Social Affective Domain
There are only two strategies for social affective domain, namely: 1 Cooperation.
The students are given opportunity to ask for repletion, explanation or clarification or verifying the interpretation to the speaker
2 Confidence building. The students may tell themselves or be relax and use positive self-talk to
facilitate better learning
2.1.2.5 Developing Listening Comprehension Activities and Materials Design
According to Morley 2001:76 there are three important points about listening a language act, they are as follows:
1 Information processing. It is an action of processing the information which the listener
is involved
in bidirectional
communication, unidirectional
communication, andor auto-directional communication. 2 Linguistic function. The real world communication may serve two linguistic
functions: interactional and transactional. 3 Dimension of cognitive processing. The cognitive processing appears to
involve both bottom-up and top-down processing in order for the listeners to build the meaning of the input.
Beside the important points about listening as a language act, Morley also proposed three principles in developing materials. The principles guide the
teachers to get students attention, keep them actively engage in the teaching-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
learning process and the task and maximize the effectiveness of listening. Morley 2001: 77-78 explains the three principles as follows:
1 Relevance. In choosing the topic, the teachers must give big consideration of the relevance between the topic and the learners. The content the information
and the outcome the nature of the use of the information must be relevant to the learners. The more that lesson on real-life relevance, the more they appeal
to the students, the better students’ motivation to listen. Indeed, the teachers uses the existing lesson, they may adapt the lesson to the students’ condition b
modifying the objectives, lengthening the pre-listening activities, changing the procedurestrategies, devising the post-listening activities.
2 Transferabilityapplicability. The relevant materials must be transferable. Considering the content level andor the outcome level, the listening lesson
must be able to be transferred or applied internally e.g. can be use n other classes, or externally i.e. can be used I out of the school or both. In order to
promote transfer of training, it is better if the lesson’ topics are near to real-life setting.
3 Task orientation. The listening materials will be good if the teacher include two different kinds of focus: 1 language use tasks, 2 language analysis activities.
In developing the materials, the teacher should concern on the task. The task must not just ask the student to prove their understanding on the text. The
teacher must use the task as a means for the students to use the information in the aural text Marley and Moulding, as cited Morley, 200:77.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2.1.2.6 Learners’ Problems in Listening Skill
