THESIS PROPOSAL SEMINAR

The Teaching of Listening at Faculty of Letter State University of Malang

Thesis ProposalIka Farihah HentihuNIM. 10465357543

The Advisors :Prof. H.M. Adnan Latief, M.A., Ph.D

andDr. Arwijati W. Murdibjono, Dip

CHAPTER IINTRODUCTION

LISTENING IS ONE OF THE MOST CHALLENGING SKILLS FOR ESL LEARNERS TO DEVELOP AS IT IS PROBABLY THE LEAST EXPLICIT OF THE FOUR LANGUAGE SKILLS.VANDERGRIFT, 2004

UNTIL RECENTLY, LISTENING

COMPREHENSION HAS ATTRACTED THE LEAST

ATTENTION AMONG FOUR LANGUAGE

SKILLS

Audio lingual courses give the impression that teachers are teaching listening when in fact they are teaching other skills (Syarifuddin, 1996).

Listening teachers frequently face these three problems in teaching and learning EFL listening: lack of authentic listening input, absence of strategies in listening, and lack of materials.

STATEMENT OF THE PROBLEMS:

• How do the teachers select the instructional materials in teaching Listening?

• How do the teachers conduct the Listening activities?

• How do the teachers assess affectively the students in the process of teaching Listening?

OBJECTIVE OF THE STUDY• The instructional materials

selection by the English teachers in teaching Listening

• the instructional activities conducted by the English teachers in teaching Listening

• the way the English teachers assess the students in the process of teaching Listening

SIGNIFICANCE OF STUDY• For English teachers, the finding of this

study will give valuable and useful information on the implementation of the teaching of listening . Especially for the listening teachers at UIN Malang -where the researcher’s work- the finding can be used for a model of an ideal listening class to be implemented in their teaching.

• For the students, the result of the study will give impact to the improvement of the learning quality in listening

SCOPE AND LIMITATIONSGagne and Briggs in

Djiwandono (1996:3) write that teaching is a process consisting of three main components which cannot be separated from one another.

• OBJECTIVE• IMPLEMENTATION• EVALUATION

CHAPTER IIREVIEW OF RELATED

LITERATURE

• The Nature of Listening • Listening ComprehensionFactors Affecting Listening

ComprehensionTypes of Listening Comprehension

ActivitiesSkills in Listening Comprehension

•Teaching Listening•Procedures in Teaching

Listening ComprehensionPre-Listening ActivityWhilst-Listening ActivityPost-Listening Activity•Teachers’ Strategies in

Teaching Listening Comprehension

Previous Studies• Muzakkir (2008)• Bambang Sugeng (1983)• Tuti Hartani (1999)• Endang Yuana (2008)• Ayu Chandra Astari (2008)

CHAPTER IIIRESEARCH METHOD

• RESEARCH DESIGN--THE DESCRIPTION OF IMPORTANT EVENTS OCCUR IN THE CLASSROOM, IT COVERS HOW MATERIALS SELECTED AND ASSESSED.

• SUBJECT OF STUDY—TEACHER OF LISTENING AND STUDENT OF LISTENING COMPREHENSION I CLASS IN SECOND SEMESTER

• RESEARCH INSTRUMENT – THE RESEARCHER AS AN INSTRUMENT AND DATA COLLECTOR

• DATA AND SOURCES OF DATA -- They are the instructional materials for the listening class, the activities done during the listening class and the way the teachers assess the students in the listening activity

• DATA COLLECTION – INSTRUMENTS, OBSERVATION SHEET, INTERVIEW GUIDE, FIELD NOTES, CASSETTE RECORDER

• DATA ANALYSIS -- through observation, recording, interview and field notes, the researcher selected, transcribed and organized those raw data by referring to the formulation of the research problem

TRUSTWORTHINESS OF THE DATA -- The trustworthiness of the results of the data analysis is necessary to be checked in order to reduce the researcher’s biases and prejudices

SAMPLE FROM PRELIMINARY STUDIES

Stage 1: Pre-Listening Task - Today we are going to listen to a travel program on the radio for ten minutes. Before we listen, who has made a trip recently? Where did you go? What did you see? The radio guide tells us in that this program is about Egypt. What do you know about Egypt? What would you like to know about Egypt? What kind of information do you think the presenter will give us?

Stage 2: While-Listening Task - While you listen to the program, try to listen for the main things the presenter recommends doing while in Egypt. Don¹t try to write anything down, only listen to the program and see how much you can understand.

Stage 3: Post-Listening Task - In groups of three have a short discussion about what you heard from the program. Would you like to go to Egypt based on what you just heard? Why or why not?

Common Listening Problems• Speakers speak too fast • Listeners listen word for word. • Listeners lack cultural or background

knowledge. • Speakers use too many unfamiliar words. • Listening takes too much effort and

concentration. • Recordings are not always clear and are difficult

to follow. • Speaker’s accents are unfamiliar. • Tasks are too difficult.• Listeners cannot recognize words they know

when they hear them.

DIFFICULTY OF LISTENING FACTORS• Listener’s linguistic knowledge • Knowledge of the co-text (what went

before it)• Background knowledge • Learner’s motivation and interest in the

topic • Cognitive load of the text –topic, text

length, text type• Lexical density –ratio of new words to

known words• Task (Example)

• Top-down means using our prior knowledge and experiences; we know certain things about certain topics and situations and use that information to understand.

• Bottom-up pro cessing means using the information we have about sounds, word meanings, and discourse markers like first, then and after that to assemble our understand ing of what we read or hear one step at a time.

LISTENING STRATEGIES• listening for main ideas• listening for details• listening to make inferences

THANK YOU

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