Listening skills and getting the most from lectures and lecturers

This research is motivated by the lack of listening skills obtained by the students, it is seen from the results of an assessment of the listening skills of students still achieved an average grade 56.32 or reach under the KKM predetermined value is 70. This study aims to determine whether the Team Learning model Listener can improve listening skills of students in the subject of Indonesian student Class V SD Negeri 007 Pagaran Tapah Darussalam Rokan Hulu. The subjects were 38 students in the academic year 2014-2015. Form of research is classroom action research. The data collection technique used is the technique of test and non test. Based on the results, it can be concluded that the ability to listen to the story class V students of SD Negeri 007 Pagaran Tapah Darussalam Rokan Hulu can be improved by applying the learning model listener team. On average ability to listen to stories of students in the early test is average with the average value of 56.32 by the medium category, and in the first cycle rose to 69.47 in the medium category, while in the second cycle listening skills of students categorized as high with the percentage of the average value of 76, 58 with a high category. Therefore, the success rate has exceeded 70 of the total number of students, which means that most students have achieved success predetermined value (minimum 75%).

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A Study on Intellectual Disabled Adults’ Pragmatic Listening Skills by Using Discourse Markers

Journal of speech-language & hearing disorders ◽

10.15724/jslhd.2020.29.2.179 ◽

2020 ◽

Vol 29 (2) ◽

pp. 179-190

Author(s):

Wha Soo Kim ◽

Ji Woo Lee ◽

Mi Ji Kim ◽

Hu In Lee ◽

Eun Young Jang

Keyword(s):

Discourse Markers ◽

Listening Skills ◽

Disabled Adults

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Perfecting Communication Skills of the Students

IJELLH (International Journal of English Language Literature and Humanities) ◽

10.24113/ijellh.v1i1.3 ◽

2017 ◽

Vol 1 (1) ◽

pp. 1

Author(s):

Dr. Neeta Sharma

Keyword(s):

Language Learning ◽

Communication Skills ◽

Oral Communication ◽

Effective Communication ◽

Major Elements ◽

Communication Process ◽

Listening Skills ◽

Student Centered ◽

Effective Use ◽

Listening And Speaking

Abstract Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The teacher should adopt a student centered approach. The learners should be encouraged to do things in the class which result in developing their communication skills. The trainer has to focus on both the linguistic and paralinguistic features of the communication process while enhancing learners’ communication skills. These features involve the effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation. The teacher should encourage and train his students to use positive body language while listening and speaking. In order to hone the communication skills of the learners, it is very important to make the learners comfortable with the language they have to communicate in. Shedding their inhibitions is also one of the pivotal areas of concerns. This paper explores different techniques that could be useful while training students in communication skills. Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The major elements of a communication process are sender, receiver, message and feedback. Effective communication is a two way process. It involves both expressive (speaking) skills and receptive (listening) skills. It entails receiver’s understanding of the message sent by the sender and his feedback to the sender. Listening plays a very important role in the language learning process. It is the most primary of the four basic skills of any language i.e. Listening, Speaking, Reading and Writing. Listening paves way for speaking. One can never be a good speaker if one is not a good listener. An effective communicator is first a good listener and then a good speaker. According to Tickoo ( 2003 ), ‘Good listening skills not only lay the foundations of good speech, but they grow best through effective communication’.

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Pocket E-Li: Listening Assessment Made Easy

International Journal of Modern Languages And Applied Linguistics ◽

10.24191/ijmal.v3i1.7425 ◽

2019 ◽

Vol 3 (1) ◽

pp. 4

Author(s):

Norazean Sulaiman ◽

Nurul Nadiah Dewi Faizul Ganapathy ◽

Wan Faizatul Azirah Ismayatim

Keyword(s):

Mobile Application ◽

Listening Comprehension ◽

Teaching And Learning ◽

Positive Response ◽

Mobile Apps ◽

Listening Skills ◽

Current Technology ◽

The Future ◽

Level Of Understanding ◽

Almost All

Listening skills should be given more attention as listening takes precedence over anything else when it comes to acquiring a language (Putriani, Sukirlan & Supriyadi, 2013). Even with the booming of various technology to facilitate teaching and learning of listening skills in class, the assessment conducted to identify students’ level of understanding of certain topic is still not up-to-date and not parallel with the advancement of technology. The current studies show that the use of mobile apps for listening purpose is proven to be effective in reducing students’ anxiety (Rahimi & Soleymani, 2015), sustaining students’ motivation (Read & Kukulska-Hulme, 2015), and improving students’ linguistic competencies (Ramos & Valderruten, 2017). This study is aimed to test the effectiveness of mobile application in assessing students’ listening skills. Diploma students from various faculties in UiTM Shah Alam were randomly chosen to answer listening comprehension questions via the prototype developed, named Pocket E-Li. The results demonstrate that the majority of the students provided positive response towards the implementation of mobile application for listening assessment. Almost all respondents agreed that listening assessment should be conducted via mobile application in the future. It can be concluded that listening assessment via mobile application is beneficial to students since it meets the students’ demands and needs which is equivalent with the use of current technology.

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MEDIA BERBASIS ADOBE FLASH UNTUK PEMBELAJARAN KETERAMPILAN MENYIMAK DI PROGRAM STUDI PGSD

TRIHAYU: Jurnal Pendidikan Ke-SD-an ◽

10.30738/trihayu.v6i1.7868 ◽

2020 ◽

Vol 6 (1) ◽

Author(s):

Biya Ebi Praheto ◽

Andayani Andayani ◽

Muhammad Rohmadi ◽

Nugraheni Eko Wardani

Keyword(s):

School Teacher ◽

Learning Material ◽

Listening Skills ◽

Study Program ◽

Learning Plan ◽

Adobe Flash ◽

Education Study ◽

Technological Developments ◽

The Media ◽

Cognitive Knowledge

Learning media always develops the following technological developments. Likewise, the media in learning is listening to Indonesian. The development of learning media is important. Adobe Flash-based media developed to facilitate lecturers and students in learning Indonesian listening skills in the Elementary School Teacher Education Study Program. Media that are designed to be interesting may not only train cognitive knowledge but also practice practical listening skills. Adobe Flash-based media for listening are designed by displaying several menus, namely the home menu, RPS (Semester Learning Plan), materials, practices, games, music, profiles, and references, as well as close menus appearing in accordance with the cross (x) to be used using the application. The hope media developed was able to assist lecturers in delivering learning material, as well as helping students learn well in the classroom and outside the classroom.

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Promoting Gender Inclusivity in General Music: Considerations for Music Listening

General Music Today ◽

10.1177/10483713211016034 ◽

2021 ◽

pp. 104837132110160

Author(s):

Tiger Robison ◽

Mara E. Culp

Keyword(s):

Student Learning ◽

Music Teachers ◽

Music Listening ◽

General Music ◽

Listening Skills ◽

Music Classrooms ◽

Improve Student Learning

General music teachers can promote gender inclusivity in music classrooms through music listening activities. Helping all students feel included and honored could improve student learning and foster continued and diversified music listening in school and beyond. The purpose of this article, the first of three about gender inclusivity in general music, is to help music teachers create inclusive general music experiences to support all students during music listening activities. By knowing learners as individuals, teachers can help all students feel valued in music classrooms, which may serve to deepen and extend their music listening skills and preferences.

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