What are the teachers’ strategies in teaching listening to students of

2. What are the problems found by the teachers in teaching listening and

how they overcome those problems? Significance of the study Hopefully the result of the study could inspire other teachers in Indonesia especially in rural area such as in SMP N Banyubiru to develop the appropriate strategies to teach listening to their students. Also, the writer also hopes that the results of this study can be used by the teachers all over Indonesia to identify problems in each of their schools and know how to overcome the problems. Literature Review

A. Listening

According to Devine 1982 cited in Gilakjani and Ahmadi 2011 listening is the primary means by which incoming ideas and information are taken in. Underwood 1989 simplified the definition of listening to the activity of paying attention to and trying to get meaning from something we hear”. Mendelsohn 1994 cited in Gilakjani and Ahmadi 2011 defines listening comprehension as the ability to understand the spoken language of native speakers. O‘Malley, Chamot, and Kupper 2001 cited in Karen 2003 offer a useful and more extensive definition that listening comprehension is an active and conscious process in which the listener constructs meaning by using cues from contextual information and from existing 7 knowledge, while relying upon multiple strategic resources to fulfill the task requirement. Purdy 1997 cited in Gilakjani and Ahmadi 2011 defined listening as the active and dynamic process of attending, perceiving, interpreting, remembering, and responding to the expressed verbal and nonverbal, needs, concerns, and information offered by other human beings . Listening comprehension is an inferential process Rost, 2002. Linguistic knowledge and world knowledge interact as listeners create a mental representation of what they hear Rost, 2002. From some definitions from experts above, the writer wants to base his own research which is about listening strategies used by teachers in SMP N 1 Banyubiru, on those theories. Listening is the most frequently used language skill. Gilbert 1988 noted that students from kindergarten through high school were expected to listen to 65-90 percent of the time. Both in and out of the classroom, listening consumes more of daily communication time than other forms of verbal communication. Listening is very much an active process of selecting and interpreting information from auditory and visual clues , Richards, 2008 cited in Gilakjani and Ahmadi, 2011. In this active process, students receive and construct information.The most surprising truth is that although the significance of listening has been accepted and known very well, it does not overlap what takes place in Teaching English as a Foreign Language TEFL classrooms. It has not received a great deal of attention until more recent times 8