Name: Dea Feradepi

Npm: 20207470037

I. What is listening? Give 3 definition of listening.

II. What do you mean about bottom up process? Give 2 example.
III. What do you know about top down process? Give 2 example.
IV. What is microskill of language? Give 5 example.
V. What is macroskill of language? Give 5 example.
Answear
 I.
1. Richard Nordquist
Listening is the active process of receiving and responding to spoken (and sometimes
unspoken) messages. It is one of the subjects studied in the field of language arts and in the
discipline of conversation analysis.
Listening is not just hearing what the other party in the conversation has to say. "Listening
means taking a vigorous, human interest in what is being told us," said poet Alice Duer Miller.
"You can listen like a blank wall or like a splendid auditorium where every sound comes back
fuller and richer."
2. Listening is conceived of as an active process in which listeners select and interpret
information which come auditory and visual clues. In order to define what is going on
and what the speakers are trying to express. Active means listeners get information (from
visual and auditory clues) and relate this information to what they know Rubin (1995:7).
3. Listening is a “receptive skill” where people obtain the main idea according to what they
hear. Helgsen (cited by Gonzales Moncada, 2003) supports that listening helps learner to
be “flexible listeners”, to know how to listen in order to get the general idea or the
specific information needed to understand videos.
II. Bottom-up processing is an explanation for perceptions that start with an incoming stimulus
and working upwards until a representation of the object is formed in our minds. Bottom up
process: give students some words and ask them to make sentence from them/ from sentences to
be a paragraph (from smallest to global one)
This process suggests that our perceptual experience is based entirely on the sensory stimuli that
we piece together using only data that is available from our senses.

In order to make sense of the world, we must take in energy from the environment and convert it
to neural signals, a process known as sensation. It is in the next step of the process, known as
perception, that our brains interpret these sensory signals.
Bottom-Up focus on:
1. Data driven
2. Focuses on incoming sensory data
3. Takes place in real time
Bottom-up processing is purely data-driven and requires no previous knowledge or learning.
Bottom-up processing takes place as it happens, for example:
1. If you see an image of an individual letter on your screen, your eyes transmit the
information to your brain, and your brain puts all of this information together.
2. When you are walking to a friend's bathroom in the middle of the night. You have to turn
the light on to see where you are going, instead of using your memory of where things are
in the bathroom.
3. One of the ways that affordances works to support the theory of bottom-up processing is
road markings. Road markings use several different affordances to communicate speed
requirements and the direction of the world. As you’re driving along a country road, you
are not working from the top down - you are sensing the signs on the side of the road and
on the road to determine where you are going and how fast you are going.

III. Top down process: you give students paragraph and ask them about the first sentence or title
or main idea/ subject and object from the paragraph (from global to smallest one), and involves
the brain 'sending down' stored information to the sensory system as it receives information from
the stimulus, enabling a plausible hypothesis to be made without the need to analyze every
feature of the stimulus. top-down processing is using the contextual information of things that we
already know or have already experienced in combination with our senses to perceive new
information.
Top-down processing helps us understand what our senses are perceiving in our daily lives. One
area in which this has been demonstrated is reading and letter identification. Experiments have
shown that when briefly presented with either a single letter or a word that contains that letter
and then asked to identify which letter or word they had seen, participants could more accurately
identify the word than the letter. Despite the fact that the word had more visual stimuli than the
letter, the context of the word helped the individual more accurately understand what they saw.
Called the word superiority effect, this is a useful tool in everyday life.
Example: 1. Suppose you receive an important letter but a few drops of water have smeared part
of the text. A few letters in different words are now just smudges. Yet, you’re still able to read
the letter in its entirety using top-down processing. You use the context of the words and
sentences in which the smudges appear and your knowledge of reading to comprehend the
meaning of the letter’s message.
2. When we encounter a new kind of mobile device, we use our past experiences with other
mobile devices to quickly figure out which icons to touch to pull up the apps we want to interact
with. Mobile devices generally follow similar interaction patterns and our prior knowledge of
those patterns enables us to apply them to the new device.

IV. Language micro skills can be a component of one or more macro skills, for example spelling
is a component of writing and reading. Pronunciation is a component of speaking, etc.
The micro-skill is concerned to produce the smaller chunks of language such as phonemes,
morphemes, words, collocations, fluency and phrasal units. While, the macro-skill implies the
speaker’s focus on the larger elements such as accuracy, discourse, style, cohesion, nonverbal
communication, and strategic option. Based on the theories above, it can be concluded that
speaking is one of language skill in which it is an activity to express or communicate opinions,
thoughts, and ideas orally involving two or more people.
Micro skills of writing:
(1) Produce graphemes and orthographic patterns of English.
(2) Produce writing at an efficient rate of speed to suit the purpose.
(3) Produce an acceptable core of words and use appropriate word
order patterns.
(4) Use acceptable grammatical systems (e.g., tense, agreement,
pluralization), patterns, and rules.
(5) Express a particular meaning in different grammatical forms.
(6) Use cohesive devices in written discourse.

V. Macro skills refer to the primary, key, main, and largest skill set relative to a particular
context. It is commonly referred to in English language. The four macro skills are reading,
listening, writing, and speaking. You have to perfect them in order to use your English language
properly. We usually listen first, then we will learn to speak, then we will learn how to read then
write. Below this text, we will elaborate what are these 4 macro skills of communication.
Examples:
1-Listening
You should understand the main ideas of most speech in a standard dialect. You should
demonstrate an emerging awareness of culturally implied meanings beyond the surface meanings
of the text.
2-Speaking
You should be understood without difficulty by natives, and converse in a clear and participatory
fashion. You should be able to initiate, sustain, and bring closure to a wide variety of
communicative tasks. You should be able to narrate and describe concrete and abstract topics
using sustained, connected discourse.
3-Reading
You should easily follow the essential points of written text. You should be able to understand
parts of texts which are conceptually abstract and linguistically complex.
4-Writing
You should be able to address a variety of topics with significant precision and detail. You
should be able to write competently about topics relating to particular interests and write clearly
about special fields of competence. You should be able to organize writings with a sense of
theoretical structure.
5-Cultural awareness
Someone's cultural awareness is their understanding of the differences between themselves and
people from other countries or other backgrounds, especially differences in attitudes and
values. ... programs to promote diversity and cultural awareness within the industry.