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Figure 2.3: The Components of Task-Based Instructions Willis, 1996: 114
5. Listening
Since this study concerned with listening material for the tenth grade students, the writer would explain about the listening.
a. The Nature of Listening Comprehension
The nature of listening comprehension means that the learner should be encouraged to engage in active process of listening for meaning, using not only
the linguistic cues but also nonlinguistic knowledge Littlewood, 1981: 67. It means that in the process of listening, the learner used his background knowledge
to process the language he wanted to use. Listening comprehension is to make the learners able to communicate.
LANGUAGE FOCUS
Selecting, identifying and classifying common words and phrases
Practice of language and phrases in classroom Building personal dictionaries
TASK CYCLE
Several sets of tasks followed by the teacher walks through of tasks Planning
Report Presentation
PRE-TASK
Introduction to topic and task
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29 Michael Rost 2001: 7 states that the term listening is used in language
teaching to refer to a complex process that allows us to understand spoken language. Listening, also, becomes the basic skills in learning foreign language.
Listening is considered as supplement to the speaking skill. We cannot communicate face-to-face unless we use both skills: listening and speaking.
Speaking is something we do after listening, rather than while you listen. Anderson and Lynch 1988 in Nunan 1989: 23 underline the complexity
of listening comprehension “by pointing out that the listener must simultaneously integrate the following skills”:
• identify spoken signals from the midst of surrounding sounds; • segment the stream of speech into words;
• grasp the syntax of the utterances; • formulate an appropriate response.
b. Listening Process
In order to comprehend listening, there are two kinds of listening processes; bottom-up and top-down. The distinction is based on the way learners
attempt to understand what they hear or what they read. 1 Bottom-up
According to Goh 2002: 5 bottom-up listening refers to a process by which sounds are used to build up increasingly larger units of information,
such as words, phrases, clauses and sentences before the aural input is understood. Bottom-up processes includes the following Richards 1987 in
Nunan 1989: 25 :
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30 • scanning the input to identify familiar lexical items,
• segmenting the stream of speech into constituents, • using phonological cues to identify the information focus in an
utterance, • using grammatical cues to organize the input into constituents.
2 Top down Top-down listening refers to the use of background knowledge schema
to analyze, interprets, and store information for facilitating and enhancing comprehension Goh, 2002: 6. Richards 1987 in Nunan 1989: 26 provides
the following examples of Top-down Process: • assigning an interaction to part of a particular event
• assigning places, persons or things to categories, • inferring cause and effect relationships,
• anticipating outcomes, • inferring the topic of a discourse,
• inferring the sequence between events, • inferring missing details.
Listening does not only need top-down process but also bottom-up process because it can help the learners find the words’ meaning so that they have a good
description of the circumstances. In short, listening requires bottom-up and top- down processing to comprehend the passage, as Eysenck 1993 in Goh 2002: 6,
both top-down and bottom-up process occur at the same time in what is known as parallel process.
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c. Listening Purpose
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