example they may choose to rehearse a telephone conversation in L2 with another student in order to develop confidence, or reward themselves with a doughnut
when they successfully complete some task in the target language. As listeners, especially in the countries that treat English as a foreign
language, often face difficulties in listening, they will naturallyemploy different kinds of listening strategies ranging from cognitive, metacognitive and socio-
affective strategies as explained above.Considering the close relation of listening strategy in listening process, it is important to consider it in improving listening
comprehension. In this case, listening strategy is taken as a moderator variable of the research. It is not manipulated yet it is observed to strengthen the external
validity of the research results. It means that the involvement of listening strategy in this research is to explain whether the effect of FLAP on the students’ listening
comprehension can be generalized across all the types of listening strategies students belong to more varied or less varied strategies.
e. Teaching Listening in Senior High School
According to Badan Standar Nasional Pendidikan BSNP, the objective of the English teaching-learning process in Senior High School is to develop
communication skills in the form of spoken and written to achieve functional literacy level 2006: 235.Literacy level involves performative, functional,
informational, and epistemic. On the performativelevel, people are able to read, write, listen and speak using the shared symbols. On the functional level, people
are able to use language in meeting his or her daily needs such as reading newspaper or manuals. On the informational level, one is able to access
knowledge with his or her language competency. Meanwhile, on the epistemic
level, people are able to express knowledge into the target language Wells, 1987 cited in BSNP, 2006: 234.
The teaching and learning of English in senior high school aims at assisting learners to achieve the functional and informational level. In the listening class,
students are expected to be able to understand spoken language that they often find to fulfill the daily needs such as listening to conversations, listening to short
functional texts, and some spoken text types. Considering the needs of learning listening for senior high school students,
teachers should also be aware that listening involves complex skills. Comprehending spoken texts which are complex needs lots of practice. The
practice can be done by employing students to various microskills. This will make the students familiar with the effective way to listen to target language. Therefore,
in the teaching program, teachers need to consider teaching some listening microskills to the students.Below is the microskills of listening comprehension
proposed by Richards 1983 in Brown, 2001: 256. 1.
Retain chunks of language of different lengths in short-term memory. 2.
Discriminate among the distinctive sounds of English. 3.
Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, intonational contours, and their role in
signalling information.
4. Recognize reduced forms of words.
5. Distinguish word boundaries, recognize a core of words, and interpret
word order patterns and their significance. 6.
Process speech at different rates of delivery. 7.
Process speech containing pauses, errors, corrections, and other performance variables.
8. Recognize grammatical word classes nouns, verbs, etc, systems
tense, agreement, pluralization, patterns, rules, and elliptical forms. 9.
Detect sentence constituents and distinguish between major and minor constituents.
10. Recognize that a particular meaning may be expressed in different grammatical forms.
11. Recognize cohesive devices in spoken discourse.
12. Recognize the communicative functions of utterances according to situations, participants, and goals.
13. Infer situations, participants, goals using real-world language. 14. From events, ideas, etc., described, predict outcomes, infer links and
connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given
information, generalization, and exemplification.
15. Distinguish between literal and implied meanings. 16. Use facial, kinesic, body language, and other nonverbal clues, to
decipher meanings. 17. Develop and use a battery of listening strategies such as detecting
keywords, guessing the meaning of words from context, appeal for help, and signaling comprehension of lack thereof.
Teachers do not need to force students to master all of the skills above at one time. Teachers can select some of them to focus on for a certain period of
time during the teaching and learning process.In the field of language teaching in a formal situation, teachers should follow the national curriculum. In the recent
regulation, the government has given option for each school to adapt a certain curriculum proposed by the government, that is 2006 Curriculum or 2013
Curriculum. In the context of the school in which the research is conducted, the curriculum adopted is KTSP 2006. Therefore, in this research, the listening
materials is based on KTSP 2006. The basic competenciesif listening skillare presented below.
Table 2.1 Basic Competencies for Teaching Listening in Grade X
No. Basic Competencies
TopicMaterial
1.1 Responding meanings in transactional to get
things done and interpersonal to socialize conversations both in the formal and informal
occasion that use accurately, fluently and acceptably simple spoken discourses in daily life
contexts and involve action and expressions of: introducing people, greetingsleave-takings,
accepting
offersinvitations, accepting
and cancelling appointments.
1. Invitation dialogue
2. Appointment dialogue
