TEACHING AN INTERACTIVE LISTENING BY USING VIDEO IN ENGLISH AS A
FOREIGN LANGUAGE
Presented by :
Ikfi Dwi Andina 2813123080 TBI 5C
Ikvi Nurila Muativa 2813123081 TBI 5C
Khoirotin Ni’mah 2813123090 TBI 5C
IAIN Tulungagung, East Java
Abstract: Listening is
one of the basic skills in language learning. Everyone who wants to learn a
language, they have to master all of the language skills and components.
Teaching listening skill in English as Foreign Language (EFL) is one of the
foreign language teacher’s job. To getting a success in their students, a
teachers have to know how to teach listening well. In the other hand, usually a
students feel bored with a passive listening class, it was a big problem for
teachers to teach them. There are a lot of teaching listening strategies by
using some media, but to overcome this problem, making an interactive listening
class by using video is an alternative way to reduce the students’ bored.
Keywords: teaching in
EFL, an interactive listening, by using video
In
this modern era, English is one of the important language. Especially in this country,
English is not only as second language but it is as foreign language. Almost
all aspects use it, such as tourism, economic, education, social and daily
life. In learning English as foreign language, a foreign language learner will
learn language skills, for example listening, writing, reading and speaking and
also listening components, such as grammar, vocabularies and pronunciation.
This article will focus on teaching listening, especially an interactive
teaching by using video.
Listening involves a sender (a person, a radio, or a television), a
message, and a receiver (the listener). Both L1 and L2 models of the listening
process, Anderson and lynch (1988) as cited in Marianne and elite (2000 : 102)
acknowledge that listening has both top-down and bottom-up aspect. Top-down
listening processes involve activation of schematic knowledge and contextual
knowledge. The bottom-up level of the listening process involves prior
knowledge of the language system (i.e phonology, grammar, vocabulary).
There are two purpose of listening interactional and transactional.
Interactional is language to fulfill an interactional communicative function
with other people. As social phenomena interactional use of language content
such as weather, food, and beautiful thing.
Transactional is language use focuses in attention such as speech, news,
lecturing etc.
In teaching listening in EFL, students able to understand of what
they have heard is very important, but there is another thing which have
considered from it, there is relationship from student to understand and apply
in real time. There are some problems which raise in teaching listening, such
as the students feel bored with a passive listening class. Teachers have to
know why did their students feel bored and also determine which strategy is
suitable for them and making them active in listening class.
Usually in teaching listening teacher just force their students to
understand the listening material, which called comprehensive listening. So
students didn’t get chance to show their ability, but it was rather different
with interactive listening. In interactive listening, teacher may also involved
their student in listening activity in order to students are active and able to
immitate or speak in English. By using video, the students are expected to
understand listening material and more attractive in listening class.
TEACHING STRATEGIES IN ENGLISH AS FOREIGN LANGUAGE
In
teaching English as a foreign language, teachers have to know what strategies
are used in conducting it based on the specification of language skills and
components. In general, these seven strategies are designed to help teachers
meet the needs of all the students in their classes and to help make the
mainstream classroom more inclusive for EFLs.
a.
Provide comprehensible input for EFLs.
b.
Make lessons visual.
c.
Link new information to prior knowledge.
d.
Determine key concepts for the unit and define
language and content objects for each lesson.
e.
Modify vocabulary instruction for EFLs.
f.
Use cooperative learning strategies.
g.
Modify testing and homework for EFLs.
(English EFL retrive from
http://www.english-efl.com/teach-english/teaching-tips/seven-teaching-strategies/)
THE PROCESS OF TEACHING LISTENING
According to Brown (1990:144) stated that if you are trying to
teach somebody something, you need to have a clear idea of what it is you are
trying to teach. It means that teacher have to understand about what they will
be taught to their students and also how to teach them. John (2002:242) in his
article which codified in Richard’s book stated that from the late 1960s,
practitioners recognized the importance of listening and began to set aside
time for practicing the skill. A relatively standard format for the listening
lesson developed at this time, they are pre-listening, listening, and
post-listening.
1.
PRE-LISTENING
Pre-listening is the first stage in teaching listening process.
Pre-listening is the activities are thing teacher do before listening activity
in order to prepare and give motivation for listening class. Usually the form
of pre-listening is recall their background knowledge, involving brain storming
vocabulary, reviewing of grammar or discussing the topic of the listening
material.
2.
LISTENING
Listening is the second stage in teaching listening process, and
listening is main of teaching listening process. In this stage the teacher
start the teaching listening with give the material to student. And the student
listen carefully and try to understand the material.
“In the early 1980
it was popular to assume that only top-down skills needed to be enhanced to
improve L2 listening comprehension. However, it is now more generally
acknowledged (cf. Peterson, 1991) that both top down and bottom-up listening
skill should be integrated and explicitly treated pedagogically to improve L2
listening comprehension.” (cf. Peterson, (1991) as cited in Marianne and Elite
(2000: 105))
Top-down listening process involves activitation of schematic
knowledge and contextual knowledge.
1.
Schematic
knowledge have two types of prior knowledge.
a.
Content
schemata: to explain of background information on the topic.
b.
Formal
schemata how student can determine of the purpose of listening.
2.
Contextual
knowledge: how to understanding of a specific listening situation.(the student
can explain who the participant, what the settings, what the topic and the
purpose in listening section)
Bottom-up
of the listening process to involves prior knowledge of a language system like
a phonology (focus on the sound that form word), grammar (focus on grammar),
and vocabulary (focus on a words).
When
designing listening activities for your students, it is important to follow
these 6 principles as compiled by Brown (2001):
1.
In an interactive, four-skills curriculum,
make sure that you don’t overlook the importance of techniques that
specifically develop listening comprehension competence;
2.
Use techniques that are intrinsically
motivating;
3.
Utilize authentic language and contexts;
4.
Carefully consider the form of listener’s
responses;
5.
Encourage the development of listening
strategies;
6.
Include both of
bottom-up and top-down listening strategies.
During the teachers come into this stage, they will do some
activities in teaching listening. As Jerry G.G (2000:147-154) stated that there
are a lot of variety of listening
activities which can used by the teacher such as identifying linguistic
features, a stress and rhytm listening activity, a minimal pairs listening
pairs activity, responding to request and commands, interacting as a listener
which included chat, eavesdroping, and matching activity, and etc. Every
activities have advantages and disadvantages, so teachers have to selected which
activity is required by the students and appropriate with his/her listening
objectives.
3.
POST- LISTENING
Post-listening is the last stage in teaching listening process.
Post-listening is the activities are thing teacher do after listening activity
in order to know to what extent student can understand the listening material.
Post listening can be done by repeat the sentence, retell, teacher can ask the
student about the content of listening material or make summaries from the
listening material.
THE STRATEGIES FOR TEACHING AN INTERACTIVE LISTENING
Actually the main goal of teaching listening is students are
expected to understand about message or context what they have heard in
listening material, in the other hand if we flash back to the purpose of
listening, there are transactional and interactional functions. Both of them
not only need a comprehension of the context but also need some feedback, so an
interactive listening is including top-down and bottom-up process which focus
on students’ attention on how they can maintain social interactive relation.
Lynch (1998) as cited in Murcia and Olshtain (2000:105) stated that they call
both of transactional and interactional function as nonreciprocal and
reciprocal process.
The strategies of teaching listening have been stated in Murcia and
Olshtain (2000:103). There are a lot strategies which can use in teaching
listening.
Listening strategies include :
a.
Extract
an important detail from ongoing speech.
b.
Identify
the gist of a segment.
c.
Predict
what will come next in segment.
Medelson (1995, 1998) outlines how to teach strategy-based L2
listening :
a.
Raise
learner awareness of the power and value of using strategies.
b.
Use
pre-listening activities to activities learner’s background knowledge.
c.
Make
clear to learners what they are going to listen and why .
d.
Provide
guide listening activities designed to provide a lot of practice in using
particular strategy (e.g listening for name or dates) using simplified data
initially, if needed.
e.
Practice
the strategy using real data with focus on content and meaning.
f.
Use
what has been comprehended take notes on a lecture to prepare a summary, fill
in a form to gather data, and so forth.
g.
Allow
for self-evaluation so that learners can assess how accurate and complete their
listening has been (Vandergift, in press)
Metacognition is also type of strategy that learners can use to
enhance L2 listening. Metacognition involves the planning, regulating,
monitoring, and management of listening. Metacognitive strategies give learners
an overview of the listening process. They allow for prediction, for monitoring
of errors or breakdowns, and for evaluation (Vandergift, 1997)
VIDEO
“Creating specific lessons for different language skills is
challenging and time consuming for English teacher, but it is definietly worth
the effort. In my experience, teaching language skills through mechanical
exercises and traditional fill-in-the-blank, true/false, and multiple choice
asseessment does not interest students as much as we expect.” Yassaei, Shahla
(2012:12)
Start from that statement above, can be concluded that teacher have
to make a interesting class while conducting the teaching language skills. There
are many ways in which EFL/ESL teachers can use of the media in listening
class, for example radio, video, song etc. In interactive language teaching the
teacher are expected to use a media which can provide good material and also do
not make students feel bored. Teaching listening by using video is an
alternative media which can improve the students’ motivation. Video is one of
audiovisual media which represent picture and sound.
HOW TO USE VIDEO
Integerating videos lessons creates enticing visual and a special
interactive environment in the EFL classroom. Teaching listening through videos
also allows teachers to be creative when designing language lessons, especially
in interactive listening.
According to Harmer (2007:310); Gebhard (2000:156) suggests a
variety of viewing techniques when using film and videos in listening
activities, including:
Silent viewing : students view
video material without sound to let student consider what is going on and guess
what speakers are doing and saying.
Soundtrack only: student hear the
soundtrack without the picture. Based on what they hear, they speculate on what
speakers look like, the setting, and location
Beginning only: student view the beginning of a
sequence, then predict what will happen next.
Ending only: student view the
ending and consider what happen earlier.
Split viewing(one): some student view
the material without sound. other listen without viewing. Groups come together
to create a fuller understanding of a context and content.
Split viewing(two): half the class
sits with back to screen. Half can see the screen. Both can hear. Pairs then
build a fuller understanding of context
and content.
After administering those techniques
above in teaching listening, teachers ask to the students to conclud what they
have heard in listening material. So, teacher are able to see students’
interaction in the class and also knowing to what extent students understand
the material. Finally teachers can assess their students performance easily.
Based on the purpose of the
listening activities, can be concluded that teachers should make their
listening class more interesting and using student-centered strategies. It
means that teachers have to create an interactive class. An interactive class
is conducted by using video. Students not only can understand the material, but
also to be more active in listening class.
REFERENCES
Brown, G. 1990. Listening to Spoken English 2nd edition. New York:
Pearson Education Longman.
Brown. 2001. Teaching by Principles
an Interactive Approach to Language Pedagogy. White plains, New York: Wesley
Logman
English EFL retrive from http://www.english-efl.com/teach-english/teaching-tips/seven-teaching-strategies/
Field, J. 2002. The Changing Face of Listening. Richard, J.C. and Renandya, W.A. Methodology in Language Teaching. New
York: Cambridge university press.
Gebhard, J. G.
2000 ,Teaching English as a Foreign or
Second Language:
Ann
arbor : the university of Michigan press.
Harmer, J. 2007. The Practice of
English Language Teaching. 4th edition. UK: Pearson Longman
Murcia, M.C. and Olshtain, E. 2000. Discourse and Context in Language Teaching.
USA :Cambridge university press.
Yassaaei, Shahla. 2012. Number 1-
English Teaching Forum. United Kingdom. Retrive from
http://americanenglish.state.gov/files/ae/resource_files/50_1_4_yassaei.pdf
