Extensive Listening: Let Students Experience Learning by Optimizing the Use of Authentic Materials

Hapsari, Yulia; Ratri, Devinta Puspita

doi:10.17509/bs_jpbsp.v14i2.723

Cited by 10 publications

(12 citation statements)

References 3 publications

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“…In reading using experimental study found that AM implementation increase students' interest in reading (Aryati & Anggaira, 2016);Firmansyah 2015). In listening, the use of AM is proven to be effective in increasing students' listening comprehension (Octasari& Hastini, 2014;Hapsari& Ratri, 2014). Positive impacts also found in writing skills by improvements in three aspects; content, language use and vocabulary (Mardanigsih, Ida & Fitri, 2015).…”

Section: Authentic Materials In Indonesian Contextmentioning

confidence: 99%

Authentic Materials: Teachers’ Perception and Why It Matters

Yavani¹

2017

ELT echo

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Abstract:The goal of learning English language in a class is to demonstrate the use of the language in real life application. Hence, the teaching and learning process must reflect, in such away, fits the reality. This calls for the use of real materials or authentic materials (AM) in the teaching and learning process. Though the positive result has been yielded by many researchers, the implementation of AM in teaching and learning English is not implemented fully in EFL setting. This research is conducted to investigate how teachers' perception toward the use of authentic material in teaching and learning process. In depth -interview toward eight EFL school teachers, observation and documentation toward 4 English teachers are done to get the necessary data. In addition, focused group discussion (FGD) is done to triangulate the data. The finding showed that teachers perceived the important use of AM. Yet, they mostly fail to define what is AM and how it is implemented in the classroom. Their perception and action somehow do not match revealing a conclusion that they don't' fully understand what is AM; moreover the misconception of why it should be implemented matter the most. Keywords: Authentic Materials (AM), EFL School teachers, teachers' perception BACKGROUNDEnglish language became one of the subjects to be taught in our curriculum since 1970s, the teaching procedure had implemented several approaches from grammar translation method, audio-lingual method, communicative approach, and genre based approach and the current approach (applied in Indonesia), a scientific approach. These methods have sounded changes in the way teacher taught EFL to students. Yet, the most interesting fact about the teaching and learning process emerged when it comes to communicative approach where in this approach the term authentic material begin to exist and profoundly applied during the teaching and learning process of EFL. Moreover, this approach focused on how the teaching and learning English in the classroom really useful when real situation is engaged. Krashen (1983) implied that Native-like fluency is what all learner and teacher expect to have. However, learning second language could be exciting and productive, yet it could be vice versa; painful and useless. The difference of both lies in how students learn the language and how teachers teach the language. Krashen above indicates the importance of creating condition where native like conditioning occurs.

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Section: Authentic Materials In Indonesian Contextmentioning

confidence: 99%

Authentic Materials: Teachers’ Perception and Why It Matters

Yavani¹

2017

ELT echo

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“…These are related to speed, complex sentences, missing the subsequent information, long sentences, new broadcasts, speaker accent, background noise, word recognition, new words, and phonetic variations [2]. These difficulties seem unmotivated the learners in listening class [3]. These complexities are commonly found in English language learning in which English is the second or foreign language of the learners.…”

Section: Introductionmentioning

confidence: 99%

Extensive Listening Class on ELT Students‘ Perspectives

Iswahyuni¹,

Gozali²

2019

Proceedings of the First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indone

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Different language teaching experts have built a case in favour of extensive listening as an alternative approach that draws largely on the theoretical bases of and practical experiences from extensive reading. The current paper reports the experience of ELT students in Extensive Listening class in which they were supposed to find their own materials from the online media based on the broad topics given by the lecturer. This paper focuses on (1) students' perceptions related to the activities and materials; (2) students' problems during joining the lectures; (3) students' interests; and (4) students' view about the experience. The data were collected by using Likert-scale questionnaire.The students' perceptions show that the pedagogical implementation is positive which leads to a discussion of a number of implications.

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“…Ridel (2003) argues that among these skills, listening is considered the hardest skill to be learnt (as cited in Hapsari & Ratri, 2013). To overcome this, it is suggested that authentic materials of listening are given to the students, even from the beginning of a language course, in order to give the students benefits of naturalness and real-life listening experience; listening to authentic materials exposes students with natural accent, speed, and meaning (Field, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…(Hapsari & Ratri, 2013). It can be caused by students' lack of familiarity to the accents and speech speed of the speakers.…”

Section: Introductionmentioning

confidence: 99%

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BBC Radio Drama Series Cabin Pressure: Abu Dhabi for Giving Listening Exposure to Students: A View from Humour Perspective

Cendra

2017

IJEFL

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Using authentic materials to give listening exposure is essential to improve English language learners’ listening skill and using radio is one way to do so. To reduce anxiety in listening, choosing humorous material can be done as humour has been proven beneficial in classroom context, for example, in reducing stress. Using the partial result of a study conducted by the same author and completed by library study about ethics of using humour in the classroom, this study is to investigate whether verbal humour found in BBC Radio Drama Series Cabin Pressure: Abu Dhabi is suitable to be used in classroom context. Analysing every type verbal humour found in the radio drama, this study points out that verbal humour found in BBC Radio Drama Series Cabin Pressure: Abu Dhabi is generally not appropriate to be used in classroom because it has a quite high number of inappropriate verbal humour, such as sarcasm and satire.Keywords: listening exposure, verbal humour, appropriateness.

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Extensive Listening: Let Students Experience Learning by Optimizing the Use of Authentic Materials

Abstract: In a country like Indonesia, one of challenges in learning English as a foreign language is a lack of exposure of English in its authentic

Cited by 10 publications

References 3 publications

Authentic Materials: Teachers’ Perception and Why It Matters

Authentic Materials: Teachers’ Perception and Why It Matters

Extensive Listening Class on ELT Students‘ Perspectives

BBC Radio Drama Series Cabin Pressure: Abu Dhabi for Giving Listening Exposure to Students: A View from Humour Perspective

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