Strategies in the Classroom

2.1.2.4 Strategies in the Classroom

According to Goh 2002:52, there are three major criteria for specific strategies to listening comprehension, they are; cognitive, meta-cognitive and social-affective strategies. They will explain as follows: Cognitive Domain There are six strategies cognitive domain, namely; inferencing, elaboration prediction, contextualization and reconstruction. 1 Inferencing. In inferencing the students are fill the blanks, they have to use the related clues, use information from familiar words, draw on knowledge of the world, apply knowledge about the target language and use the visual clues. 2 Elaboration. The students are to embellish an initial interpretation. Here, the students will draw on knowledge of the world and the target language. 3 Prediction. The students are anticipating both general contents and the details in the text. 4 Contextualization. The students have to relate new information to wider context 5 Visualization. The students will form a mental picture of what is heard. They image scenes, events, object, etc being described, mentally display the shape through spelling of key word. 6 Reconstruction. The students use words heard to create meaning, it means they reconstruct meaning from word heard and from notes taken. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Meta Cognitive Domain There are six strategies in Meta cognitive domain, they are explain as follows: 1 Pre Listening Preparation. The students need to prepare mentally for listening task. They need to preview contents, rehearse sound potential content words 2 Selective Attention. The teacher guides the students to notice specific aspects of input, such as listening the words in groups, listening for the gist, listening for the familiar content word, noticing how information is structured, paying attention to repetition, noticing the intonation features, listening to specific input, paying attention to visual an body language. 3 Directed attention. The students are concentrating hard; continuing to listen in spite of difficulty 4 Comprehension Monitoring. The students need to confirm that the comprehension has taken place, identify words or ideas that are not understood check current interpretation with context of the message or check current interpretation with prior knowledge. 5 Real-Time Assessment of Input. The students determine the value of specific parts of the input 6 Comprehension on the Strategy The students check interpretation for accuracy, completeness and acceptability PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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