The Teaching of Listening at The English Language Education Program of Mulawarman University During Covid-19 Pandemics
Abstract
Listening is very important and language educators are often lacking in practical approaches, techniques, and activities that they can apply in their classrooms. The purposes of this study are to describe the implementation of Listening activities and the obstacles in implementing the activities during the Covid-19 pandemics. A qualitative case study approach was used in this research and the interview protocol and documents were utilized to collect the data. The findings of this research reveal that the teaching and learning activities conducted by the two research subjects are in the online synchronous and asynchronous mode of learning delivered through the three sequences of teaching listening namely pre-listening, whilst-listening, and post-listening which include the model, the process, and the strategies for teaching listening. In implementing activities, they involved the model, process, and strategies using videos, applications, and web platforms in different ways. Furthermore, both research subjects have similar obstacles like internet connection and mobile data which leads to the preference for the synchronous and asynchronous mode in teaching. Moreover, It is also found that the whilst-listening and the evaluation phases of listening are the biggest problems in teaching Listening
Downloads
References
Croker, R. A. (2009). An Introduction to Qualitative Research Robert. In R. A. Heigham, Juanita & Croker (Ed.), Qualitative Research in Applied Linguistics: A Practical Introduction (pp. 3–24). Palgrave Macmillan.
Dahlan, U. A. (2015). Promoting Metacognitive Strategies to Listening Class. 2(September), 23–31.
Flowerdew, J., & Miller, L. (2005). Second Language Theory. Cambridge University Press. www.cambridge.org/9780521781350
Gu, P. Y., & Ara, R. (2018). Types of Listening Related papers. In J. I. Liontas (Ed.), TESOL encyclopedia of English language teaching (1st ed., pp. 2–5). John Wiley & Sons, Inc. https://doi.org/https://doi.org/10.1002/9781118784235.eelt0570
Khezrlou, S. (2012). The Relationship between Cognitive and Metacognitive Strategies, Age, and Level of Education. The Reading Matrix, 12(1), 50–61.
Kim, J.-H. (2004). Intensive or extensive listening for L2 beginners? English Teaching, 59(3), 93–114.
Miller, L. (2003). Developing Listening Skills with Authentic Materials. ELC 689: English as a Foreign Language (EFL) Assessment.
Onoda, S. (2011). The effect of QuickListens and Extensive Listening on EFL listening skill development. Extensive Reading World Congress Proceedings, 1, 176–179.
Puluhulawa, Y. M., Mariana, A., & Husain, D. (2021). Students’ Perceptions toward Lecturer’s Strategies in Teaching Listening during Pandemic of Covid-19. Journal of Education Review Provision, 1(1), 1–5. https://doi.org/10.55885/jerp.v1i1.30
Renandya, W. A. (2011). Extensive listening in the language classroom. In H.P. Widodo & A. Cirocki (Ed.), Innovation and Creativity in ELT Methodology (Issue January 2011, pp. 28–41). Nova Science Publisher.
Renandya, W. A., & Farrell, T. S. C. (2011). “Teacher, the tape is too fast!” Extensive listening in ELT. ELT Journal, 65(1), 52–59. https://doi.org/10.1093/elt/ccq015
Richards, Jack C & Renandya, W. A. (2002). Teaching Listening. In Methodology In Language Teaching (p. 422). Cambridge University Press. www.cambridge.org
Richards. J. C. (2008). Teaching Listening and Speaking. From Theory to Practice. ResearchGate.:https://www.researchgate.net/publication/255634567
Safira, Y. F., Hadi, M. S., & Zaitun, Z. (2021). an Analysis of English Language Teaching Activities During Covid-19 Pandemic At Smp Purnama Jakarta. Journal of Languages and Language Teaching, 9(2), 212. https://doi.org/10.33394/jollt.v9i2.3528
Siegel, J., & Siegel, A. (2015). Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities. Studies in Second Language Learning and Teaching, 5(4), 637–662. https://doi.org/10.14746/ssllt.2015.5.4.6
Susilowati, R. (2020). The Challenges of Online Learning in Listening Class During Covid-19 Pandemic. Edukasi Lingua Sastra, 18(2), 56–72. https://doi.org/10.47637/elsa.v18i2.290
Ulum, Ö. G. (2015). Listening: The Ignored Skill in EFL Context. International Journal of Humanities Social Sciences and Education (IJHSSE), 2(5), 72–80. www.arcjournals.org
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening: Metacognition in action. Teaching and Learning Second Language Listening: Metacognition in Action, 1–316. https://doi.org/10.4324/9780203843376
Walker, N. (2014). Listening: the most difficult skill to teach. Teaching, 167–175.
Wang, L., & Fan, J. (2015). Listening difficulties of low-proficiency EFL learners: A comparison of teacher and learner perspectives. Asian EFL Journal, 17(3), 85–110
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareALike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
