are some activities that teachers can do in live listening; reading aloud, story- telling, interview and conversations.
6
c. Intensive listening: the role of the teacher
All activities for listening we need to be active in creating student engagement through the way we set up the task. We need to build up students‟
confidence by helping them listen better than by testing their listening abilities. In particular, we need the focus on the following roles:
1 Organizer; tell students exactly what their listening purpose is, and give them
clear instruction how to achieve it. 2
Machine operator; when we use tape or disk materoal we need to be as efficient as possible in the way we use the tape recorder.
3 Feedback Organizer; teacher must give the feedback when the students have
completed the task. Teacher can ask the students to compare their answer in pairs.
4 Prompter; teacher ask the students to listen to a tape or disk again to notice a
variety of language and spoken features.
7
Students can improve their listening skill through a combination extensive and intensive listening materials and procedure. Listening of both kinds is especially
important since it provides the perfect opportun ity to hear voices than teacher‟s,
enables the students to acquire good speaking habits as a result of the spoken English absorb, and help to improve their own pronunciation and listening skill.
3. Factors Affecting Listening Skill
In the communicative language teaching, listening exercise are judge as valuable to extent that they stimulate the “real life” listening conditions that actual
users of a language operate within.
8
In order to better understand the comp0lex process of spoken language, a listener must construct meaning from information
6
Ibid., pp. 230-231.
7
Ibid., p. 231.
8
Michael Rost, Listening in Language Learning, London: Longman, 1990, p. 28.
presented by the speaker. According to Joseph P. Boyle, there are three factors that affect listening skill; Listener factors, Speaker factors, Material factors.
9
a. Listener Factors
1. Experiencepractice in listening to target language
2. General intelligent
3. Physical and educational
4. Intellectual powers of analysis and selection, memory, etc
5. Psychological motivation and sense of purpose while listening,
attitude of listeners to the speaker, listener‟s attention and concentration
10
b. Speaker Factors
1. Language ability of the speaker
2. Speaker‟s production: pronunciation, accent, variation, voice, etc.
3. Speed of delivery
4. Prestige and personality of the speaker
11
c. Material Factors
1. The language used to convey the message; phonological features,
including stress, intonation, weak forms, syntax, cohesion and etc. 2.
Difficulty of content and concepts, especially if the material is abstract, highly specialized or technical, or lengthy.
3. Amount of support provided by gestures, visuals.
12
Listening can cause problems as panic and difficulty. Students often panic when they see the tape recorder because they know that they are faced with a
challenging task. Two things are guaranteed to increase that panic, the first is to refuse to play more than once a
nd the second is to expose an individual student‟s
9
Joseph P. Boyle, Factors Affecting Listening Comprehension, English Language Teaching, XXXVIII, 1984, p. 35.
10
Ibid.,
11
Ibid.,
12
Ibid.,
