TEACHERS’ STRATEGIES IN TEACHING LISTENING TO STUDENTS OF SMP N 1 BANYUBIRU
THESIS
Partial in Submitted Fullfillment of the Requirements for the Degree of
Sarjana Pendidikan
Ainul Yaqin 112009091
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
TEACHERS’ STRATEGIES IN TEACHING LISTENING TO STUDENTS OF SMP N 1 BANYUBIRU
THESIS
Partial in Submitted Fullfillment of the Requirements for the Degree of
Sarjana Pendidikan
Ainul Yaqin 112009091
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TEACHERS’ STRATEGIES IN TEACHING LISTENING TO STUDENTS OF SMP N 1 BANYUBIRU
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TEACHERS’ STRATEGIES IN TEACHING LISTENING TO STUDENTS OF SMP N 1 BANYUBIRU
Ainul Yaqin
Abstract
Listening plays a significant role in daily communication and educational process. In spite of its importance, listening has long been the neglected skill in second language acquisition. The Indonesian government policy, not to include listening in English final eximination, has made the problem even worse. The study tried to find the teachers’ strategies in teaching listening to students of SMP N 1 Banyubiru. The participants of the study were 3 English teachers in SMP N 1 Banyubiru. An interview was mainly used as the only instrument to collect the data in this study. The study showed that teachers used mostly bottom up process activities in the listening class. The problems faced by the participants were the limited available listening materials and the low level of students’ basic English proficiency. To overcome those problems, teachers made their own listening materials and emphasized on the teaching of vocabulary as pre listening activities.
BACKGROUND OF THE STUDY
.
International communication plays a more and more important role. The evergrowing needs for fluency in English around the world have given priority to finding more effective ways to teach English . As we all know, listening and speaking are not the only important forms of communication, but also the most direct language activities for people to convey information and express their ideas (Gurses & Saricoban, 2009). Although once labeled a passive skill, listening plays an important role in communication as it is said that, of the total time spent on communicating, listening takes up 40-50%; speaking, 25-30%; reading, 11-16%; and writing, about 9% (Mendelsohn, 1994) as cited in (Gilakjani & Ahmadi , 2011)
Although the teaching of listening comprehension has long been somewhat neglected and a poorly taught, (Mendelsohn, 1994) as cited in (Gilakjani and Ahmadi, 2011) found that listening is now regarded as much more important in both EFL classrooms and SLA research. Listening involves an active process of deciphering and constructing meaning from both verbal and non-verbal messages, (Nunan, 1998) cited in (Gilakjani and Ahmadi, 2011).
how to listen. They only listen to the teachers reading the materials which are mostly written in their coursebooks, and then comprehension questions are asked; such activity is much more like practicing listening rather than teaching listening, (Field, 1998) cited in (Gurses and Saricoban, 2009). There is only very limited listening activities in their coursebooks provided by Ministry of National Education for 7th, 8th and 9th year classes. Therefore, the students do not have any chance to hear the examples of native speech, as a result, learners get problems to develop their listening skills. They simply study English grammar presented in reading passages and dialogues, and try to do grammar exercises or write in the language they rarely hear. This condition happens because of the Education Ministry’s policy does not include the listening skills in the Final examination (Ujian Akhir) and teachers have to follow the Syllabus provided by the Ministry of Education.
Aim of the study
2. What are the problems found by the teachers in teaching listening and how they overcome those problems?
Significance of the study
Hopefully the result of the study could inspire other teachers in Indonesia especially in rural area such as in SMP N Banyubiru to develop the appropriate strategies to teach listening to their students. Also, the writer also hopes that the results of this study can be used by the teachers all over Indonesia to identify problems in each of their schools and know how to overcome the problems.
Literature Review
A. Listening
knowledge, while relying upon multiple strategic resources to fulfill the task requirement. Purdy (1997) cited in Gilakjani and Ahmadi (2011) defined listening as "the active and dynamic process of attending, perceiving, interpreting, remembering, and responding to the expressed (verbal and nonverbal), needs, concerns, and information offered by other human beings" . Listening comprehension is an inferential process (Rost, 2002). Linguistic knowledge and world knowledge interact as listeners create a mental representation of what they hear (Rost, 2002). From some definitions from experts above, the writer wants to base his own research which is about listening strategies used by teachers in SMP N 1 Banyubiru, on those theories.
Anderson and Lynch in their study (1988) cited in Gilakjani and Ahmadi (2011), argue that in successful listening, understanding is not something that happens because of what a speaker says: the listener has a crucial part to play in the process, by activating various types of knowledge, and by applying what he knows to what he hears and trying to understand what the speaker means.
Rost (2002) defined listening as a process of receiving what the speaker actually says, constructing and representing meaning, negotiating meaning with the speaker and responding, and creating meaning through involvement, imagination and empathy. To listen well, listeners must have the ability to decode the message, the ability to apply a variety of strategies and interactive processes to make meaning, and the ability to respond to what is said in a variety of ways, depending on the purpose of the communication. Listening involves listening for thoughts, feelings, and intentions. In other words, listening is a two ways communication between the listeners and speakers where the listener needs to understand what the speakers communicate, which can be indicated through the response that the listeners give to the speakers.
listening comprehension, especially for those students in engineering, psychology, chemistry, and computer science. Thus, the importance of listening in classroom instruction has been less emphasized than reading and writing. Nevertheless, it is evident that listening plays a significant role in the lives of people. Listening is even more important for the lives of students since listening is used as a primary medium of learning at all stages of education.
Listening involves an active process of deciphering and constructing meaning from both verbal and non-verbal messages (Nunan, 1998). Thus, the label of passive skill applied to listening is a misnomer. This misunderstanding may appear from the fact that superficially learners seem to only sit in a language lab quietly, listen to pre-recorded dialogues, and write the answers to some questions related to the oral stimulus. It is evident, then, that listening is not as passive as it has been claimed.
B. Listening Strategies
Listening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input. Listening strategies can be classified by how the listener processes the input. There are two subsuming cognitive processes: bottom-up (data-driven) and top-down (conceptually-driven).
1. Bottom-Up processing strategy
grammatical relations between key element in sentences, recognize the function of word stress in sentences, and recognize the function of intonation in sentences.
2. Top-Down processing strategy
3. Interactive processing strategy
As the development of language teaching, the listening strategies are now developing. The teacher or instructor combine the two listening strategies above to teach the students, which is called Interactive processing. According to Peterson (2001) Interactive processing is the combination of top-down and bottom-up data. In this strategies the students are required to have brainstorming with other students or partner, such as, discussing vocabulary realated to a topic, or invent a short dialogue relevant to functions such as giving directions or shopping. In the process, they base their information on their knowledge of life (top-down information) as they generate vocabulary and sentences (bottom-up data). The result is a more integrated attempt at processing. The learners are activating their previous knowledge. Also, according to Richards, (1990) the success of listening strategies will depend on the combination of the both, Top-down and Bottom-up Processing. Thus, the combination of the two listening strategies will be very useful for the teacher to teach the Listening course.
C. Obstacle in listening
seriously impair comprehension. Conversation is easier when students find the topic of the listening passage interesting; however, students sometimes feel listening is very tiring even if they are interested because it requires an enormous amount of effort to follow the meaning. Seventh, students may have established certain learning habits such as a wish to understand every word. Teachers want students to understand every word they hear by repeating and pronouncing words carefully, by grading the language to suit their level, by speaking slowly and so on. As a result, they tend to become worried if they fail to understand a particular word or phrase and they will be discouraged by the failure. It is necessary for students to tolerate vagueness and incompleteness of understanding (Underwood, 1989)
The Study
Context of the study
data because the writer has already known the participants and the school conditions are appropriate with the needs of the writer’s study.
Participants
The participants of this study were three teachers of SMP Negeri 1 Banyubiru. The first teacher graduated from a Private University in Salatiga, majored in Education, and she has been teaching there for thirteen years. The second teacher graduated from another Private University in Salatiga and also majored in Education, she has been teaching there for ten years. Moreover, the third teacher was also graduated from a State University in Semarang and mainly majored in Literature, he has been teaching English there for eight years.
Instruments of data collection
To get the data, the writer interviewed English teachers’ of SMP Negeri 1 Banyubiru by using semi structured interview. Semi-structured interviewe or “interview guided approach” (Patton, 1990) is similar to structured interview but it allows for greater flexibility. The flexibility includes changing the order of the questions to provide opportunity for follow-up questions. The interviews took 15-20 minutes each on the average and were recorded and transcribed.
Data Analysis
is to know the teachers’strategies in teaching listening in SMP N 1 Banyubiru and how they coped with the problems especially regarding the limited readily avilable listening materials. The writer focused on the whole interview transcript (which can be seen in the Appendix 2) for each participant because there were a small number of participants.
DISCUSSION
The strategies that the teacher used in teaching listening
To find out the kind of strategies the teachers used to teach listening in class, the writer gave a list of activities or techniques as listed in the table below and asked the teachers to choose the ones they used. The activities include 9 in-class techniques which are based on bottom-up process and 9 other techniques which are based on top-down process. The result are presented in the table below.
Table of list of listening activities used by teachers at SMP N 1 Banyubiru
No Exercise (BOTTOM UP) A B C
1 identify the reference of pronouns used in conversation √ 2 Recognize if sentence passive or active
3 Identify major constituents in a sentence, such a subject and object, verb and adverb.
√ √
4 Distinguish between sentences with and without auxiliary verb
√
A : 1st Teacher B : 2nd Teacher C : 3rd Teacher
From the table, it was revealed that most of teachers in SMP N 1 Banyubiru 6 Recognize the time reference of a sentence √ √ √ 7 Distinguish between positive and negative statement √ √
8 Recognize sequence marker √ √
9 Distinguish between Yes/ No and Wh-questions.
NO Exercise ( TOP DOWN) A B C
10 Listen on part of coversationand infer the topic of the conversatiton
√
11 Look at the picture and then listen to conversation about the pictures and match them with the picture
√
12 Listen to conversation and identify the setting √ 13 Read a list of key points to be covered in a talk and then
number them in sequence while listening t talk.
14 Read information about the topic, then listen to a talk on the topic and check weather the information was mention or not. 15 Read one side of the telephone converstation and guess other
speaker ‘s responses, then listen to the telephone conversation
16 Look at pictures of people speaking and guess what might be saying or doing; then listen in their actual conversation 17 Complete a story, the listen to how story really ended
Grammar exercises such as identifying pronoun reference, identifying the subject, object, verb and adverb, recognizing time reference and other bottom-up exercises are the most frequently used exercises by the teachers. As for the the pre-teaching activities one teacher mentioned about providing vocabulary to the students. The following statement was quoted from one of the participants.
“...I prefer to give vocabulary to the students in the beginning of the lesson…”
The reason behind this strategy was due to the lack of vocabulary that students’ have related to the materials or topic of the lesson. Besides, the students of SMP N 1 Banyubiru had also low enthusiasm in learning English, especially in the listening subject. Moreover, this strategy is used to familiarize the students with the topic of the listening activity because through this strategy, the teachers can activate students’ awareness toward the topic of the lesson.
However, in certain occasions the teachers also used Top-Down listening activities while they were teaching listening, such as, providing the students with pictures related to the material before the main listening activity. The aim of using this activity was to increase the students understanding or comprehension toward a certain topic of the listening.
students perception that they should comprehend or understand every single word that was used in the listening activity.
Problems in applying the activities
In applying the activities in listening class, it was revealed that the teachers had quite similar responses one to another. For example,
“...The most difficult thing is to find out the material... “
The problems are basically from the material that is not available in the language laboratory. One participant mentioned, that she cannot find any additional material which is going to be used in teaching listening in the language laboratory.
Besides, another obstacle which appeared during the listening activity was also stated by another participant.
“...The difficulty is on the students who have low level on their English basic proficiency...”
listening activities which can increase the burden to the teachers. Such kind of condition may frustrate the teacher while they are teaching listening.
Solutions the problems
Considering the problems that the teachers found in listening class, they proposed some solutions to overcome the problems. To overcome the problems in finding materials for listening class, one participant mentioned that she overcomes the problems by creating her own materials or recordings by herself.
“...I construct my own conversation if there is no material the in laboratory...”
The books or disc used in the English classes or laboratory may not include any listening materials but it should not discourage the teachers to search for and find listening materials. In fact, it is not difficult and it does not take too much time to find listening materials in such an era in which the technology and internet play very important roles. There is also information and guidelines on how to use those materials, or which strategies can be used in these materials. The only issue is the enthusiasm of the teacher and this is also strengthened when the teachers see the eagerness and excitement of the learners. Unfortunately only one teacher made use of the materials they could find in the internet.
“...I am emphasizing on the vocabulary...”.
Vocabulary seems to be the most important language component for understanding the material. That is why the teachers provided a solution by emphasizing the teaching of vocabulary before the main listening activity was started. The reason of using such kind of strategy in teaching listening was to prepare the students before they come in the main listening activity so that they will not get confused with the materials they will learn.
The last problem which was related to the students’ enthusiasm toward the listening activity in the class was still under consideration. Here is the statement from the teacher.
“…for this problem I still find the solution..”
Based on the interview result above, the teacher revealed that they had not found the solution of how to increase the students’ motivation and enthusiasm toward the listening activity in the class.
listening class. To overcome those problems the teachers proposed some sollution, such as creating materials by their own and emphasizing the use of vocabulary.
CONCLUSION AND SUGGESTION
This study is conducted to answer these research questions which are about the teachers’ strategies in teaching listening to students of SMP N 1 Banyubiru and also the problems found by the teachers in teaching listening and how they overcome those problems.
The aim of this study is to find out the listening strategies used by the teachers in teaching listening, to find out the problems found by the teachers in applying the strategies and the solutions to overcome those problems. Also, the writer hopes that the result of this study can inspire other teachers in Indonesia, especially in rural area such as SMP N 1 Banyubiru to develop the appropriate strategies to teach listening to their students. Moreover, the result can also be used by the teachers all over Indonesia to identify problems in each of their schools and know how to overcome the problems.
teachers are encouraged to include more top-down process activities in teaching listening. Because of the limitations in the listening materials, the teachers should find additional material, for the teaching of listening or even made the materials by themselves. The writer suggest that teachers make use of the materials available in the internet.
Since the writer is still a beginner researcher, the study may still have weakness. The only weakness may be on the amount of the participants which may seem to be small participants (only consists of 3) and it may lead to the validity of the data.
ACKNOWLEDGEMENT
References
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Brown, J.D., & Rodgers. T. S (2002). Doing second language research. New York: Oxford University press.
Field, J. (1998). Skills and Strategies: Towards a new methodology for listening. ELT Journal, 52 (2), 110-118
Gilbert, M. B. (1988). Listening in school: I know you can hear me--But are you listening? Journal of the International Listening Association, 2, 121-132. Karen , A. C., (2003). Improving High School English Language Learners’ Second
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Nunan, D. (1998). Approaches to Teaching Listening in the Language Classroom. Paper presented at the Korea TESOLConference, Seoul. 109-156.
O,Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. P. (1985). Learning strategies used bybeginning and intermediate ESL students.
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Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle&Heinle.
Patton, M.Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage Publications, Inc
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Cubuk Imam Hatip High School, Ekev Akademi Dergisi, 2, 40.
Appendix
These questions are for teachers to know the strategies in teaching listening and ways coping the difficulties in teaching listening.
1. What kinds of activities do you use in your pre-listening activities?
2. Do you use any strategies as mention below? What is your purpose of using each of the activity?
No Exercise (BOTTOM UP) Response
1 identify the reference of pronouns used in conversation 2 Recognize if sentence passive or active
3 Identify major constituents in a sentence, such a subject and object, verb and adverb.
4 Distinguish between sentences with and without auxiliary verb
5 Recognize the use of word stress to mark the information focus of a sentence
6 Recognize the time reference of a sentence
7 Distinguish between positive and negative statement 8 Recognize sequence marker
9 Distinguish between Yes/ No and Wh-questions.
NO Exercise ( TOP DOWN)
3. What difficulties do you find in applying such activities in teaching listening? 4. How will you overcome those difficulties?
12 Listen to conversation and identify the setting
13 Read a list of key points to be covered in a talk and then number them in sequence while listening talk.
14 Read information about the topic, then listen to a talk on the topic and check weather the information was mention or not.
15 Read one side of the telephone converstation and guess other speaker ‘s responses, then listen to the telephone conversation
16 Look at pictures of people speaking and guess what might be saying or doing; then to listen in their actual conversation
17 Complete a story, then listen to how story really ended 18 Guess what news headlines might refer to, then listen to
Appendix II
These are the results of the interview from three teachers in SMP N 1 Banyu Biru.
Teacher A :
A : Selamat pagi bu, saya Ainul mau interview tentang learning process di kelas listening. Sebelumnya aktifitas yang ibu gunakan dalam pre list apa saja? B : mmm....kalau pre listening saya lebih ke topiknya dulu, misal tentang text
diskriptive, tentang suatu tempat maka saya biasanya pre-nya membahas kosa katanya dulu. Biasanya saya explore: what they know about this place. Supaya nanti waktu mereka mendengarkan listening itu, text itu. Maka mereka akan punya semacam gambaran. “ohh, tadi saya sudah mendengar ya, kata ini waktu pre.” Jadi pre-listening sebenarnya untuk “to bridge” the...what’s it? Student knowledge to the topic.
A : Jadi dengan memberikan vocabulary itu untuk menambah pengetahuan siswa tentang topik.
B : Memberi gambaran apa yang dibicarakan.
A : Kalau dibawah ni kan ada beberapa aktivitas beserta contoh strategi yang sudah sya tuliskan disini, apakah ada yang ibu gunakan? Seperti ini :
Identify the referent of pronoun used in conversation, seperti menunjukan contoh excercise.
Atau recoqnize if sentence is passive or active, contohnya(menunjukan ke contoh yang disiapkan)ini. Active sentense itu kalau the subject of the sentence perform the action atau passive. The subject of the sentence has an action done...
B : Ya ...itu kan kembali ke topik tadi, kan ita harus lihat, kalo kita bicara tentang text report , maka saya pasti akan bicara tentang passive , memberi background knowledge, kalo anak-anak nya denger was done, maka tau itu kalimat pasiv.
B : Saya lihat dulu text nya , dalam text , apa dulu yang harus saya berikan kepada anak sebelum listening. Yeah, So I have to identify what might be the difficulties in the text , right? Ya jadi kan itu topical juga kan? Nah , kita mau memperdengarkan apa di diskriptive , itu kan ada adjective kan noun phrase , maka, so I will talk about adjective and Noun Phrase, supaya anak tau kan, kayak its beautiful city, so they knw its noun prhase
A : Dari berbagai macam strategi atau exercise ini bisakah ibu memberikan tanda tentang apa saja yang ibu berikan atau gunakan? Bisa ibu memberikan tanda , terus.. untuk sementara itu dulu bu..
(rekaman pause, memberikan kesempatan Ibu Ambar memberikan tanda di kolom yang telah di sediakan)
A : Dari strategi yang Ibu gunakan atau pilih tadi, selanjutnya apakah ada kesulitan dalam menerapkan dalam kelas listening ? dalam kelas listening, apakah dari classroom atau dari siswa nya?
B : Kalo kebanyakan , kita materinya dulu, yaa....yang paling sulit adalah materi,hehe, kalo pas saya listening itu kebetulan nemu materi yang apa yaa.. yang applicable, ya student lavelnya gitu a, cocok gitu ya, biasanya hambatanya.. materi yang sesuai ke anak juga kesulitan adalah mereka jarang di berikan listening practice.
A : Oh ,,,yaaa...
B : Kenapa jarang? Ya itu tadi berubungan dengan materi yang sesuai dengan anak , kami punya multimedia dengan listening activity yang very good ya..tapi sayang, pronounciation nya itu gak representative itu lho.
A : Untuk anak kelas tertentu gitu ya bu B : Karena itu gak native.
A : hmmm..
B : Jadi kalo saya kalo ngasih contoh ga bener atau gak seperti yang di harapkan juga untuk apa?
A : Tidak memenuhi dalam materi tersebut gitu ya bu.
B : Jadi pronounciation nya bagus kayak greeting gitu ya, apa itu ... tapi pronounciation nya indonesian .
B : Saya biasanya ini “construct my own” , what is it? Ya kalo conversation nya saya minta tolong sama pak wohono untuk...kan biasanya conversation cowok sama cewek ya, supaya tau bedanya, “ ow, bariki iki, mau iki”, yah simple dialog aja, minta tolong sama lagi nanti, setelah di perdengarkan, wah kok masih sound Indonesianjuga gitu lho, karena kita kan juga bukan native , kalau kita cari di internet itu, ada sih beberapa, apa yaa... mereka native ya terutama dari ESL learning.. Listening for ESL disitu banyak sekali...mm...kadang ya gak sesuai dengan daftar tema kita, jadi kesulitan nya pertama materi, kalo seandainya ada buku, kita punya kanguru, nah setelah kita punya kanguru, itu baru apa.... temuan bahasa apa...materinya sudah sesuai dengan KTSP. Saya punya bukunya jadi setelah iu sering memberikan kelas listening.
Teacher B: Lisna Hasana.
A : Selamat pagi bu, saya Ainul mau interview tentang learning process di kelas listening. Sebelumnya aktifitas yang ibu gunakan dalam pre list apa saja?
B : Yang sering digunakan adalah meberikan vocabulary ( kata-kata sukar) sebelum aktifitas listening. List-list atau daftar vocabulary yang akan muncul dalam aktifitas Listening dibahas dan di tulis d depan kelas terlebih dahulu. Sehingga nantinya siswa dapat memahami atau mengetahui isi percakapan di dalam listening.
A : Bu lisna bisa memilih strategi atau aktifitas yang di gunakan? B : Aktifitas yang saya gunakan adalah,
1. Memberikan vocabulary.
2. Recognize the time reference of a sentence
3. Distinguish between positive and negative statement 4. Recognize sequence marker
A : kesulitan yang bu lisna hadapi dalam pengajaran listening?
B : Kesuliatan yang di temukan adalah vocabulary (kosakata) yang minim dari siswa , sehingga Ibu Lisna harus memberikan penekanan pada kosakat.
Materi yang tersedia di LAB ,kadang tidak sesuai KTSP, jadi harus mencari materi sendiri d Internet. Selain itu, antusias yang renadh dalam belajar bahasa inggris.
A : bagimana mengatasinya ?
B :Untuk mengatasi vocabulary (kosakata) yang minim dari siswa, maka Ibu Lisna menekankan pada vocabulary, sehingga lebih mudah untuk anak memahami isi dalam percakapan. Kalo motivasi, belum ditemukan solusinya. Selain itu, harus sering mengajak siswa ke LAB supaya terbiasa mendengar native speaker.
Teacher C:
Sebelum wawancara, bapak Wahono, di berikan sebuah kertas berisikan macam-macam aktivitas, dan memilih beberapa aktivitas yang beliau pernah digunakan dalam kelas.
A: selamat pagi pak, saya ainul, ini akan menanyakan atau interview tentang pre listening.
Disini ada lab multimedia pak? B : ada
A : tersedia untuk kelas listening ya pak ya, terus, berapa kali dlam sebulan anak-anak masuk ke kelas listening?
B: Ya, kalo kelas 8 saya sesuaikan dengan materi, kebetulan tidak banyak , kalo materinya memang membutuhkan listening , saya masukkan ke Lab Bahasa.
A : O,,ya pak.. jadi sesuai kebutuhan (materi).. terus ... dalam kelas listening itu pak ... aktivitas yag digunakan dalam pre teaching oleh pak wahono apa? B : ya misalnya kalo di kelas, greeting ( menyapa) di kelas anak-anak di Lab
A : itu juga kalo menggunakan strategi nya yang bapak pilih tadi , tujuannya menggunakan itu apa pak?
B : biar anak-anak makin paham tentang context materi , membaca atau penulisanya saja tapi bentuk pengucapan , jadi mereka bisa mendengarkan bentuk kalo di ucapkan gimana jadi mereka ta gitu, oh seperti itu yaa.
A : ini saya ingin tau dari beberapa yang bapak pilih adalah identify the referent of pronoun, identify the major constituent, distinguish between positive and negative statement. Terus.. look at picture,..listen one side of telephone conversation, nah dalam strategi-strategi itu apa bapak mengalami kesulitan? B : kalo kesulitan pasti ada ya, contoh nya kalo , paling gampang itu ya.. postive
dan negative itu ya, contoh nya “ Can”, kalo anak anak peke can not udah tau, nah kalo di singkat, katakanlah, “Can’t” ada yang “ Cannt”, itu di tekankan dengan mendengar dari penjelasan sebelum listening material, nanti bisa membedakan “Can” positive gimana. “can’t” negative gimana pengucapanya dari itu bisa tau.
A : jadi sebelum aktifitas listening bapak itu memberikan penjelasan terlebih dahulu sesuai materi ?
B : penjelasan singkat, nanti supaya ..ya...apa...pre listening , nanti kalo materi ksih bahan dan mencocokan apa yang di dengar dan di baca ,di usahakan sama.
A : dari pre teaching juga bapak memberikan knowledge , materi yang akan muncul dalam list gitu ya pak? Tujuananya apa pak?
B : ya biar, .. saya kan kalo ngajar kalo materi tidak anak-anak tidak tau, nanti kan anak-anak malah bingung.
A : jadi biar, biar anak-anak lebih tahu atau paham materinya seperti itu ya pak ya, kan ada kesulitan dalam itu. Mengajarkan list, mengatasinya gmana pak? B : itu kalo listening mau gak mau harus mengulang-ulang latihan. kalo
