Theoretical Description REVIEW OF RELATED LITERATURE

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CHAPTER II REVIEW OF RELATED LITERATURE

In this chapter, the researcher presented the theoretical description and theoretical framework of this research.

A. Theoretical Description

There are three main topics which are discussed here. The first one is about listening, the second one is assessment, and the third one is assessing listening. 1. Listening In this part, the researcher presented the definiton and kinds of listening, and views in learning listening. a. Definition of Listening Rivers 1981: 136 explained that listening is one of the linguistic competences which is very important in the language performance to communicate with each other. Communication does not only speak to each other, but also listens to each other. Moreover, Rivers 1981: 1 36 stated, “Through the normal course of a day, listening is used nearly twice as much as speaking and four to five times as much as reading and writing.” It shows that listening comprehension is very important because listening is done even much more than speaking, reading, and writing. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 8 b. Kinds of Listening Gary Buck 2001: 1 explained different types of knowledge in listening. The first one is linguistic knowledge and the second one is non-linguistic knowledge. He defines linguistic knowledge as knowledge which focuses on phonology, lexis, syntax, semantics, and discourse structure. Non-linguistic knowledge is defined as knowledge related to topic, context, and general knowledge. c. Views in Learning Listening Related to different types of knowledge in listening, the view in learning listening skill is also different. They are bottom-up view and top-down view. Buck 2001: 2 explained that bottom-up view focused on the linguistic aspect first. Hence, the linguistic aspect, such as definition of words, is the focus first, then later the learning process can go up to the higher stage. However, top-down view focuses on the understanding of the content. It focuses on the general understanding from the topic first, then general information in the recording, then goes to more specific information. 2. Assessment There are four points presented here. They are the definition and aim of assessment, assessment focusing on words and assessment focusing on the content. a. Definition of Assessment Assessment is defined by R.N. Deale 1975: 22 as any of the situations PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 9 which measures some aspect of a student’s education. Therefore, it does not only relate to test. Assessment can be anything which measures students’ comprehension. b. The Aim of Assessment R.N. Deale 1975: 13 explained that the aim of assessment was to discover the mastery of the topic from the students, so that they could continue to the next level. Hence, the assessment is used to measure the comprehension of the students so that the teacher knows whether they have understood and mastered the topic or not. After students pass one level, then they may continue to the next level. c. Assessment Focusing on Words Gary Buck 2001: 2 explained that in assessment which focused on words, students needed to identify individual words. Moreover, students analyzed the linguistic aspects, such as phonology, lexis, syntax, semantics, and discourse structure. Therefore, the students’ focus is word per word. It is the assessment which teachers usually use in listening class. d. Assessment Focusing on the Content Theresa Butori 2010: 2 stated, “Assessment planning may focus content on topics that have significant impact on and linkages to student learning.” The National Strategies 2011: 3 explained, “Progression in response is characterized in terms of pupils’ increasing depth of comprehension and the quality of their interaction with speakers and other audio sources.” The assessment focusing on the content may give impact to students’ comprehension. Students’ deeper PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 10 comprehension can be measured by content-focus assessment. 3. Assessing Listening Assessing listening is different from assessing other skills. H. Douglas Brown 2004: 120 explained four types of listening performance that can be assessed in listening class. Here are the four types of listening performances. - Intensive This performance assesses students to listen for perception of the components, such as phonemes, words, intonation, etc. - Responsive This performance assesses students to listen to a relatively short stretch of language, such as a greeting, question, command, comprehension check, etc. - Selective This performance assesses students to process stretches of discourse to scan for certain information. - Extensive This performance assesses students to develop a top-down, global understanding of spoken language.

B. Theoretical Framework