………………………….. iii
PAGE OF BOARD EXAMINERS
PAGE OF DEDICATION …………………………………………………… iv
STATEMENT OF WORK’S ORIGINALITY ……………………………... v
………………………………………………….. vi
ACKNOWLEDGEMENTS
…………………………………………………….. ix
TABLE OF CONTENTS
LIST OF TABLES …………………………………………………………… xii
LIST OF FIGURES ………………………………………………………….. xiii
……………………………………………………... xiv
LIST OF APPENDICES
ABSTRACT …………………………………………………………………... xv
ABSTRAK …………………………………………………………………….. xvi
…………………………………………….1 CHAPTER I: INTRODUCTION A. Background of Study …………………………………………………....
1 B. Problem Limitation ……………………………………………………..
3 C. Problem Formulation …………………………………………………...
4 D. Objectives of Study …………………………………………………….
5 E. Benefits of Study ……………………………………………………….
5 F. Definition of Terms …………………………………………………….
5
1. Instructional Design …………………………………………………
6 2. Instructional Listening Materials …………………………………….
6 3. Authentic Materials ………………………………………………….
6 4. Vocational High School ……………………………………………..
7 5. Tourism Department ………………………………………………...
7 CHAPTER II: THEORETICAL REVIEW ………………………………....
8 A. Theoretical Description ………………………………………………...
8
c. The Purposes of Listening ………………………………………..
31 C. Setting …………………………………………………………………..
27 5. Evaluation (Kemp’s and Yalden’s) ………………………………….
27
6. Revising (Kemp’s and Yalden’s) ……………………………………
28 CHAPTER III: METHODOLOGY …………………………………………
29 A. Methods of Study ………………………………………………………
29 B. Respondents ……………………………………………………………
32 D. Instruments ……………………………………………………………..
27 3. Syllabus (Yalden’s) ………………………………………………….
32 1. Questionnaires ……………………………………………………….
32
2. List of Interview Questions .…………………………………………
33 3. Books ………………………………………………………………..
33 E. Data Gathering Technique ……………………………………………..
33 F. Techniques of Data Analysis ……………………………………………
27 4. Materials Design (Kemp’s) ………………………………………….
2. Goals, Topics, and Objectives Formulations (Kemp’s and Yalden’s)
11 d. Listening Problems ……………………………………………….
18 4. Authentic Materials ………………………………………………….
11 e. Listening Activities ……………………………………………….
13 2. Instructional Design Models ………………………………………...
14 a. Yalden’s Model …………………………………………………..
14
b. Kemp’s Model ……………………………………………………
16 3. Materials Development ……………………………………………...
20 a. Definitions of Authentic Materials ……………………………….
26
20 b. Sources of Authentic Materials …………………………………..
20 c. Advantages and Disadvantages of Authentic Materials ………….
23 d. Authentic Materials for Teaching Listening …………………….
24 B. Theoretical Framework ………………………………………………...
26
1. Needs Survey (Yalden’s) ……………………………………………
34
1. Conducting Needs Survey …………………………………………...
39
2. Formulating Goals, Topics, and Objectives …………………………
44 3. Syllabus ……………………………………………………………..
45 4. Materials Design …………………………………………………….
46 a. Pre-listening ……………………………………………………..
46
b. Listening …………………………………………………………
47 c. Post-listening ……………………………………………………..
48 5. Evaluation …………………………………………………………...
48 a. Description of the Respondents ………………………………….
48 b. Data Presentation ………………………………………………...
49
c. Respondents’ Comments and Suggestions on the Designed Set of Materials ………………………………………………………….
51 6. Change to Improve ………………………………………………….
52 B. Discussion on the Designed Set of Materials ………………………….
52 C. The Presentation of the Designed Set of Materials …………………….
53 …………………..
56 CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. CONCLUSIONS ……………………………………………………….
56 B. SUGGESTIONS ………………………………………………………..
57 ………………………………………………………………..
59 REFERENCES APPENDICES …………………………………………………………….......
61
LIST OF TABLES
Page Table 3.1: Points of Agreements............................................................................... 35 Table 3.2: The Descriptive Statistic .......................................................................... 36 Table 4.1: Summary of Students’ Questionnaires Part 1 ......................................... 39 Table 4.2: Summary of Students’ Questionnaires Part 2 ......................................... 40 Table 4.3: Summary of Teachers’ Questionnaires ................................................... 42 Table 4.4: The List of the Topics ............................................................................. 44 Table 4.5: The Syllabus ............................................................................................ 45 Table 4.6: The Description of the Respondents ....................................................... 49 Table 4.7: The Description of the Respondents’ Opinion ....................................... 49 Table 4.8: The Topics, Functions, and Sections ...................................................... 54
LIST OF FIGURES
Page Figure 2.1: Yalden’s Model ..................................................................................... 16 Figure 2.2: Kemp’s Model ....................................................................................... 17 Figure 2.3: Overall Steps .......................................................................................... 28 Figure 3.1: Research and Development Combined with Steps from Kemp and
Yalden .................................................................................................... 37
LIST OF APPENDICES
Page Appendix 1: Letters …………………………………………………………….
61 a. Letter of introduction …………………………………………………….
61 b. Letter of permission from BAPEDA …………………………................
62 c. Letter of permission from Dinas Kota Yogyakarta ……………………...
63
d. Letter of official statement ………………………………………………
64 Appendix 2: Questionnaires ……………………………………………………
65 a. Questionnaires of collecting information for teachers …………………...
65
b. Questionnaires of collecting information for students ……………………
67 c. Questionnaires of field testing …………………………………………...
69 Appendix 3: The syllabus ………………………………………………………
76 Appendix 4: A set of English listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta ……………….
94 Appendix 5: Teacher’s manual ........................................................................... 151
ABSTRACT
SATRIYA , SESILIA DEWI. 2007. Designing a Set of English Instructional
Listening Materials Using Authentic Materials for the First Grade Students of
Tourism Department in SMK Negeri 4 Yogyakarta . Yogyakarta: Sanata Dharma
University This thesis was aimed to design a set of English instructional listening materials using authentic materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta. The listening materials were taken from authentic materials which were appropriate for the first grade students of tourism department, such as songs, news, films or the recording of natives’ speeches.
The problems were formulated as: 1) how is a set of English instructional listening materials for the first grade students of tourism department in SMK Negeri
4 Yogyakarta designed? and 2) what does the designed set of English instructional
listening materials for the first grade students of tourism department in SMK Negeri look like?
4 Yogyakarta
This study employed research and development (R & D) method, which was adapted into five major steps. Those five steps were research and information collecting, planning, developing preliminary form of product, preliminary post design survey, and main product revision. The research and information collecting, as the first step was done by spreading out questionnaires to English teachers of SMK in order to find out the expectation of learning English in this
Negeri 4 Yogyakarta
school and the first semester students of the first grade of tourism department on
SMK Negeri 4 Yogyakarta in order to know their needs and interest. Having
conducted the research and information collecting the writer set the goals, decide the topics, and formulate the objectives, which was involved in the second step, that was planning. Furthermore, the writer developed preliminary form of product and conducted preliminary post design survey in order to obtain evaluation. Finally, the last step taken was the main product revision. In this step, the writer made revision on the designed materials based on the evaluation obtained in the fourth step so that the final revision of materials was set.
The conclusion could be drawn: first, the writer adapted two models proposed by Kemp and Yalden, which was applied in this study into six steps, in order to design a set of English instructional listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta. Those six steps are conducting need survey, formulating goal, topics and objectives, designing syllabus, designing materials, having the materials evaluated, and making revision. Second, the materials consist of nine units and each unit requires 90 minutes. There are five sections in each unit. They are ‘Warming up’, ‘Practice’, ‘Language Focus’, ‘Exercise’, and ‘Reflection’. The presentation of the designed set of English listening materials using authentic materials for the first grade students of tourism department in SMK Negeri is attached on appendix 4. Based on the analysis of the data, the
4 Yogyakarta
ABSTRAK
SATRIYA , SESILIA DEWI. 2007. Designing a Set of English Instructional
Listening Materials Using Authentic Materials for the First Grade Students of
. Yogyakarta : Universitas Sanata
Tourism Department in SMK Negeri 4 Yogyakarta
Dharma Skripsi ini bertujuan untuk merancang satu set materi listening menggunakan materi autentik untuk siswa kelas satu jurusan jasa pariwisata di SMK Negeri 4
Yogyakarta. Materi-materi listening tersebut didapat dari materi-materi otentik yang
sesuai untuk siswa kelas satu jurusan jasa pariwisata di SMK Negeri 4 Yogyakarta.Pertanyaan-pertanyaan yang akan dijawab dalam skripsi ini diformulasikan sebagai berikut: 1) bagaimanakah satu set materi listening menggunakan materi autentik untuk siswa kelas satu jurusan jasa pariwisata di SMK Negeri 4 Yogyakarta dirancang? dan 2) bagaimanakah satu set materi listening menggunakan materi autentik untuk siswa kelas satu jurusan jasa pariwisata di SMK Negeri 4 Yogyakarta disajikan?
Metode yang digunakan dalam penelitian ini adalah metode penelitian dan pengembangan, yang diadaptasi menjadi lima langkah utama. Lima langkah tersebut adalah penelitian dan pengumpulan informasi, perencanaan, pengembangan produk awal, survey pasca pengembangan produk awal, dan perbaikan produk utama. Penelitian dan pengumpulan informasi, yang merupakan langkah pertama dilakukan dengan cara menyebarkan kuesioner kepada guru-guru bahasa Inggris di SMK Negeri untuk mengetahui harapan dari aktivitas pembelajaran bahasa Inggris
4 Yogyakarta
di sekolah tersebut dan kepada siswa kelas satu jurusan jasa pariwisata di SMK
Negeri 4 Yogyakarta untuk mengetahui kebutuhan dan minat mereka. Setelah
mengadakan penelitian dan pengumpulan informasi, penulis melakukan langkah kedua, yaitu memformulasikan tujuan, topik-topik dan sasaran dari penyusunan materi. Selanjutnya penulis mengembangkan produk awal dan mengadakan survey pasca pengembangan produk awal. Langkah terakhir adalah perbaikan materi berdasarkan evaluasi dari hasil uji produk tersebut.
Kesimpulan yang dapat diambil adalah: pertama, dalam merancang satu set materi listening menggunakan materi autentik untuk siswa kelas satu jurusan jasa pariwisata di SMK Negeri 4 Yogyakarta, penulis mengadaptasi model Kemp dan Yalden menjadi enam langkah. Enam langkah tersebut adalah mengadakan survey penelitian kebutuhan, memformulasikan tujuan, topik-topik dan sasaran, merancang silabus, merancang materi, menguji materi yang telah dirancang, dan mengadakan perbaikan. Kedua, materi-materi tersebut terdiri dari sembilan unit dan tiap unit dialokasikan sembilan puluh menit. Adapun bagaimana satu set materi listening menggunakan materi otentik untuk siswa kelas satu jurusan jasa pariwisata di SMK disajikan dilampirkan di lampiran 4. Satu set materi listening
Negeri 4 Yogyakarta
menggunakan materi otentik untuk siswa kelas satu jurusan jasa pariwisata di SMK
Negeri 4 Yogyakarta dinilai baik dan dapat diterima berdasarkan hasil analisa data
yang menunjukan bahwa mean yang dicapai adalah 3,8 sampai dengan 4,2 sementara
CHAPTER I INTRODUCTION A. Background of Study Listening was considered as a passive skill. However, in recent theories on language skills, listening is classified into receptive skill, and thus, is an active skill. When we participate in face-to-face communication or through telephone, we need to
be receptive to others, which include paying attention to explanations, questions, and opinions. Even when we participate in one-way exchanges, such as listen to lectures, music or announcement, we pay attention to the information given and the most important thing is we give our respond.
Listening process plays an important role in language learning. Listening comprehension is universally “larger” than speaking competence. Listening skill is the first skill to be acquired in both first and second language acquisition before other language skills are acquired (Steinbergh, 1993 as quoted in Brown, 2001). In order to comprehend spoken English, students need to listen to the language. Students need to know how language is pronounced before they are able to imitate it and then produce it. Students will be able to communicate effectively if they have a good listening skill, because it is the first step of comprehending the context. Therefore, it is very important to introduce listening as a basic skill to students.
Unfortunately, according to the writer’s experience during her time of study in primary and secondary school, listening comprehension and classroom practices English, especially by native speakers. It leads the writer to the conclusion that this problem occurred because the learners were not accustomed to spoken English. For that reason, schools need to provide an adequate listening comprehension practice in order to help students develop their spoken English skill.
The writer then paid attention to the vocational high school students who are demanded to enter the working world directly after they graduate. Since the need for the English-skilled-manpowers is increasing today, they are demanded to be able to communicate in English fluently. The bigger demand for mastering spoken English well is on the tourism department students. They will come into the tourism industry, in which English is used as a means of communication, which means that they will use English as the foreign language to communicate, especially when they have to communicate with native speakers. Therefore, mastering spoken English is a significant thing for the tourism department students and the first step in helping them develop their spoken English skill is by giving listening drills.
Listening drill will be beneficial if it is given since students are in their first level of their education so they are familiar with spoken English since the first time they are studying English. Besides, they only have time for about three years to develop their spoken English skill. Then the writer paid attention to how to develop the listening skills of the first grade students of tourism department in vocational high school.
How to help students develop effective listening skills brings attention to the methods used and the type of materials introduced to the learners. The aim of all means using authentic texts (Miller, 1995). Thus, in this study the writer uses authentic materials as the main materials in designing a set of English instructional listening materials for the first semester students of the first grade of vocational high school especially tourism department students.
Authentic texts, according to Miller (1995) are any spoken texts which have not been specially prepared for language learners, and they are often delivered via technologies like radio, television/video, and the Internet or CD. As we know, language is introduced visually and aurally. We can find a lot of information through spoken mass media, such as television, radio, or internet. Furthermore, researchers now suggest that some people spend over a quarter of the time they are awaken listening to mass media. Considering the phenomenon, the authentic materials can be used as good materials to teach listening in order to give the opportunity to the learners to improve their English spoken competence. By using authentic materials students can get benefit of being exposed to the language used by native speakers for authentic materials are materials designed for native speakers of English used in the classroom in a way similar to the one it was designed for.
From the explanation above, the writer intended to design a set of English instructional listening materials, which are interesting and enjoyable to learn through authentic materials as the main materials in designing a set of English Instructional listening materials the first grade students of tourism department in vocational high school. of tourism department in SMK NEGERI 4 Yogyakarta to gain more listening practice as the basic skill in order to improve their English speaking competence.
The writer chose SMK NEGERI 4 Yogyakarta because SMK Negeri 4 has been one of the favorite vocational schools and has an English
Yogyakarta
language laboratory. The English language laboratory is a good facility to develop students’ communicative skills, especially the listening skill, because the students have a sound-proof class that keeps them undisturbed by the noise from outside. Moreover, SMK Negeri 4 Yogyalarta is one of the vocational schools who has tourism department that prepares their students to work in tourism industry.
Besides, the reason for choosing the first grade students of tourism department in SMK NEGERI 4 Yogyakarta was because they are in the first step of their education, so they are familiar with the spoken English since the first level of their education. Moreover, they are prepared to enter the working world right after they graduate. Since they are in the tourism department, they will use English as the foreign language to communicate, especially when they have to communicate with native speakers. Therefore, this study was focused on designing a set of English instructional materials for the first grade students of tourism department in vocational high school. The writer used authentic materials as the materials to develop their listening skill.
C. Problem Formulation
1. How is a set of English instructional listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta designed?
2. What does the designed set of English instructional listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta look like?
D. Objectives of Study
This study was intended to answer the problems that were stated in the problem formulation. The objectives were to find out the way to design a set of English instructional listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta and to find out what the set of English instructional listening materials looked like.
E. Benefits of Study
This study was expected to be beneficial and helpful for:
1. The students of tourism department of SMK Negeri 4 Yogyakarta This study may broaden their knowledge through authentic materials so that they are motivated and stimulated to learn language through listening.
2. The teachers of tourism department of SMK Negeri 4 Yogyakarta This study may provide information about how to apply the authentic materials in the classroom. It may also be an alternative way in teaching listening for vocational high school.
1. Instructional Design
Kemp (1977) defines instructional design as the development of the overall plan incorporating, the interrelated parts of an instructional process in sequential pattern. Moreover, Banathy (1976) explains that instructional design as the interaction between the learner and his environment through with the learner is making progress toward the attainment of specific and proposed knowledge, skills and attitude.
In this study, the instructional design is defined as the whole process of designing the listening materials and all activities presented on the instructional materials. The instructional design will include the method, strategy, and approach, which are gathered in the syllabus.
2. Instructional Listening Materials
Instructional material is a set of unit, which is used by teachers or instructors and learners as the focus of discussion in the teaching-learning process (Gebhard, 2000). Moreover, listening material means a set of materials used to train students’ ability in listening skill.
In this study, the listening materials refer to authentic materials, which are addapted from the mass media, such as televisions, radio, newspapers, magazines, internet, or even the recording of native speech.
3. Authentic Materials refer to newspaper and magazine articles, but can also encompass such things as songs, web pages, radio & TV broadcasts, films, leaflets, flyers, posters, indeed anything written in the target language and used unedited in the classroom.
The authentic materials used in this study will include the auditory and visual materials, such as news, songs, radio news, movie, or even the recording of native speaker’s speech.
4. Vocational High School
Vocational schools are schools that have specific course materials for the students who are interested in preparing themselves in certain fields to be ready to plunge into the working world (CBC, 2004: 1).
5. Tourism Department
There are some departments in SMK Negeri 4 Yogyakarta. They are hotel accommodation department, food science department, fashion department, and tourism department. This study focuses on the students of tourism department, at which students are trained so that they have skill related to tourism.
CHAPTER II THEORETICAL REVIEW A. Theoretical Description The theoretical description includes a discussion of listening, instructional
material design, materials development, and authentic materials. The theoretical description will discuss some theoretical principles underlying the design of instructional listening materials using the authentic material. Any approach to design of listening materials reflects a view of the nature of listening, that is active listening and the process it involves.
1. Listening
Listening plays an important role in language teaching since it exposes the students to the spoken language. This sub-chapter explores some aspects of listening, including the non-passive nature of listening, the way we normally process what we hear to make sense out of it, two purposes of listening, problems that learners usually deal with, teaching listening, listening activities and the materials for teaching listening.
a. Active Listening
Listening was labeled as a passive skill (Widdowson, 1990). According to Gebhard (2000). In recent theories on language skills, listening is classified into receptive skill, and thus, is an active skill. Lynch (1996) states that in the listening process, the listeners involve their own purpose for listening, their expectations, and their own store of background knowledge. This statement clearly explains that listeners do not merely receive information or messages given by the speakers, but they also actively employ their mind as they are listening. Listeners listen to the messages conveyed then they process the messages on their own mind. They are starting to think how to respond.
Active listening is even a part of our interpersonal communication, in which we pay attention to our own thoughts and ideas (Gebhard, 2000). Not only when we participate in conversation with others, but also when we listen during one-way exchanges—for example, while listening to lectures, films, television news, and musicals—we are active. Let us take a person who is waiting for his flight in an airport for instance. While he is waiting for his flight, he needs information that is delivered by the announcer. He might listen the name of the airways, flight number, departure time, and the gate number. In this case, a listener determines his purposes in listening: that is to get the information about the departure time and the gate to get through, expects the information that he needs, i.e. the name of the airways and the flight number, and uses his store of background knowledge if he does not listen to every word that the speaker says.
b. Listening Process
processes work on various levels simultaneously to produce an understanding of the incoming speech (Gebhard, 2000). Furthermore, there are two distinct processes involved in comprehending spoken English. They are bottom-up processing and top-
Richard (2002) defines bottom up processing as the use of down processing. incoming data as a source of information about the meaning of a message. Bottom up processing refers to a process of decoding a message that the listener hears through the analysis of sound, words, and grammar. In this process, listeners receive new information that they have not recognized before. The process of comprehension begins with the message received, which is analyzed at organized levels of sounds, words, clauses, and sentences, until the intended message is arrived.
Different from bottom up processing, top down processing refers to the use of background knowledge in understanding the meaning of message (Richard, 2002).
Top-down processing refers to using background knowledge to comprehend a message. In this process, listeners use their previous knowledge about the topic. The background knowledge can be in form of schemata, generally based on previous learning and life experience or plans about events also the combination of them.
Then listeners comprehend the meaning by making correlation between what they hear with what are in their mind.
This kind of background knowledge or schemata relates especially to listeners’ real-world experience. The schemata are drawn from including the experience in assigning specific kinds of interaction to an event, for example, knowing how to listen to jokes, stories, and request. Therefore background
c. The Purposes of Listening
In addition to bottom-up and top-down processing, Richard (2002) considers two listening purposes. They are interactional and transactional functions of language. When language is used to fulfill an interactional communicative function, the focus is on creating harmonious interaction among individuals. It emphasizes the interaction among the participants. In other words, interactional function of language refers to the use of language for social. Examples of interactional functions are greeting, jokes, small talk, giving compliments, etc.
While, transactional use focuses its attention on the content of the message. In other words, language is used or functioning as a mean of delivering accurate information (Richard, 2002). Emphasis is on transferring information, and unlike interactional uses of language, it is important for the listeners to comprehend the content of the speaker’s message.
d. Listening Problems