THE DIFFERENCE OF STUDENT’S READING AND LISTENING SKILLS BETWEEN HOMESCHOOLING STUDENTS AND PRIVATE ENGLISH COURSE STUDENTS (A Descriptive Comparative Study of Homeschooling and Private English Course Students) A GRADUATING’S PAPER Submitted to the Board

  THE DIFFERENCE CE OF STUDENT’S READING AND ND

LISTENING SKILL LLS BETWEEN HOMESCHOOLING

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STUDENTS AND AND PRIVATE ENGLISH COURSE SE

STUDENTS

  

(A Descriptive Compara parative Study of Homeschooling and Priva rivate

English Course Students Eng )

A GRAD RADUATING’S PAPER

Submitted to the the Board of Examiner as a Partial l

  

Fulfillment of the the Requirements for the Degree of f

Educational Islamic ic Studies (S.PdI) in English Educatio tion

Department of Teacher acher Training and Education Facult ulty

  

By:

LAELA LA HIDAYAH ARIYANI

NIM 11311046

ENGLISH ED EDUCATION DEPARTMENT

TEACHER TRAINI NING AND EDUCATION FACULT ULTY

  

STATE INSTITUTE TE FOR ISLAMIC STUDIES (IAIN AIN)

SALATIGA

  THE DIFFERENCE LISTENING SKILL STUDENTS AND (A Descriptive Compar Eng A GRA Submitted to the Board the Requirements for th (S.PdI) in English Educ and LAELA ENGLISH ED TEACHER TRAIN STATE INSTITUT CE OF STUDENT’S READING AND LLS BETWEEN HOMESCHOOLING AND PRIVATE ENGLISH COURSE

STUDENTS

parative Studyof Homeschooling and Priva

  

English Course Students )

RADUATING’S PAPER ard of Examiner as a Partial Fulfillment o r the Degree of Educational Islamic Studie ducation Department of Teacher Training

and Education Faculty

  

By:

ELA HIDAYAH ARIYANI

NIM 11311046

EDUCATION DEPARTMENT

  

SALATIGA

ND

  ING SE rivate ent of dies ing

INING AND EDUCATION FACULTY TUTE FOR ISLAMIC STUDIES (IAIN)

MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

  Jl. TentaraPelajar 02 Telp (0298) 323433 Fax 323433 Salatiga 50721 Website: th

  Salatiga,August 27 2015 RifqiAuliaErlangga, S.Fil.,M.Hum.

  The lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga ATTENTIVE COUNSELOR’S NOTE Case: LaelaHidayahAriyani’s Graduating Paper

  Dear, Dean of Teacher Training and Education Faculty Assalamu’alaikumwr.wb.

  After reading and correcting LaelaHidayahAriyani’s graduating paper entitled

  

THE DIFFERENCE OF STUDENT’S READING AND LISTENING

SKILLS BETWEEN HOMESCHOOLING STUDENTS AND PRIVATE

ENGLISH COURSE STUDENTS(A Descriptive Comparative Studyof

Homeschooling and Private English Course Students), I have decided and

  would like to propose that this paper can be accepted by the Teacher Training and Education Faculty. I hope this paper will be examined as soon as possible. Wassalamu’alaikum wr. wb.

  Counselor,

  

A GRADUATING PAPER

THE DIFFERENCE OF STUDENT’S READING AND LISTENING

SKILLS BETWEEN HOMESCHOOLING STUDENTS AND PRIVATE

  

ENGLISH COURSE STUDENTS

(A Descriptive Comparative Studyof Homeschooling and Private English

Course Students)

WRITTEN BY:

  

LAELA HIDAYAH ARIYANI

NIM: 11311046

  has been brought to the board of examiners of English and Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies

  th

  (IAIN) Salatiga on August 29 , 2015and hereby considered to complete the requirements for the degree of Sarjana pendidikan Islam (S.Pd.I) in English and Education.

  Board of examiners Head :Muh. Khusen, M.A Secretary :Rifqi Aulia Erlangga, S.Fill, M.Hum.

  First Examiner :Ruwandi, S.Pd, M.A Second Examiner :SetiaRini, M.Pd.

  th

  Salatiga,August 29 2015 Dean of Teacher Training and Education Faculty Suwardi, M.Pd.

  

DECLARATION

  In the name of Allah, Hereby, the writer declares that this graduating paper is written by the writer herself. This paper does not contain any materials which have been published by other people; and it does not cite any other people’s ideas except the information from the references.

  This declaration is written by the writer to be understood.

  th

  Salatiga, August 27 2015 The writer LaelaHidayahAriyani NIM. 11311046

  

MOTTO

Always Be Yourself and Never be anyone Else Even

if They Look Better Than You

  

Life is to be Enjoyed Not Endured

(Gordon B Hinckley)

  

DEDICATION

  This graduating paper is whole heartily dedicated to:

  1. To my God, Allah SWT, who always blesses, cares, and loves me every time and everywhere.

  2. To my beloved Parents, Mr Ahmad Zamroni and MrsSitiRiwayati, without whose support this paper might still unfinished.

  3. To my beloved Sisters, AfridaNurmalika and TsalisaRahmaNovriyani who always cheer me and give me support when I fall down.

  4. To my honorable teachers and lectures who give me knowledge, advice, and support to finish this paper.

  5. For my best friends who always support and pray until this paper finish.

  

ACKNOWLEDGEMENT

  In the name of Allah the most gracious, the most merciful, the Lord of universe, Thanks to Allah, the writer could finish this graduating paper as one of the requirement for Sarjana Pendidikan Islam in English Department of Educational Faculty of State Islamic Institute (IAIN) Salatiga in 2015.

  Secondly, peace and salutation always be given to our prophet Muhammad SAW who has given us specimen to be pious Moslem.

  However, this success would not be achieved without those supports, guidance, advice, help, and encouragement from individual and institution, and I somehow realize that an appropriate moment for me to deepest gratitude for:

  1. Dr. Rahmat Hariyadi, M.Ag, the Rector of State Institute for Islamic Studies (IAIN) Salatiga.

  2. Mr. Suwardi, M.Pd, as the Dean of Teacher Training and Education Faculty.

  3. Mrs. Noor Malihah. Ph.D, as the Head of English Education Department.

  4. Mr. Ruwandi, S,Pd., M.A, as my Consultant of Academic.

  5. Mr. Rifqi Aulia Erlangga, S,Fil., M.Hum., as the counselor who has educated, supported, directed and given the writer advice, suggestion and recommendation for this graduating paper from beginning until the end. Thanks for your patience and guidance.

  6. All lecturers of IAIN Salatiga who have bestowed their knowledge to me, especially the lectures of English Department (TBI). Thanks a lot for the very invaluable education.

  7. All staffs of IAIN Salatiga who have helped the writer in processing

  8. My beloved father (Mr. Ahmad Zamroni) and mother (Mrs. Siti Riwayati) who always give me support encouragement, finance, love, trust, advice, and everlasting praying. Allah always blesses you.

  9. My beloved sisters (Afrida Nurmalika and Tsalisa Rahma Novriyani) who helped me and give the support.

  10. My best friends, Badi’atul Azmina, thanks for your helping and support.

  11. My friends in TBI 2011 who fight together with me.

  12. Mrs Ina as the head master of Destiny Institute Salatiga who give me permission to hold an observation.

  13. Miss Yiska, Miss Ita, and Mr Kenan, Thanks for helping and collaborating me when I held the observation.

  14. All students who participate in my observation, thanks for the participation.

  15. Many people who have help the writer that I can’t mention one by one, thanks all.

  Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers. I have tried as maximum as possible in finishing this graduating paper, but the writer believes that there are may lack in this graduating paper, so, the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the graduating paper.

  th

  Salatiga, August 27 2015 The Writer

  

ABSTRACT

  Ariyani, LaelaHidayah, 2015, “The Difference Of Student’s Reading And

  Listening Skills Between Homeschooling Students And Private English Course Students (A Descriptive Comparative Studiy of Homeschooling And Private English Course Students)” A Graduating paper of English Education Department State Institute for Islamic Studies (IAIN) Salatiga.

  Consultant :RifqiAuliaErlangga, S.Fil., M.Hum. Keyword :Reading, Listening, Homeschooling, Comparison.

  This research is mainly aimed to know the comparison the achievement of students’ reading and listening skill between homeschooling students and private english course students. This research will answer these problems of study(1)What is the profile of the reading and listening skills of the homeschooling students? (2)What is the profile of the reading and listening skills of the private english course students? (3) What is the difference of reading and listening skill of homeschooling and private english course students?. The approach of this research isquantitative research. The technique of sampling is stratified sampling. The data collected through achievement test and documentation. The result of this research are (1)The 13 years old homeschooling students have better score in listening and reading than 13 years old private english course student. (2) The 14 years old homeschooling students have better score in listening and reading than 14 years old private english course student. (3) The 15 years old homeschooling students have better score in listening and reading than 15 years old private english course student. (4) The 16 years old homeschooling students have better score in listening and reading than 16 years old private english course student.(5) The 17 years old homeschooling students have better score in listening than private english course student, but in listening test, private english course are have better score than homeschooling students. Thus, it means that between homeschooling student and private english course student, homeschooling student have better skill in listening and reading than private english course student.

  

TABLE OF CONTENTS

  TITLE PAGE ................................................................................................ i ATTENTIVE COUNSELOR’S NOTE .......................................................... ii PAGE OF CERTIFICATION ........................................................................ iii DECLARATION ........................................................................................... iv MOTTO ........................................................................................................ v DEDICATION .............................................................................................. vi ACKNOWLEDGMENT ................................................................................ vii ABSTRACT .................................................................................................. ix TABLE OF CONTENTS................................................................................ x LIST OF TABLE............................................................................................ xii

  CHAPTER I : INTRODUCTION A. Background of Study..................................................................................

  1 B. Limitation of Study ....................................................................................

  3 C. Statement of The Problem .........................................................................

  4 D. Objective of Study ....................................................................................

  4 E. Significance of Study ................................................................................

  4 F. Definition of Key Term .............................................................................

  5 G. Review of Previous Literature ...................................................................

  7 H. Hypothesis .................................................................................................

  8 I. Outline of the Research .............................................................................

  8 CHAPTER II : THEORETICAL FRAMEWORK

  A. Reading Skills ........................................................................................... 10

  1. Definition of Reading ........................................................................... 10

  2. Types of Reading ................................................................................ 11

  3. Purposes of Reading ............................................................................ 12

  B. Listening Skills .......................................................................................... 18

  1. Definition of Listening ......................................................................... 18

  2. Process of Listening ............................................................................. 18

  3. Strategies of Listening ......................................................................... 20

  4. Basic Modes of Listening .................................................................... 21

  5. Types of Listening ............................................................................... 22

  6. Improving Listening Skills ................................................................... 27

  C. Homeschooling ......................................................................................... 29

  1. Definition of Homeschooling .............................................................. 29

  2. History of Homeschooling ................................................................... 30

  3. Types of Homeschooling ..................................................................... 31

  4. Approach and Method of Homeschooling ............................................ 33

  5. Curriculum and Learning Material of Homeschooling ......................... 35

  6. Law of Homeschooling ....................................................................... 36

  7. Advantages and Disadvantages of Homeschooling .............................. 38

  D. Private English Course ............................................................................... 40

  CHAPTER III : RESEARCH METHODOLOGY A. Research Approach .................................................................................... 41 B. Type of Research ...................................................................................... 42 C. Setting of Research ................................................................................... 43 D. Population, Sample, and Sampling Technique ........................................... 46 E. Data Resources .......................................................................................... 49 F. Method of Collecting Data ........................................................................ 50 G. Technique of Data Analysis ...................................................................... 50 H. Statistical Hypothesis ................................................................................ 51 CHAPTER IV : RESEARCH FINDING AND DISCUSSION A. School Description..................................................................................... 52 B. Description of Student ............................................................................... 53 C. Research Conduct ...................................................................................... 53

  E. Data Analysis ............................................................................................ 56

  F. Discussion ................................................................................................. 64

  G. Research Limitation ................................................................................... 67

  CHAPTER V : CLOSURE A. Conclusion ................................................................................................ 68 B. Recommendation ....................................................................................... 71 BIBLIOGRAPHY APPENDIXES

  

LIST OF TABLE

Table 3.1 List of Supervisor and Staff Destiny Institute Salatiga

  45 Table 3.2 List of Homeschooling Student at Patience Class

  47 Table 3.3 List of Private English Course Student

  48 Table 4.1 List of Homeschooling Students’s Test Result

  55 Table 4.2 List of Private English Course Students’s Test Result

  56 Table 4.3 List of 13 Years Old Homeschooling and Private English Course

  57 Test Result

Table 4.4 List of 14 Years Old Homeschooling and Private English Course

  59 Test Result

Table 4.5 List of 15 Years Old Homeschooling and Private English Course

  60 Test Result

Table 4.6 List of 16 Years Old Homeschooling and Private English Course

  61 Test Result

Table 4.7 List of 17 Years Old Homeschooling and Private English Course

  63 Test Result

CHAPTER I INTRODUCTION A. Background of Study Education is a process to make the student improves. The improvements

  are developing their self-ability to have a good religious strength, self control, personality, intelligent, and skills that they need. On the other hands, education is the way to relay the knowledge from the teacher to the student. Besides that, education is also a tool to change the student’s personality, from the bad personality become good personality.

  Every student has a chance to choose what the best for their selves are. It means that education must pay attention to student’s interest and need in choosing and deciding the way that will be carried out for their future. By that, every student will be developed and improved properly as their desire, need, and their own style of learning. The parents just have to give the facility for their children for the developing of their intuition and their learning motivation.

  On the other hand, parents are also having options when making decisions regarding with their children’s education. What parents require in order to make a virtuous educational decision is the facts surrounding the options they have, and knowledge of the outcomes or implications one decision may have over another.

  Nowadays, in this modern era, the innovation of education should be enhanced. The reality shows that a lot of the educational process in formal passion which can improve the students’ skills and ability optimally. The conventional method that applied in the formal school tends to treat various kind of student with same procedure. Meanwhile, some students dislike and have no interest to always follow those same rules with the arranged schedule of study in the same time limit that should be taken on, and with same examination.

  Viewing the reality above, some people, especially parents that concern about their development of their children, are worry about the phenomena in the formal school. By this reason, homeschooling is becoming one of the alternative ways that people choose. Homeschooling is one of alternative school that trying to place the student as the subject of learning with at home educational approach. It is a kinship approach that allows the children to study comfortably which is suitable with their eagerness and their own learning style, every time, everywhere and with everyone. By this approach, the children are expected can be grown normally and optimally without being restrained.

  On other hand, parents that still want their children study in formal institution, take another way to make their children achieve their goal optimally. Those other way is the parents make their children to take a course besides the school. The private course is more flexible then formal school. The parent thought that when their children take the course, it can make their achievement better. Similar with homeschooling system, in private course, student also can study comfortably because in private school there are no exact rules. The students can study with their own learning style which is can be the

  Then, between those alternative ways to improve the student skills, which way that better than other? As we know, both of them have difference in their curriculum and method of teaching, therefore, they have differences in their students’ achievements.

  Based on that question, the writer would like to make research entitled “THE DIFFERENCE OF STUDENT’S READING AND LISTENING SKILLS BETWEEN HOMESCHOOLING STUDENTS AND PRIVATE ENGLISH COURSE STUDENTS (A Descriptive Comparative Study of Homeschooling and Private English Course Students)”. The writer will try to find out comparative skills between those kinds of education program.

  B. Limitation of The Study

  Based on the research entitled “the difference of student’s reading and listening skills between homeschooling students and private english course students (a descriptive comparative studies of homeschooling and private english course students)” the limitation of the study in this research is the English skill that student achieved. In this research, the writer makes the limitation of the skills are reading and listening skills. The writer also make the limitation of the respondent are student in homeschooling and private school that have age between 13 until 17 years old.

  C. Statement of The Problems

  To clarify the problem that is going to be analyzed, the writer formulates the problem statement as follows:

  1. What is the profile of the reading and listening skills of the homeschooling

  2. What is the profile of the reading and listening skills of the private english course students?

  3. What is the difference of reading and listening skill of homeschooling and private english course students?

  D. Objectives of The Study

  Considering the problems and limitation of the study above, the objectives of this research are as follow:

  1. To find out the profile of the reading and listening skills of the homeschooling students.

  2. To find out the profile of the reading and listening skills of homeschooling students.

  3. To find out the difference of reading and listening skill of homeschooling and private english course students.

  E. Significance of The Study

  The writer expects that the result of this study can give contribution for academic field and practical field, as follows:

  1. Theoretically a. This research would be helpful to know more about homeschooling.

  b. The result of the study can be used to develop education either formally or informally.

  2. Practically

  a. Students This research gives the student information about their skill and have b. Teacher This research gives the teacher information about the method and approach that can be used in teaching learning process effectively, so that, their students have better skills.

F. Definition of The Key Term

  To avoid the misunderstanding of the title of the research, it is important to explain the key terms related with this research. Therefore, the writer gives some description and explanation of the key terms to make the reader understand the study easier.

  1. Comparative Based on Oxford Dictionaries (2005: 25) comparative is involving the systematic observation of the similarities and dissimilarities between two or more branches of science or subjects of study.

  2. Analysis Analysis is study of something by examining its part. (Oxford, 2003:13) analysis is the process of breaking a complex topic into smaller parts to gain a better understanding of it.

  3. Reading Skills Reading is a cognitive process of decoding symbols to derive meaning from text. Reading skill is the ability to read text, process it, and understand its meaning. It also can be define as the level of understanding of text or message.

  4. Listening Skills Listening is the conscious processing of auditory stimuli that have been perceived through hearing. Listening skill can be define as more than just hearing but understanding and interpret the meaning of conversation. It is also a process similar with reading which should possess knowledge of phonology, syntax, semantics and text understanding.

  5. Homeschooling Homeschooling, also known as home education, is the education of children outside the formal settings of public or private schools and is usually undertaken directly by parents or tutors.

  6. Private English Course Course is training institute that included in non-formal education types.

  It was conducted the teaching learning process like in school, the differences is it just conducted in short time only for learn a particular skill.

  Then, private course is a learning process outside the school that undertaken by tutor outside the school teaching learning process, that use school curriculum as the reference. Therefore, private english course is non-formal education type that only learn about english language undertaken by tutor outside the teaching learning process in school which conducted some particular times.

G. Review of Previous Literature

  In this research, the writer has some literature as comparison of this research. The writer finds the other that has some topic with this research.

  Those are: First review that related to this research, the title is “Homeschooling and

  

Legistated Education”. It is a journal written by Terry Harding and Dr Ann

  Farrell, in years of 2004. The paper contains the critique of homeschooling and legislated education in Australia.

  Second review is “Specific Differences in the Educational Outcomes of

  

Those Students who are Home Schooled vs. Students in A Traditional School

Setting” by Kathi Moreau, in years of 2012. The paper is about distinct

  differences between children who are homeschooled versus those who are schooled in the public setting. The paper reveals that the level of success for homeschoolers is a good argument for this type of education.

  Third review is “A Descriptive Study of Developing Student Vocabulary in

  

Homeschooling and Formal School (A Case Study of Salatiga Homeschooling

Community and the First Grade Students of SD N 1 Tengaran)” by

  UtariaAlfaningrum, in years of 2011. The paper is about the differences of the student vocabulary improvements between homeschooling students and first grade students in SD N 1 Tengaran.

  The last review is “The Influence of Homeschooling towards Students

Ability of Translating English Text” by GaluhCandraPratomo, in years of 2009.

  The paper is about the translating skills of homeschooling students and the

H. Hypothesis

  Hypothesis is the problem estimate or answer proposed of problem statements. In this research, the hypothesis is between homeschooling program and private course program, there is one prorgam that better in improving student’s skill besides the teaching learning process in school.

I. Outline of the Research

  Chapter I is Introduction that consist of background of study, limitation of the study, statement of the problem, objectives of the study, significance of study, definition of the key terms, the literature review, hypothesis and the outline of the research.

  Chapter II is Theoretical Framework that consists of more explanation about reading skills, listening skill, homeschooling, and private english course. Chapter III is Research Methodology. It covers the research approach, type of research, setting of the research, population, sample and sampling technique, data resources, method of collecting data, technique of data analysis and statistical hypothesis.

  Chapter IV is Research Finding and Discussion. It includes the school description, the description of student, research conduct, data presentation, data analysis, and discussion.

  Chapter V is Closure that consists of conclusion and recommendation. And the last part is bibliography and appendix.

CHAPTER II THEORETICAL FRAMEWORK A. Reading Skill

1. Definition of Reading

  Readingis a complex activity that involves both perception and thought. Reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences and connected text.

  Reading skill is the ability to read text, process it and understand its meaning. Reading comprehension or skill also can be defined as the level of understanding text or message. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text or message. Someone ability to comprehend text is influenced by their traits and skills, one of which is ability to make inferences. If the word recognition is difficult, people use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read.

  Craik and Lockhart on Wikipedia state that reading comprehension involves two levels of processing, shallow (low-level) processing and deep (high-level) processing. Deep processing involves semantic processing, which happens when people encode the meaning of a word and relate is to recognition, the processing of sentence and word structure and their associated sounds.

2. Type of Reading

  There are the following types of reading and the corresponding types of activities to develop the corresponding reading skills:

  a. Skimming reading Skimming is reading to confirm expectations; reading for communicative tasks. Skimming is the most rudimentary type of reading. Its object is to familiarize you as quickly as possible with the material to be read.

  b. General reading or scanning Scanning is reading to extract specific information; reading for general understanding. Scanning is a skill that requires that you read quickly while looking for specific information. To scan a reading text, you should start at the top of the page and then move your eyes quickly toward the bottom. Generally, scanning is a technique that is helpful when you are looking for the answer to a known question.

  c. Close reading or searching reading It is reading for complete understanding; reading for detailed comprehension (information; function and discourse). Close reading is the most important skill you need for any form of literary studies. It means paying especially close attention to what is printed on the page.

  Close reading means not only reading and understanding the meanings of the individual printed words, but also involves making yourself sensitive to all the nuances and connotations of language as it is used by skilled writers.

3. Purpose of Reading

  There are some purposes why people want to read something. Here some reason that stated by Hall on Stifler’s article “Four Kind of

  Reading” (2009:1) as follow:

  a. Reading for Information Reading to learn about a trade, or politics, or how to accomplish something. We read a newspaper this way, or most textbooks, or directions on how to assemble a bicycle. With most of this sort of material, the reader can learn to scan the page quickly, coming up with what he needs and ignoring what is irrelevant to him, like the rhythm of the sentence, or the play of metaphor. Courses in speed reading can help us read for this purpose, training the eye to jump quickly across the page.

  b. Reading for Ideas With a philosopher one reads slowly, as if it was literature, but much time must be spent with the eyes turned away from the pages, reflecting on the text. Intellectual writing requires intellectual reading, which is slow because it is reflective and because the reader must pause to evaluate concepts.

  c. Reading to Escape This reading is the automated daydream, the mild trip of the feeling but in turning off the possibilities of experience and feeling. The reader is in control: once the characters reach into the reader's feelings, he is able to stop reading, or glance away, or superimpose his own daydreams.

  d. Reading to Engage If we read a work of literature properly, we read slowly, and we hear all the words. If our lips do not actually move, it's only laziness.

  The muscles in our throats move, and come together when we see the word "squeeze." We hear the sounds so accurately that if a syllable is missing in a line of poetry we hear the lack, though we may not know what we are lacking. In prose we accept the rhythms, and hear the adjacent sounds. We also register a track of feeling through the metaphors and associations of words. The great writers reward this attention. Only by the full exercise of our powers to receive language can we absorb their intelligence and their imagination. This kind of reading goes through the ear though the eye takes in the print, and decodes it into sound to the throat and the understanding, and it can never be quick.

4. Strategies to Improve Reading Skill

  To improve the reading skill, here some strategies that developed in Melbourne University:

  a. Purposeful Reading Be very clear about exactly what you are looking for. Don’t just understanding of a topic or issue, detailed knowledge, a range of perspectives, identification of a writer’s position, evaluation of a writer’s position, arguments that support your position, arguments that oppose your position, examples, statistics, definitions, explanations, quotes, etc. Try to have the purpose in writing nearby so you maintain focus. Purposeful reading of this nature can help you read faster and more selectively. It can also help your concentration and your ability to remember.

  b. Scanning Scanning is reading quickly to search for specific information. You may not realize it, but you are already good at scanning. You scan, for example, when checking a TV guide or a phone book. Scanning may allow you to ‘read’ up to 1,500 words a minute. One reason to scan an academic text that you have found while researching is to locate key terms as a means to assess the text’s relevance.

  c. Skimming Skimming is reading quickly to gain a general idea. Skimming may allow you to ‘read’ up to 1000 words a minute. Skimming helps you identify whether or not to continue reading, what to read carefully, and where the best place is to begin. Skimming an academic text immediately before you read it carefully can help you consider what you already know and can help you develop a purpose for reading. An initial skim can also help maximize your interest in the text and your d. InformationWords There will be times when you need to do more than skim a text in the way described above, but still need to read quickly. This may require ability to conduct “surface reading”. It is worth remembering that no more than 50% of the words in an average textbook are “information” words. The other words are like glue and paint: they are there to provide connections and add interest, but are not essential for meaning. If you concentrate on information words, you can read faster and with better comprehension. But, how do you learn to pick out the important information words? A large part of the trick involves paying attention to what the author is trying to say. Look for the message, and the information words will emerge naturally.

  e. PhraseReading Watch the eyes of a friend or a member of your family while he or she is reading. You will see that they move along each line of print in a series of jerks. The pauses between the jerks are known as fixations. It is during the fixations that your eyes take in words. Poor readers take in only one or two words in each fixation. A good reader, on the other hand, takes in several words in each fixation f. AnalyticalReading

  Analytical reading (or study reading) is needed when you want to make sure that you fully grasp and appreciate what you are reading.

  You may have to read statements more than once, stop to think about them, or jot down key words when using this style. As a result, your reading rate can easily drop to below 100 words a minute.

  g. MarkingtheText If the text you are reading is your own copy, you could also underline key words, highlight with a marker, or make notes in margins, or alternatively, if you don’t own the text, you could use little ‘post-it’ labels. This process of marking texts can help you concentrate and can help you identify key points and make the book easier to survey later when you need to use it again for your assignment or to revise for an exam.

  h. Note-Taking If you don’t take notes well, or don’t take them at all, now is the time to develop this essential skill! Note-taking can help you gain deeper understanding and reflection, a better ability to remember and good exam preparation materials for later. i. ManagingVocabulary

  Even if you are a native English speaker, you may at times feel overwhelmed by the amount of unfamiliar vocabulary you encounter.

  Of course, as a university student, you have a great opportunity and need to build you vocabulary (discipline specific and general), so consult glossaries and use a dictionary. Keep a list of new words: record their definitions and write example sentences which show meaning and usage. When using your dictionary, be discerning. Know which words j. ReadingwithOthers Consider getting a “study buddy” or study group. Be careful to keep focused on what you need to do and you may find that by sharing notes, explaining, asking and quizzing each other, you can increase you ability to understand, reflect upon and remember key points in texts.

B. Listening Skill

  1. Definition of Listening BabitaTyagi on her journal stated that listening skill is the key to receiving messages effectively. Itis a combination of hearing what another person says and psychological involvement with the person who is talking. Listening is a skill of Language. It requires a desire to understand another human being, an attitude of respect and acceptance, and a willingness to open one's mind to try and see things from another's point of view. It requires a high level of concentration and energy. It demands that we set aside our own thoughts and agendas, put ourselves in another's shoes and try to see the world through that person's eyes.

  Listening is the process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages, Purdy &Borisoff stated in Kent Adlemann Journal. It involves an active involvement of an individual. Listening involves a sender, a message and a receiver.

  2. Process of Listening

  According BabitaTyagi on her journal, the process of listening occurs in five stages. They are hearing, understanding, remembering, a. Hearing It is referred to the response caused by sound waves stimulating the sensory receptors of the ear; it is physical response; hearing is perception of sound waves; you must hear to listen, but you need not listen to hear (perception necessary for listening depends on attention).

  Brain screens stimuli and permits only a select few to come into focus- these selective perception is known as attention, an important requirement for effective listening.

  b. Understanding This step helps to understand symbols we have seen and heard, we must analyze the meaning of the stimuli we have perceived; symbolic stimuli are not only words but also sounds like applause and sights like blue uniform that have symbolic meanings as well; the meanings attached to these symbols are a function of our past associations and of the context in which the symbols occur. For successful interpersonal communication, the listener must understand the intended meaning and the context assumed by the sender.

  c. Remembering Remembering is important listening process because it means that an individual has not only received and interpreted a message but has also added it to the mind’s storage bank. In Listening our attention is selective, so too is our memory- what is remembered may be quite different from what was originally seen or heard.

  Only active listeners participate at this stage in Listening.At this point the active listener weighs evidence, sorts fact from opinion, and determines the presence or absence of bias or prejudice in a message; the effective listener makes sure that he or she doesn’t begin this activity too soon; beginning this stage of the process before a message is completed requires that we no longer hear and attend to the incoming message-as a result, the listening process ceases.

  e. Responding This stage requires that the receiver complete the process through verbal and/or nonverbal feedback; because the speaker has no other way to determine if a message has been received, this stage becomes the only overt means by which the sender may determine the degree of success in transmitting the message.

3. Strategies of Listening

  Listening strategies are techniques or activitiesthat contribute directly to the comprehension and recall of listening input. Tygan in her Journal stated that Listening strategies can be classified by how the listener processes the input.

  a.

  Top-down strategies are listener based. The listener taps into

  background knowledge of the topic, the situation or context, the type of text, and the language. This background knowledge activates a set of expectations that help the listener to interpret what is heard and anticipate what will come next. Top-down strategies include :

• predicting
• drawing inferences
• summarizing b.

  Bottom-up strategies are text based; the listener relies on the language

  in the message, that is, the combination of sounds, words, and grammar that creates meaning. Bottom-up strategies include :

• listening for specific details
• recognizing cognates
• recognizing word-order patterns

4. Basic Modes of Listening

  In the one of journal article entitle “Listening : An Important Skill and

  

Its Various Aspects” by BabitaTyagi (2003: 3), there are three basic modes

  of listening, it was : a.