Traditionally, listening was associated with transmission of information, that is with one-way listening Nation and Newton: 2009. This can be seen in the
extensive use of monologues in older listening materials. b.
Two-way listening—typically associated with maintaining social relations interactional listening.
Most contemporary materials reflect this re-emphasis with a move towards natural sounding dialogues Nation and Newton, 2009:40. Based on the two
broad types of listening, listening provides transferring information and maintaining social relations as the input.
From the point above, as comprehension is so essential of listening to transfer information, without comprehension no listening takes place and without
comprehension should not be called listening. In listening comprehension the listeners show whether or not they monitor their comprehension through the
listening process by maintaining social relations.
4. Teaching Listening
a. Teaching Listening in SMA
In Indonesia, the education system has applied two curriculums which are Curriculum 2013 as a new system and School-Based Curriculum as a traditional
system. Most schools still apply School-Based Curriculum taught in elementary schools SD, junior high schools SMP and senior high schools SMA. It
depends on the academic year of students. In SMA, the education system applies new system for X grade students and traditional system for grade XI and XII. So,
School-Based Curriculum still exists in teaching and learning process. Caldwell and Spinks 1998 in Yuwono 2005 define School-Based Management as the
self-managing school, and it has an authority to make decision related to the allocation of resources. It is evident that schools develop teaching and learning
system to achieve the goals of the curriculum. In School-Based Curriculum, English is taught as a compulsory subject.
Brown 2001: 92 states that “the terrible teens” are in an age of transition, confusion, self-consciousness, growth and changing bodies and minds. It depends
on the goal that English as a foreign language which can be indicated from standard competency and basic competence SKKD. This below is the specimen
of SKKD related to teaching listening in SMA:
Table 2. The Standard of Competence and Basic Competence of Listening Skills
for The Eleventh Grade of Senior High School Students in Semester Two based on the School-based Curriculum
Standard of Competence
Basic Competence Micro Skills
8. To response simple, short, functional texts
and simple monologue texts in the genres of
narrative, spoof and hortatory
in the
context of daily life 8.2
To response
simple, monologue texts accurately, fluently, and
acceptably in the genres of narrative, spoof and
hortatory
in the context of daily life
a Discriminate among
the distinctive sounds of English.
b Recognize the communicative functions of utterances, according
to situations, participants, goals. c Infer situations, participants, goals
using real-world knowledge. d Use
facial, kinesic,
body language, and other nonverbal
clues to decipher meanings.
e Develop and use a battery of listening
strategies, such
as detecting key words, guessing the
Standard of Competence
Basic Competence Micro Skills
meaning of words from context appeal for help and signaling
comprehension or lack thereof.
In this case, the teaching and learning process have to follow the goal that English as a foreign language. Because people in society do not use English as a
tool for communication, it is difficult for learners to apply English competence in daily life. Learners have limitations to use English out of the class. So, the
atmosphere of English as a communication can be created through teaching and learning process.
b. Principles for Teaching Listening
