3
4
5 Can’t chunk streams of
speech
Miss the beginning of the text
Concentrate too hard or unable to concentrate
Do not understand subsequent parts of input
because of earlier problems
d. Principles in Developing the English Listening Materials
According to Rivers 1980: 18, in developing the instructional listening materials, there are some principles to consider. These principles are as follows:
1 Listening materials should fit to the students’ level of proficiency. The materials should be relevant to the students’ background knowledge
of the language and the students’ level of competence. 2 Listening materials should be as natural as the situation in the real life
communication. This means that the students need materials which could be practiced in
real life communication. 3 It is necessary to think about the sounding of the speech and its effects to the
students’ ability to comprehend the message. It means that the teachers should be responsible to the process of teaching
listening skills to the students. They should be able to maintain the learning situation in which the students keep motivating and desiring to follow the lesson.
4 Teachers should consider the length of the recordings to be presented to the students.
e. Framework of Constructing Listening Skills Lesson
Besides considering the principles of developing the materials, it is also important to take into account the basic framework of designing a listening skills
lesson. According to Peachey 2002, ¶ 3-6, the basic framework to construct a listening skills lesson can be divided into three main stages.
1 Pre-listening It is the stage during which teachers help students to prepare to listen.
There are certain goals that should be achieved before students attempt to listen to any text. These are motivation, contextualization, and preparation.
a Motivation It is important that before listening students are motivated to listen. Therefore,
teachers should select a text that is interesting for the students and also should design tasks that could arouse students’ interest and curiosity.
b Contextualization It is important that the listening text is taken from the original environment. In
addition, teachers also need to design tasks that could help students contextualize the listening and access their existing knowledge and
expectations to help them understand the text. c Preparation
It is significant to help students understand the specific vocabularies and expressions they will need to deal with the listening text.
2 While-listening It is the stage during which teachers help to focus students’ attention on
the listening text and guide the development of students’ understanding of the text.
Listening to a foreign language is a very intensive and challenging activity. Therefore, it is important to give the students ‘breathing’ or ‘thinking’
space between listening. It can be done through giving the students chances to compare their answers with their peers before they listen again. By doing so, they
can have a chance not only to have some break from the listening, but also to check their understanding with their peers and reconsider before listening again.
3 Post-listening It is the stage that aims to help the students integrate what they have
learned from the text into their existing knowledge. There are two common forms that post-listening tasks can take. These are reaction to the content of the text and
analysis of the linguistic features of the text. Besides, it is also necessary to provide the students with the activities to review the overall lesson.
f. Listening Activities
