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d. Extensive. Listening to develop a top down, global understanding of
spoken language. Listening for a gist, for the main idea, and making inferences are a part of extensive listening.
From the explanation above storytelling is the type of intensive listening. Intensive listening is divided into two; they are intensive listening using taped
material and live listening. Storytelling is the kind of live listening. The live listening is appropriate for beginners or young learners. The live performance of
listening make the teacher easy to interact with children it is also make the class learning active so that it avoid a boredom. In addition Harmer 2007: 43 states
that the main advantage of live listening over recorded extracts is that the students can interact with the speaker on the basis of what they are saying, making the
whole listening experience far more dynamic and exciting. Therefore in her study the writer use a storytelling as a technique in teaching listening at elementary
school.
2.4.3 The Stage in Teaching Listening
Every teacher may have a different way of teaching in their teaching and learning process. One to remember is that in teaching we as a teacher have to
construct a harmonious stage. By this harmonious stage the brain will accept the in input in a row so that the lesson grasp easily. According to Helgesen and
Brown there are three main stages in teaching listening, it is the same as we teach listening comprehension. Those stages are:
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a. Pre listening. It is the warming up activity before students have a real listening
task. Pre listening is how we can help listeners achieve the balance between top down and bottom up processing. Rees in his article at
teachingenglish.org.uk explain that pre-listening task aim to deal with: •
Setting the context i.e. giving an idea about the setting and participant
• Activating current knowledge i.e. asking question related to the context
• Acquiring knowledge i.e. providing knowledge input to the students
• Activating vocabulary or language i.e. providing vocabulary that they
may find in the context b.
Listening task. There are three type of listening task. They are listening for specific information, listening for a gist and listening for the main idea.
c. Post listening. It is checking the answer to comprehension questions, either by
telling the learners what the correct answer are, by eliciting answer from the students themselves, or by having students compare their answer in pairs of
small group. Helgesen and Brown, 2007: 10. Considering the important of the stage in teaching and learning process the
writer will use the stage above in her study.
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Table 1. Table of teaching and learning process The Stage of Listening
Activity
Pre Listening
Teacher introduced the topic of lesson by:
•
giving an idea about the setting and participant
•
asking question related to the context
•
providing vocabulary that they may find in the context
•
providing vocabulary that they may find in the context
Listening task
Teacher tells the students a story by using storytelling as a technique.
Teacher also asked some question orally to check their
comprehension.
Post Listening
Teacher review the story by asking the students some question about
the story orally and checking their answer together with the children.
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2.4.4 Teaching Listening to Young learner
