C. Formulation of the Study
It was significant to identify the problem in this research paper so that the problem will be obvious. Is there any significance influence of computer assisted
language learning in listening skill?
D. The Objective of The Study
Overall the aim of this research is to know the influence of teaching listening using CALL.
E. The Significance of Study
There are some benefit in this research: 1.
Computer can be used in teaching learning activities as the alternative teaching media specially in teaching listening.
2. To improve the students’ motivation and achievement in learning English
subject and also other subjects at school. 3.
The result of this research is to know how far the influence of using computer assisted language learning in
students’ listening skill.
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CHAPTER II THEORETICAL FRAMEWORK
In this chapter there will be the explanation of theoretical framework which covers about listening skill including the definition, the extensive and intensive
listening, the factors affecting listening and teaching listening and then about
computer assisted language learning CALL.
A. Listening
1. Definition of Listening
Listening is an integral part of effective communication. A lot of people believe that listening is same with hearing. It basically has different meaning from
h earing. “Listening is done with the head, eyes, heart, and gut. Hearing is done
with the ears.”
1
“Hearing is a physical yet passive act involving the process and function of perceiving sound. Listening is hearing the sounds with deliberate intention.
Therefore, unlike hearing, listening is a skill that improves through conscious effort and practice
.
”
2
In listening, someone does not hear the sounds but also has an effort to interpret and understand the message of the sounds, while hearing is only taking
in sounds without any effort to get the message. Listening is an active process in which the listener tries to identify the sounds, decodes them, and understands
meaning of words by means context. Therefore, when the nature of the skill is understood, the process becomes interesting. In the words, listening involves an
active participation the part of the listener. The listener cannot understand well what is said to him unless he first of all recognizes the sounds, words, phrases,
and the structure of the foreign language; and then select the main points of message.
Therefore, it can be conclude that listening is the process of hearing and comprehending of what has been said by the speakers. The listeners should be
able to know the words and distinguish sounds to get information, message and
1
Ina Thomas and Brian Dyer, The Problem of Poor Listening Skills, October 28
th
, 2007, p. 2.
2
Learning Guide, Active Listening, The University of Adelaide, 2010
meaningful communication. Meanwhile, hearing means the ability to hear sounds without paying attention to get the meaning.
2. The Extensive and Intensive Listening
The extensive and intensive listening is two kinds of listening, they are important to improve students‟ listening skill, they can increase their language
input. The students can do extensive listening in their own daily activities, they can listening what they like and what they want to listen to and it is often done
with the help andor intervention of the teacher.
3
Intensive listening is serious activity that needs more concentration than extensive listening, less relaxed, and often dedicated not so much to pleasure as to
the achievement of a study goal.
4
Furthermore, there are at least three more intensive listening activities such as: a.
Intensive listening: using taped material Intensive listening by using taped material or material on disk allows
students to hear a variety of different voices apart from just their own teacher‟s. It gives them an opportunity to meet a range of different characters,
especially where real people are talking. But even when tapes contain written dialogues or extracts from plays, they offer a wide variety of situation and
voices. This activity is not suitable in the big class with poor acoustics, the audibility of taped and disk material often gives cause for concern. It is
difficult to ensure that all students can hear the material clearly. So if the teachers want to use taped material, they need to check the tape and machine
quality before they use it in the class.
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b. Intensive listening: “live” listening
A popular way of ensuring genuine communication is live listening where teachers and or visitors to the class talk to the students. This has obvious
advantages since students can interrupt speakers and for clarification. There
3
Jeremy Harmer, Op. Cit., p. 228.
4
Ibid., p. 204.
5
Ibid., pp. 229 – 230.