EXTENSIVE LISTENING ACTIVITIES OF EFL LEARNERS IN HIGHER LEVEL OF EDUCATION Farah Sukmawati Wahidah Roghibatul Luthfiyyah Universitas Swadaya Gunung Jati Cirebon farah.sukmawatiwahidahgmail.com, myteachingmediagmail.com ABSTRACT - EXTENSIVE LISTENING ACTI
Academic Journal PERSPECTIVE: Language, Education and Literature Vol 6 (2) November 2018
EXTENSIVE LISTENING ACTIVITIES OF EFL LEARNERS
IN HIGHER LEVEL OF EDUCATION
Farah Sukmawati Wahidah
Roghibatul Luthfiyyah
Universitas Swadaya Gunung Jati Cirebon
[email protected], [email protected]
ABSTRACT
Even the most difficult, listen to foreign language materials can be a pleasure, especially when it is done outside the classroom. Students can freely choose what they want to listen and can anywhere do listening activities. This study examines how the learners did their extensive listening activities. From all the links given, thirty-nine students who took listening course in the fourth semester only accessed YouTube and chose song and movie as the materials for supporting their listening activities, and they are mostly interested in listening to song. They mostly listen to song five times a week with the duration four minutes for each listening activity.
Keywords: listening, extensive listening
INTRODUCTION
Most listening is done for non- sentences, long listening, concentration listening purposes, such as introducing and focus, unknown words, and grammar, accents, vocabulary, uninteresting topic (Wahidah: 2018). The discussion, and the last for testing problems may occur because students comprehension, not to learn how to have never been taught how to listen. comprehend (Thorn, 2009; Schmidt, They just learn how to answer questions 2016). This may occur listening as the of listening comprehension based on most difficult skill than others skills of what they listened and learn how to language (Graham, 2002; Lee and Cha, correctly pronounce words. This study 2017). The previous study on listening tries to seek the learner’s activities in revealed that there were some factors extensive listening, the link that the causing students’ difficulties in listening learners use, the duration and the average comprehension. They were the duration of each learner. environment, poor recording, unfamiliar topics, accent of the speaker, speaker’s speed of speech, ungrammatical
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Extensive Listening or in another word, they listen for
Extensive listening can be an meaning.approach in teaching listening as foreign
5. Accountability: what learners listen language in how to comprehend in order must be demonstrated (Mayora, to improve learners’ ability. Learners can 2017). freely choose the materials from some Extensive listening can improve sources. They can take from their own students’ listening fluency. Chang and collections or can take from available Millet (2016) have investigated the sources in internet. This kind of listening effects on developing listening fluency activities, in which based on learners’ through listening-focused activities. The interest, are important to provide study showed that extensive listening environment to create good atmosphere significantly improved students’ listening or environment in order to improve competence. Several advantages of learner’s listening proficiency (Biggs, extensive listening where English as 1999; Lee and Cha, 2017). foreign language are as follows:
Extensive listening may derived
1. Pronunciation from extensive reading. There are five By listening from native that has broad principles of extensive reading that different accent, learner can get can be used to define extensive listening, some experiences in pronouncing they are: words well.
1. Quantity: learners listen to many
2. Reduce feeling anxiety and sources from target language. frustration
2. Comprehensibility: listening Learners can choose materials materials should be easy to be without any interventions from the understood. lecture.
3. Learner-centeredness: learners
3. Listen more focus freely choose the listening materials The activity in extensive listening or without any intervention from can be done anywhere so that the the lecture. learners can be more focus in
4. Meaning orientation: learners freely listening to the audio or video. choose the listening materials based
4. Enjoyment on their interest in order to make The learners can choose the audio them easily understand the meaning or video that they like.
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Web-based Listening Activities5. ESL Podcasts The following links can be used (http://a4esl.org/podcasts/), to get some sources of listening various topics of podcast which materials: are simply understood are 1. E L L L O (english Listening avalaible in this link.
Lesson Library Online,
6. YouTube videos http://www.elllo.org), much free (http://www.manythings.org/b/e/ online materials are freely to ), various interesting videos can support leaning activities. be found in youtube.
2. Spotlight Radio
7. Storyline Online (http://www.spotlightradio.net/li (http://www.storylineonline.net/ sten/), audios in this website are ), various news are avalable in easy to listen. This is suitable this link (Waring, 2008; for low listening learners. Here, Renandya and Farrel, 2011). learners can both hear and see the text. The following are activities that
3. Voice of America Special can be conducted in extensive listening: English
1. Learners are asked to listen, (http://www.voanews.com/ minimally one listening material. learningenglish/home/). News
2. Learners access the materials that is used english language is from many sources given. avalaible in this link.
3. Learners choose the topic that
4. BBC World Service they want to listen or that is (http://www.bbc.co.uk/worldserv interesting. ice/
4. Learners should repeat what they learningenglish/multimedia/). listen until they get the theme of The contents or materials in this what they listen. link are suitable for intermediate
5. Learners should listen until they learners. can summarize what they listened.
The activities and the rationale above will be discussed more detail in the following table: 121
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Table 1 the Students’ Activities in Extensive Listening and Its Rationale
Activity RationaleListen regularly Learners will get many experiences in extensive listening and will regularly improve their skill in listening comprehension. Listen from web Learners can freely choose the listening materials from the links given. Choose interesting material Learners can choose interesting topic for pleasure as an effort to make extensive listening more effective. Repeat the audio or video Learners should repeat the audia or video unil they get the content of what they are listening. Summarize This gives lerners experience in writing and retelling the content of audio or video. course at a University in Cirebon,
After getting theme and identity Indonesia. Regarding data collection and of the audio or video that the students analysis, researchers used a qualitative listened, such as title or theme and the approach. duration, they then write it in the journal of extensive listening. Listening journal Participants is a document in which all the extensive The participants of this study are listening experience well record. In thirty-nine students who took listening journal, learners can write the identity of course in the fourth semester in the audio or the video that they listen. University in Cirebon, Indonesia, for a Last, they summarize the content of it in semester. the journal.
Data Collection
The data are taken from the
METHODOLOGY
journal that given and asked to the Students’ weekly activities of students to fulfill. students wrote their listening were collected from listening
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listening experience every week in a journal. First, they choose the web that they want to hear. Second, they choose an interesting topic. Third, they find out and write the theme of the audio that they listen. Fourth, they summarize what they listen. Last, they demonstrate what they listen. This is done just to check their activities in listening and evaluate whether the activities are running well.
RESULTS AND DISCUSSION
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Procedure and Data Analysis
The data used is from the first week of extensive listening in order to find out the learner’s listening experience, the link that the learners use, the duration and the average duration of each learner.
Giving the links of free listening materials sources doesnot mean that all participants will access all the given links. In the first week, all the participants only access youtube English video or song. The song or video they opened were generally the song or video that they have ever listened or seen. This made students really knew the content of the audio and easily summarize what they listened. The detail of the activities of extensive listening can be seen in the following table:
Table 2 The Students’ Extensive Listening Experience
Kinds of Listening Material Listening Experience Quantity Source Total Duration Number of Participants Avarage of
Duration
123
7
85 minutes/participant 1 time/participant
Youtube Song 128 minutes
32
4 minutes/participant 5 times/participant
Youtube The most famous link for free materials of extensive listening is youtube. Even others links have been given, all the learners only accessed youtube. Many reasons raised, such as there were some videos in youtube and the videos are easy to access or download. And the kind of material that most of students listen is song. The reasons for this can bee seen in the statement below:
’’Listening to music is my hobby.” ’’The duration of song is short.” ’’Song can erase the unwell feeling.”
Movie 600 minutes
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’’That is interesting, I can sing a duration of song which is very short, song while listen to the song.” between two to five minutes, made the ’’Listening to music is more learners enjoy to listen. They did not interesting than news or others kinds need much time just to listen. Extensive listening materials.” listening can provide additional activities
Listen to English songs become a which is interesting and enjoyable to the hobby for fourth semester students who learners. The implication of this study is took listening course. They generally that it provides experiences to the lecturer listen to a song for five times a week. and the learners in how to improve the They chose it by using time as the skill of listening comprehension in consideration. Song maximally just need enjoyable ways. 5 minutes to listen. In the short time, they not only can fastly get the content of it,
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