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comes. At the same time, the students use their background knowledge top-down listening to determine the meaning Brown, 2006.
c. Teaching Listening
According to Hedge 2000, there are three stages in teaching listening: pre-listening, while-listening, and post-listening.
1 Pre-listening This stage reflects a brief view of the course materials. The activities can
include answering a set of questions about the topic, and agreeing or disagreeing with the opinion about the topic. The significant goals of this stage are to
contextualize the text and provide any information needed to help the students appreciate the setting and the roles between participants. Marc Helgesen 2003
adds that pre-listening itself can serve the top-down and the bottom-up process because before listening, the students can brainstorm vocabulary related to the
topic and then they also base the information on their knowledge as cited in Nunan, 2003, p. 29.
2 While-listening This stage is aimed to confirm the students’ expectation and to help them
get the essential point of the topic. The activities can be following the information, responding to attitudes expressed, reflecting on what the speakers says, taking
notes, or writing specific points. The other activities can be ticking multiple choice items, filling in a chart, matching pictures with the text, or drawing a
picture or making notes. The choice of the activities does not only depend on the type of text but also
on the students’ level.
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3 Post-listening This stage can help the students to do more intensive study. The activity in
this step can be summarizing what they have learnt. The post-listening stage can also be useful to involve the integration with other skills, such as reading,
speaking, or writing. As supported by Goh 2002 that the aim of the post-task stage is to practice the other language skills, such as speaking, reading, and
writing using the same topic. Although speaking and listening are very different skills, they are related
to each other. As stated by Marc Helgesen 2003 that listening is also a good way to preview the listening and speaking activities, in turn, it can be useful to expand
on what they have listened to as cited in Nunan, 2003, p. 41. It is also important to maximize the use of authentic language when teaching listening and vary the
materials in terms of speakers, gender, accent, speed, topic, and noise level Ur, 1996.
Marc Helgesen 2003 also states that the students need to learn from many different
tasks. He states, “If learners need experience with different types of listening texts, they also
need to work with a variety of tasks” as cited in Nunan, 2003, p. 31. In term of the task, the listening task is more complex
because it uses spoken language. The students should practice more and be familiar with the sounds. This is the difficulty that must be faced by the students.
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The solution is to give them clear recording or pause between phrases or sentences.
4. School-Based Curriculum
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