UNIVERSITAS NEGERI MALANG

Fakultas Sastra
Jurusan Sastra Inggris

COURSE PROFILE
PING6104 – ADVANCED LISTENING

Semester :4 Academic Year: 2020-2021

Status : Required
Credit/Hour : 2/2 Approval date: 5 February 2021
Prerequisite : PING6103 Intermediate Listening Approved by:
Instructor : Francisca Maria Ivone, Ph.D. Course Coordinator
Email : francisca.maria.fs@um.ac.id
Offering : D & E (ELE)
Schedule : Tue 1-2, Wed 3-4
Room : D7.104 Nunung Suryati, Ph.D.

COURSE DESCRIPTION

The course strengthens the listening skills students have developed in the previous listening courses and
aims to bring their comprehension skills to the next level, that is, a critical level of comprehension of
various spoken English texts. This course, therefore, contains practice materials to develop, in particular,
the following skills: retaining relevant information (e.g. note-taking, outlining, and summarizing);
identifying opinions and supporting arguments, inferring a speaker’s attitude and intentions;
distinguishing between facts and opinions; evaluating information and opinions; and recognizing biases.
In addition to developing students’ competence in listening, this course also aims to cultivate students’
listening habits and positive attitude towards listening through the use of varied, interesting materials
and activities. With carefully selected materials in terms of contents and activities of different
interaction patterns, students are also expected to nurture good behaviour and skills in learning
individually and with other people.

PROGRAM LEARNING OUTCOMES (PLO)

Upon completing the study program, you will obtain the following attributes:
1. Subject Matter Knowledge and Skills
a. Analyze and evaluate ideas in various types of spoken English texts.
b. Communicate ideas effectively and appropriately in spoken forms both in formal and informal
situations.
c. Analyze and evaluate ideas in various types of written English texts.
d. Communicate ideas effectively and appropriately in written forms both in academic and non-
academic contexts.
e. Apply the knowledge of the basic concepts of linguistics in the teaching of English.

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2. Pedagogical Knowledge and Skills
a. Design and implement lesson plans in the classroom settings that reflect sound pedagogical
principles of autonomous and lifelong learning, effective and joyful learning, and SLA.
b. Select and adapt instructional materials and media appropriate and relevant to the learners’
characteristics (physical, psychological, moral, spiritual, and socio-cultural background) in
various teaching contexts.
c. Apply the principled learning strategies and classroom management by considering learner
factors.
d. Develop and apply principled assessment procedures.
e. Use Information and Communication Technology effectively and creatively in designing and
implementing lesson plans.
f. Identify problems in ELT and provide solutions through reflective practice and research.

3. Intrapersonal and Interpersonal Knowledge and Skills

a. Demonstrate attitudes reflecting inclusivism, objectivity, and non-discriminating practices
b. Demonstrate good morality and behavior.
c. Realize the principles of work ethics covering discipline, responsibility, self-esteem and self-
confidence, and teamwork.
d. Show effective communicative competence in social interpersonal as well as academic
contexts.
e. Demonstrate creative thinking and innovation in social and academic lives.
f. Demonstrate independent and continuous learning habits to develop knowledge and skills in
ELT responsive to global advancement.

COURSE LEARNING OBJECTIVES (CLO)

Upon completing the course, the students are expected to be able to:
CLO PLO
1. identify keywords in various types of spoken English texts. 1a, 1c, 2c
2. deduce meanings of unfamiliar words based on the context. 1a, 1c, 2c, 3f
3. apply grammatical structures important to comprehend various types of spoken
1a, 1c, 2c
English texts.
4. recognize the implications of stress and intonation in understanding meaning. 1a, 2c
5. identify opinions and supporting arguments. 2c, 3f
6. distinguish between facts and opinions. 2c, 3f
7. evaluate information and opinions. 2c, 3f
8. recognize biases. 2c, 3f
9. infer speakers’ attitudes and intentions. 1a, 1c, 2c, 3f
10. show positive attitudes towards listening. 3a, 3b, 3c
11. learn individually and/or with other people. 3a, 3b, 3c

LEARNING RESOURCES

The course module contains a collection of materials selected and/or adapted from various resources:
Advanced Listening Module 2015 (Compilation)

Cunningham, G., Bell, J. & Redston, C. 2009. Face2Face (Advanced Students’ Book). Cambridge:
Cambridge University Press.
Day, R.R., Yamanaka, J. & Shaules, J. 2002. Impact Values. New York: Pearson ESL.
Doff, A. & Jones, C. 1994. Language in Use. Cambridge: Cambridge University Press.
Doff, A. & Jones, C. 1994. Listening 4. Cambridge: Cambridge University Press.
Scarbrough, David. 1984. Reasons for Listening. Cambridge: Cambridge University Press.
Other relevant supplementary materials taken from various resources including web resources.
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 TEACHING AND LEARNING ACTIVITIES

The course is delivered online in 16 meetings. The classroom activities carried out can generally be
divided into three main stages:
1. Pre-listening activities to prepare for listening, which may be in the form of:
a. looking at pictures, diagrams or other visuals;
b. reviewing vocabulary or grammatical structures;
c. reading something relevant;
d. constructing semantic webs (a graphic arrangement of concepts or words showing how
they are related);
e. predicting the content of the listening text;
f. going over the directions or instructions for the activity.
2. Whilst-listening activities to help focus attention on the listening text and develop
understanding of it, which may be in the form of:
a. listening for the gist;
b. filling in graphs or charts;
c. checking off items in a list;
d. identifying errors;
e. searching for specific clues to meaning;
f. completing cloze exercises;
g. arranging jumbled text;
h. answering factual, inferential and argumentative questions;
i. note-taking
j. reading the transcript.
3. Post-listening activities to help reinforce comprehension of a text, which may be in the form of:
a. making a summary;
b. retelling the content of the text;
c. discussing and responding to the contents of the text;
d. creating another text similar to the text listened to.

In addition to the more structured online activities, extensive listening activities conducted within
independent study sessions are also strongly encouraged.

The following are the meeting schedule, which includes topics and activities, resources, and the
corresponding CLOs, used as a guide for this course:

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 Learning Experience
Offline/
Week CLO Contents/ Materials Structured Online Learning Unstructured Learning Resources Assessment
F2F
Synchronous Asynchronous Online/Offline
1 10, 11 Introduction to § Discussing the course § Reading and studying § 100’ Listening for personal § Course Profile § Pre-Vocabulary Level
Advanced Listening profile (25’) the course profile. (20’) needs and interests (use any § TED.Ed video Test
Course § Signing in to SIPEJAR UM § Continue discussing the sources) § Web resources § Weekly task
and Google Classroom (15’) course profile in § 20’ Writing Extensive completion
§ Completing Vocabulary Sipejar/GC (20’) Listening Journal on § EL/V Journal
Level Test § Recording older people’s https://bit.um.ac.id/j4i8US completion
http://bit.ly/AL2021_Pre- history and uploading it § Active participation in
VLT (20’) on Wakelet discussion and other
§ Trying out the link to the https://wakelet.com/i/inv activities
weekly EL/V journal ite?code=2adddeb (30-
https://bit.um.ac.id/j4i8US 40’)
(10’)
§ Watching and doing an
exercise in TED.Ed
https://ed.ted.com/on/uN1Z
OEqM (25’)
§ Sharing learning
experiences and issues in
listening and expectations
of the course
2 1, 2, 3, Family Life § Activating background § Watching a video and § 100’ Listening for personal § Module Unit 1 § Weekly task
4, 5, 6, A. The Perfect Parents knowledge and doing exercises in needs and interests (use any § Audio completion
7, 8, 9, B. Brothers and Sisters contextualizing the material TED.Ed: sources) recordings § EL/V Journal
10, 11 C. Extension § Listening to audiomaterial https://blog.ed.ted.com/ § 20’ Writing Extensive § TED.Ed video completion
D. House Rules § Think-pair-share activities 2018/07/30/has-your- Listening Journal on § Web resources § Active participation in
§ Feedback and reflection mom-said-she-doesnt- https://bit.um.ac.id/JTWMuk discussion and other
have-a-favorite-child- activities
thats-probably-a-lie/
3 1, 2, 3, Noise § Activating background § Watching a video and § 100’ Listening for personal § Module Unit 2 § Weekly task
4, 5, 6, A. The Sound of Selling knowledge and doing exercises in needs and interests (use any § Audio completion

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 Learning Experience
Offline/
Week CLO Contents/ Materials Structured Online Learning Unstructured Learning Resources Assessment
F2F
Synchronous Asynchronous Online/Offline
7, 8, 9, 1.Catchy Tunes contextualizing the material TED.Ed: sources) recordings § EL/V Journal
10, 11 2.At the Keyboard § Listening to audiomaterial https://ed.ted.com/on/D § 20’ Writing Extensive § TED.Ed video completion
3.The Finished § Watching audiovisual G2QJ5Mo Listening Journal on § Web resources § Active participation in
Product material from the web https://bit.um.ac.id/GbRqkS discussion and other
4.Extension Activities § Group and class discussion activities
B. Noise § Feedback and reflection
4 1, 2, 3, Far from Home § Activating background § Watching a video and § 100’ Listening for personal § Module Unit 3 § Weekly task
4, 5, 6, A. Living Abroad knowledge and doing exercises in needs and interests (use any § Audio completion
7, 8, 9, B. A Foreigner in contextualizing the material TED.Ed: sources) recordings § EL/V Journal
10, 11 Germany § Listening to audiomaterial https://blog.ed.ted.com/ § 20’ Writing Extensive § TED.Ed video completion
C. Impressions of § Watching audiovisual 2019/08/19/7-things- Listening Journal on § Web resources § Active participation in
Malaysia material from the web everyone-should-do- https://bit.um.ac.id/6YUqZR discussion and other
D. Extension: Comparing § Think-pair-share while-theyre-in-college/ activities
Experiences § Feedback and reflection § Assignment 1:
Interviewing a person
who has been living
abroad for working,
studying or other
purposes and uploading
the conversation in
Sipejar/GC (Group Work)
5 1, 2, 3, Quiz 1 § Online test § Watching a video and § 100’ Listening for personal § Topics of Weeks § Quiz
4, 5, 6, § Class discussion: Feedback doing exercises in needs and interests (use any 2-4 § Weekly task
7, 8, 9, and reflection TED.Ed: sources) § Audio completion
10, 11 https://ed.ted.com/on/Gz § 20’ Writing Extensive recordings § EL/V Journal
gi15cQ Listening Journal on § TED.Ed video completion
https://bit.um.ac.id/8WZSPO § Web resources § Active participation in
discussion and other
activities
6 1, 2, 3, TOEFL § Observing and discussing § Watching a video and § 100’ Listening for personal § Module Unit 4 § Weekly task

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 Learning Experience
Offline/
Week CLO Contents/ Materials Structured Online Learning Unstructured Learning Resources Assessment
F2F
Synchronous Asynchronous Online/Offline
4, 5, 6, A. Types types of proficiency tests doing exercises in needs and interests (use any § Audio completion
7, 8, 9, B. Listening test items § Trying out and discussing TED.Ed: sources) recordings § EL/V Journal
10, 11 C. Sample tests some listening test samples https://ed.ted.com/on/kt § 20’ Writing Extensive § TED.Ed video completion
ypdDf4 Listening Journal on § Web resources § Active participation in
§ Doing online sample https://bit.um.ac.id/BtPzpw discussion and other
tests activities
7 1, 2, 3, GWR FM § Activating background § Watching a video and § 100’ Listening for personal § Module Unit 5 § Weekly task
4, 5, 6, D. On the Air knowledge and doing exercises in needs and interests (use any § Audio completion
7, 8, 9, E. A Clip Round the Ear contextualizing the material TED.Ed: sources) recordings § EL/V Journal
10, 11 F. Extension Activities § Reading web resources https://ed.ted.com/on/wr § 20’ Writing Extensive § TED.Ed video completion
§ Watching audiovisual h526W4 Listening Journal on § Web resources § Active participation in
material from the web § Assignment 2: Finding https://bit.um.ac.id/KAbrg3 discussion and other
§ Think-pair-share an interesting radio activities
§ Feedback and reflection program in the form of
video from the web,
summarizing, and giving
opinions on the video
(due in two weeks, to be
shared and discussed in
Sipejar/GC (Individual)
8 1, 2, 3, Save Our Earth § Activating background § Watching a video and § 100’ Listening for personal § Module Unit 6 § Weekly task
4, 5, 6, A.Life on Earth knowledge and doing exercises in needs and interests (use any § Audio completion
7, 8, 9, 1.Environment Quiz contextualizing the material TED.Ed: sources) recordings § EL/V Journal
10, 11 2.How Green are You? § Reading web resources https://ed.ted.com/on/zZ § 20’ Writing Extensive § TED.Ed video completion
B.Litter § Listening to audiomaterial eq6ojU Listening Journal on § Web resources § Active participation in
§ Watching audiovisual https://bit.um.ac.id/qdUIfy discussion and other
material from the web activities
§ Group and class discussion
§ Feedback and Reflection
9 1, 2, 3, Midterm Test § Online test § Watching a video and § 100’ Listening for personal § Topics of Weeks § Midterm test

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 Learning Experience
Offline/
Week CLO Contents/ Materials Structured Online Learning Unstructured Learning Resources Assessment
F2F
Synchronous Asynchronous Online/Offline
4, 5, 6, § Class discussion: Feedback doing exercises in needs and interests (use any 2-8 § Weekly task
7, 8, 9, and reflection TED.Ed: sources) § Audio completion
10, 11 https://ed.ted.com/on/Iq § 20’ Writing Extensive recordings § EL/V Journal
DIU6i7 Listening Journal on § TED.Ed video completion
https://bit.um.ac.id/fKlhVv § Web resources § Active participation in
discussion and other
activities
10 1, 2, 3, IELTS § Observing and discussing § Watching a video and § 100’ Listening for personal § Module Unit 7 § Weekly task
4, 5, 6, A. Item types types of proficiency tests doing exercises in needs and interests (use any § Audio completion
7, 8, 9, B. Test tips § Trying out and discussing TED.Ed: sources) recordings § EL/V Journal
10, 11 C. Sample test some listening test samples https://ed.ted.com/on/AR § 20’ Writing Extensive § TED.Ed video completion
ZFT3RU Listening Journal on § Web resources § Active participation in
§ Doing online sample https://bit.um.ac.id/I9k3dr discussion and other
tests activities
11 1, 2, 3, Sarajevo § Activating background § Watching a video and § 100’ Listening for personal § Module Unit 8 § Weekly task
4, 5, 6, A. Under Siege knowledge and doing exercises in needs and interests (use any § Audio completion
7, 8, 9, B. Survival contextualizing the material TED.Ed: sources) recordings § EL/V Journal
10, 11 § Reading web resources https://ed.ted.com/on/1V § 20’ Writing Extensive § TED.Ed video completion
§ Listening to audiomaterial AUOOAg Listening Journal on § Web resources § Active participation in
§ Watching audiovisual § Assignment 3: Finding https://bit.um.ac.id/F3D6jg discussion and other
material from the web a video telling about activities
§ Think-pair-share current conflicts in the
§ Feedback and reflection world, summarizing and
giving opinion on the
video (due in two weeks,
to be shared and
discussed in Sipejar/GC)
activities (Individual)
12 1, 2, 3, Music § Activating background § Watching a video and § 100’ Listening for personal § Module Unit 9 § Weekly task
4, 5, 6, D. Korea knowledge and doing exercises in needs and interests (use any § Audio completion

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 Learning Experience
Offline/
Week CLO Contents/ Materials Structured Online Learning Unstructured Learning Resources Assessment
F2F
Synchronous Asynchronous Online/Offline
7, 8, 9, E. Pop contextualizing the material TED.Ed: sources) recordings § EL/V Journal
10, 11 F. Classic § Listening to audio material https://ed.ted.com/on/2L § 20’ Writing Extensive § TED.Ed video completion
G. Country § Jigsaw listening xF6jSS Listening Journal on § Web resources § Active participation in
§ Class discussion https://bit.um.ac.id/YBbc7h discussion and other
§ Feedback and reflection activities
13 1, 2, 3, Quiz 2 § Online test § Watching a video and § 100’ Listening for personal § Topics of Weeks § Quiz
4, 5, 6, § Class discussion: Feedback doing exercises in needs and interests (use any 10-12 § Weekly task
7, 8, 9, and reflection TED.Ed: sources) § Audio completion
10, 11 https://ed.ted.com/on/9L § 20’ Writing Extensive recordings § EL/V Journal
4DbDcP Listening Journal on § TED.Ed video completion
https://bit.um.ac.id/hgkvc5 § Web resources § Active participation in
discussion and other
activities
14 1, 2, 3, All You Need is Love? § Activating background § Watching a video and § 100’ Listening for personal § Module Unit 10 § Weekly task
4, 5, 6, A. A Partner for Life knowledge and doing exercises in needs and interests (use any § Audio completion
7, 8, 9, B. An Arranged Marriage contextualizing the material TED.Ed: sources) recordings § EL/V Journal
10, 11 C. Extension: Do you still § Listening to audiomaterial https://ed.ted.com/on/aK § 20’ Writing Extensive § TED.Ed video completion
think the same? § Group and class discussion 8Wt8D5 Listening Journal on § Web resources § Active participation in
§ Feedback and Reflection § https://bit.um.ac.id/hNOqZp discussion and other
activities
15 1, 2, 3, The Great Ruby § Activating background § Watching a video and § 100’ Listening for personal § Module Unit 11 § Weekly task
4, 5, 6, Robbery knowledge and doing exercises in needs and interests (use any § Audio completion
7, 8, 9, A. The Opening Scene contextualizing the material TED.Ed: sources) recordings § EL/V Journal
10, 11 B. The Plot Thickens § Listening to audiomaterial https://ed.ted.com/on/ZU § 20’ Writing Extensive § TED.Ed video completion
C. The Story so Far § Jigsaw listening 3SUrkq Listening Journal on § Web resources § Active participation in
D. The Story Continuous § Class discussion https://bit.um.ac.id/opRx2B discussion and other
E. The Solutions § Feedback and Reflection activities
F. Hapy Ending
16 1, 2, 3, Final Test § Online test § Watching a video and § 100’ Listening for personal § Topics of Weeks § Final test
4, 5, 6, § Class discussion: Feedback doing exercises in needs and interests (use any 2-15 § Weekly task

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 Learning Experience
Offline/
Week CLO Contents/ Materials Structured Online Learning Unstructured Learning Resources Assessment
F2F
Synchronous Asynchronous Online/Offline
7, 8, 9, and reflection TED.Ed: sources) § Audio completion
10, 11 https://ed.ted.com/on/o4 § 20’ Writing Extensive recordings § EL/V Journal
egjnz0 Listening Journal on § TED.Ed video completion
https://bit.um.ac.id/Gk5Z4K § Web resources § Active participation in
discussion and other
activities

Note
The schedule is tentative and subject to change based on current needs and condition.

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 EVALUATION AND EARNING CREDITS

This part describes how the students earn their credits as the evidence of their learning. The students’
progress and achievement are observed and measured based on three different kinds of assessment
procedures, that is: teacher assessment, peer assessment, and self-assessment, as explained in the
following.
1. Teacher assessment (90%)
The teacher assessment is carried out using the techniques below.
a. Assignments (15%)
Students will get three major assignments throughout the course in the form of individual
and group work. The tasks are detailed as follows.
Ø Assignment 1: Group work and individual response
Instruction: In a small group of 3, interview somebody who has experienced living
in another country. Construct your own questions based on what you
want to know about the person’s experience. You need to also make
an oral summary of the conversation. Voice record or video record
your conversation and summary, and post it on Sipejar/GC for
discussion with the other groups. Members of a group are also
expected to comment on the posts of two other groups (leave
individual comments or feedback)
Due date: in two weeks
Aspects of assessment:
Group task: Understanding of the interviewee’s responses as indicated by the
Interview interaction and the oral summary
Individual Frequency, relevance and criticality of comments and/or questions
response
Ø Assignment 2: Individual task
Instruction: Individually, find an interesting radio program in the form of a video
from the web then summarize and give opinion on the video. Post the
link to the video on Sipejar/GC. Visit other students’ posts. Give
comments or feedback on two of your classmates’ posts. You can also
discuss the topic with the other members of the class on Sipejar/GC.
Due date: in two weeks
Aspects of assessment:
Understanding of the video as indicated by the summary
Relevance and criticality of opinion
Ø Assignment 3: Individual task
Instruction: Individually, find a video telling about current conflicts in the world
then summarize and give opinion on the video. Post the link to the
video on Sipejar/GC. Visit other students’ posts. Give comments or
feedback on two of your classmates’ posts. You can also discuss the
topic with the other members of the class on Sipejar/GC.
Due date: in two weeks
Aspects of assessment:
Understanding of the video as indicated by the summary
Relevance and criticality of opinion
b. Quizzes (20%)
The students will take two quizzes in the first and second half of the semester. These are
online written tests covering audio materials on the topics similar to what have been
learned prior to the quizzes.

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 c. Midterm exam (20%)
The midterm exam in the course is an online test requiring the students to demonstrate
their understanding of the language and ideas in some texts of similar topics with the texts
discussed prior to the exam.
d. Final exam (25%)
The final exam is also an online test requiring the students to draw on the knowledge and
skills they have developed throughout one semester in answering different types of
questions on reading texts.
e. Attendance and participation (10%)
The students’ ‘attendance’ and active participation during online discussion are appreciated
and considered for the final grading.
2. Peer assessment (5%)
Throughout the course, students will work in pairs or in groups quite extensively. They are
required to assess their peers who work with them in terms of:
• their contribution to the pair or group work; and
• their cooperativeness.
The peer assessment is done after the lessons involving the pair or group work.
3. Self-assessment (5%)
At the end of the course, students are asked to complete a self-assessment form in which they
demonstrate their reflection on what they have learned in the course for one semester, their
level of understanding and their difficulties with the material. The self reflection is to be
submitted on Sipejar/GC on the final week of the semester.
Guiding questions for self-reflection:
1. What do you think you have learned in the course?
2. How well did you participate in and out of class?
3. What do you think are your issues?
4. How will you deal with the issues?
5. What grade would you assign yourself and why?

Note: The scoring for all the three kinds of assessment follows the same guideline as the one used to
assign the final grade, which is explained in the following section.

GRADING

Students will be provided with a final letter grade based on the criteria specified in Universitas Negeri
Malang Grading System Policies and Procedures. The instructor reserves the right to penalize any
additional facets of unprofessional and irresponsible work dispositions or conduct, if the need arises.
Partial evaluations will be made with numbers (exams, tests, papers, presentations and so on). Letter
grades of “A” through “E” (course final grade) will be awarded. The students’ grades will be based on
the following grading system:

Grade Grade Explanation Grade Points

A 85 – 100 4.0
A- 80 – 84 3.7
B+ 75 – 79 3.3
B 70 – 74 3.0
B- 65 – 69 2.7
C+ 60 – 64 2.3
C 55 – 59 2.0
D 40 – 45 1.0
E < 40 0
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Grades are awarded in courses in which the students are officially enrolled after the official record date.
The deadline to withdraw from a course is specified in the Academic Calendar for each semester.

HURDLE REQUIREMENT

Hurdle requirements are the compulsory requirements that must be met in order to achieve satisfactory
results in the course. The followings are the hurdle requirements:
1. Attendance
The students are required to attend at least 80% of the classes or 13 synchronous meetings.
Absences are only for sickness or obligations for which the students must miss the class.
2. Submission
Late submissions of assignments will not be accepted unless prior arrangement for extension is
made with the lecturer before the assignments are due.

POLICIES AND GUIDELINES

Faculty and students are responsible for understanding and adhering to the policies of Universitas
Negeri Malang. University policies are subject to change so it is important to read them at the beginning
of each semester as the policies may have changed since the last class. Please check the most current
Pedoman Universitas Negeri Malang and click on the following link to review the updated policies:
http://www.um.ac.id/page/sistem-perkuliahan.

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