Journal articles: 'Listening skills'

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Hislop, Vicky. "Listening skills." Practical Pre-School 1998, no. 10 (July 1998): 20. http://dx.doi.org/10.12968/prps.1998.1.10.41382.

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Yendir Qizi, Davlatova Mukhsina. "THE IMPORTANCE OF PRODUCTIVE SKILLS IN LEARNING LISTENING SKILLS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 11, 2022): 234–42. http://dx.doi.org/10.55640/eijmrms-02-10-43.

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The article returns to the pretended listening abilities in second language mastering by testing the impression of tuning in as responsive expertise. It contends that listening can be made useful by consolidating show-in study hall errands to bring out additional useful elements of learning. To launch the execution of the show, a listening movement is proposed with a system. The article opens another exchange in the academic characterization of language abilities through re-picturing what students can perform during listening undertakings also as how this presentation can extend our ordinary thinking about the idea of language practice.

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Sullivan, Mary Ann. "Improving listening skills." American Journal of Health-System Pharmacy 43, no. 3 (March 1, 1986): 569–81. http://dx.doi.org/10.1093/ajhp/43.3.569.

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Forster, Patricia, and Beverly A. Doyle. "Teaching Listening Skills." TEACHING Exceptional Children 21, no. 2 (January 1989): 20–22. http://dx.doi.org/10.1177/004005998902100204.

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Hislop, Vicky. "Developing listening skills." Practical Pre-School 1998, no. 10 (July 1998): 19. http://dx.doi.org/10.12968/prps.1998.1.10.41371.

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Hislop, Vicky. "Developing listening skills." Practical Pre-School 2008, no. 86 (March 2008): 3–4. http://dx.doi.org/10.12968/prps.2008.1.86.38437.

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Brinson, Barbara. "Developing listening skills." Music Educators Journal 75, no. 7 (March 1989): 51–52. http://dx.doi.org/10.1177/002743218907500703.

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Kessner, Christine. "Assessing listening skills." Applied Psychology 34, no. 1 (January 1985): 127–35. http://dx.doi.org/10.1111/j.1464-0597.1985.tb01300.x.

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Pahlefi, M. Riza. "Pengembangan Instrumen Penilaian Keterampilan Menyimak (Mahārah al-Istima’) dalam Pembelajaran Bahasa Arab." Uktub: Journal of Arabic Studies 2, no. 2 (November 21, 2022): 68–84. http://dx.doi.org/10.32678/uktub.v2i2.6458.

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Listening skill is one the most important skills. Without adequate listening skills, a person will find it difficult to communicate. Listening skills in Arabic need to improved through structured and systematic efforts. To measure the ability of listening skills, a measuring instrument is needed in the form of an assessment instrument, in this case a listening skill test. The aim is to determine the level of students’ skills in listening to Arabic. This paper tries to explain more specifically the development of an assessment instrument for listening skills (mahārah al-istima'), the types of tests, and the process and examples of developing an assessment instrument in learning Arabic.

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Chen, Huilin, and Jinsong Chen. "Cognitive Diagnostic Research on Chinese Students’ English Listening Skills and Implications on Skill Training." English Language Teaching 10, no. 12 (November 7, 2017): 107. http://dx.doi.org/10.5539/elt.v10n12p107.

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By analyzing the test data of 2718 secondary school students in Guangzhou China on 15 listening items from Guangzhou English Achievement Examination (2015) through G-DINA model, the study explored the relationships among the listening comprehension skills. Based on the test specifications and listening skill taxonomies in existence, 5 experts in language skills and language testing conducted item content analysis independently for the 15 listening items, defined 5 listening attributes, and constructed the Q-matrix. After analyzing latent classes and their posterior probabilities, the study discovered the relationship among the listening skills. According to the listening skill relationship, the study provides insights on the sequence of listening skill training. The efficiency of training may be improved when closely related listening skills are instructed and practiced at the same time. The study also demonstrates that the compensatory and saturated G-DINA model caters to the characteristics of listening comprehension skills and can be applied to tests involving highly interactive and hierarchical skills.

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Suramto, Suramto. "Developing the Students� English Listening Skill by Applying Drama Movies Viewing Techniques." ENGLISH FRANCA : Academic Journal of English Language and Education 3, no. 01 (May 31, 2019): 95. http://dx.doi.org/10.29240/ef.v3i01.819.

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Listening is one of fundamental skills in English. Unfortunately, most students are not able to achieve listening skill well. There are many factors that influence students? listening skill is low. This research tried to solve the problem regarding the students' difficulities in achieving listening skills by using drama movies reviewing technique this study is a quasi experimental design. The object of this paper were 30 students' of students of general conversation Classes. The data were collected by using listening achievement test. The results showed that the students who were treated by the techniques of viewing drama movies achieved higher mean score in listening skill (81.46). The techniques of viewing drama movies also gave contribution in listening skill (61.8%). Keywords: drama movies viewing techniques and listening skill Listening is one of fundamental skills in English. Unfortunately, most students are not able to achieve listening skill well. There are many factors that influence students? listening skill is low. This research tried to solve the problem regarding the students' difficulities in achieving listening skills by using drama movies reviewing technique this study is a quasi experimental design. The object of this paper were 30 students' of students of general conversation Classes. The data were collected by using listening achievement test. The results showed that the students who were treated by the techniques of viewing drama movies achieved higher mean score in listening skill (81.46). The techniques of viewing drama movies also gave contribution in listening skill (61.8%). Keywords: drama movies viewing techniques and listening skill

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Irwan D, Darwissyah, and Nunun Indrasari. "Designing Listening Tasks For English Students." English Education: Jurnal Tadris Bahasa Inggris 12, no. 1 (July 5, 2019): 11–21. http://dx.doi.org/10.24042/ee-jtbi.v12i1.4423.

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Listening skill is one of important skills in learning English. Therefore, it is considered as difficult skill for the students. Designing tasks for listening skill is also challenging for the teachers. This paper describes possible ways in designing listening tasks for the students. The descriptions include definition, the types of tasks, and the possible ways of designing task for listening skills based on the types of listening performance

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Alzamil, Jwahir. "Listening Skills: Important but Difficult to Learn." Arab World English Journal 12, no. 3 (September 15, 2021): 366–74. http://dx.doi.org/10.24093/awej/vol12no3.25.

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This study of 87 Saudi female university students aimed to discover whether they experience difficulties learning to listen to spoken English. Acknowledging that listening is an important part not just of learning a new language but also of day-to-day communication, data was collected using an online questionnaire. Participants were asked to respond to a series of statements designed to test four constructs relating to their attitudes to learning English language skills in general (a); learning listening skills specifically (b); their attitudes towards listening activities (c); and (d) their attitudes towards improving their listening skills. The results showed that most of participants felt that speaking and listening were the most important skills to learn, but listening was also the most challenging. Reading was felt to be the most effortless skill to learn, as well as the most commonly used, suggesting that frequency of use contributes to students’ perceptions of the ease of learning a skill. Participants’ difficulties with learning to listen to English were associated with speech rate, pronunciation, nervousness, limited vocabulary, and lack of background information. However, students also expressed positive attitudes towards improving their listening skills. Understanding students’ attitudes to listening skills and their problems with listening may help teachers improve the way they teach these skills. This may in turn improve students’ listening comprehension not only in universities but also in schools.

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Ngwoke, Festus Uwakwe, Walter Ugwuagbo, and Basil Okwudilichukwu Nwokolo. "Refocusing on Listening Skills and Note-Taking: Imperative Skills for University Students’ Learning in an L2 Environment." Theory and Practice in Language Studies 12, no. 7 (July 4, 2022): 1241–51. http://dx.doi.org/10.17507/tpls.1207.01.

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Listening as the foremost language skill remains an indispensable language skill in human communication, language teaching, and learning. Its indispensability lies in its being the pillar upon which other language skills are built (Obiweluozo & Melefa, 2013). Note-taking as a post-listening activity is a very crucial step for remembering what has been captured through listening since information retention lasts shortly. Irrespective of the glaring importance of listening skills and note-taking strategies to language learning, university students from very common observations have continued to neglect these skills, hence the poor performance in other language skills and other learning activities. For this reason, this paper is set to investigate the importance of listening skills for effective language teaching and learning of university students, examine to what extent listening skills have been neglected/overlooked by university students, and explore the positive effects of note-taking strategies on listening skills as well as language learning. The data for this study will be elicited from first-year undergraduates of University of Nigeria, Nsukka using a well-structured questionnaire with 31questionnaire items based on the aspects of listening skills and note-taking strategies. The paper shall be descriptively analysed and findings exposed with proper recommendations.

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Nisa', Khoirun, and Laili Ni’mah. "التقنيات والوسائل التعليمية فى تدريس مهارة الإستماع." KILMATUNA: Journal of Arabic Education 1, no. 1 (April 30, 2021): 60–74. http://dx.doi.org/10.55352/pba.v1i1.167.

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Abstract : Listening Skills (Maharah Istima ') are basic or primary skills in language learning, meaning they are lessons that must be taught the first time before other skills such as reading, writing and speaking skills. Or a skill that someone hears the first time from his mother or a skill that students learning a language must know, of course, to facilitate the achievement of these skills, appropriate techniques and media are needed to support it. Learning media is a medium, tool or material used by teachers to facilitate the teaching and learning process. In other words, instructional media is a tool for explaining intentions and thoughts, or training language skills, and generating other skills, without having a teacher use words, symbols and numerical statistics. Listening skills techniques require listening practice, for example by hearing sounds or analyzing sounds (Tahlil Ashwat), imitating and repeating them. So the practice of listening means trying to understand what is being heard. While the media in learning listening skills, for example, listening to sound from cassettes, CDs, lectures, language labs and television.

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Fernald, Peter S. "Teaching Students to Listen Empathically." Teaching of Psychology 22, no. 3 (October 1995): 183–86. http://dx.doi.org/10.1207/s15328023top2203_5.

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During an intensive 5-week period of studying and practicing empathic-listenig skills, senior undergraduates engaged in 14 different learning activities, after which they completed a course assignment designed to assess their empathic-listening skills. The students rated both the learning activities and the empathic-listening assignment very favorably.

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Syafitri, Rahmida, and Zulfikarni Zulfikarni. "KONTRIBUSI KETERAMPILAN MENYIMAK PANTUN TERHADAP KETERAMPILAN MENULIS PANTUN SISWA KELAS VII SMP NEGERI 34 PADANG." Pendidikan Bahasa Indonesia 8, no. 5 (February 19, 2020): 336. http://dx.doi.org/10.24036/108217-019883.

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ABSTRACT This article is written to discuss the results of research on contribution of skills listening rhyme to writing skills rhyme grade strudents VII SMP Negeri 34 Padang. The purpose of this research there are three. First, describe the skills of listening rhyme. Second, describe the skils of writing rhyme. Third, describe the contributing skills of listening rhyme for the writing skill of the rhyme grade students VII SMP Negeri 34 Padang. This research type is quantitative descriptive method. The design used in this research is the design contribution. This research population is grade VII SMP Negeri 34 Padang are registered on the school year 2018/2019, i.e. as many as 277 students. The sample in this research are determined by proportional random sampling of 15% of the population, i.e. 45 students. Research data is a score test results intermediate listening rhyme and score the writing skills test result text rhyme. The data obtained through two types of tests i.e. objective tests to measure the skills of listening rhyme and performance tests to measure the skills of writing a text rhyme. The results of the research there are three. First, the skills of listening rhyme grade VII SMP Negeri 34 Padang are on good qualifications (B) by the value of the average 77,67. Second, the skills of writing rhyme grade VII SMP Negeri 34 Padang are on good qualifications (B) with an average of 82,31. Third, there is a contribution of listening skills rhyme to the skills of writing rhyme of class grade VII SMP Negeri 34 Padang at 57,15% Kata kunci: Kontribusi, Menyimak, Menulis, dan Pantun

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Putri, Wahyuni, and Ellya Ratna. "KORELASI KETERAMPILAN MENYIMAK TEKS BERITA DENGAN KETERAMPILAN MENULIS TEKS BERITA." Pendidikan Bahasa Indonesia 8, no. 3 (February 19, 2020): 461. http://dx.doi.org/10.24036/108235-019883.

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ABSTRACT The purpose of this research there are three. First, describing news text writing skills. Second, describe the skills of listening to news texts. Third, describe the correlation of listening to news text skills with news text writing skills. This type of research is quantitative with descriptive method. The design of this research is correlational. The population in this research were all eighth grade students of class VIII SMP Negeri 34 of Padang who were enrolled in the 2018/2019 school year, namely 223 student. There are two variable in this research, namely the dependent variable (Y) the ability to write news text and the independent variable (X) the skill of listening to news text. The data in this study were scores on the skills of writing news texts and skills score listening to news texts. The instrument used is a test, which is an objective test for listening to news text skills and performance tests for news text writing skills. The results of this research are three. First, news text writing skills of class VIII SMP Negeri 34 of Padang are in good qualification (80,75). Second, listening to the news text skills of clas VIII SMP Negeri 34 of Padang are in good qualification (77,57). Third, listening to news text skill correlates with news text writing skills. Based on this , it can be conclude that to improve writing skills, listening skills must be improved. Kata kunci : Korelasi, Menyimak, Menulis, dan Teks Berita

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Shermis, Michael. "Listening Skills in Business." Bulletin of the Association for Business Communication 52, no. 2 (June 1989): 47–49. http://dx.doi.org/10.1177/108056998905200217.

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Willen, Jeri. "The skills of listening." American Journal of Hospice Care 3, no. 4 (July 1986): 39–41. http://dx.doi.org/10.1177/104990918600300413.

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Loughrey, Anita. "Teaching children listening skills." 5 to 7 Educator 2009, no. 57 (September 2009): 20–24. http://dx.doi.org/10.12968/ftse.2009.8.9.44048.

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Manallack, S. "Improving your listening skills." BMJ 327, no. 7408 (July 24, 2003): 29s —a—29. http://dx.doi.org/10.1136/bmj.327.7408.s29-a.

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&NA;. "IMPROVING YOUR LISTENING SKILLS." Nursing 23, no. 11 (November 1993): 84–86. http://dx.doi.org/10.1097/00152193-199311000-00028.

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Burns, Kimberly. "Teaching Music Listening Skills." General Music Today 8, no. 3 (April 1995): 31–32. http://dx.doi.org/10.1177/104837139500800309.

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Njemanze, Queen Ugochi, and Mark chitulu Ononiwu. "Synchronizing the Primary Language Skills for Effective Communication." Journal of English Language and Literature 3, no. 2 (April 30, 2015): 281–85. http://dx.doi.org/10.17722/jell.v3i2.61.

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The primary language skills; listening and speaking skills are interrelated and unique language activities embedded in communication.The basic need for humans to engage in communication involves having a comprehensive knowledge and command of the language skills; listeneing, speaking, reading and writing. The processes of listening and speaking form the major focus of attention in this research. It require the individuals involved to speak eloquently and listen attentively. It makes them think critically, react confidently and respond appropriately to a communication programme. This paper therfore aims at highlighting listening and speaking skills as language skills that promote proficiency in English language communicaiton. Thus study discovered that the combinations of these skills consolidates the meaning in syllabications, stress and intonation in a communication program and as well reduce the complexities of effective communication.

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Pan, Xiaoxuan. "Receptive Skills." Learning & Education 10, no. 5 (March 13, 2022): 157. http://dx.doi.org/10.18282/l-e.v10i5.2716.

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The training of reading and listening ability is very important in a comprehension lesson of English as a second language teaching. it refers to some factors, for example, inherent in the reading and listening material (its linguistic difficulties, contents, length and types), some are presented on the students (their motivation and level). The receptive skills of listening and reading is different in many ways, the essay provides a basic model and specific activities for teaching and organizing them.

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Aubakirova, K. K., and A. A. Asseiin. "IMPROVING LISTENING SKILLS IN TEACHING ENGLISH THROUGH PODCASTS." Bulletin of the Korkyt Ata Kyzylorda University 60, no. 1 (2022): 201–7. http://dx.doi.org/10.52081/bkaku.2022.v60.i1.026.

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This article outlines the relevance of using social services, in particular podcasts, to improve listening skills in teaching English. The use of such means helps in the development of students' speaking and listening skills. Definitions are given to the concepts: "listening", "podcast". The stages of working with a podcast are analyzed. The object of the study is the process of formation and development of listening skills when using podcasts in the process of teaching English. The purpose of our research is to theoretically substantiate and study the ways of using podcasts both in the classroom and for extracurricular activities. The practical significance of our research lies in the fact that the developed algorithm for working with podcasts can be used in the activities of an English teacher as an additional resource for teaching secondary school students listening and speaking skills. The list of used literature includes 15 theoretical sources on the research problem.

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Durmuş, Nazlı, and Selma Güleç. "Effects of gender and nursery school variables on elementary second grade students' listening skills." International Journal of Innovative Research in Education 3, no. 4 (June 15, 2017): 194. http://dx.doi.org/10.18844/ijire.v3i4.1858.

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Abstract In this study, it was aimed to determine the effects of practices employed via the use of various methods and techniques with the aim of developing listening skills using children's literature products on elementary second grade students' listening skills according to the variables of gender and nursery school. The study group was composed of 23 students. In a process of twelve weeks, in a study in which a pre-test and post-test experimental model was employed. The "Listening Skill Evaluation Form" was used as pre-test and post-test and during the practices which lasted twelve weeks. At the end of the listening training, noticeable development was observed in the listening skills of the students. Moreover, this development observed in the elementary second grade students' listening skills showed differences according to the variable of gender and nursery school as well. Keywords: Listening, listening training, communication skills, listening activities.

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Cooper, Martha. "NIU Listening Exam: Assessing College Level Listening Skills." International Listening Association. Journal 2, no. 1 (January 1988): 53–74. http://dx.doi.org/10.1080/10904018.1988.10499097.

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Mahmud, Elfira, Pratiwi Pujiastuti, and M. Fakhrur Saifudin. "Analysis of the Listening Ability of PGSD Students in Online Learning." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (July 23, 2022): 3057–64. http://dx.doi.org/10.35445/alishlah.v14i3.620.

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This study aims to analyze students’ listening skills in online learning in language skills courses. In addition, this study also aims to find factors that affect students’ listening difficulties. This study was designed using descriptive research with a quantitative and qualitative approach involving 86 students taking a listening skill test. The results showed that the students had very good listening skills, as indicated by the scores of listening skills, most of the students were in the 82,5-95 range. However, the result is still only on the ability to listen in simple texts, so that listening skills need to be improved again to understand more complex information. Factors that affect listening difficulties are internal factors, that is mental readiness in understanding the information being listened to, and external factors such as inadequate places and poor internet networks.

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Hidayah, Nurul, and Slamet Asari. "Investigating Students’ Listening Skill Using Liveworksheet As An Outline Teaching Platform." J-SHMIC : Journal of English for Academic 9, no. 1 (February 27, 2022): 51–59. http://dx.doi.org/10.25299/jshmic.2022.vol9(1).8611.

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ABSTRACTThe COVID-19 pandemic has impacted education, so we need suitable media, especially for listening skills; one of the right platforms is liveworksheets. Liveworksheet provides many convenient features and a creative, innovative, and interactive platform in which there is an added interest for online learning to activities that show their listening skills ability. This study aimed to determine the students' listening skill ability and perspectives through liveworksheet platform. This study uses a quantitative method, and uses questionnaires also test survey instruments. The participants of this study were 52 students grade 2 at Ban KaengSriphum Junior High School, Loei, Thailand. The results showed that from the pre-test and post-test, liveworksheet can help student to their listening skill ability. Then, 50.9% of students strongly agree that listening lessons are essential, 43.4% strongly agree that the liveworksheet is an effective platform, 44.2% strongly agree that the platform needs to be maintained, 43.4 % strongly agree that liveworksheets are the expected media, and 39.6% of students strongly agree that liveworksheets are easy to reach media for listening skills. From these results, it can be said that liveworksheets platform can help students in listening skills ability.Keywords: Students Perspective, Liveworksheet, Listening Skill Ability

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Nguyen, Hoang Huy. "Fostering Positive Listening Habits among EFL Learners through the Application of Listening Strategy and Sub-skill Instructions." Journal of Language Teaching and Research 9, no. 2 (March 1, 2018): 268. http://dx.doi.org/10.17507/jltr.0902.07.

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The article presents a research project carried out at University of Languages and International Studies, Hanoi, on the integration of explicit listening strategy and sub-skill instructions into listening lessons. A strategy and sub-skill integrated syllabus was devised and implemented in eight consecutive weeks. The research aimed at investigating how students improved their listening habits after being taught listening strategies and sub-skills explicitly, as well as their engagement with and perception of this new teaching method. Data were collected via individual interviews, observations, and narrative frames. The results revealed some positive effects of the intervention on students’ listening skills and habits: students knew to use strategies in listening, which led to the acquisition of listening sub-skills and improvement in their listening comprehension. Factors affecting students’ engagement with and their perceptions of the new teaching method were also substantially explored. Based on the findings, relevant pedagogical implications were proposed with the aim of equipping English teachers with practical guidelines on how to integrate explicit strategy and sub-skill instructions into their listening classes.

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Huda, Nurul. "KOMPONEN-KOMPONEN PEMBELAJARAN AL-KITÂBAH BAHASA ARAB." al Mahāra: Jurnal Pendidikan Bahasa Arab 2, no. 1 (June 15, 2016): 1–26. http://dx.doi.org/10.14421/almahara.2016.021-01.

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The main component of Arabic learning covers the same four language skills for all competencies. They are: listening (istimâ’), speaking (kalâm), reading (qirâ’ah), and writing (kitâbah). Those four skills mutually connected. For instance, listening skill contributes to speaking skill and vice versa. In turn, those two skills will be strengthened by student reading skill or vice versa. Speaking skill is very close related to listening skill. Speaking and listening skill refer to all means to communicate orally. Because of the importance of this writing skill, the writer sees the need of al-Kitabah study map and its parts that can be delivered to student systematically, start from the lowest level (Ibtidâiyyah) to the next level (I’dadiyyah) based on students condition and psychology, including components in Al-kitâbah.

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Nguyen Minh, Phuong, and Cuong Nguyen Duy. "Current situation of listening and speaking skills of children with hearing impairment aged 3 - 6 years in inclusive kindergarten classes." Journal of Science Educational Science 66, no. 4AB (October 2021): 323–32. http://dx.doi.org/10.18173/2354-1075.2021-0086.

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This article analyzes the current situation of listening and speaking skills of children with hearing impairment aged 3-6 years in inclusive kindergarten classes. The survey was conducted on 36 children with hearing impairment who are aged 3 - 6 years, learning in inclusive kindergarten classes, wearing a sensory device, having the listening thresthold of under 50dB when wearing the devide in 15 inclusive kindergartens in 05 provines including Hanoi, Ninh Binh, Thai Nguyen, Yen Bai, and Quang Ngai. The survey results show that: The listening and speaking skills of children with hearing impairment aged 3-6 years are still limited, reaching the average level with an average score in the listening and speaking skills of 2.34 point. In the two groups of skills, the hearing skill tends to be slightly better than the speaking skill, the listening skills have a good score of 2.59 point, and the speaking skills have a medium score of 2.13 point. The two groups of listening and speaking skills have a very close correlation with each other and are strongly correlated with the factors of sensory devices, time wearing sensory devices, and early intervention. Therefore, developing listening and speaking skills for children with hearing impairment aged 3-6 years in inclusive kindergarten classes is very essential to prepare them for grade 1.

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Adnan, Aryuliva. "PENGAJARAN MENYIMAK BAHASA INGGRIS: MASALAH DAN SOLUSINYA." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 6, no. 1 (December 1, 2012): 1. http://dx.doi.org/10.24036/ld.v6i1.2549.

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For along time language teachers tend to ignore teaching listening. Among the four skills (listening, speaking, reading and writing) that are recognized as the keys to ‘knowing’ the language, listening is probably the least important to be taught. Actually speaking and listening are always interrelated. However listening is the most underdeveloped skill. In Indonesia the teachers tend to ignore to teach this skill by skipping it eventhough it is clearly stated in curriculum. Many reasons are mentioned by the teachers for not teaching listening, such as lack of teaching material, lack of school facilities, the speakers in the recorded material speak too fast, the students do not understand the vocabularies and the sentences used by the speakers. Basically, they realized that listening cannot be separated from other language skills like speaking, reading and writing. Listening is important since students may receive much of their information of their school through listening to instructors and to another. Listening has been regarded as the most frequently used language skills in the classroom. Besides, listening skill is important in the workplace, the family and the community. Furthermore nowadays listening skill is included in national examination for the level of Senior High School. The teachers then have no reasons to ignore and skip teaching listening, for they can vary their teaching materials, tasks, techniques and activities. Kinds of authentic materials can be taken from many recources, and kinds of activities to support teaching listening in the classroom can be done as well. Key words: teaching listening, listening materials, listening activities

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Bao, Dat, and Yongde Ye. "Listening as productive skills: Reinventing classroom tasks." International Journal of Education and Learning 4, no. 2 (August 8, 2022): 119–29. http://dx.doi.org/10.31763/ijele.v4i2.664.

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The article revisits the role played by listening skills in second language learning by challenging the perception of listening as a receptive skill. It argues that listening can be made productive by incorporating drama in classroom tasks to bring out more productive features of learning. To instantiate the implementation of drama, a listening activity is proposed with a framework. The article opens a new dialogue in scholarly characterisation of language skills through re-visualising what learners can perform during listening tasks as well as how this performance can stretch our conventional thinking about the nature of language practice.

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Vita Alfiatul Safitri and Afakhrul Masub Bakhtiar. "ANALISIS KETERAMPILAN MENYIMAK DALAM PEMBELAJARAN BAHASA INDONESIA MELALUI MEDIA MOTION GRAPHIC." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 8, no. 2 (December 9, 2022): 1113–21. http://dx.doi.org/10.36989/didaktik.v8i2.382.

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Listening skill are skills that has an important role in students' academic success. The purpose of this study was to analyze the skills of listening to fiction stories in Indonesian language learning through motion graphic media in grade IV A MI Miftahul Ulum Gresik students. Researchers are interested in the barriers to students' listening skills. This study uses descriptive qualitative research methods that aim to describe the events that occurred during the research process. The subjects of this study were students of class IV A MI Miftahul Ulum Gresik, totaling 28 students, as long as the data were taken from observations, tests, and interviews. The results showed that the listening skills of class IV A MI Miftahul Ulum Gresik students were quite good when using learning media in the form of motion graphic videos. This can be seen from each indicator of listening skills. There are several indicators of listening that are presented, namely listening, paying attention, understanding and responding. Efforts are being made to improve students' listening skills by updating strategies, learning methods, and using creative and innovative learning media. As a teacher, it is also necessary to provide special guidance for students who are less active in listening learning.

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Hadijah, Sitti, and Shalawati Shalawati. "A Study on Listening Skills and Perspectives to First Year Students at English Department of Academic Year 2015/2016." J-SHMIC : Journal of English for Academic 3, no. 2 (August 25, 2016): 70–80. http://dx.doi.org/10.25299/jshmic.2016.vol3(2).527.

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Good ability in listening means having competence to comprehend information during listening activities. However, Listening skill is still considered as one of the most difficult skills for English language learners although they have been learning English for few years. Hence, this study was designed to gather information about the students’ challenges in listening activities, their perspectives on listening subject, and positive factors on the students’ success in listening. Then, a set of listening test and questionnaire were distributed. Both quantitative and qualitative data were studied to identify the underlying matters in students’ listening skills, addressing challenges, main listening hindrance factors and learning experiences. The findings of this study revealed that the students faced problems in listening because they still could not complete the basic listening skills in the test. Furthermore, Most of them considered that the listening classes are challenging for them due to some problems and difficulties during the teaching and learning activities. Besides that, there were 5 factors influenced the students’ listening skill; lack of practice, limited vocabulary mastery, native speakers’ accent, pronunciation, and uninteresting learning materials. Moreover, their knowledge about English structure and good facilities in listening classes supported them to be able to figure out some challenges in listening activities. In addition, the students realized the important of the listening activities, but assistances from the teachers and some other students were still needed during the teaching and learning activities. In conclusion, having good listening skill still appeared as a challenge for the first year students at English Department of Academic Year 2015/2016.

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Sary, Fetty Poerwita. "TEACHING CRITICAL LISTENING TO YOUNG LEARNERS IN INDONESIAN EFL CONTEXT." Indonesian EFL Journal 1, no. 1 (September 12, 2017): 41. http://dx.doi.org/10.25134/ieflj.v1i1.612.

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The teaching of English in Indonesia includes four skills�listening, speaking, reading, and writing, and two language components�vocabulary and grammar. Listening is one of the four language skills that have an important role in teaching of English in our country. In the context of early childhood education�including the teaching of English in elementary school�there has been a persistent misconception about how children learn�including learning a foreign language. To ensure success in learning a foreign language, children should have a great deal of exposure to, engagement in, and support for the language they are learning. Therefore, the aims of the study are to know the response of the young learners in learning listening skill through storytelling and whether they can apply the critical listening into the other language skills�speaking, reading, and writing. The subjects in this study are students of level 3 in one of English course in Bandung Indonesia. Their ages are around 9 -12 years old. The data are gathered from activities in the classroom, observation, and interviews. This reseach provides steps of critical listening activities. The results shows 1) the activities are sucessfully help the students to sharpen their listening skill and 2) most of the students can apply the listening skills to the other skills. In the end of this study, the pedagogical implications were provided.Keywords: critical listening, young learners, Indonesian EFL context.

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Astar, Fitri, Yumna Rasyid, and Siti Ansoriyah. "THE ONLINE LISTENING STRATEGY INSTRUCTION AND VOCABULARY KNOWLEDGE ON LISTENING SKILL OF GRADE 12 JAPANESE LANGUAGE LEARNERS IN BEKASI WEST JAVA." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 20, no. 2 (July 5, 2021): 135–50. http://dx.doi.org/10.21009/bahtera.202.02.

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ABSTRACT This article presents the result of empirical research that investigates the effect of online listening strategies instruction and vocabulary knowledge on Japanese language learners' listening skill. Listening strategies instruction used are the integrative model and the Oxford model. Participants in the study were 44 Japanese language learners of grade 12 from SMAN 21 Bekasi. This research used a quantitative approach and a quasi-experimental method. The data was collected by pre-test and post-test related to the learners’ Japanese listening skills. The learners' vocabulary knowledge was also measured using a vocabulary knowledge test. The result showed that the online listening strategy instruction, integrative model could not be given to students of class XII of SMAN 21 Bekasi due to the absence of a significant effect of the method and vocabulary knowledge on listening skills of Japanese language learners of grade 12 from SMAN 21 Bekasi. The research shows the possibility of other factors such as learning independency and learner autonomy that can affect the effectiveness of online listening strategy instruction, integrative model on Japanese listening skills. Keywords: Listening Strategy Instruction; Listening Skill; Vocabulary Knowledge; Japanese language.

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Cannava, Kaitlin, Elizabeth Parks, and Bentley Porterfield. "Listening skills in dementia care." Communication and Medicine 17, no. 2 (February 17, 2022): 122–33. http://dx.doi.org/10.1558/cam.19008.

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Developing strategies to provide effective supportive messages for people with dementia that also promote the wellbeing of active listeners is essential for healthy caregiver–care-recipient relationships. We work to identify, critique and explore the pragmatics of language patterns between caregiving listeners and care-recipient listeners who experience dementia, with a focus on cultivating a more inclusive conceptualization of active listening verbal behaviors. Through content analysis of 66 conversations in the Alzheimer’s and dementia context utilizing an adapted Active Listening Observation Scale (ALOS), our findings create a baseline from which to explore listening behaviors and the wellbeing of both caregivers and care-recipients. The results point to caregivers exhibiting higher active listening behaviors than care-recipients on every measure, and that across the duration of the conversation caregivers’ active listening on a global level decreases and care-recipients’ active listening increases. Ultimately, we hope that this research will decrease negative impacts on caregivers of the caregiving role, by addressing communication challenges; increase the agency and voice of care-recipients as listeners who contribute to communication events; create more inclusive conceptualizations of active listening verbal processes; and improve the quality of active listening in Alzheimer’s and dementia caregiving contexts.

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Safitri, Fransisca Ambar, and Gustaman Saragih. "THE INFLUENCE OF SELF-CONCEPT AND LEARNING MOTIVATION ON SKILL OF LISTENING TO THE ENGLISH NARRATIVE." INFERENCE: Journal of English Language Teaching 4, no. 2 (July 26, 2021): 138. http://dx.doi.org/10.30998/inference.v4i2.6023.

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<p>This research aims to understand: 1) The effect of self-concept and learning motivation in English narrative listening skills, 2) self-concept towards English reading, 3) The effect of learning motivation towards English narrative listening skills. The method used in this research is a survey using correlational and regression analysis techniques. The population in this research was 1015 students. The sample in this research was 100 students. The study results conclude that: 1) There was a significant effect of self-concept and learning motivation towards English narrative listening skills. Sig can prove that 0,000 <0.05 and Fcount = 20.325. 2) There was a significant effect of self-concept towards English narrative listening skills. The Sig proves that 0.002 <0.05 and tcount = 3.246. 3) There was a significant effect of learning motivation towards English narrative listening skills. The Sig proves 0,000 <0.05 and tcount = 4,617.<br />Keywords: self-concept, learning motivation, English narrative listening skill</p>

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Zuhdi, Ulhaq. "PENGGUNAAN WWW.TED.COM DALAM MENINGKATKAN SKOR TEP LISTENING MAHASISWA PGSD UNESA." Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian 6, no. 2 (May 10, 2020): 88–97. http://dx.doi.org/10.26740/jrpd.v6n2.p88-97.

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ABTRACTListening skill as one of the basic skills in English is needed so that students are competent in English and as we know, listening is one of the four language skills. That is why listening should be taught at the beginning of lecture in English lesson and then on other language skills. From the results of this study using Classroom Action Research it can be concluded that www.ted.com is very useful especially in enhancing Listening Comprehension Part C listening skills especially if it is synergized with English Subjects. This can be justified in the first cycle which has obtained a minimum completeness of 57% then improved in the second cycle to 79%. With this significant increase, www.ted.com has become one of the learning media that improve listening skills especially TEP Listening Part C.Keywords: Listening, TEP, www.ted.com.ABSTRAKListening skill sebagai sebagai salah satu keterampilan dasar dalam Bahasa Inggris yang diperlukan agar siswa kompeten dalam bahasa Inggris dan seperti yang kita ketahui, mendengarkan sendiri adalah salah satu dari empat keterampilan bahasa. Itulah sebabnya seharusnya ketrampilan menyimak atau listening tersebut diajarkan di tingkat awal perkuliahan awal Bahasa Inggris baru kemudian ketrampilan lain. Dari hasil penelitian menggunakan Penelitian Tindakan Kelas ini dapat disimpulkan bahwa Media www.ted.com sangat bermanfaat apalagi dalam meningkatkan kemampuan menyimak Listening Comprehension Part C apalagi jika disenergikan dengan Mata Kuliah Bahasa Inggris. Hal ini bisa terlihat pada siklus I yang memperoleh ketuntasan minimal sebesar 57% kemudian diperbaiki pada siklus II menjadi 79%. Dengan ada peningkatan signifikan tersebut maka www.ted.com menjadi salah satu media pembelajaran untuk meningkatkan ketrampilan menyimak khususnya TEP Listening Part C. Keywords: Listening, TEP, www.ted.com

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Fenyi, Kojo, Ivy Jones-Mensah, Michael Owusu Tabiri, and Emmanuel Owusu. "Teaching ESL Listening Skills in Ghanaian Senior High Schools: A Study of Agona West Municipality." JEE (Journal of English Education) 7, no. 1 (July 5, 2021): 77–102. http://dx.doi.org/10.30606/jee.v7i1.787.

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Listening skill is one of the four important language competencies. However, it has not received the needed scholarly attention, not only in classroom pedagogy and curriculum planning but also in studies and researches in Applied Linguistics and Teaching English as Second Language. This study therefore attempts an investigation into the teaching and learning of listening skills in the language classroom in Ghana. It focuses on three issues in English as Second Language (ESL) listening comprehension; i) the strategies/methods for teaching listening skills, ii) the challenges for learning listening skills and iii) the ways to overcome the challenges. This descriptive qualitative study, having used two major instruments for data collection; observation and open-ended questionnaire, engaged 200 students and 7 teachers as the sample from selected Senior High Schools in the Agona West Municipality. The analysis of data revealed that indeed clarity of speaker, speed of delivery, learning environments, etc posed challenges to the teaching and learning of listening skills. It was also revealed that combining listening with other skills, predictive and summative strategies were the strategies teachers employed in teaching listening. Then, finally, the solutions to listening comprehension challenges, as revealed in the data, were indicated as including planning, overt student participation, clarity of speaker, assessment strategies, etc.

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Erda, Ayu Marsela. "The Relationship between Metacognitive Awareness and Receptive Skills of University Students." Lingua Cultura 14, no. 1 (July 31, 2020): 121–27. http://dx.doi.org/10.21512/lc.v14i1.6403.

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The research investigated the influence of metacognitive awareness on receptive skills in higher education students. Moreover, participants’ level of metacognitive awareness was also taken into account. The research utilized a survey in the form of Metacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness Reading Strategy Inventory (MARSI) and test of listening and reading comprehension to collect the data and multiple regression to analyze it. The participants were 59 English educational students in the first semester of a public university in Yogyakarta. The finding shows there is a significant influence of metacognitive awareness on receptive skills. However, there is the only significant influence of metacognitive awareness on reading skills. In contrast, there is no significant influence of metacognitive awareness on listening skills. Most of the students are categorized at a high level of metacognitive awareness in listening and reading. However, they have relatively poor scores in the D and E categories for both listening and reading comprehension tests. The only skill which has a significant influence on metacognitive awareness is reading skills. Therefore, the findings show that there is no significant influence of metacognitive awareness on listening skills. However, there is a significant influence of metacognitive awareness on reading skills. Further research needs to be conducted to reveal the different influences between reading and listening skills related to metacognitive awareness, as found in the research.

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Syafii, Muhammad Lukman, Wawan Kusnawan, and Aziid Syukroni. "Enhancing Listening Skills Using Games." International Journal on Studies in Education 2, no. 2 (August 23, 2020): 78–107. http://dx.doi.org/10.46328/ijonse.21.

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This study aims at finding out the most appropriate games for enhancing listening skills to students of the Faculty of the Economics Muhammadiyah University of Ponorogo. The process and the result of enhancing students’ listening skills of English were the main focuses of this study. Echeverría et al.’s model of classroom action research method was used to do this study. The technique consists of four stages, namely: (1) planning, (2) implementing, (3) observing, and (4) reflecting. The data was collected through the instruments were the listening tests, observation checklist, and questionnaires. The gained data were analyzed descriptively to know the process and the result of improvement caused by the application of each game. Based on the application of the games, the criteria of success were effectively reached in Cycle 2. 74% of the quantity of the students could obtain the scores more than 60, and 90% have assertive responses on the application of games. This means that using games is significantly useful to be used for enhancing the students’ listening skills.

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Kelly, Greg, and Violet Stewart. "Book Review: Early Listening Skills." British Journal of Occupational Therapy 61, no. 2 (February 1998): 95. http://dx.doi.org/10.1177/030802269806100215.

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Wang, Lin. "Improving Motor Skills Through Listening." Strategies 17, no. 5 (May 2004): 5–6. http://dx.doi.org/10.1080/08924562.2004.11000354.

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Vliet, Dennis Van. "“Start honing your listening skills”." Hearing Journal 62, no. 11 (November 2009): 64. http://dx.doi.org/10.1097/01.hj.0000364282.69503.21.

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Cosaro, Janet A. "Activities to Enhance Listening Skills." Language, Speech, and Hearing Services in Schools 20, no. 4 (October 1989): 433–35. http://dx.doi.org/10.1044/0161-1461.2004.433.

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Journal articles on the topic 'Listening skills'

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