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6. Types of Listening
According to Tarigan Vasiljevic: 2010 listening activity can be divided into two types, they are as follows:
First is extensive listening. The activity in this type emphasizes on listening to general utterance in which a listener does not need to understand
details deeply. The students are expected to hear for pleasure without being threatened of comprehension exercise after hearing the text. This could consist
of short stories that can be done through in one – 10 to 15 minute’s session or of
longer works either recorded or read by the teacher in class, radio plays, etc. Second is Intensive listening. It is listening activity that demands the
listener’s capability to understand deeply what the speaker has uttered. This type of listening comprehension involves: first, critical listening. Critical listening is a
listening activity that requires the listener to judge what is uttered deciding whether or not it is valid and reliable. Second, Concentrative listening, which is
usually called as a study-type listening, covers activities such as: a listening to directions or commands; b listening for finding specific information; c
listening to get into understanding, etc. Third is creative listening. It involves activities such as: a relating or associating meaning with listening experience;
b building or constructing visual imagination while listening; c adapting imagination with imaginative thinking to creative new works in writing,
painting, etc.; d solving problems and verifying the result of the problem- solving. Forth is exploring listening. It asks the listener to focuses their attention
to find new things which are interesting, additional information about a topic and
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interesting issues. Fifth is integrative listening. It requires more concentration and attention to the listener because they are demanded to ask question after
hearing to the text. The last is selective listening. It is taught to make the learners use with acoustic form of the language. In selective listening, a listener selects
specific information heshe needs from an oral text for specific purposes such as finding names, numbers, etc.
In line in teaching listening of English instruction, the teacher should choose the type of listening she considers appropriate to her students’ need and
level. It is hoped that the students will get appropriate exercises of listening
which, in turn, will help them master the listening ability.
7. Materials for Listening Task
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