How to Teach Listening in Senior High School (original) (raw)
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It has been proven by linguists that the receptive skill of listening is the foundation of all other skills (reading, writing and speaking) and as is stated by Burgess (1994) learners of a foreign language “experience language through listening to it.” However, it is also supported that listening is an “invisible mental process” (Rost, 2011:2; Vandergrift, 2000) which cannot be easily described. It, therefore, needs to be integrated with the other three skills with which it is inextricably interwoven. This assignment aims at presenting a way of implementing listening theory to a secondary school class as well as delineating the process of subsuming all four skills in a coherent and cohesive listening lesson plan. In the first part of the assignment, the instructor’s current teaching situation will be described. In the second part of the assignment an original in-nature lesson plan will be provided as well as reflection upon the teaching of the lesson according to the criteria proposed.
IMPROVING STUDENT'S LISTENING SKILLS I. The problem of teaching listening
A new series of English textbooks for students have been used in schools in Viet Nam for some years and there has been a lot of feedback from teachers who have used them. One of the problems they face is that they are not satisfied with their teaching of listening. Although they have been trying to find ways to make their listening activities more effective, the results they obtain are not as good as what they want. Some conclusions have been made to explain the situation. Many teachers stated that the new textbooks which contain a large amount of knowledge, hinder the students' learning. Others stated that they have many weak students who lack vocabulary, grammatical knowledge and have poor pronunciation, reduce classroom learning potential learning environment. Sometimes the problem originates from the teachers themselves. Many teachers think that if they teach in a class with many weak students, they can't spend a lot of time teaching listening. They do not use all of activities they had designed when writing lesson plans because if they do, the weak students can't keep up. II. What the teachers know about teaching listening. All qualified English language teachers know that a listening activity consists of three stages and each stage has its own purpose. There are many different activities to use in each stage. The most important listening skills they should train the students to gain are listening for gist and listening for specific information. They help the students to focus on the information required to finish the listening tasks. What the teacher's do (as mentioned) only work well in the class where there are many good students. Many teachers have the opportunity to attend the workshops on teaching listening. They are trained to use lots of techniques for each stage of the listening. They tried them out at the workshop in the presence of their peers. They received feedback from fellow teachers and useful tips from the trainers. After the workshops, the teachers went back to their schools with the eagerness to apply what they had learnt into their own language classes. Some classes were successful while other's still had problems. There were no improvements from the weak students when they listened to the tape or did the activities instructed by the teacher. This shows that no matter how effective the listening activity itself can be, teachers and students are still facing obstacles in the classroom. III. What we should do to help develop listening skills in English language students. A. Issues relating to the language learners After finding out that our teachers used the listening techniques they were trained in the workshop, but not successfully in every language class, we looked into other issues relating to language learning which have been discovered so far.
ROLE OF TEACHER IN DEVELOPING LISTENING SKILL AMONG STUDENTS
Kala Sarovar, 2021
Abstract The main purpose of this article is to highlight the significance of listening skill in language acquisition. Moreover, the teacher can play vital role in developing this important skill among the pupils for better learning experiences. Listening skill comes first in language acquisition. The first exposure of a child towards language is through listening. We all listened before we read or wrote. All of us are auditory learners first. Listening ability is needed by the students for facing both local and national tests of English tested in written form, so that listening should be learned earlier since kindergarten until the higher education level. The international Listening association claims that 85% of a student's learning is derived from listening. It would be difficult to find a teacher who does not believe that we cannot improve students' learning by teaching them to listen well.
Septy Indrianty and Zia Kemala, 2017
Abstrak Penelitian ini bertujuan untuk mengungkap strategi yang digunakan oleh siswa dan peranan pusat bahasa. Subyek penelitian adalah kelas pertama yang bergabung dalam SLC yang memiliki kmampuan mendengar pada tingkat Low Intermediate. Data diambil menggunakan tiga cara, yaitu observasi, interview, dan kuisioner. Kuisioner terbuka digunakan untuk mengetahui seberapa jauh SLC berperan pada kemampuan mendengar mereka. Selain itu kuisioner juga mencakup Strategy Inventory for Language Learning (Oxford, 1990) yang telah diadopsi. SIIL digunakan untuk mengetahui strategi yang digunakan oleh subyek. Hasil penelitian menunjukkan bahwa: pertama, penghindaran rasa takut (avoiding the fear) sangat berperan dalam peningkatan kemampuan mendengar; dan yang kedua, strategi yang paling disukai siswa adalah strategi metakognif.
Language Circle: Journal of Language and Literature, 2019
The objectives of this study are describing the process of teaching English (listening) and identifying the difficulties in teaching (English) listening in a Junior High School in Kudus. This research uses exploratory research design. I will explore qualitative data to analyze the process of the teaching and learning English in Kudus and to identify the need of the learning materials. The subjects of the research are five English teachers’ from a Junior High school in Kudus, they have been teaching English for more than ten years. They have been teaching from different classes, class 7, class 8, and class 9. This study has discovered the challenges and difficulties in learning and teaching in Junior High School in kudus. Most teachers feels that time management become their major challenge in organizing classroom. They have set lesson plan, but sometimes the lesson does not work exactly the same. They have to work with mixed-level students, with students with learning difficulties, ...
Some Ideas on Listening Practice in the Foreign Language Teaching
Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ»
In this article the author touches upon some issues concerning listening practice in the English classroom, which are discussed in research papers by many scholars and practitioners throughout the world.Taking into consideration the widely-discussed problems of listening practice and being guided byher own professional practice as an English teacher the author tries to fi nd the appropriate ways of solving some problems concerning listening: how to select and fully exploit materials for listening comprehensive activities, how to integrate listening skills into other linguistic skills, what the most reasonable amount of time should be spent on listening itself, what activities to use to helpstudents to focus on listening objectives. This article should help English teachers reconsider how we think about listening materials, listening tasks and applying appropriate teaching methods and techniques.
The Students’ Performance in Listening
SPHOTA: Jurnal Linguistik dan Sastra
This study aims to find out the effect of the listening supports on the students’ listening performance. The students under concern were the second-semester students taking the English II subject at STIKOM Bali. The data source in this study is a primary data, which has been got directly from one class of listening comprehension in semester II year in 2017. This class was chosen since the students of this class have already learned the listening comprehension for seven meetings. Theory of listening comprehension was used in this research. There were 34 students’ listening test results analyzed by using the qualitative method in collecting data. This research used a descriptive research in describing the result. The finding shows that the percentage of students’ performance in Listening Comprehension I which used the two listening supports prior the test was 55.2%, this was higher than the percentage of the students’ performance in Listening Comprehension II which did not use the two...