The Importance of Listening Comprehension for EFL Students

15 1974 claimed, as cited by Buck 2001 that the inferences necessary to understanding the meaning of a text.

4 Listening Selectively

Listening selectively refers to listening only to specific parts of the input. Listeners are to listen to specific parts of the input, depending on the purpose for listening. It helps listeners to listen in a more relaxed manner, as they do not need to concentrate on the whole passage. Nevertheless, it may lead the listeners to ineffective understanding because they may have their own prejudices or bias.

5 Making Prediction

Making prediction is the ability to anticipate before and during listening what is going to be heard. Contexts, co-texts and visual input are the clues included in making predictions. Listeners tend to listen more purposefully and attentively when they make predictions because they want to find out if they have predicted correctly.

c. The Importance of Listening Comprehension for EFL Students

Krashen 1981 claimed, as stated in Anderson and Lynch ‟s book Listening 1988, that comprehension plays a central-and possibly predominant part in the whole process of learning. There are three main skills which are important for foreign listeners, emerged from the discourse analysis studies: 1 The ability to recognize the topic of conversation from the native speaker‟s initial remarks. 2 The ability to make predictions about likely developments of the topic to which he will have to respond PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 16 3 The ability to recognize and signal when he has not understood enough of the input to make a prediction or a response. These explicit signals are crucial, as they usually elicit a repetition or reformulation by the native speaker, and so give the listener another chance to make a relevant response. In devel oping learners‟ listening comprehension skill, teachers are supposed to also concern about the factors that influence learner listening. Goh 2002, previously in a study cited Rubin‟s 1994 explanation, that factors which enhanced or depressed listening comprehension can be summarized into five categories: text type, task, interlocutor, process, and listener. 1 Text There are three types of text feature can affect listening. First are the acoustic features, including phonological modification and speech rate. Second, the discourse features, such as macro- and micro – markers, linear and non-linear organization of information, difficult vocabulary, colloquialism, sentence length and complexity, visual support, and explicitness of information. The last, is the clear influence of text types. For example the influence of news broadcasts, lectures and conversation, abstract versus non-abstract topics, and static versus dynamic relationship. 2 Task Types of question, the amount of time available for processing information, and whether or not the listener can capture the information repeated, are the features that influence the complexities of listening tasks. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 17 3 Interlocutor speaker The degree and quality of comparison might be affected by the speaker‟s characteristics, including the accent, fluency, standard or non-standard usage, and gender. 4 Listener Listeners also have the characteristics that can influence comprehension, including language proficiency, gender, memory, interest, purpose, prior knowledge, attention concentration, accuracy of pronunciation, physical and psychological states, knowledge of context, topic familiarity, and established learning habits. 5 Process The process here refers to the types of processing that listeners engaged in directly which affect listening comprehension. Goh 2002 added the factors above with the specific problems in each phase of comprehension faced by the learners as adopted by the researcher as follows. PERCEPTION PARSING UTILISATION Do not recognize words they know Neglect the next part when thinking about meaning Cannot chunk streams of speech Miss the beginning of texts Concentrate too hard or unable to concentrate Quickly forget what is heard Unable to form a mental representation from words heard Do not understand subsequent parts of input because of earlier problem Understand words but not the intended message Confused about key ideas in the message Figure 2.1 Lear ner’s Problems at Different Phases of Listening Goh 2002: 9 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 18

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