Definition of Listening Listening Skill for Young Learners

17 Fourth, the teacher sets a specific listening task. There are three parts in listening. Those are pre-, while-, and post-listening parts. Each part has different activity. In order to make the teaching and learning process of listening active, the teacher needs to develop a repertoire of different pre-, while-, and post-activity types which fit in different types of language. Fifth, the teacher organizes listening. Most listening is based on teachers’ talk. However, if the teacher has a cassette of listening materials, this is useful to provide a good model of spoken English to the learners. The teacher also provides the listening materials for the children sequentially. The material is arranged based on several themes . The kinds of listening theme are explained below. 1 Parts of the body The students need to understand a very simple instructions and vocabularies about parts of the body. This material is given in three meetings. Each meeting is 70 minutes. 2 Clothes The students need to understand the kinds of clothes. This material is given in three meetings. Each meeting is 70 minutes. 3 Food and Beverages The students need to understand a very simple expressions and vocabularies about food and beverages. This material is given in three meetings. Each meeting is 70 minutes. 18 4 Fruits The students need to understand a very simple instructions and vocabularies about fruits. This material is given in three meetings. Each meeting is 70 minutes. 5 Family The students need to understand a short functional text about family. This material is given in three meetings. Each meeting is 70 minutes. Besides giving the materials sequentially, the teacher needs to design the listening activity for the children. There are three stages activities which can be applied to use video in the classroom, namely pre-viewing, while-viewing, and post-viewing. Pre-viewing is a preparation for the listening, while-viewing is an activity while they listen so they remain active, and post-viewing is an activity after they have listened. Furthermore, Brewster et al. 2002: 102-105 arrange eleven while-listening activities. Table 2.I. While-Listening Activities Activity types Purposes Materials

1. Listen and repeat

Example of this are found in game such as Chinese Whispers where on child whispers a message to another who then passes on the message to another child and so on. The last child repeats what they have heard and the class  Listening for details to improve memory and concentration  Listening with enjoyment to improve listening attitude Short, spoken message such as instructions, or statements containing no more than ten words continued 19 continued Activity types Purposes Materials compares this message with the original. Other listen and repeat games ask the learners to repeat something only if it is true.  Listening to physically ‘settle’ or calm pupils Sets of three words which contains matching pair Songs and rhymes Rhyming stories

2. Listen and

discriminate The listeners’ attention is often focused on pronunciation features such as listening for words which rhyme, or selecting phrases which have the same rhythmic pattern. This is especially useful when using songs and rhymes or stories which have rhyming sequences. Use Find the Pair or Odd-Man Out type activities.  Listening for detail to discriminate between sounds and rhythmic patterns  Providing ear- training to improve pronunciation  Listening to physically ‘settle’ or calm pupils  Listening to encourage mental activity and problem-solving Sets of three words which contains matching pair Songs and rhymes Rhyming stories

3. Listen and perform

actions follow instructions This kind of activity TPR is used with instructions Being a Robot, action songs, rhymes, or games such as Blind Man’s Buff or What’s the Time Mr. Wolf? Asking learners to trace a route on a plan or map is quite difficult and should not be used if the children find this difficult in their mother tongue.  Listening for enjoyment  Listening to improve memory and concentration span  Listening to the use of prepositional phrases, e.g. on the left-right; or discourse markers, e.g. first, then, next; and action verb, e.g. put, fold, turn Action songs and rhymes Plans or maps instructions for games, e.g. origami paper-folding continued