Teaching Critical Listening to Young Learners in Indonesian Efl Context

Abstract

The teaching of English in Indonesia includes four skills�listening, speaking, reading, and writing, and two language components�vocabulary and grammar. Listening is one of the four language skills that have an important role in teaching of English in our country. In the context of early childhood education�including the teaching of English in elementary school�there has been a persistent misconception about how children learn�including learning a foreign language. To ensure success in learning a foreign language, children should have a great deal of exposure to, engagement in, and support for the language they are learning. Therefore, the aims of the study are to know the response of the young learners in learning listening skill through storytelling and whether they can apply the critical listening into the other language skills�speaking, reading, and writing. The subjects in this study are students of level 3 in one of English course in Bandung Indonesia. Their ages are around 9 -12 years old. The data are gathered from activities in the classroom, observation, and interviews. This reseach provides steps of critical listening activities. The results shows 1) the activities are sucessfully help the students to sharpen their listening skill and 2) most of the students can apply the listening skills to the other skills. In the end of this study, the pedagogical implications were provided.Keywords: critical listening, young learners, Indonesian EFL context.

Effects of employing In-service EFL Teachers Strategy-based Instruction on their Performance of Teaching Listening Comprehension in Amman-Jordan

“…According to Sary (2017), Howat and Dakin (1974) stated that listening is the ability of identifying and understanding what is said. This entails learners receive pronunciation, words, and grammar to understanding their meaning.…”

“…This entails learners receive pronunciation, words, and grammar to understanding their meaning. Sary (2017) highlighted that listening is the main stage of learning as any person could speak, communicate, and interact with others without listening at the beginning, and in natural contexts, people spend half of their time listening (Barker et al, 1980). However, from that time until now this skill received the least attention particularly in teaching and learning context.…”

“…Additionally, most research is conducted to measure the effect of listening comprehension strategies on student achievement (Gilakjani & Sabouri,2016;Bell, 2018;Sary, 2017;Zeng &Goh, 2018 andKrebt &Al-Rifai, 2013). However, little research has been conducted to leverage EFL teachers' performance in teaching listening comprehension (Moradi, 2013).…”