Follow Up Activity In Listening

USING FOLLOW UP ACTIVITY IN TEACHING LISTENING

Izza Rahmawati (11431024) [e-mail] Abstract

The contradiction thought of listening between some teachers and students tells us that there are some things about teaching listening that need to be explored. So many strategies that are used to solve the problem in teaching and learning about listening comprehension. Follow up activity is the best because it can be used as reinforcement activities or as an assessment of student learning about the learning styles concepts. This paper is to give practical activity of follow up activity teaching in listening that for it is to complete new varieties of teaching and learning listening. The writer hopes that this paper can help teacher make

These goals should fit into the overall curriculum, and both teacher and students should be clearly cognizant of what they are.

1. Listening comprehension lessons must be established step by step planning. The listening tasks progress can from simple to more complex. So the students know what their task that given by the teacher. The teacher also must give clear direction to the students like what to listen for, where to listen, when to listen, and how to listen.

2. Listening comprehension lesson ask to the students participate active. We can see the student’s participation by his written response to the listening comprehension materials and their feedback on performance to show their interest and motivation at high

There should be no pass/fail attitude associated with the correction of the exercises (Paulston & Bruder, 1976). It means that listening comprehension lesson should teach not test. Actually it is possible if we tested the students’ listening comprehension lesson. But the purpose of testing or checking the student’s answer is only as a feedback of their progresses.

In teaching listening comprehension, we must be careful, do not give the difficult task in the beginning of lesson, give some theories without any application in teaching, or just following the conventional step like; opening the textbook and explaining new words, playing the tape recorder, and asking/answering questions. It is essential for a teacher to have an overall understanding of what listening is, why it is difficult for foreign-language learners, and what some solutions may be.

Some teachers think that listening is the easiest skill to teach, whereas most students think it is the most difficult to improve. This contradiction tells us that there are some things about teaching listening that need to be explored. Perhaps those who say it is “the easiest to teach” mean that it does not require much painstaking lesson preparation and all they need to do is play the tapes and test the students’ comprehension. We must find out all we can about how listening can be improved and what activities are useful to this end and then use this knowledge and these activities in our own