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    Mid Test of Writing IV - Wahyudi N.

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    Wahyudi Nofriyandi
    This document is a midterm test containing the student's name, student ID, subject, and lecturer. It discusses 6 techniques for teaching listening: reactive, intensive, responsive, selective, extensive, and interactive. It also includes a graph showing improved mean scores from a pretest to posttest, indicating that teaching listening skills positively impacts students' English abilities. It references 3 sources on techniques for teaching listening and language acquisition.

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    Mid Test of Writing IV - Wahyudi N.

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    Wahyudi Nofriyandi
    22 views2 pages
    This document is a midterm test containing the student's name, student ID, subject, and lecturer. It discusses 6 techniques for teaching listening: reactive, intensive, responsive, selective, extensive, and interactive. It also includes a graph showing improved mean scores from a pretest to posttest, indicating that teaching listening skills positively impacts students' English abilities. It references 3 sources on techniques for teaching listening and language acquisition.

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    This document is a midterm test containing the student's name, student ID, subject, and lecturer. It discusses 6 techniques for teaching listening: reactive, intensive, responsive, selective, extensive, and interactive. It also includes a graph showing improved mean scores from a pretest to posttest, indicating that teaching listening skills positively impacts students' English abilities. It references 3 sources on techniques for teaching listening and language acquisition.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    22 views2 pages

    Mid Test of Writing IV - Wahyudi N.

    Uploaded by

    Wahyudi Nofriyandi
    This document is a midterm test containing the student's name, student ID, subject, and lecturer. It discusses 6 techniques for teaching listening: reactive, intensive, responsive, selective, extensive, and interactive. It also includes a graph showing improved mean scores from a pretest to posttest, indicating that teaching listening skills positively impacts students' English abilities. It references 3 sources on techniques for teaching listening and language acquisition.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 2

    “MID TERM TEST”

    Name : Wahyudi Nofriandi


    NIM : 502181010027
    Subject : Writing IV
    Lecturer : Samsul Amri, M.Pd,.

    “Teaching Listening as a Skill in TEFL”

    There are a number of techniques of teaching listening available for the


    teachers. As Brown (2001, p. 255-257) stated, “categories types of classroom
    listening performance into: reactive, intensive, responsive, selective, extensive,
    and interactive”. The first is reactive. The learner only listens to the surface
    structure of an utterance for the single purpose of repeating it. In this case, Nunan
    (1991) associated that listener’s role as ‘tape recorder’. The second is intensive.
    This technique focuses on components of discourse such as phonemes, words,
    intonation, discourse marker, etc. The third is responsive. This technique requires
    students to quickly process the teacher talk and make/fashion appropriate reply.
    The fourth is selective. The purpose of this technique is to look for the important
    information (such as dates, location, main idea, etc.) in a long discourse such as
    speeches, stories, and media broadcast. The fifth is extensive. The purpose of this
    performance is to develop a top down, global understanding of spoken language.
    And the last is interactive. This performance includes all five of the above types.
    For example, the learners are asked to participate in a debate, conversation, role
    play and other group work. In conclusion, six techniques provided for teachers
    such as reactive, intensive, responsive, selective, extensive, and interactive
    techniques. It can be useful for teachers in teaching listening where each of these
    techniques has its own way of honing students' English skills.

    1
    “The Improvement of the Pretest and the Posttest Score
    In Listening Teaching Skill”

    80 Mean

    75

    70

    65

    60
    Pretest
    55 Posttest

    Based on that Graph above, it shows that there is an improvement of the


    mean score between pretest and posttest. Since, the mean score of listening skill
    in term of micro skill in the posttest is higher than pretest, it can be stated that
    Listening teaching impacts positively toward students’ skill in English teaching.
    It is because this skill is a great way to teach students just like when they were
    acquiring the mother tongue by experiencing the language by themselves and
    giving the responses through that skill.

    REFERENCES:
    Brown, H.D. (2001). Teaching by Principles (2nd ed.). Englewood Cliff, N.J.: Prentice
    Hall.
    Nunan, D. (2003). Practical English Language Teaching. New York: McGraw-Hill
    Companies. Accessed from http://englishbooks.google.co.id//english
    Surbakti, C. (2017). Descriptive Study on the Technique used by Teacher in
    Teaching Listening to the Eleventh Grade Science (Master’s theses).
    Available on Proquest Theses Database. (SRN: 133221285).

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