going to say, accumulate information in the memory by organizing them and avoid too much immediate detail.
3 Processing knowledge and contextSynthesis skills
In this case, ‘context’ refers to physical setting, the number of listener and speakers, their roles and their relationship to each other while ‘linguistic
knowledge’ refers to their knowledge of the target language brought to the listening experience. Every context has its individual frame of reference, social
attitude and topics. So, members of a particular culture have particular rule of spoken behavior and particular topic which instigate particular understanding.
Listening is thought as interplay between language and brain which requires the activation of contextual information and previous knowledge where listeners
guess, organize and confirm meaning from the context.
d. Types of Classroom Listening Performance
According to Brown 2001 : 255, there are six types of classroom performances namely: reactive, intensive, responsive, selective, extensive, and
interactive. 1
Reactive Reactive is a type of listening performance which focus on listening to the
surface structure of an utterance. In this case, little meaningful processing is required. It means that the role of listener as merely a “tape recorder” Nunan
1991b: 18 is very limited because the listener is not generating meaning.
2 Intensive
The focus of this listening performance is on the discourse components such as phonemes, words, intonation, discourse markers, etc. In this performance,
the listener have to pay attention to the language in detail. Examples of intensive listening performance are as follow:
a Students listen for cues in certain choral or individual drills. b The teacher repeats a word or sentence several times to “imprint” it in the
students’ mind c The teachers ask students to listen to a sentence or a longer stretch of
discourse and to notice a specified element such as intonation, stress, a contraction, a grammatical structure, etc.
3 Responsive
Responsive is a type of listening performance where the students are asked to process the teacher talk immediately and to fashion an appropriate reply. The
examples of this performance are as follows a Asking questions; How are you today? What did you do last night?
b Giving command; Take a sheet of paper and a paper c Seeking clarification; What was that word you said?
d Checking comprehension; So, how many people were in the elevator when the power went out?
4 Selective
In this performance, the task of the student is not to process everything that was said in longer stretches of discourse such as monologues of a couple of
minutes or considerably longer but to scan the material selectively for certain information. The purpose of such performance is not to look for global or general
meanings, necessarily, but to be able to find important information in a field of potentially distracting information. Here are examples such discourse;
a Speeches b Media broadcast
c Stories and anecdotes d Conversations
Techniques promoting selective listening skills could ask students to listen for: a People’s name
b Dates c Certain facts or events
d Location, situation, context, etc e Main ideas andor conclusion
5 Extensive
The aim of extensive performance is to develop a top-down, global understanding of spoken language. The range of this performance could be from
listening to lengthy lectures, to listening to a conversation and deriving a comprehensive message or purpose. Extensive listening may require the students
to invoke other interactive skills such as note taking and discussion. 6
Interactive Interactive performance include all five of the above types as learners
actively participate in discussion, debates, conversations, role plays, and other pair
