Types of Skills in the Process of Listening

minutes or considerably longer but to scan the material selectively for certain information. The purpose of such performance is not to look for global or general meanings, necessarily, but to be able to find important information in a field of potentially distracting information. Here are examples such discourse; a Speeches b Media broadcast c Stories and anecdotes d Conversations Techniques promoting selective listening skills could ask students to listen for: a People’s name b Dates c Certain facts or events d Location, situation, context, etc e Main ideas andor conclusion 5 Extensive The aim of extensive performance is to develop a top-down, global understanding of spoken language. The range of this performance could be from listening to lengthy lectures, to listening to a conversation and deriving a comprehensive message or purpose. Extensive listening may require the students to invoke other interactive skills such as note taking and discussion. 6 Interactive Interactive performance include all five of the above types as learners actively participate in discussion, debates, conversations, role plays, and other pair and group work. Their listening performance must be intricately integrated with speaking and perhaps other skills in the authentic give and take of communicative interchange.

e. The teaching of listening

In achieving the successful English learning, the teacher has to teach the four language skills namely listening, speaking, writing, and reading. The teaching of listening as a separate skill is a recent innnovation in language teaching. Listening is as active as speaking, and in some ways, it is more difficult. The teaching of listening should consider some aspects. Helgesen and Brown 2007 : 32-37 propose some principles for teaching listening to beginning learners. They are as follows: 1 Be aware of the goal of the task In giving the task, the appropriate goal must be considered based on students’ importance. It means that the listening activity must be suited with the students’ level, age, and needed. 2 Use a variety of tasks The various tasks helped the students to face many different types oflistening tasks. Expectedly, it gives them much experience, so that they will be familiar with the various tasks. 3 Be aware of the differences between spoken and written language In the teaching and learning process of English, it is important for educators to distinguish between spoken and written language. The listening activity must really focus on spoken language rather than on written language since