MODUL KULIAH

SEKOLAH TINGGI TEKNOLOGI INFORMASI NIIT

Mata Kuliah Bahasa Inggris 2

Semester Ganjil 2022/2023

Dosen Santi Setiyaningsih, M.Pd

Modul 5 (Lima)

Pertemuan 5 (Lima)

Topik Listening

Sub Topik Recalling Personal Information

Materi 5.1 Important Aspects in Listening

5.2 Types of Listening
5.3 Listening Strategy
5.4 Listening Practice

Capaian Mahasiswa mampu memahami dan mengidentifikasi personal

Pembelajaran information yang disampaikan oleh speakers.
 CHAPTER 5
Recalling Personal Information

5.1 Important Aspects in Listening

Listening comprehension is one of the most important and fundamental skills in language
learning. Listening is assuming greater and greater importance in foreign language classroom.
listening is an active, purposeful process of making sense of what listener hear because listener
process not only what they hear but also connect to other information they have already known.
Listeners hear the information that they received and connecting it to the information and
knowledge that they already have. Listening is not only about hearing but also about the
knowledge that they already have. Listening makes the brain process to understand and
remember words, sentences, information, and knowledge or messages that the listeners hear
and they have already known. In listening we need to pay attention to the sound or what we
hear. Because by paying attention we can get the meaning of the message. It is important to
paying attention and comprehend what we hear.
Listening comprehension is the process that starts with the receiving news analyzed in sounds,
words, clauses, and sentences until getting the messages of the speaker. Listening
comprehension is not only an activity of listening to the speaker but also it tries to get messages
from the speakers. In this case, it is expected to listeners should be really listen and pay
attention to what the speakers is saying.
Learning involves following a cycle of preparing, absorbing, recording, and reviewing. The most
important difference between high school learning and college learning is that colleges expect
you to take full responsibility for your learning. Many of the support mechanisms you had in high
school do not exist in college.
Listening takes place in two primary situations: where there can be open interaction with the
speaker (social conversation, small group discussions, business meetings, and small classes)
and where there is limited interaction with the speaker (lectures, online courses, and podcasts).
In situations where interaction is allowed, active listening principles work well. In lecture
situations, additional strategies are required. They include physical preparation, seating for
listening, eliminating distractions, thinking critically about the material as it is presented, taking
notes, and asking appropriate questions.
Prepare for listening by completing all assignments for the class and reviewing the syllabus. Ask
yourself what you expect to gain from the class and how that ties in to the rest of the course
material. Think critically about what you are listening to. Do you agree with what the instructor is
saying? How does it tie to the rest of the material in the course? What does this new material
mean to you in “real” life?

1) Note Taking
There are four primary ways of taking notes (lists, outlines, concept maps, and the Cornell
method).
 Select the note-taking method that best serves your learning style and the instructor’s
teaching style. Remember that methods may be combined for maximum effect.
 Completing assignments and reviewing the syllabus can help you define the relative
importance of the ideas the instructor presents.
 Don’t expect to capture everything the instructor says. Look for keywords and central
ideas.
 Anything the instructor writes on the board is likely to be important.
 Review your notes as soon as possible after the class, to annotate, correct, complete,
and summarize.

2) Memory
The two types of memory are short-term memory, which allows you to apply knowledge to a
specific task, and long-term memory, which allows you to store and recall information. The brain
commits information to long-term memory by creating an intricate system of links to that
information. Strength, number, and variety of links all lead to better recall.
To create strong links, start by making a conscious decision to want to commit something
specific to memory. Link the information to real life and other data from the course. Group like
information into “buckets” that create links among the terms you want to remember. Use the
information. The more you use the information, the more you will activate the links in your brain.
Eliminate distractions. Every time you are diverted from your task, you need to reboot your
short-term memory, weakening the links.

5.2 Types of Listening

Listening have some types. Brown, derive four commonly identified types of listening
performance, each of comprises category within which to consider assessment task and
procedures.
1. Intensive
Listening for perception of the components (phonemes, words intonation, discourse markers,
etc) of a large stretch of language.

2. Responsive
Listening to a relatively short stretch of language (a greeting question, command,
comprehension check, etc) in order to make an equally short response.

3. Selective
Processing stretch of discourse such as short monologues for several minutes in order to
―scan‖ for certain information. The purpose of such performance is not necessarily to look for
global or general meanings, but to stretches of spoken language (such as classroom directions
from a teacher, TV, or radio news items or stories). Assessment task in selective listening could
ask students, for example, to listen for names, numbers, grammatical category, direction (in
map exercise), or certain facts and events.

4. Extensive
Listening to develop a top-down, global understand of spoken language. Extensive performance
ranges from listening to lengthy lectures to listening to a conversation and deriving a
comprehensive message or purpose. Listening for gist, for the main idea, and making
inferences are all part of extensive listening. So, there are four types of listening according to
Brown that is intensive, responsive, selective, and extensive.

5.3 Listening Strategy

Listening have two kinds of strategies that are:
1) Cognitive strategies, mental activities are related to comprehending and storing input in
working memory for later retrieval (comprehension processes, storing and memory
processes, using and retrieval processes).
2) Metacognitive strategies, those conscious or unconscious mental activities that perform an
executive function in the management of cognitive strategies (assessing the situation,
monitoring, self-evaluating, and self-testing).
While you are listening to another person speaking a foreign language (English in this case), the
temptation is to immediately translate into your native language. This temptation becomes much
stronger when you hear a word you don't understand. This is only natural as we want to
understand everything that is said. However, when you translate into your native language, you
are taking the focus of your attention away from the speaker and concentrating on the
translation process taking place in your brain. This would be fine if you could put the speaker on
hold. In real life, however, the person continues talking while you translate. This situation
obviously leads to less -- not more -- understanding. Translation leads to a mental block in your
brain, which sometimes doesn't allow you to understand anything at all.
1) Most People Repeat Themselves
Think for a moment about your friends, family, and colleagues. When they speak in your native
tongue, do they repeat themselves? If they are like most people, they probably do. That means
that whenever you listen to someone speaking, it is very likely that they will repeat the
information, giving you a second, third or even fourth chance to understand what has been said.
By remaining calm, allowing yourself to not understand, and not translating while listening, your
brain is free to concentrate on the most important thing: understanding English in English.
Probably the greatest advantage of using the Internet to improve your listening skills is that you
can choose what you would like to listen to and how many and times you would like to listen to
it. By listening to something you enjoy, you are also likely to know a lot more of the vocabulary
required.

2) Use Key Words

Use keywords or key phrases to help you understand the general ideas. If you understand "New
York", "business trip", "last year" you can assume that the person is speaking about a business
trip to New York last year. This may seem obvious to you, but remember that understanding the
main idea will help you to understand the detail as the person continues to speak.

3) Listen for Context

Let's imagine that your English speaking friend says, "I bought this great tuner at JR's. It was
really cheap and now I can finally listen to National Public Radio broadcasts." You don't
understand what a tuner is, and if you focus on the word tuner you might become frustrated. If
you think in context, you probably will begin to understand. For example; bought is the past of
buy, listen is no problem and radio is obvious. Now you understand: He bought something -- the
tuner -- to listen to the radio. A tuner must be a kind of radio. This is a simple example but it
demonstrates what you need to focus on: Not the word that you don't understand, but the words
you do understand. Listening often is the most important way to improve your listening skills.
Enjoy the listening possibilities offered by the Internet and remember to relax.
 5.4 Listening Practice
Practice 1
Look at the text below. It is the story of someone. Fill in the blank spaces based on what
you hear in the audio!
Please click the link to hear the audio: https://drive.google.com/file/d/1BGhnmhWZBXLdC-
p66kVA46gqz_3kUjq-/view?usp=sharing

I Want To Dye My Hair Green

Many of my friends have dyed their hair different colors. I don’t mean normal hair colors like
brown or black. My friends have dyed their hair orange, purple and blue. I told my mother that I
would like to dye my hair green. (1). ____________________________________________.
The green would not last forever. My mother said that dyeing your hair was a silly fad. She said
that I would not look good with green hair. I said that if I couldn’t dye my hair green, maybe I
could get a nose ring. My mother said “NO”. I said that maybe a tattoo on my arm would be
nice. My mother said “No Way”. My mother said that she did (2)
_________________________________. She said that she used to iron her hair to make it
straight. (3) ____________________________. My friend Joan came over. (4)
__________________________. My father said “nice hair Joan”. I don’t think that he really
meant it. My mother says that when I am an adult I can dye my hair whatever crazy color I like,
but for now she would like me to leave my hair its natural color. I tried to tell her that all of my
friends were doing it. My mother asked, “If all your friends were jumping off a cliff, would you do
it too? I said “No”. I think I’ll have to wait to have green hair, but maybe by the time I’m old
enough to dye my hair green, (5) _____________________________. My mother says that
fads change all the time. One day something might be popular, and the next day it’s not in style
at all. I’ll just have to live without green hair for now. I wonder what the fad will be next month.

Practice 2
Now, hear the personal information about someone, then get the information from the
audio!
Please click the link to hear the audio:
https://drive.google.com/file/d/1kih9Mm_6KpPA1aPnwtjZ_F7NKzMyduDe/view?usp=sharing

1. Name : _____________________
 Status : _____________________
Phone number : _____________________
E-mail address : _____________________
Favorite restaurant : _____________________
Favorite food : _____________________
Hobby : _____________________
Favorite Music : _____________________
Other Information :
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. Name : _____________________
Status : _____________________
Phone number : _____________________
E-mail address : _____________________
Favorite restaurant : _____________________
Favorite food : _____________________
Hobby : _____________________
Favorite Music : _____________________
Other Information :
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Practice 3
Now, let’s practice listening skill by sing a song. You can repeat the song 3 times, while
fill the blank space in the lyric below (do not cheat the lyric from google. This is for your
practice).
Please click the link to hear the audio:
https://drive.google.com/file/d/1KmgpvAYTOKo5UIykC7GL677icj5pjC9T/view?usp=sharing

Song Title : All too Well

Singer : Taylor Swift

I walked 1). ___________ the door with you

The air was cold
But something about it felt like home somehow
And I, left my scarf there at your sister's house
And you've still got it in your drawer even now
Oh, your sweet 2). ___________
And my wide-eyed gaze
We're singing in the car, getting lost upstate
Autumn leaves falling down like 3). ___________ into place
And I can picture it after all these days
And I know it's long gone and that magic's not here 4). ___________
And I might be okay but I'm not fine at all
'Cause there we are again on that little town street
You almost ran the red 'cause you were looking over at me
Wind in my hair, I was there
I remember it all too well
Photo album on the counter
Your cheeks were turning red
You used to be a little kid with glasses in a twin-sized bed
And your mother's telling stories 'bout you on the tee-ball team
You told me 'bout your past thinking your future was me
And I know it's long gone and there was nothing else I could do
And I forget about you long enough to forget why I needed to
'Cause there we are again in the middle of the night
We're dancing 'round the kitchen in the refrigerator light
Down the stairs, I was there
I remember it all too well, yeah
And maybe we got lost in translation
Maybe I asked for too much
But maybe this thing was a 5). ___________ 'til you tore it all up
Running scared, I was there
I remember it all too well
And you call me up again just to 6). ___________ like a promise
So casually cruel in the name of being honest
I'm a 7). ___________ up piece of paper lying here
'Cause I remember it all, all, all
Too well
Time won't fly, it's like I'm paralyzed by it
I'd like to be my old self again
But I'm still trying to find it
After 8). ___________ shirt days and nights when you made me your own
Now you mail back my things and I walk home alone
But you keep my old scarf from that very first week
'Cause it reminds you of 9). ___________
And it smells like me
You can't get rid of it
'Cause you remember it all too well, yeah
'Cause there we are again when I loved you so
Back before you 10). ___________ the one real thing you've ever known
It was rare, I was there, I remember it all too well
Wind in my hair, you were there, you remember it all
Down the stairs, you were there, you remember it all
It was rare, I was there, I remember it all too well