15 speakers. Dialogue can also be subdivided into those which exchange expressions
that promote social relationship interpersonal and those whose purpose is to convey propositional or factual information transactional.
b. The Skills in Listening
Rost 1991 described the necessary understanding of perception skills, analysis skills and synthesis skills as follows.
1 Discriminating between sounds. perception 2 Recognizing words. perception
3 Identifying grammatical groupings of words. analysis 4 Identifying pragmatic units - expressions and sets of utterances which
function as whole units to create meaning. analysis 5 Connecting linguistic cues to paralinguistic cues intonation and stress and to
non-linguistic cues gestures and relevant objects in the situation in order to construct meaning. synthesis
6 Using background knowledge what we already know about the content and the form and context what has already been said to predict and then to
confirm meaning. synthesis 7 Recalling important words and ideas.
c. Listening Difficulty
In order to develop listening that could meet the students’ level, the researcher should consider the difficulty of the listening materials. Nunan 1991
16 pointed out that the difficulty in listening will be affected by the speakers number,
accent and speed, the listener participant or eavesdropper, level of response required and level of interest in the subject, the content grammar, vocabulary,
structure of what is said and familiarity with the subject and support visual and environmental clues.
d. Teaching Listening
Rost 1994: 141-142, cited in Nunan 1999:200 claimed that listening in language teaching is important for it provides input for the student. The
understanding of input in the right level will lead the student to good learning process. Rost .ibid also added three important reasons of focusing listening in
the second language learning. The details are as follows: 1 The students can interact with others in spoken language. In the interaction,
the students need to understand the information that they hear input and use the language. The student’s access to use the language is essential.
Furthermore, students’ failure to understand the language they hear is an impetus, not an obstacle, to interaction and learning.
2 The students are challenged to understand language used by the native speakers when authentic spoken language is used.
3 Listening exercises help the teacher draw students’ attention to new forms vocabulary, grammar, new interaction, patterns in the target language.
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e. Principles for Teaching Listening
