INTERMEDIATE LISTENING

WHAT MAKES A GOOD LISTENING TEXT

Arrange by:

1. ATIKAH SAKINAH HARAHAP (2220300052)

2. ALPANI ARBAI (2220300017)

3. MAYMUNAH NASUTION (2220300022)

4. NURMADIYAH LUBIS (2220300012)

5. SUCI ARSYEH RAMADANI (2220300035)

Lecturer:

Dr. FITRIADI LUBIS, M.Pd

ENGLISH DEPARTMENT

TARBIYAH AND TEACHER TRAINING FACULTY STATE

UNIVERSITY ISLAMIC SYEKH ALI HASAN AHMAD ADDARY

PADANGSIDIMPUAN 2023/2024
 PREFACE

All praise to Allah Swt. who has given us blessings and guidance, especially the blessings of
opportunity and health so that we can complete the paper on “What makes a good listening text”
to fulfills the assignment that given by Sir Dr. FITRIADI LUBIS, M.Pd as a lecturer in
Intermediate listening.

Sholawat and salam are conveyed to our great Prophet Muhammad Saw. who has provided a
guide to life, namely the Al-Qur'an and sunnah for the salvation of people in the world.

This paper is one of the assignments of the Intermediate Listening course in the English
Department at Padangsidimpuan State Islamic University Syekh Ali Hasan Ahmad Addary.
We (the authors) realize that there are many shortcomings in the writing of this paper, so the
authors expect constructive criticism and suggestions from the readers for the perfection of this
paper.

Padangsidimpuan, March 2024

Author

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 TABLE OF CONTENTS

Contents
PREFACE ...................................................................................................................................................... i
CHAPTER I .................................................................................................................................................. 1
A. INTRODUCTION ................................................................................................................................... 1
1. The background of the problem ............................................................................................................ 1
2. Problem Formulation ............................................................................................................................ 1
3. Purpose of the Paper ............................................................................................................................. 1
CHAPTER II................................................................................................................................................. 1
DISCUSSION ............................................................................................................................................... 1
A. Listening Text ...................................................................................................................................... 1
B. The Importance of Listening text ......................................................................................................... 4
C. An easy way to Listen Better ............................................................................................................... 6
CHAPTER III ............................................................................................................................................... 9
CONCLUSION ............................................................................................................................................. 9
REFERENCES ........................................................................................................................................... 10

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iii
 CHAPTER I

A. INTRODUCTION

1. The background of the problem

Most students want to be able to understand what people are saying to them in English,
either face-to-face, on TV or on the radio, in theatres and cinemas, or on tape, CDs or other
recorded media. Anything we can do to make that easier will be useful for them. This is
especially important since, the way people speak is often significantly different from the way
they write.

Listening is good for our students’ pronunciation, too, in that the more they hear and
understand English being spoken, the more they absorb appropriate pitch and intonation, stress
and the sounds of both individual words and those which blend together in connected speech.
Listening texts are good pronunciation models, in other words, and the more students listen, the
better they get, not only at understanding speech, but also at speaking themselves. Indeed, it is
worth remembering that successful spoken communication depends not just on our ability to
speak, but also on the effectiveness of the way we listen.

Listening is the most fundamental component of communication skills. Listening is not

something that just happens, listening is an active process in which a conscious decision is made to listen
to and understand the messages of the speaker.

2. Problem Formulation
1. What is listening text?

2. Why is listening text important?

3. What makes a text easier to listen to?

3. Purpose of the Paper

1. To know what is listening text

2. To know why is listening important

3. To know how to listen to a text easily

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 CHAPTER II

DISCUSSION

A. Listening Text
1.Defenition of Listening Text

Listening text is a written or spoken piece of content that is designed to engage and
captivate the audience while effectively conveying a message or information. A listening text
refers to any written or spoken material that is designed to be listened to by an audience. It can
take various forms, such as speeches, lectures, podcasts, interviews, audiobooks, radio
broadcasts, or recorded conversations. The primary purpose of a listening text is to convey
information, ideas, stories, or entertainment to the listener through the auditory medium.

Listening texts can be created for diverse purposes, including educational, informative,
persuasive, entertaining, or instructional. They may target specific audiences, such as students,
professionals, general listeners, or niche interest groups.

A well-crafted listening text should be clear, engaging, and effective in delivering its
message. It may incorporate various techniques to capture and maintain the listener's attention,
such as storytelling, humor, examples, sound effects, music, or interactive elements.

Overall, a listening text serves as a means of communication that allows information to

be conveyed through the auditory channel, offering an accessible and engaging way for
audiences to receive content.

Listening texts can be classified according to the contents, complexity, authenticity,

sphere, theme, quantity, etc. The linguistic and thematic level of listening input and its adequacy
to general teaching purposes or concrete goals of each lesson are defined by a sort of criteria.
The main language and content elements of the particular listening text mostly provide the style
and type of working on it, though this does not exclude the general approach. Thus, for example
language work takes much more time and place at pre-listening level than at while or post-
listening stage as the attention here is essentially focused on the gist of the listening material.
Anderson a recent survey of the preferences for particular published listening materials among
EFL teachers working in Britain, Europe, and Japan.

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 In addition, listening is one of the four language macro skills (the others are reading,
speaking, and writing). Nevertheless, the vital thing to understand is that there is no such thing as
"listening in real life." There are several types of listening, which are called sub-skills.

The following are three sub-skills of listening that are primarily applied in language
classes:
a. Listen to the point. This session is when students listen to something to get a general idea of
what the speaker is saying. They do not want or need to see every word. For example, they
listened to a summary of today's news via audio.

b. Listen to specific information. It is where students listen to things because they need to find
words. Students know in advance what they plan to discover. Students can ignore words that
do not interest them. Example: listening to news about weather reports to find out about the
weather in a specific part of the city or country.

c. Listen in detail. It is where students listen carefully, focus on every word and try to make an
effort to understand as much information as possible. For example, a student listens to the
teacher's statement. More specifically, when students listen to English, they face many
difficulties.

Suggests that the following are among the reasons for teachers' satisfaction with
particular listening materials:
1). Good for starting discussion
2). Can be used for self-access learning
3). Contains a variety of tasks
4). Entertaining and amusing
5). Easy to use
6). Practices guessing from context
7). Use authentic material
8). Integrates different skills

The selection of listening activities (making a list of the participants or giving their
description) is affected not only by the level of the material itself, but by the language level of
learners as well. Here are some characteristics of a good listening text:

a. Clear and Coherent: The text should be well-structured and organized, making it easy for the
listener to follow along and understand the main points.

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b. Relevant and Interesting: The content should be relevant to the audience's interests or needs,
and it should be presented in an engaging and compelling manner to hold the listener's
attention.

c. Appropriate Tone and Language: The tone and language used in the text should be suitable for
the audience and the context. It should be clear, concise, and free of jargon or overly complex
language that might confuse the listener.

d. Varied and Dynamic: A good listening text often incorporates a variety of elements such as
storytelling, examples, anecdotes, or multimedia (if applicable) to keep the listener engaged
and interested throughout.

e. Interactive or thought- provoking: Depending on the purpose of the text, it may encourage
interaction from the listener through questions, prompts for reflection, or opportunities for
discussion. Alternatively, it might provoke thought and stimulate critical thinking.

Overall, a good listening text is one that effectively communicates its message or
information, engages the listener, and leaves a lasting impact. Listening texts can vary widely in
format and content. They may include monologues, dialogues, interviews, debates, panel
discussions, news reports, documentaries, instructional guides, and more. Each type serves a
distinct purpose and caters to different audience preferences and needs. Listening texts can be
delivered through various mediums, including traditional platforms like radio, television, and
live presentations, as well as modern digital platforms like podcasts, streaming services, online
courses, and downloadable audio files. The choice of medium often depends on factors such as
accessibility, convenience, and target audience preferences.

In today's digital age, many written texts are adapted into listening formats to cater to
individuals who prefer auditory learning or have limited access to written materials due to factors
such as visual impairment or illiteracy. This adaptation process involves converting written
content into spoken form while ensuring clarity, coherence, and engagement for the listener.
When creating listening texts for diverse audiences, it's essential to consider cultural sensitivities,
language proficiency levels, and regional dialects to ensure that the content is relevant, relatable,
and accessible to all listeners. Adapting the language, tone, and examples to align with the
audience's cultural background can enhance comprehension and engagement.

In educational contexts, listening texts are often used for assessment purposes to evaluate
students' listening comprehension skills, critical thinking abilities, and overall understanding of
the content. Assessments may include listening comprehension exercises, quizzes, discussions,
or oral presentations based on the listening material. With the advancement of technology,
interactive listening experiences are becoming increasingly common. Some listening texts
incorporate elements of interactivity, such as clickable links, quizzes, polls, or branching

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narratives, allowing listeners to actively participate and engage with the content in real-time. The
landscape of listening texts continues to evolve with emerging trends and technological
innovations. For example, the rise of immersive audio technologies like binaural recording and
spatial audio is revolutionizing the way listeners experience sound, creating more immersive and
lifelike auditory environments.

Overall, listening texts play a vital role in communication, education, entertainment, and
information dissemination, offering a versatile and accessible medium for engaging with
audiences across diverse contexts and platforms. content creators can create listening texts that
not only inform and entertain but also resonate with and enrich the lives of their audience

B. The Importance of Listening text

Listening texts are crucial components of communication and learning, offering

accessibility to information for diverse audiences. Unlike written materials, which may pose
challenges for individuals with visual impairments or language barriers, listening texts provide
an alternative medium that ensures inclusivity and equal access to knowledge. Furthermore, they
cater to various learning preferences, accommodating auditory learners who absorb information
more effectively through listening. This flexibility allows individuals to engage with content
conveniently, fitting into their busy lifestyles and enabling them to multitask while consuming
information.

Additionally, well-crafted listening texts captivate listeners through engaging narratives,

dynamic presentations, or captivating storytelling, fostering active listening and sustained
attention. This engagement not only enhances comprehension but also promotes cultural
exchange, empathy, and understanding by sharing diverse perspectives and experiences from
different communities and cultures. Moreover, listening texts contribute to skill development,
entertainment, and inspiration, serving as valuable channels for disseminating information on
topics ranging from news and current events to language learning and personal development.
Overall, listening texts play a vital role in fostering inclusive communication, lifelong learning,
and societal awareness.

Listening texts serve as indispensable tools for communication, education, and personal
development, offering a myriad of benefits that make them crucial in today's information-rich
society. Firstly, they address the needs of diverse audiences by providing accessibility to
information. Unlike written materials, which may present barriers for individuals with visual
impairments or language difficulties, listening texts offer an inclusive medium through which
everyone can access knowledge regardless of their circumstances.

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 Moreover, they cater to various learning preferences, accommodating auditory learners
who thrive on absorbing information through listening. This versatility ensures that content
reaches a wider audience and resonates with individuals across different learning styles.
Additionally, listening texts offer unparalleled convenience, allowing people to engage with
content while performing other tasks such as commuting, exercising, or completing household
chores. This flexibility makes learning more accessible and seamlessly integrates into busy
lifestyles. Furthermore, well-crafted listening texts captivate listeners through engaging
narratives, dynamic presentations, or thought-provoking discussions, fostering active listening
and sustained attention.

By promoting engagement, listening texts not only enhance comprehension but also
facilitate cultural exchange, empathy, and understanding by sharing diverse perspectives and
experiences. Whether for educational purposes, entertainment, or personal enrichment, listening
texts play an essential role in shaping our experiences, broadening our horizons, and fostering
meaningful connections in an increasingly interconnected world.

Listening texts are important for several reasons:

1. Accessibility: Not everyone can access written materials due to factors such as visual
impairment, dyslexia, or language barriers. Listening texts provide an alternative medium for
acquiring information, ensuring that content is accessible to a broader audience.

2. Learning Preferences: People have different learning preferences, with some individuals being
auditory learners who absorb information more effectively through listening. Listening texts
cater to these preferences, allowing individuals to engage with content in a way that suits their
learning style.

3. Convenience: Listening texts offer flexibility, allowing people to consume content while
engaged in other activities such as commuting, exercising, or doing household chores. This
convenience makes learning more accessible and fits into busy lifestyles.

4. Enhanced comprehension: Listening to texts can enhance comprehension by providing

auditory cues, intonation, and context that may be lacking in written materials. This multi-
sensory approach can deepen understanding and retention of the content.

5. Engagement: Well-crafted listening texts can captivate listeners through storytelling, engaging
narration, or dynamic presentations. This engagement promotes active listening, keeping
listeners focused and interested in the material being presented.

Listening texts are pivotal for several reasons, each contributing to their overarching
importance in various facets of life. Firstly, they provide an inclusive avenue for accessing

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information, ensuring that individuals with visual impairments or language barriers can still
engage with content effectively. This inclusivity extends to diverse learning styles,
accommodating auditory learners who thrive through listening-based instruction.

Moreover, listening texts offer unparalleled convenience, enabling individuals to absorb

knowledge while engaged in other activities, thus maximizing productivity and optimizing time
management. Beyond accessibility and convenience, these texts foster active engagement and
comprehension through captivating storytelling, dynamic presentations, and thought-provoking
discussions. By nurturing active listening skills, they not only enhance understanding but also
facilitate cultural exchange and empathy by exposing listeners to diverse perspectives and
experiences.

Furthermore, listening texts serve as valuable tools for language acquisition, cognitive
development, and personal enrichment, empowering individuals to broaden their horizons and
pursue lifelong learning. Whether for educational purposes, entertainment, or personal growth,
the importance of listening texts lies in their ability to democratize access to knowledge, foster
engagement, and enrich lives on a global scale. Listening is not something that just happens,
listening is an active process in which a conscious decision is made to listen to and understand
the messages of the speaker.

C. An easy way to Listen Better

Good listeners actively to understand what others are really trying to say, regardless of
how unclear the messages might be. Listening involves not only the effort to decode verbal
messages, but also to interpret non-verbal cues such as facial expressions and physical posture.

Effective listeners make sure to let others know that they have been heard, and encourage
them to share their thoughts and feelings fully. You also need to show to the person speaking that
you’re listening through non-verbal cues, such as maintaining eye contact, nodding your head
and smiling, agreeing by saying ‘Yes’. By providing this feedback the person speaking will
usually feel more at ease and communicates more easily, openly and honestly. But, how can we
make it easier to listen?, Making a listening text easier to understand involves several strategies
aimed at facilitating comprehension for the listener. Here are some key considerations

a. Clear and concise language: Avoid complex vocabulary and convoluted sentence structures.
Use simple, straightforward language that is easy to understand.

b. Appropriate language: Keep the length of the text manageable. Shorter texts are generally
easier to process than longer ones.

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c. Repetition: Repeat key points or phrases throughout the text to reinforce understanding.

d. Contextual clues: Provide context clues within the text to help listeners infer the meaning of
unfamiliar words or phrases.

e. Visual aids: If possible, accompany the listening text with visual aids such as images,
diagrams, or gestures to support comprehension.

f. Variety in voice tone and intonation: Vary your voice tone and intonation to emphasize
important points or convey emotions, which can help maintain listener interest and
engagement.

And there are many other ways to make it easier. By implementing these strategies, you
can make listening texts easier to understand and more enjoyable for your audience. When you're
making something for people to listen to, like a story or explanation, you want to make sure it's
easy for them to understand. Here are some ways to do that:

a). Use simple words: Don't use big, complicated words. Keep it easy to understand.

b). Keep it short: Don't make it too long. Shorter is usually better.

c). Repeat important things: Say important things more than once to help people remember
them.

d).Give hints: Give clues to help people figure out what you're talking about, especially if
you use words they might not know.

e) Speak at a normal speed: Don't talk too fast or too slow. Talk at a speed that's easy to
follow.

f). Speak clearly: Say words so people can understand them, especially if some words are
hard to say.

g). Change how you talk: Change how your voice sounds to make it more interesting, like
when you get excited or serious.

Certainly! Let's simplify each sentence:

"When you're making something for people to listen to, like a story or explanation, you
want to make sure it's easy for them to understand."

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  When you create something for people to hear, such as a story or explanation, you want
to ensure it's simple to understand.

 Here are some ways to make it easier:

1. Use simple word:

Use easy word

2. Keep it short:

Don't make it too long.

3. Repeat important things:

Say important things more than once.

In general, it is considered easier to listen to a text when:

 There is only one speaker (e.g. the news, a lecture, etc).

 The text is scripted;
 The speaker is using standard English pronunciation, or RP (though this does not mean
that speaking with an accent is in any way 'wrong' or 'incorrect');
 We have some prior knowledge about what the speaker will say before you listen;
 We are interested in the topic;
 We know some of the vocabulary that will be used.

Listening consists of some critical components. This means that in order to have good
listening skills, we have to (Tyagi, 2013) :

a. Discriminate between sounds

b. Recognize words and understand the speakers meaning
c. Identify grammatical groupings of words
d. Identify expressions and sets of utterances that act to create meaning
e. Connect linguistic cues to non-linguistic and paralinguistic cues.
f. Use background knowledge to predict and confirm meaning
g. Recall essential words and ideas.
h. Without having those components, we will not be able to have good listening skills.

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 CHAPTER III

CONCLUSION

Listening texts can be classified according to the contents, complexity, authenticity,

sphere, theme, quantity, etc. The linguistic and thematic level of listening input and its adequacy
to general teaching purposes or concrete goals of each lesson are defined by a sort of criteria.
The main idea of listening text is the most important information about the topic in a reading or
listening passage. It is often expressed directly, or it can be implied.

To listen, we need to make a conscious effort not to just hear what people are saying but
to take it in, digest it and understand. Not only does listening enhance our ability to understand
better and make us a better communicator, it also makes the experience of speaking to us more
enjoyable to other people.

In general, it is considered easier to listen to a text when:

 There is only one speaker (e.g. the news, a lecture, etc).

 The text is scripted;
 The speaker is using standard English pronunciation, or RP (though this does not mean
that speaking with an accent is in any way 'wrong' or 'incorrect');
 We have some prior knowledge about what the speaker will say before you listen;
 We are interested in the topic;
 We know some of the vocabulary that will be used.

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 REFERENCES

Anderson, A. and Linch, T. Listening. Oxford University Press. UK. 1991. 154 p.p

Brindley, G., and H. Slatyer. 2002. Exploring task difficulty in ESL listening assessment.
Language Testing 19, no. 4: 369–94

Carrell, P. L., Dunkel, P., & Mollaun, P. (2002). The effects of notetaking, lecture length, and
topic on the listening component of TOEFL 2000. Princeton, NJ: Educational Testing
Service.

Gilakjani & Ahmadi (2011). A study of factors affecting EFL learners’ English listening
comprehension and strategies for improvement.

Longman Handbook for language teachers. Teaching listening, 1993. 115 p.p.

Rost, M, 1990, Listening in Language Learning, Harlow: Longman

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