RESUME OF INCREASING OF LANGUAGE SKILLS

"LISTENING SKILLS"

Compiled by :

FIKRAH HAFIZ SUNI (19129017)

Lecturer :

Dra. Elfia Sukma, M.Pd, Ph.D

Nur Azmi Alwi, S.S, M.Pd

PRIMARY SCHOOL TEACHER EDUCATION

FACULTY OF EDUCATION

UNIVERSITAS NEGERI PADANG

2020
A. Understanding The Listening
Listening is hearing specifically and focused on the object being listened to.
Listening can be defined as an activity that includes listening and sounding language
activities, identifying, observing, and reacting to the meaning contained in the
listening material.
Listening is a process of listening to spoken-spoken symbols with full
attention, understanding, appreciation, and interpretation to obtain information,
capture content, and understand the meaning of communication that is not conveyed
by the speaker through speech or spoken language. The listening process requires
serious attention from students. It is different from hearing or listening.
According to Tarigan (1986), "In listening activities, the listener may not
understand what is being heard. In listening activities there is already an element of
deliberation, but it has not been followed by an element of understanding because that
is not yet the goal. " Listening activities include listening, listening, and accompanied
by efforts to understand the listening material. Therefore in listening activities there
are elements of deliberation, attention and understanding, which are the main
elements in every listening event. The assessment is always present in listening
events, even beyond the element of attention .
Listening is a process that includes listening to language sounds, identifying,
interpreting, and reacting to the meanings contained therein.

B. The Purpose of Listening

The main purpose of listening according to Logan is to capture, understand or
live the message of the ideas implied in the reading material. capture and understand
messages, ideas and ideas contained in the material or language.
These general objectives can be broken down into several parts according to
the particular aspects emphasized. The objectives of listening according to the
classification are as follows:
1. To get facts
Obtaining facts can be done through research, research, experimentation,
and reading. Another way this can be done is listening via radio, TV, and
conversations.
2. To analyze facts
 The facts or information that has been collected are analyzed. The
relationship must be clear to the elements that exist, the causes and effects
contained therein. What the listener says must be linked to the listener's
knowledge and experience in the appropriate field.
3. To evaluate facts or ideas
The listener may argue about the facts are true or not so we can agree
or reject the facts, and also are the fact different from other information or
experience of the listeners.
4. To get inspirations
Can be done in a scientific meeting or banquet. Its purpose is to get
inspiration. The listener does not need new facts. Those who come are
expected to be able to provide input or solutions related to the problems at
hand.
5. Self Entertaining
Listeners who come to attend plays, music to entertain themselves.
They are generally people who are bored or tired, so they need to refresh
physically and mentally so that their condition can recover.
6. Improve speaking skills.
Speaking is not easy so we may improve our speaking skills through listening
to other’s conversation.

C. Benefits of Listening Skill.

Listening have many benefits for us, they are :
1. Adding knowledge and life experience that are valuable for humanity
2. Increase intelect and deepen our appreciation of science and knowledge
3. Enrich our vocabulary
4. Expand our knowledge
5. Increase social sensitivy and awareness
6. Improve artistic image if what we are listening to is reading material which
has smooth content and interesting language.

D. Effectiveness of Listening Technique

1. Listening with concentration.
 Listening with concentration is to focus thoughts, feelings, and attention
on the listening material conveyed by the speaker. To be able to focus on the
listening material that is conveyed by the speaker properly, listeners must be
able to avoid listening distractions, both from themselves and those from
outside.
2. Knowing the listening material
 Find the direction and purpose of the conversation
 Trying to make conversation pieces from beginning to end find the
central theme (subject) of observing and understanding the props
(media) to emphasize the material of the watch.
 Pay attention to the summary (if the speaker makes a summary)
delivered by the speaker.
3. Listening critically
Critical listening is a listening activity in which the listeners cannot
immediately accept the ideas presented by the speaker, so they ask for the
speaker's argument. Basically, the critical listener has the following
characteristics :
 Can connect what the speaker is talking about with his knowledge
and experience, can compile material that has been listened to well
 Can describe (explain) what the speaker has said.
 Can evaluate the material that has been listened to.
4. Take notes.
Good listening activities are listening activities followed by taking
notes. What needs to be noted in listening activities are things that are
considered important for the listener. Important things that listeners need to
know when taking notes are :
 Notes may use informal signs
 The correct form of notes is brief, concise, and clear.
 A good record is a correct record meaning that it will not raise
doubts.
 Notes given certain signs, will make it easier for listeners to read
again.
  Records need to be reviewed periodically. Next. In recording, there
are several methods that can be applied, including the saris bestir
method, the precis method, the proof-of-principle method, the
mapping method.

Tarigan (1994) concluded that there are eight factors that influence listening,
namely as follows:

 The physical condition of a listener is an important factor that determines the

effectiveness and quality of listening. Health and physical well-being is an
important asset that determines the listener.

 Psychological factors also influence the listening process. Psychological

factors can be divided into two, namely positive psychological factors that
have a good effect, and negative psychological factors that have a bad
influence on listening activities.

 Experience factor. Lack of interest is the result of little or no experience in

the subject area. Antagonistic attitude is one that opposes the hostility that
arises from an unpleasant experience.

 A person's attitude factor will affect listening activities because basically

humans have two attitudes, namely accept and reject. Both attitudes have an
impact on listening, namely positive impacts and negative impacts.

 The motivational factor is one of the determinants of a person's success. If

the motivation is strong, then it is certain that the person will succeed in
achieving his goals. Motivation is related to a person's personality or
personality. If we believe and believe that our personality is cooperative,
tolerant, and analytical, we will become better and superior listeners when
compared to individuals who think that we are lazy, argumentative, and
egocentric.

 Gender factor. Julian Silverman found the facts that men's listening styles
are generally objective, active, hard-hearted, analytical, rational, stubborn,
neutralizing, instructive (disturbing), independent or independent, capable of
 self-sufficiency, can control and control emotions. Meanwhile, women's
listening style tends to be more subjective, passive, friendly or sympathetic,
diffusive (diffuse), sensitive, impressionable, easy to yield, receptive,
dependent (not independent), and emotional.

 Environmental factors, in the form of physical environment and social

environment. The physical environment concerns the arrangement and
arrangement of classrooms as well as means of listening learning. The social
environment includes an atmosphere that encourages children to experience,
express, and evaluate ideas.

 Role factors in society. Listening skills can also be influenced by our role in
society. As educators, we are eager to listen to lectures, lectures, or radio and
television broadcasts related to education and teaching issues at home or
abroad. The rapid development inherent in our area of expertise demands
that we develop a good listening technique.

E. Types of Listening
1. Extensive Listening
Extensive listening is a type of listening activity that deals with the
more general and clear things of a language and does not need to be under the
direct guidance of a teacher.

2. Intensive listening
Intensive listening is listening that is directed towards something that is
much better to be watched and controlled for a certain thing.

3. Social listening
Social listening usually takes place in social situations such as where
people chat about things that catch everyone's attention and listen to each
other to make appropriate responses, follow interesting details, and pay
reasonable attention to what. expressed and said by someone.

4. Secondary listening
Secondary listening activities are carried out when the child has
adequate skills in social listening. In this phase, since preschool and above,
 children are able to carry out listening as a secondary activity in addition to
other activities (such as reading a book) as a primary activity.

5. Listening to aesthetics
Listening to aesthetics is one of the basic human abilities that
differentiates it from other creatures. Only humans know, understand, and are
able to enjoy beauty. This ability is apparently supported by aesthetic
listening activities, namely listening to cultural works such as music, songs,
reading poetry, and reading short stories.

6. Critical listening
Critical listening is a type of listening in which there is a lack or
absence of authenticity or the presence of prejudice and inaccuracy as to what
is being listened to. Students need to learn a lot in listening and listening
critically to obtain the truth.

7. Listen concentrative
Concentrative listening is a listening activity that is often carried out
by listeners who want to get new information or information that was
previously unknown. Sipenyimak also tries to compile the framework for the
conversation delivered by the speaker while compiling an understanding.

8. Creative listening
Creative listening is a type of listening that results in imaginative
formation or reconstruction such as pleasures regarding sound, visual or sight,
movement and kinesthetic feelings suggested by what is heard.

9. Listen to the interrogative

Interrogative listening is a type of listening that demands more
concentration and selection, concentration and selection, because the listener
has to ask questions.

10. Listening to the investigation

 Listening to investigations is a type of listening aimed at receiving or
obtaining new information. The information sought is actual information and
additional information from things that are already known.

11. Passive listening

Passive listening is the unconscious absorption of a language that
usually marks our efforts when studying carefully, hastily learning, rote
memorization, practicing and mastering a language.

12. Selective listening

Selective listening is closely related to passive listening. No matter
how effective passive listening is, it is not usually considered a satisfying
activity. Therefore selective listening is urgently needed. However, selective
listening should not replace passive listening, but complement it. The listener
must make use of both of these techniques. This means offsetting our cultural
isolation from foreign societies and our tendency to interpret it.

F. Listening Technique
1. Listening-Say again
The teacher's carefully prepared speech model to be heard. The
contents of the speech model can be in the form of phonemes, words,
sentences, expressions, aphorisms, slogans, and short poems. it can be read
aloud or as a recording. This model is listened to and imitated by students.

2. Listen-work
The speech model contains command sentences. Students listen to the
contents of the speech and react according to instructions. Reactions are
usually in the form of actions.

3. Listening-Guess
The teacher describes an object without mentioning the object, but
delivers it verbally and students are asked to guess it.

4. Listen and write

 Listening is similar to repeating words. The teacher delivers the
material orally, then the students write the results of what they are watching.

5. Expand a sentence
The teacher says a sentence. Students recite the sentence. Again the
teacher repeats the sentence. Then the teacher says another word or group of
words. The student completes the sentence with the group of words that are
mentioned last by the teacher.

6. Whispered in chains
The teacher whispers a message to a student who is the earliest or first.
The student conveys the message to other students by whispering it in the ear
of the next student. The last student said the sentence in a loud voice.

7. Identify keywords
Listening to the contents of long sentences or paragraphs and short
discourses does not require capturing all the words, just remember a few key
words which are the core of the conversation.

8. Identify the topic sentence

Understanding the paragraph or spoken discourse means finding and
understanding the topic sentence of each paragraph. The speech is constructed
by a number of paragraphs. If you can identify the topic sentence of each
paragraph that builds up the discourse, understanding the discourse will
materialize.

9. Answer the question

Another way to teach effective listening is through practice answering
the questions, what, who, why, where, where, and how, which are submitted to
the listening material.

10. Finish the story

The class is divided into groups. Each group consists of 3-4 people.
The teacher calls the members of the first group, for example group 1, to come
to the front of the class. The person concerned is asked to tell a story, the title
is free, and sometimes it is also determined by the teacher. After the person
 concerned tells the story, for example, only a quarter of the part he is invited
by the teacher to sit. The story was continued by the second member. The
third member stepped forward to continue the story. The last part of the story
is completed by the fourth member.

11. Summarize
Summarizing means to shorten long material to a minimum. But that
little can represent or explain the long.

12. Paraphrase
One way that people can understand the content of poetry is by
expressing the contents of the poetry in their own words in prose. Poetry that
has been recorded or read by the teacher is played to students. They listened
to its contents and restated it in prose.

G. Listening Skills Assessment

1. Listening ability test memory level
Listening ability tests at this level simply require students to remember
facts or reconcile the facts contained in the discourse that has been heard.

2. Listening test comprehension level

Listening skills tests at the level of understanding require students to
be able to understand the discourse used. The understanding in question is an
understanding of the content of discourse, the relationship between events, the
relationship between ideas, the relationship between cause and effect, and so
on.

3. Listening ability test application level

It is expected that students can apply certain concepts or problems to
new situations. For example, several discourses were played with appropriate
pictures.

4. Listening level analysis test

Listening skills tests at the analysis level require students to do
analytical work, to choose the right alternative answers. The analysis carried
out is in the form of a detailed analysis of information, considering the form
 and aspects of certain languages, finding logical relationships, consequences,
and so on.

H. Listening Steps
Ruth G. Stricland concludes that there are nine stages of listening, from the
irregular to the very serious, which are as follows :
1. Periodic listening, which occurs when a child feels direct involvement in a
conversation about himself.
2. Listening with superficial attention, because often get distracted by the
intermittent attention to things outside the conversation.
3. Half listening because they are distracted by the activity waiting for an
opportunity to express the child's heart.
4. Absorption listening because the child enjoys absorbing things that are not
important, so it is a real passive filtering.
5. He listens occasionally, keeps intermittently what he is listening to, because
his attention is distracted by other interests and only listens to interesting
things.
6. Associative listening; just remembering personal experiences constantly,
which results in the listener completely unresponsive to the message conveyed
by the speaker.
7. Listen with regular reactions to the speaker with comments and questions.
8. Listening carefully, following the speaker's way of thinking seriously.
9. Listen actively to get and find the speaker's thoughts, opinions, and ideas.

I. Listening Process
Listening is an activity which is a process. The listening process includes the
following stages :
1. Hearing stage; in this stage we hear everything the speaker has to say in his
speech.
2. Understanding stage; after hearing there is a desire to understand the content
of the speaker's utterance.
3. Interpreting stage; the good listener is not satisfied if he only hears and
understands the content of the speaker's utterance, he wants to interpret the
points of opinion contained in the speaker's utterance.
 4. The stage of assessing (evaluating); at this stage the listener begins to assess
the speaker's utterance, its strengths and weaknesses.
5. Responding stage; is the last stage in listening activity, the listener welcomes,
takes in, absorbs, and accepts the ideas or ideas put forward by the speaker.

J. Listening Ability of Elementary School Students

The main objective of teaching Indonesian is for students to have language
skills, in terms of listening skills, speaking skills, reading skills, and writing skills.
The following is the listening ability of elementary school students :
1. Grade 1 (5 1/2 – 7 years old)
 Listen to explain, to clear the mind and to get answers to questions.
 Can repeat exactly what has been heard.
 Listen for certain sounds in environmental words.
2. Grade 2 (6 1/2 – 8 years old).
 Listening with increased word choosing ability.
 Make suggestions, suggestions, and ask questions to check their
understanding.
 Be aware of the situation, if you should listen or vice versa.
3. Grade 3 and 4 (7 1/2 – 10 years old)
 Be acutely aware of the value of listening as a source of information
and enjoyment.
 Listen to other people's reports, with a specific purpose and be able to
answer questions related to it.
 Shows arrogance with words or expressions they do not understand the
meaning.
4. Grade 5 and 6 (9 1/2 – 12 years old)
 Listen critically for fallacy, error, propaganda, and misleading
instructions.
 Listen to a wide variety of poetry stories, rhyme words, and find
pleasure in meeting new types.
 
 REFERENCES

Hermawan, Herry. 2012. Menyimak : Keterampilan Berkomunikasi yang Terabaikan.

Yogyakarta : Graha Ilmu

Mudjianto dan Susanto, Gatut. 2010. Materi Pembelajaran Menyimak. Malang. A3 Malang.

Nurhadi. 1995. Tata Bahasa Pendidikan, Landasan Penyusunan Buku Pelajaran Bahasa.
Semarang : IKIP Semarang Press.

Tarigan, Henry Guntur. 1986. Menyimak Sebagai Suatu Keterampilan . Bandung: Anghkasa