Create motivation While-listening
: Extensive listening followed by questions on context attitude
Pre-set taskpre-set question Intensive listening
Checking answers Post-listening
: Examining functional meaning Inferring vocabulary meaning
15
In pre listening, the teacher needs to activate students‟ knowledge of the topic;
giving them the purpose of the listening material so they can make predictions to anticipate what they might hear and giving them the new vocabulary. While
listening is the process of listening, the teacher give the material with the support of visual and clarification questions and then teacher checking the students
comprehension. The last is post listening, in this steps teacher follow up the activity based on new language.
16
There are two types of listening activities according to Richard, they are noticing activities and restructuring activities.
Noticing activities involve returning to the listening texts that served as the basis for comprehension activities and using them as the basis for language
awareness. For example, students can listen again to a recording in order to: 1.
Identify differences between what they hear and a printed version of the text.
2. Complete a cloze version of the text.
3. Complete sentences stems taken from the text.
4. Check off entries from a list of expressions that occurred in the text.
Restructuring activities are oral or written tasks that involve productive use of selected items from the listening text. Such activities could include:
1. Paired reading of the tape scripts in the case of conversational texts.
2. Written sentence-completion tasks requiring use of expressions and other
linguistic items that occurred in the text. 3.
Dialog practice that incorporates items from the text.
15
John field, The Changing Face of Listening, English Teaching Professional, January 1998, p. 245.
16
Vera Savic, Developing Language Skills in Teaching English to Young Learners: Listening and Speaking.
4. Role plays in which students are required to use key language from the
texts.
17
There are some activities in language laboratories when teaching and learning listening skill. They are; repetition, drills, pairing, double-plugging and
telephoning, note taking, dictation, finding differences between a written text and a taped account of the same events, answering comprehension questions, video
watching activities.
18
To develop students‟ listening comprehension naturally, the teacher should always use English as a medium of teaching learning process.
b. Listening Materials
There are two types of listening materials that can be used in the teaching of listening. They are scripted and non-scripted materials. Scripted materials,
according to Mathews as quoted by Cahyono, one those which have been written down in advance before being read or acted out, while non-scripted materials are
those spontaneous and natural ones.
19
Most classroom in SLTA use scripted materials, either recorded or non- recorded. The using is considered as more practical in terms of preparation and
easier to modify to meet students‟ need and level of ability. The teacher should prepare the materials, which are appropriate to the topic and suitable for the
students. There are some materials in listening which is not overt response the learners
have to do anything in response to the listening; however, facial expression and body language often show if they are following or not:
1. Stories: tell a job or real life anecdote, retell a well-known story, read a
story from a book, or play a recording of a story. If the story is well
17
Jack C. Richards, Teaching Listening and Speaking, New York: Cambridge University Press, 2008, pp. 16
–17.
18
Jeremy Harmer, Op. Cit., pp. 143 –145.
19
B.Y. Cahyono, Pengajaran Bahasa Inggris: Teknik, Strategi dan Hasil Penelitian, Malang: IKIP Malang, 1997, p. 18.
chosen, learners are likely to be motivated to attend and understand in order to enjoy it.
2. Songs: sing a song yourself, or play a recording of one. Note, however,
that if no response is required learners may simply enjoy the music without understanding the words.
3. Entertainment: films, theater, video. As with stories, if the contents are
really entertaining interesting, stimulating, humorous and dramatic learners will be motivated to make the effort to understand without the
need for any further task.
20
B. Computer Assisted Language Learning CALL
1. Definition of CALL
CALL as the research for and study of applications of the computer in language teaching and learning. CALL embraces a wide range of ICT application
and approaches to the teaching and learning foreign languages.
21
Before using CALL term, the term of CALI Computer-assisted language instruction was known, reflecting its origins as a subset of the general term CAI
Computer-assisted instruction. CALL began to replace CALI in the early 1980s and it is now incorporated into the names of the growing number of professional
CALL associations worldwide.
22
The current philosophy of CALL puts a strong emphasis on student-centered materials that allow learners to work on their own. Such materials may be
structured or not, but they usually represent two features, interactive and individualize learning.
23
The main aim of CALL is to find ways for using computers for the purpose of teaching and learning the language. CALL is the use of computer technologies
that promote educational learning, including word processing, presentation
20
Penny Ur, A Course in Language Teaching, Cambridge: Cambridge University Press, 1996, p. 113.
21
M. Levy, CALL: context and conceptualization, Oxford: Oxford University Press, 1997, p. 1.
22
Tryanuarsih.wordpress.com20110131teaching-listening-using-Call
23
Ibid,.
