Concept of Listening FRAME OF THEORIES

II. FRAME OF THEORIES

This session explains about the concept of listening, concept of teaching listening, song in language teaching, advantages and disadvantages of using English song, theoretical assumption, and the hypothesis.

2.1 Concept of Listening

Listening lists first not only because it ap pears first in natural first language acquisition but because it is used the most. Listening is the ability to identify and understand what others are saying. On the average, we can expect to listen twice as much as we speak, four times more than we read and five times more than we write. Listening ability plays a key role in foreign language teaching, especially with young learners. It is clear that listening has an important role of the young learner to study the language and has the largest portion than the other skill. For example, when we study in the class the first activity we do to get information of knowledge is by listening to our teacher. A listener must listen to something they hear to grasp the meaning of the language by listening to the pronunciation, the grammar and vocabulary. There are many names for different types of listening. Here is a collection of types and the different names of listening, they are: 1. Attentive Listening In attentive listening you pay obvious attention to the other person so they can see that you are interested in what they have to say. The opposite of attentive listening is inattentive or casual listening carefully. 2. Comprehension Listening In comprehension listening we try to make sense the meaning or to comprehend what others are really saying. And through understanding body language, voice etc, it need help us to understand what other person really mean in communication. Comprehension often benefit from drawing out of key facts and items’ from long conversation. There are many types of listening comprehension; one of listening for comprehension exercise is nothing specific information. In this exercise the students is asked to listen to a passage and note down specific information from it: the students therefore have to ignore some parts of it and concentrate on others.  Specific Information In these exercise the ratio of significant and insignificant information is very high. Students may listen for two or three minutes in order to pick up the specific information and general idea of the passage which given.  Areas of Information Asking the students to note down or remember the entire item relevant to particular area, learners distinguish essential and non essential information. 3. Total Listening Rogers and Farson 1979 describe active listening as ‘an important way to bring about changes in people.’ They recommend three activities:  Listen for total meaning: Listen both for content and also for the underlying emotions.  Respond to feelings: Sometimes the real message is in the emotion rather than in the surface content. In such cases, you should respond to the emotional message.  Note all the cues: Not all communication is verbal, so watch for the non- verbal messages. 4. False Listening False listening occurs where a person is pretending to listen but is not hearing anything that is being said. They may not smile and grunt in all the right places, but do not actually take in anything that is said. This is a skill that may be done by people who do a lot of inconsequential listening, such as politicians and royalty. Their goal with their audience is to make a good impression in very short space of time before they move on, never to talk to that person again. It is also something practiced by couples, particularly where one side does most of the talking. However, the need for relationship here can lead to this being spotted ‘you’re not listening again’ and consequent conflict. 5. Initial Listening Sometimes when we listen we hear the first few words and then start to think about what we want to say in return. We then look for a point at which we can interrupt. We are also not listening then as we are spending more time rehearsing what we are going to say about their initial point. 6. Selective Listening Selective listening involves listening for particular things and ignoring others. We thus hear what we want to hear and pay little attention to ‘extraneous’ detail. 7. Partial Listening Partial listening is what most of us do most of the time. We listen to the other person with the best of intent and then become distract, either by stray thoughts or by something that the other person has said. We consequently dip inside our own heads for a short while as we figure out what they really mean or formulate a question for them, before coming back into the room and starting to listen again. 8. Full Listening Full listening happens where the listener pays close and careful attention to what is being said, seeking carefully to understand the full content that the speaker is seeking to put across. This may be very active form of listening, with pauses for summaries and testing that understanding is complete. By the end of the conversation, the listener and the speaker will probably agree that the listener has fully understood what was said. Full listening takes much more effort than partial listening, as it requires close concentration, possibly for a protracted period. It also requires skills of understanding and summary. In addition, according to Hughes 1991:34 there are two skills involved in listening they are: a. Macro skill In macro skill to understand what someone says, a listener has to involve with listening for specific information, obtaining gist from what is being heard or the listener should get the general idea of the information, following instruction or direction. b. Micro skill In micro skill to understand what someone says, a listener has to interpret intonation pattern e. g. recognize stress and rhythm, recognition of function and structures interrogative of the request, imperatives e. g. sit down cohesive devices e. g. such as and which, detect sentence constituents, e. g. subject, object, verb, preposition, recognizing discourse markers e. g. Well; oh, another thing is; Now, finally Traditionally, the students are required to concentrate on the ability of listening that is to understand the information they hear. In line with the statement above, micro skill of listening in foreign language learning is the most important skill for the beginning students, in order to prepare them for speaking and later for reading and writing. Jame 2006:1 describes listening comprehension into two levels, which are 1. Low level This level will include understanding, only the facts explicitly states in a spoken passage and has very simple syntax and uncomplicated vocabulary. 2. Advanced levels This level will include implicit understanding and drawing inferences from spoken passages with more complicated syntax and advance vocabulary. Thus, listening comprehension is the ability to comprehend the idea and specific information of a spoken passage. Since song has familiar vocabulary for the student, song can create good atmosphere that will enable the students to understand the information they heard and reduce their insecurity, because song is something which has a sense to make the students’ psychology more comfort and enjoy the learning process. Therefore, in this research the writer refers to the lower level of listening comprehension to suit with the students understanding of song in order to get general idea and to comprehend specific information that is explicitly stated in a spoken passage told by the teacher and lyric from the song by the singer.

2.2 Concept of Teaching Listening