23
information based on previous learning and life experience. The listeners use the background knowledge to analyze, interpret, and store information.
Eysenck as cited in Goh, 2002: 6 stated that both bottom-up and top-down processing now occur at the same time. Listening does not always use top-down
or bottom-up processing only, but one type of processing might take precedence over the other. It depends on the amount of practice an individual has had on a
particular task. As an example, in listening to a speech about HIVAIDS, students will use their background knowledge to analyze the speech and catch the meaning
of words and sentences to obtain new information about HIVAIDS. By using top- down and bottom-up processing together at the same time, learners will get more
benefits in improving their listening skill.
c. Types of Listening Comprehension Task
The term ‘task’ in types of listening comprehension task refers to activities where the students listen to input in English for communicative purpose Willis as
cited in Goh, 2002: 11. There are two types of listening comprehension tasks. They are one-way transactional listening task and two-way interactional
listening task. One-way listening task involves the students only in listening and responding
through different ways. Students concern mainly with gaining information and knowledge Goh, 2002: 13. They do not have to interact with the speaker while
listening, for example, listening to the radio, watching television and performance and more.
24
Different from one-way listening task, two-way listening task involves various amount of oral interaction with the speaker Goh, 2002: 20. The listener
has to interact with the speaker, such as asking questions, offering information, expressing opinions and more. Both one-way and two-way listening tasks are
needed since one-way listening task is used to interact with others and two-way listening task is used to gain information Richards as cited in Martalinova, 2002:
29. In this study, a set of supplementary listening materials will be designed
using listening processes and comprehension tasks that help the students comprehend the real-life listening activities.
d. Listening Stages
Miller in http:www.eslmag.commodules.php?Name=Newsfile=article sid=20 stated “one of the main advancements to come out of research into
listening strategies was the understanding that listening exercises could be divided into three main parts: Pre-listening, Whilst-listening, Post-listening activities.” To
divide the stages in listening activities into three stages is very fruitful. This format has proved useful in taking the attention off continually testing listening
and has allowed learners to do other things with the information that they listen to.
1 Pre-listening Stage
In pre-listening stage, “a teacher can initiate a short discussion with the learners in the pre-listening stage as to what they think of the topic before they
listen to the text activating world and personal knowledge” Miller in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
http:www.eslmag.commodules.php?name=Newsfile=articlesid=20. As in real life again, when we listen to something on TV, we are usually in the position
where we know the subject area and can predict a lot of what is going to be said. In the class, we must try and prepare our students similarly. Students should be
given a reason to listen, a chance to discuss and predict what they are going to hear.
2 Whilst-listening Stage
In whilst-listening stage, “learners can be helped to focus on their listening by careful selection of tasks that are meaningful and that provide to developing
specific listening skills rather than on constantly measuring performance through test-like exercises” Miller in http:www.eslmag.commodules.php?name=News
file=articlesid=20. In this stage the students gain classroom listening practices. The tasks should be set so as to aid and encourage effective listening,
not to set traps for students to fall into which will only be harmful for their motivation.
3 Post-listening Stage
In post-listening stage, “the learners can be asked to use whatever information they gathered from a text to have an extended discussion in a post-
listening stage allowing for more individualization and critical comments to be developed” Miller in http:www.eslmag.commodules.php?name=News file =
articlesid=20. It is better if students first check answers to any comprehension tasks in pairs or groups which are less demotivating for the many students who
find listening difficult. The feedback to a listening activity in general is important. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
It is good for the students to realize they have been doing something useful and interesting.
In addition, Goh 2002: 29 added that “post listening activities should be an extension of communicative outcomes and listening materials.” Those activities
have several aims that can be achieved concurrently or separately. The aims include helping the students to:
1. practice other language skills; speaking, reading, writing, using the same theme or topic
2. examine and reinforce language points; e.g. grammar, vocabulary, useful expressions
3. personalize contents of listening materials; e.g. literary texts 4. acquire further content knowledge related to the theme or topic of the listening
materials In this study, a set of supplementary listening materials will be designed using
those stages that help the students comprehend the real-life listening activities.
e. Listening Media
