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All Journal Journal of Language Learning and Research (JOLLAR) Humanika TELL - US JOURNAL
Hilma Safitri, Hilma
Pamulang University, Jakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Listening Strategies Introduced at A Language Institute Safitri, Hilma
Jurnal Ilmiah Humanika Vol 1 No 1 (2018): Jurnal Ilmiah Humanika: Jurnal Ilmu Sosial, Pendidikan, dan Humaniora
Publisher : CV. Pena Persada

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Abstract

This study looked at the listening strategies introduced The object of the study was seven classes of English for Adults (EA) of various levels at LBPP-LIA Kalimalang, Jakarta. The sources of data comprised the activities in the classrooms during a listening session which included the spoken exchanges between all participants (students and the teachers). Data collection consisted of audio recording of the spoken exchanges and note taking of all observed activities during the listening session. The analysis on the listening strategies introduced in the seven observed classes was carried out using Vandergrift‘s (Flowerdew and Miller: 2005) classification of listening strategies. It was found that the dominance of listening strategy used was Double-Check Monitoring (33.98%). It was followed by Direct Attention, Selective Attention, and Extralinguistic Inferencing as the second most frequently introduced (11.65%). Cooperation was the third (9.7%). The fourth was Self-Management and Auditory Monitoring (5.83%) respectively. Linguistic Inferencing and Inferencing between Parts took the fifth (1.94%).The least introduced listening strategies were Creative Elaboration and Summarization (0.97%) for each. In other words, the percentage of Vandergrift‘s listening strategy which are classified into Metacognitive, Cognitive and Socioaffective strategies were 86.94%, 21.35% and 9.7% respectively. The observed strategies were introduced by the teachers to get immediate feedback on the students‘ comprehension, to help the students understand the listening materials, and to motivate the students to listen. The teachers seemed to be aware that to introduce listening strategies was necessary to facilitate the students‘ listening to achieve comprehension. However, the ways the teachers introduced the listening strategies could have been more varied in order to maintain the students‘ interest and participation.
A Case Study of Interactive Teaching in a Listening Session at a Language Institute Safitri, Hilma
Journal of Language Learning and Research (JOLLAR) Vol 3 No 1 (2019)
Publisher : Department of Indonesian Language Education, Graduate School, University of Muhammadiyah Prof. DR. HAMKA

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Abstract

Improving listening skills is one of urgent problems in education. Insufficiency of students? linguistics and non-linguistics knowledge or background knowledge to comprehend ideas during listening could be solved by providing them with interactive tasks since to learn to listen is to learn to respond and to continue a chain of listening and responding. This study aims to uncover interactive teaching in a listening session at LBPP-LIA Kalimalang Jakarta. The subjects of the study were the students of Intermediate 3 together with their teacher. The object of the study were the aspects covered by classroom interaction: student-student and student-teacher interactions. Data collection consisted of audio-recording of the spoken exchange and note taking of all observed activities during the listening session.  As a qualitative study, the findings were described in terms of words. The result showed the teacher seemed to be aware that interactive tasks in pair/group work would benefit the students. The interaction patterns taken place among participants involved in a discussion reflected an interactive teaching. However, the teacher should have developed his roles. He needed to vary his techniques in maintaining the interaction, therefore, the students were motivated to volunteer information, comment, or questions.
Students’ Learning Style Preferences of English at Universitas Pamulang Safitri, Hilma
TELL - US JOURNAL Vol 2, No 1 (2016): March 2016
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (273.018 KB) | DOI: 10.22202/tus.2016.v2i1.1340

Abstract

To have insight of the students learning style is vital since it can facilitate teacher to teach and decide what methods as well as activities are appropriate for the students, for instance,  in learning English. For the students in the future, it is hoped that they can recognize their own learning style preferences in order to be able to learn successfuly, because the students themselves may have no ideas of learning styles they prefer. They just imitate what their friends do, and the teacher does not understand what the students are like and what they prefer in learning. As the consequence, it will not result in any good effect for the improvement for their successful teaching and learning. Hence, both teacher and students, particularly the teachers need to know the students’ characteristics and their learning style preferances. This study adapted the Style Analysis Survey (SAS) model proposed by Oxford (1995) concerning the the student learning style preferences. The samples of this quantitative study involved 60 students who consisted of 30 of non-English and 30 English students at UNPAM. The data taken from quetionnaire were analyzed by using SPSS into descriptive statistic. It was found that the student learning style preferences of both non-English and English students mostly fell on the Social and affective. Meanwhile, for the individual learning style preferences of each group of students are  Physiological and Cognitive executive (II) in which non-English students will remember things better if they discuss them, and English students prefer realism instead of new, unstested ideas.
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