Formulation of the Study The Objective of The Study

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.