12 setting.” However, in the process of learning a language, the learners are aware
of what they are doing. It is undeniable that in the learning process the learners will obtain
information and build a new understanding, but learners cannot construct new knowledge without having existing knowledge on what to learn. Ausabel’s
meaningful learning theory believes that in the process of learning, the human organism needs to relate the new information to the existing information in the
mind Brown, 1994: 79. Therefore, the learners will understand the new material well if they can relate it to the knowledge the learners already possess.
Similar to the theory of meaningful learning, Brownell 1996: 10 also states that learning means to construct new knowledge and understanding based on what the
students possess. It implies that the students need to be actively involved in the process of learning and do not merely receive the information from the teacher. Here,
Brownell implicitly suggests that the existing knowledge contributes the successful learning. Furthermore, he explains that the existing knowledge will provide different
effects in learners’ abilities to retain information, solve problems, and acquire new knowledge. Therefore, constructing students’ knowledge is needed before the lesson.
In learning English, in which the students are to master its four skills, constructing knowledge is also significant. From the four English skills, listening is
often neglected and merely learned without activating background knowledge. The students often listen to the recording and answer a number of questions related to the
recording, no matter they are familiar to the recording or not. However, according to Nunan 1999: 4, in learning listening, the task to construct students’ background
13 should precede the listening process itself. Thus, the background knowledge has also
to be well constructed before the process of learning listening skill.
2. Theory of Listening
Learning English is intended to make the students able to use the language in communication. By learning four skills the learners are hopefully
able to accomplish the primary function of English language learning. Therefore, by learning the skills, the learners will be able to communicate effectively.
According to Brownell 1996: 6, “effective communication begins with listening, not speaking”. It implies that listening skill becomes the basic skill to
be learned in order to master a language. Similar to Brownell, Feyten 1991 states that “listening is the foundation of language acquisition”. It means that
listening is the starting point to learn other skills. Whenever we want to speak, we must listen to others’ pronunciation, intonation, and utterances, so as to help
us to produce utterances. Moreover, in practicing reading skill, listening is also essential. We must have a basic knowledge of pronunciation derived from
listening to a dialogue in order to produce good sentences to be read. Besides, good listening skill is very useful to support writing skill. Unless we listen
carefully, we cannot take note effectively. Of all above, listening skill contributes an important role in mastering English language.
Listening is more complex than hearing. The key that differs hearing from listening is the attention by the listeners. Rost 2002: 8 says that listening
needs more intention than hearing. Listening does not merely mean to receive or PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14 recognize the sounds, but it involves the ability to understand or to construct the
meaning on what is heard. Listening takes more attention and concentration to obtain the meaning of the spoken language. However, good listening skill can be
learned. In acquiring listening skill, students also need to have knowledge on what to
be learned. According to Hein 1996: 2, “one needs knowledge to learn”. It means that even in learning a new material the learners need to have knowledge about the
material in order to construct new understanding. Therefore, prior knowledge is needed in learning. In acquiring English listening skill at schools, prior knowledge is
also significant. Listening, as a receptive skill, also needs prior knowledge. Rost 2002: 62 states that “listening also needs knowledge activation”. For that
reason, teachers need to construct students’ prior knowledge to be used in acquiring listening skill.
a. Listening as a Skill
Listening skill, as well as reading, is categorized as receptive. As the result, listening which is very important in language learning is often believed as
a passive skill. However, listening skill is not a passive skill. This belief is in line with Davies and Pearse 2000: 74, who state that receptive skills which are
often considered as passive skills also need attention equally to other productive skill. It is to say that listening is as much active as other productive skills.
In addition, Nunan 2003: 24 believes “listening is very active.” His statement is based on the reason that there is a complex process in the brain
15 while listening. In listening process, the listeners will take intention,
concentration, and also practice. He explains that listeners will not only listen to what is said by speaker, but also need to connect with their existing knowledge.
Therefore, in acquiring listening skill, the learners also need to have existing knowledge.
b. Difficulties in Listening
Listening is often considered as a difficult skill to be acquired. Many students face difficulties in listening as it needs high attention and also
concentration in order to be able to listen effectively. Students often have difficulties in doing the tasks of listening. However, the difficulties are as the
result of many aspects. Brown and Yule 1938b, as cited in Nunan 1991: 24, propose four
factors affecting the difficulty of oral language tasks. As listening process involves at least two people, i.e. a speaker and a listener, the first common factor
is indeed the speaker. The speaker factor here refers to the speed of speaking, the quantity of the speaker, and also the accent of the speakers. Listening
becomes more difficult when the listeners have to listen to a very fast speaker. Besides, the number of speaker who speaks at a time will also affect the quality
of listening. The more speakers speak at a time, the harder listeners comprehend the message of what is being told. Moreover, unfamiliar accent of the speakers
may cause misinterpretation of a word or even the message. Yet, the speakers give influence to many difficulties.
