CHAPTER I

PRELIMINARY

1.1. BACKGROUND

Listening is one of the things people buy when they have good interpersonal skills. An
effective communication can be done by someone if they have good listening skills, and
listening skills are the main things that someone must have if there is effective
communication. Listening is not only literally using hearing aids (ears), but has a broader
meaning.

1.2. FORMULATION OF THE PROBLEM

Based on the background of the problems described, the problems that will be
discussed in this paper can be formulated, namely as follows:

1. What is Interpretative listening like?

2. What includes Interpretative listening?

1.3. WRITING PURPOSE

The purpose of writing this paper, among others, is to answer all the formulations of
the existing problems. It is hoped that this paper can help the understanding of the
readers/listeners.

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 CHAPTER II
DISCUSSION

2.1. Interpretive Listening Standard

The student will be able to understand and interpret information, concepts, and ideas
orally from a variety of culturally authentic sources on a variety of topics in the target
language.
According to research in Second Language Acquisition :
Language learning takes place in stages. Interpretive skills (listening, reading) develop
much more quickly than expressive skills (speaking, writing).
 Listening is the language modality that is used most frequently. It has been estimated
that adults spend almost half their communication time listening.
 Listening and Speaking go hand in hand!
Often, however, language learners do not recognize the level of effort that goes into
developing listening ability.

2.2. Two-Way Communication

In authentic two-way communication, the listener focuses on the speaker's meaning

rather than the speaker's language. The focus shifts to language only when meaning is not
clear.
Note the difference between the teacher as teacher and the teacher as authentic listener
in the dialogues that follow

1. Authentic two-way communication

a. Teacher as Teacher
 T: Hello, Sam! We missed you in class yesterday. What happened?
 S: I go to doctor for my tooth.
 T: Oh, you WENT to the DENTIST? A doctor for teeth is called a dentist.
 S: Yes, dentist.
 T: What happened at the dentist?

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 S: He have to take out tooth. After my mouth hurt too bad.

 T: Oh, he HAD to take out your tooth? Remember, the past of "have" is "had." And it
wasn't your mouth that hurt, it was your mouth.
Is this how we communicate in the “real world?” How would a student feel after
having this conversation?
b. Teacher as Authentic Listener
 T: Hello, Sam! We missed you in class yesterday. What happened?
 S: I go to doctor for my tooth.
 T: For your tooth? Did you have a problem with your teeth?
 S: Yes, the doctor have to take out tooth. After my mouth hurt too bad.
 T: Your mouth . . . oh, your mouth hurt. Does it hurt now? Will you be okay in class
today?
 S: No, not hurt now. Well, maybe a little.
 T: Okay, well, if it hurts too much and you need to leave, just tell me.

2. Goals for Interpretive listening

We want to produce students who can fend for themselves in communication
situations, even if they do not have complete control of the grammar.

3. Best Practices in Teaching Listening

 Teachers develop students' awareness of the listening process and listening strategies
by asking students to think and talk about how they listen in their native language.
 They allow students to practice the full repertoire of listening strategies by using
authentic listening tasks.
 They behave as authentic listeners by responding to student communication as a
listener rather than as a teacher.
 When working with listening tasks in class, they show students the strategies that
will work best for the listening purpose and the type of text. They explain how and
why students should use the strategies.

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  They have students practice listening strategies in class and ask them to practice
outside of class in their listening assignments. They encourage students to be
conscious of what they're doing while they complete listening tape assignments.

 They encourage students to evaluate their comprehension and their strategy use
immediately after completing an assignment. They build comprehension checks into
in-class and out-of-class listening assignments, and periodically review how and when
to use particular strategies.
 They encourage the development of listening skills and the use of listening strategies
by using the target language to conduct classroom business: making
announcements, assigning homework, describing the content and format of tests.

2.3. Listening for Meaning

To extract meaning from a listening text, students need to follow four basic steps :

 Step 1-What is the Purpose?

Figure out the purpose for listening. Activate background knowledge of the
topic in order to predict or anticipate content and identify appropriate listening
strategies.
Example : Weather Report listening activity

 Step 2: Selective
o Attend to the parts of the listening input that are relevant to the identified
purpose and ignore the rest. This selectivity enables students to focus on
specific items in the input and reduces the amount of information they have to
hold in short-term memory in order to recognize it.
o Example: listening to see what to wear tomorrow versus listening for weather
in specific location for sightseeing purposes

 Step 3: Select top-down and bottom-up strategies that are appropriate to the
listening task Select Strategy
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 a. Top-down strategies
o Top-down strategies are listener based; the listener taps into background
knowledge of the topic, the situation or context, the type of text, and the
language. This background knowledge activates a set of expectations that help
the listener to interpret what is heard and anticipate what will come next. Top-
down strategies include
o listening for the main idea
o predicting
o drawing inferences
o summarizing

b. Bottom-up strategies
o Bottom-up strategies are text based; the listener relies on the language in the
message, that is, the combination of sounds, words, and grammar that creates
meaning. Bottom-up strategies include
o listening for specific details
o recognizing cognates
o recognizing word-order patterns

 Step 4: Comprehension Checks

o Check comprehension while listening and when the listening task is over.
o Monitoring comprehension helps students detect inconsistencies and
comprehension failures, directing them to use alternate strategies if necessary.

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 CHAPTER III
CLOSING

3.1. CONCLUSION

Listening is the most frequently used language modality. It is thought that adults take a
long time to communicate with them to listen. Sometimes, language learners do not recognize
the level of effort put into developing listening skills in interpretive listening.

3.2. MEANS

Steps keeping a teacher can develop students' awareness of the listening process and
listening strategies by asking students to think and talk about how they listen in their mother
tongue. Because they can enable students to practice a full repertoire of listening strategies
using authentic listening assignments.

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 REFERENCES

http://nclrc.org/essentials.
https://translate.google.co.id/?hl=id
https://dokumen.tips/documents/interpretive-listening.html
www.google.com