Detail Listening Strategies Introduced And Interactive Tasks Assigned In Listening Seesions At A Language Institute Bibliografi Author: SAFITRI, HILMA ; Kurnia, Nany S. (Advisor) Topik: LISTENING Bahasa: (EN )     Penerbit: Applied English Linguistics Program Graduate School Atma Jaya Catholic University of Indonesia     Tempat Terbit: Jakarta    Tahun Terbit: 2010     Jenis: Theses - Master Thesis Fulltext: Hilma Safitri Master Theses.pdf (1.7MB; 11 download) Ketersediaan Perpustakaan PKBB Nomor Panggil: T 153 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada     Lihat Detail Induk Abstract This study looked at the listening strategies introduce and the interactive tasks assigned by the teachers in listening sessions. The object of the study was seven classes of English for Adults (EA) of various levels at LBPP-LIA Kalimalang, Jakarta. The sources of data comprised the activities in the classrooms during a listening session which included the spoken exchanges between all participants (students and the teachers) as well as the text books used. Data collection consisted of audio-recording of the spoken exchanges and note taking of all observed activities during the listening session. A lesson form for grouping arrangement was utilized as the instrument to facilitate the recording of all interactive tasks assigned by the teachers. The analysis on the listening strategies introduced in the seven observed classes was carried out using Vandergrift's (Flowerdew and Miller: 2005) classification of listening strategies. Pair/group work activities observed in the seven classes were analyzed using Brown's (2000) and Goh's (2003) categories of interactive tasks as classification schemes. The study found that the teachers introduced a number of Vandergrift's listening Strategies, and assigned a few interactive tasks proposed by Brown (2000) and Goh (2003). It seems that the observed strategies, were introduced by the teachers to get immediate feedback on the students' comprehension, to help the students understand the listening materials, and to motivate the students to listen. However, none of the teachers informed the students the name and the usefulness of the listening strategies introduced during the listening sessions. Interactive tasks were observed in five classes only. The students spoke in Indonesian as well as in English while conducting the tasks. Some of the introduced strategies and interactive tasks were conducted on the teachers' own initiatives, that is, not following the instructions in the Student Book or the Teacher's Guide. The teachers seemed to be aware that to introduce listening strategies was necessary to facilitate the students' listening to achieve comprehension. They also understood that interactive tasks in pairs/groups would benefit the students. However, the ways the teachers introduced the listening strategies and they assigned the interactive tasks during the listening sessions could have been more varied in order to maintain the students' interest and participation. The teachers need to modify their own strategies or to adopt listening strategies recommended by the experts. They also need to inform the students of the name as well as the usefulness of the listening strategies. With regard to low level of English proficiency, the teachers may need to provide scaffolding for the L2 interactive tasks in pairs/groups. To encourage the students to interact or respond in English, the teacher themselves need to use English more consistently in class. Lastly, to introduce listening strategies and to assign interactive tasks during the listening session in class take time, time management is of utmost importance. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

Copyright © 2006, 2007 Unika Atma Jaya, all rights reserved