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ANALYSIS OF MODERN METHODS TO TEACH LISTENING SKILLS
DESMANTHA PURBA
2001030085
UNIVERSITAS HKBP NOMMENSEN PEMATANGSIANTAR
Contact : desmantha123@gmail.com
Abstract: This article discusses that modern teaching with listening skills is
carried out in the classroom by the teacher. Also, It's given an easy way to improve
language listening skills below.
Keywords: Interpersonal activities, Group activities, Audio segments, Video
segments
Introduction:
Many of the different 4 talents, listening is the one that has been most
forgotten and unnoticed in 2nd language lecture rooms. So instructors don't pay a
whole lot interest to this skill and educate it carelessly. within the field of language
teaching and mastering talent has tended to be regarded as the ability of talking and
writing in language in query. Listening and analyzing capabilities are within the
2nd position. One motive for this example might be the worrying characteristic of
the listening ability. Listening has won a new importance in language lecture
rooms after spreading IT era based information in society in Iran. moreover it must
be stated that maximum of the scholars' class time is dedicated to the listening. no
matter this, we regularly take significance of listening without any consideration,
and it is the maximum not noted skill amongst other skills. In natural order of
gaining knowledge of any language, listening stands at first rank. with none
reception one can't produce some thing. although, if a instructor wants to have
fluent and effective students, he/she must pay tons and necessary interest to
coaching listening talent.
Literature Review:
Listening, a number of the teachers agree with that speaking need to be
actively discouraged. one of the motives of emphasizing listening and delaying
talking is primarily based on an opinion. folks who provide significance to
speakme view the language as a product and think that language is a behavior and
speaking is the manifestation of this mastering or going on. at the contrary, there
are procedures that gave greater significance to listening. in this technique of
language mastering, listening is at the middle. all the statistics necessary for
constructing up the know-how for using language comes from receptive
capabilities: listening, and analyzing. when the expertise of language on this regard
is constructed the learner can write and talk. In other words, with none input, the
outcome or output have to be nothing.
The modern effective methods of teaching listening skills include everything
from interactive exercise to multimedia resources. Listening skills can best learn or
improved through simple and engaging activities that focus more on the learning
process instead of the final product. It doesn't matter you are working with small or
large groups of students, you can use any of the following technique to develop
your own methods for teaching students how to listen well.
- Interpersonal activities
A threat-free and effective way for students to develop stronger
listening skills can be done through interpersonal activities such as mock
interviews and storytelling. Students are assigned to small groups of two or
three to complete specific listening tasks. For example, suppose you have an
interview with a student about a job at a company or an article in a
newspaper. Even storytelling activities can give students the opportunity to
ask different questions and then practice active listening.
- Group activities
Large group activities also give students the opportunity to help
through a useful method for teaching students listening skills. You can also
start with a simple group activity of . In the first activity, students are
divided into groups of 5 or more with people and are instructed to learn their
interests and hobbies from at least 2 other group members. Throughout the
activity, students should be encouraged to ask a clear question. This is
useful, so you can allow it to take notes. However, as your skills improve
over time, you should limit your students to writing notes only after
completing their first activity. The second part of the activity is for the
students to sit in a big circle and then share their name and interests with the
group members they meet. This second part of the activity leads to
additional listening practice.
- Audio segments
You can also teach students comprehension through voice segments
such as, such as radio programs, lectures, online podcasts, and other voice
messages. They should use an interactive listening program in class with the
student, and then they should instruct the student to repeat the practice
independently. First, imagine what you want to learn from the content of the
audio segment and instruct your students to prepare to listen. It's up to you to
choose a shorter or longer audio segment. You can also choose materials that
are more challenging or accessible for this type of exercise.
- Video segments
Other most useful resources for teaching listening skills are short
sketches, documentaries, drama or comedy material, news programs, and
video segments, including interview segments. As with the audio segment,
you can select the portion and length of the audio. You can also do this in
the video segment based on the student's skill level. First, look at the
soundless excerpt and discuss it with the students. Make students think that
the content of the segment will be. This improves their listening and
thinking skills
Interpersonal Activites
Group Activites
Audio Segment
Video Segment
Methodology:
This study involves 2 research articles in teaching listening published in
scientific journals from 2021 to 2022. The articles were purposively chosen to
formulate condensed descriptions about the types of research methods used and
the procedures taken to achieve the intended research purposes.
The reviewed articles were analyzed inductively to describe research
methods used in teaching listening skills utilizing technology media. The
researchers adopt the qualitative research procedures suggested by Strauss et al.
(1990), namely collecting data, analyzing the data, and repeating the process to
investigate the comparative research methods used. To get the data analyzed, we
followed three ways of conducting data analysis of open coding, axial coding, and
selective coding as proposed by Strauss et al. (1990).
First of all, we carefully read to identify the research method applied by
open coding focusing on identifying the types of research methods, the
objectives, the data collection procedure, and data analysis also an essential result
of the articles. These focused points are necessary to describe what, why, and
how the article writers conduct their studies to communicate their research
findings through international scientific journals successfully. Secondly, under the
open coding, we give labels to any description in the articles related to these
focused points in the journal articles reviewed. Then, for the axial coding, we
relate one conceptual mark to another. We give the highlight also provide
subcategories of the articles reviewed. Finally, we do the selective coding
to identify any phenomena related to the research questions to answer the research
queries.
Result & Discussion:
Research results obtained by Margot Robbie: many students often encounter
trouble in listening to foreign people even though they are doing well in the
English classroom. Some students complain to teachers that, although they can
understand what ALTs (Assistant Language Teachers)' are saying because they
speak slowly and clearly, they cannot understand what native English speakers are
saying in real life. Why does this problem happen? What is wrong with the
teaching of listening in Japanese schools?
1. The first and probably the biggest problem
Although the importance of listening skills is widely acknowledged in
Japan,. the adequate teaching and materials to develop them have not been
provided. In a typical listening lesson, students either listen just to the taped
script of a reading textbook or, after listening to some materials, they answer
multiple choice questions based on the content of listening materials. In this
kind of lesson,-correct answers are emphasized, but the listening process
necessary to decode the information is ignored, and the kinds of skills and
strategies for effective listening are not practiced. That is, students are just
tested on their own ability to answer correctly and are not taught how to
listen to English.
2. Second
The amount of time for listening lessons is limited in English I and II,
compared with reading, writing, and speaking. For example, it is estimated
that the average time devoted to listening activities in every class is 5
minutes per day. Students are not sufficiently exposed to a variety of
authentic materials, either. In short, although they are accustomed to English
spoken clearly and slowly in classroom materials and can understand it, they
get embarrassed and frustrated when they encounter real English which is
spoken at a normal speed.
3. Third
They are not used to the difference between spoken English and
written English. Spoken English has different features such as
ungrammatical utterances, false starts, hesitation, assimilation, and
redundancy. If they aren't familiar with those phenomena, they may not be
able to listen to English and understand it.
4. Lastly,
Teachers don't have the specific notion that listening should be
integrated with other skills, i.e., speaking, reading, and writing.[1] When real
world communication is examined, we never finish verbal communication
appropriately without doing something after listening. For example, when
we have a conversation with someone, we have to respond to him or her. It
is never just one way communication. In a situation like a lecture'in which
students are listening to the instructor, they usually take notes. We can think
of many other situations in which listening is integrated with the other three
skills. In real world communication, that is, listening, speaking, reading, and
writing are interrelated and interdependent.
References
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of Spiritual and Patriotic Education of Young Generation in the Scientific,
Political and Literary Heritage of Central Asian Thinkers. International Journal of
Psychosocial Rehabilitation, 24(05), 6694-6701.
2. Makhmudov, K. (2020). Ways of Forming Intercultural Communication
in Foreign Language Teaching. Science and Education, 1(4), 84-89.
3. Makhmudov, K. (2020). Current Problems of Teaching English and New
Approaches to Resolve in Secondary Education Schools. Modern Trends in
Linguistics: Problems and Solutions, 271-273.
4. Makhmudov, K. (2020). Integrating a Mother Tongue while Teaching a
Foreign Language: Problems and Solutions. Literature and History, (1), 89-91.
5. Mukhamedov, G., Khodjamkulov, U., Shofkorov, A., & Makhmudov, K.
(2020). Pedagogical Education Cluster: Content and Form. ISJ Theoretical &
Applied Science, 1(81), 250-257
6. Maulina, Risna Ladjagang, Rahmat Nasrullah, Alfredo M. Esteban Jr,
Hastianah, Herianah, Journal of Education and Teaching (JET) Volume 3 No. 1
Tahun 2022