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Fakultas Bahasa Bahasa Inggris S1 190713001 Heri Heryono, S.S., M.Hum.
Abstract Kompetensi
Mata kuliah ini berisi materi, skills dan latihan Mahasiswa memiliki kemampuan
menyimak (listening) dengan topik keseharian. dalam memahami konsep dasar
Ada pun listening skills yang di pelajari adalah tentang strategi mendengarkan baik
mendengarkan main idea, detail, inference. secara general maupun detail dari
Kemudian mahasiswa mampu mereproduksi model berbagai topik. Mampu mengucap-
listening yang telah dipelajari untuk menunjang ulang setiap istilah yang terdapat
speaking skills-nya. Pada mata kuliah ini pada topik tertentu. Dapat
mahasiswa menggunakan buku ajar dan referensi menggunakan istilah-istilah tersebut
yang disesuaikan dengan tingkat kemahiran dalam dialog dialog sehari-hari
menyimak. Mahasiswa diharapkan bertambah dari
segi vocabulary dan melatih pendengaran meraka
yang bisa digunakan dalam sehari-hari dan
dimanapun berada.
The Importance of Listening in Effective Communication
“Are you listening to me?” This question is often asked because the speaker thinks the
listener is nodding off or daydreaming. We sometimes think that listening means we only
have to sit back, stay barely awake, and let a speaker’s words wash over us. While many
Americans look upon being active as something to admire, to engage in, and to excel at,
listening is often understood as a “passive” activity. More recently, O, the Oprah
Magazine featured a cover article with the title, “How to Talk So People Really Listen: Four
Ways to Make Yourself Heard.” This title leads us to expect a list of ways to leave the
listening to others and insist that they do so, but the article contains a surprise ending. The
final piece of advice is this: “You can’t go wrong by showing interest in what other people
say and making them feel important. In other words, the better you listen, the more you’ll be
listened to.”Jarvis, T. (2009, November). How to talk so people really listen: Four ways to
make yourself heard.
Listening, on the other hand, is purposeful and focused rather than accidental. As a result, it
requires motivation and effort. Listening, at its best, is active, focused, concentrated attention
for the purpose of understanding the meanings expressed by a speaker. We do not always
listen at our best, however, and later in this chapter we will examine some of the reasons why
and some strategies for becoming more active critical listeners.
People
The people-oriented listener is interested in the speaker. People-oriented listeners listen to the
message in order to learn how the speaker thinks and how they feel about their message. For
instance, when people-oriented listeners listen to an interview with a famous rap artist, they
are likely to be more curious about the artist as an individual than about music, even though
the people-oriented listener might also appreciate the artist’s work. If you are a people-
oriented listener, you might have certain questions you hope will be answered, such as: Does
the artist feel successful? What’s it like to be famous? What kind of educational background
does he or she have? In the same way, if we’re listening to a doctor who responded to the
earthquake crisis in Haiti, we might be more interested in the doctor as a person than in the
state of affairs for Haitians. Why did he or she go to Haiti? How did he or she get away from
his or her normal practice and patients? How many lives did he or she save? We might be less
interested in the equally important and urgent needs for food, shelter, and sanitation
following the earthquake.
The people-oriented listener is likely to be more attentive to the speaker than to the message.
If you tend to be such a listener, understand that the message is about what is important to the
speaker.
Action
Action-oriented listeners are primarily interested in finding out what the speaker wants. Does
the speaker want votes, donations, volunteers, or something else? It’s sometimes difficult for
Content
Content-oriented listeners are interested in the message itself, whether it makes sense, what it
means, and whether it’s accurate. When you give a speech, many members of your classroom
audience will be content-oriented listeners who will be interested in learning from you. You
therefore have an obligation to represent the truth in the fullest way you can. You can
emphasize an idea, but if you exaggerate, you could lose credibility in the minds of your
content-oriented audience. You can advocate ideas that are important to you, but if you omit
important limitations, you are withholding part of the truth and could leave your audience
with an inaccurate view.
Imagine you’re delivering a speech on the plight of orphans in Africa. If you just talk about
the fact that there are over forty-five million orphansin Africa but don’t explain why, you’ll
sound like an infomercial. In such an instance, your audience’s response is likely to be less
enthusiastic than you might want. Instead, content-oriented listeners want to listen to well-
developed information with solid explanations.
Time
People using a time-oriented listening style prefer a message that gets to the point quickly.
Time-oriented listeners can become impatient with slow delivery or lengthy explanations.
This kind of listener may be receptive for only a brief amount of time and may become rude
or even hostile if the speaker expects a longer focus of attention. Time-oriented listeners
convey their impatience through eye rolling, shifting about in their seats, checking their cell
Daftar Pustaka
[1] Steven Brown. and Dorolyn Smith. 2007 Active Listening (Second Edition). Cambridge
University Press. New York.
[2] Craven Miles. 2008. Real Listening and Speaking 4. Cambridge University Press. New York.