PAPER

Teaching Listening
Created for collecting assignment
Subject: Teaching English as a Foreign Language
Lecturer: Novi Rina Dewi, M. Pd

Compiled by:
1. Muhammad Zainul Alim
2. Hoxky Ardilla
3. Aenun Khoridaty

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TARBIYAH
ISLAMIC INSTITUTE OF HASANUDDIN
PARE - KEDIRI
2023

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 PREAFECE

Praise be to God almighty for the blessings of his grace, and that we were given the
opportunity to be able compile a working paper entitled “Teaching Listening” is properly and
correctly, and on time.

This paper is structured so that readers can know about Teaching Liatening. The
compilers also thanked to Mrs. Novi Rina Dewi, M.Pd, as the lecturer in Teaching English as
Foreign Language (TEFL) subject and because the aid and help of God Almighty, these paper
can be finally resolved.

Hopefully this paper can give a broader insight to the reader. Although this paper has
advantage and disadvantage.

Pare, September 19th 2023

Compiler

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 TABLE OF CONTENTS

PREAFECE..............................................................................................................................ii

TABLE OF CONTENTS.......................................................................................................iii

CHAPTER I..............................................................................................................................1

PRELIMINARY.......................................................................................................................1

A. Background............................................................................................................1

B. Formulation of The Problems...............................................................................1

C. Objectives of the Study..........................................................................................2

CHAPTER II............................................................................................................................2

DISCUSSION...........................................................................................................................2

1. Definition of Teaching and Listening...................................................................2

2. The Importance of Teaching Listening................................................................3

3. Types of Levels and Methods in Teaching Listening..........................................3

4. The Priciples Behind the Teaching of Listening.................................................5

CHAPTER III...........................................................................................................................6

CONCLUSION.........................................................................................................................6

REFERENCES.........................................................................................................................7

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 CHAPTER I

PRELIMINARY

A. Background

Listening is a basic skill for different learning processes. It is an active

behaviour in contrast to reading which is just a receiving of sound waves. There are
three basic steps listening involves: hearing, understanding and judging. Listening has
two major intentions, which are to maintain the communicational relation
(interactional function) and to impart information (transactional function). The most
important factors of which listening is composed are the knowledge of linguistic
structures, the numbers of vowel and consonant phonemes (liaison, elision), rhythm
(syllable-timed or stress-timed), intonation, prior knowledge, attention and the short-
and long-term memory. There are three different stages of teaching listening: pre-
listening, while-listening and post-listening. Pre-listening means that the teacher
makes the students aware of a situation and activates their prior knowledge. While-
listening means that the teacher gives the students visual support or guiding questions
beforehand. Post-listening is the stage where the students become active and work
with what they had heard. Listening needs to be taught with interest, variation and
motivation.
Since we are studying to become future teachers of English, it is really
important to teach the “so-called ´four skills - listening, speaking, reading and
writing” (Brumfit, 1984).

B. Formulation of the Problems

The problem formulations that will be discussed in this paper include:

1. What is the definition of Teching and Listening?
2. What are the importance of Teaching Listening?
3. What types of levels and methods are there in Teaching Listening?
4. What are the priciples behind the Teaching of Listening?

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 C. Objectives of the Study

The objectives of this paper that are relevant to the problem formulation above
include:
1. To know the definition of Teaching and Listening.
2. To understand the importance of Teaching Listening
3. To explain the types of levels and methods in Teaching Listening
4. To explain the priciples behind the Teaching of Listening.

CHAPTER II

DISCUSSION

1. Definition of Teaching and Listening

Teaching is a process of teach and transferring knowledge from the

teacher. In this process, it requires contact between the teacher and the learner.
The contact between the teacher and learner will create more effective learning
and will support the relevant learning process.
Listening is a skil that requires not only good hearing, but also good
understanding and a wide range of knowledge. In learning English, listening is
included in one of the important skills of other skills : writing, speaking, reading.
According to Lynch and Mendelsohn (2010, p.180) listening involves
understanding spoken language and is accompanied by sound and visuals and is
assisted by prior knowledge of the discussion or topic being listened to. Listening
involves not only hearing, but also understanding what the listener is hearing.

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2. The Importance of Teaching Listening

Listening is special because spoken language, especially in informal

conversation, has a number of unique features, including the use of incomplete
utterances (e.g. ‘Drink?’,serving as perfectly functional way of asking ‘Do you
want to drink’). Listening has an important relationship with linguistics, one of
them is sociolinguistics. In today's world, they have to upgrade, not only need to
be exposed to one variety of English (American English) but other varieties such
as Carribean English, Indian English, British English or Australian English.) but
other varieties such as Carribean English, Indian English, British English or
Australian English, because of different nationalities or countries each dialect and
accent they use to speak to each other is different.
Of course, this is a constraint on the problem of language variation.
Therefore, listening skills are very important in understanding language variety.
So, in this case, teaching listening is needed by learners. As a future teacher who
has an important role in improving the learner's listening ability, in this case the
teacher must have helpful methods to teach listening so that the learner can
understand it very well.

3. Types of Levels and Methods in Teaching Listening

a. Beginners
In the listening activity, first give students the opportunity to
introduce and practise the vocabulary they will hear before the teacher plays
the audio track or video clips, words such as "wake up", "take a nap", "have
lunch", and then give them questions to answer using the quick question-
answer-drill method with "when did you wake up? "What did you have for
lunch?”, Then explain the task they have to do and when the teacher is sure
that the students understand the task, the teacher plays audio tracks/video
clips. Provide materials according to the students' level, such as narrative
texts, daily conversations, etc.
b. Elementary
At this level, listening leads to work on grammar, in which some of
the language that has been heard is focused on audio tracks or video clips. The

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 materials for this level include descriptive text, procedure text, news item,
annoucement, long conversation, etc. Before the listening session, the teacher
introduces a few explanations or photographs (if available) linked to the
material the students will listen. When students are familiar with the scenes
and engage with the topic of listening session, teacher play audio tracks or
video clips. After the listening is finished, allow students to check through
their answer together (to give them confidence) before going through the
answers, ask and answer each other about the content they listened to. If
students encounter any difficulties, they may replay the audio tracks or video
clips provided.
c. Intermediate
This listening task demonstrates the integration of listening exercises
into a sequential process. The sequence commences with an invitation for
students to match cultural practices across different countries. These practices
include inquiring about one's income, expressing gratitude for a second offer
of aid, handling objects with the right hand only, and avoiding direct eye
contact with the supervisor. With the implicit expectation that students will
actively participate in the discussion and develop an interest in the subject of
cultural diversity. The material at this level is to try listening to the skills
material on TOEFL.

d. Upper intemediate
At this advanced level, students are given listening materials that
require strong TOEFL and IELTS proficiency in order to enhance their
abilities. As a teacher, assign students to understand the whole content and
after the listening session is over, students present the points they got from the
content, not just vocabulary but also linguistics, and other knowledge.
Listening seems to be quiet relevant not only in the humanities and applied
sciences such as linguistics, education, bussiness and law, but also in social
sciences such as anthropology, polotical science, phsycology and sociology
(Rost, 2013). This will involve effective discussion.

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4. The Priciples Behind the Teaching of Listening

a. Preparation is important
Both teachers and students need preparation for listening, such as use
great content, try packaging and presenting the content in ways that makes it
more interesting and provocative, try to supplementing the content with
different fomrs of multimedia (video clips, audio tracks, web pages) and
activities (tasks, games, surveys) in order to make it more engaging and more
motivating students. Make sure that the quality of learning media (e.g.
loudspeakers, tape, laptop, headphones, etc.) helps for listening, because
sometimes the problem of students not being able to do the tasks and listen
well is the poor quality of the media. Student full attention is also need when
listening, it means that they are able to follow the teacher's instructions such as
look at pictures, discuss the topic, or read questions first that aim to predict the
content of the topic that will be listen. As a teacher give students to develop
listening strategies, teach your students how to listen such as look for
keywords, look nonverbal cues, predict the speaker’s purposes by the context
of discource, guest meaning about the content, seeking clarification, listening
for the general gist, and associate information with one’s background
knowledge.
b. Once will not be enough
students hardly have the opportunity to listen again to catch things that are
missed or those who have not fully understood the listening content when the
teacher only plays the audio track or video clips once. Use The first listening
to give students an idea of what topic of listening material sounds like, so that
will be easier for students.
c. Learners should be encouraged to respond to the content of listening, not
just the language
An almost essential part of listening practice is to understand the
meaning, what is intended, what impression it makes on the students, such as
the questions “Do you agree?”, “What accent did the speaker use?" this helps
students to further improve their listening skills. Listening is also about
exploring, exchanging ideas, learning new perspectives, where students feel
safe to brainstorm, share personal thoughts, question ideas, react and try to

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 solve problems by understanding each others about the content. Therefore, the
role of the teacher is crucial in providing instruction and enhancing
understanding for students.
d. Different listening stages demand different listening tasks
Because there are different things we as a teacher want to do with the
listening task, we need to set different tasks for different listening stages. It
means that for the first listening the task should be relatively simple and
general. In this way, students' general understanding and response can be
successful - and the stress associated with listening can be neutralised.
Subsequent listening can focus on details - information, language use,
pronunciation, etc.

CHAPTER III

CONCLUSION

Research why listening differs, in particular the fact speech goes at the
speaker’s, not the listener’s speed. When teaching listening, several principles should
be followed: preparation is crucial, repetition is necessary, students should engage
with the content of listening, not just the language, and varying stages of listening
require different tasks. As a teacher who instructs students in enhancing their listening
skills, not only provide educational content but also employ an individualized
methodology to assess their competencies : beginner, elementary, intemediate, and
upper intermediate levels.

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 REFERENCES

1. Brown, H.D. 2007. Teaching by Principles: anInteractive Approach to Language

Pedagogy (3rd ed.).New York: Pearson Longman.
2. Brumfit, C. 1984. The Practice of Communicative Teaching. Pergamon press.
3. Harmer, Jeremy. 2007. How to Teach English. Essex: Pearson Education Limited.
4. Lynch, T, & Mendelsohn, D. 2010. Listening. An introduction to applied linguistics,
p.180.
5. Rost, M. 2013. Teaching and researching : Listening. Routledge.