Apa itu sebenarnya “Critical Listening”?

Posted on August 8, 2011 by risangbaskara

Jika kita melihat pengertian Critical Listening secara umum, kita bisa tahu bahwa Critical Listening adalah
sebuah bentuk kegiatan mendengarkan yang biasanya tidak disebut sebagai “Critical” karena kegiatan
mendengarkan tersebut melibatkan analisa, pemikiran kritis dan akhirnya penilain pribadi. Membuat
penilaian ketika kita mendengarkan kadang dipahami sebagai halangan untuk memahami seseorang,
dan sudah banyak buktinya.

Kemudian, apa yang membedakan Critical Listening dengan berempati kepada seseorang ketika kita
mendengarkannya?

Ada kata kunci yang berbeda ketika kita membandingkan antara Critical Listening dan berempati ketika
kita mendengarkan seseorang bercerita. Critical Listening hanya melibatkan LISTENING dan
EVALUATION, sedangkan berempati melibatkan  RECOGNIZING dan  UNDERSTANDING.

Critical Listening
The Art of Critical Listening is improving the personal connection you make with team members and
project stakeholders by intensely engaging as you listen to what they say. This works because most
people are not accustomed to having their words carfully listened to by others.

You’re probably familiar with the terms “critical thinking” and the “art of listening.” Both are important
skills to cultivate in the project management profession. But just as important is the ability to use both
skills in combination in communications with your team members and

stakeholders. Project Manager Skills Main Page

What is “critical listening?” Simply put, it is the ability to pay attention to what other people are saying
while assessing the validity and value of the information they are conveying. This skill—and it’s a learned
skill for most of us—is an important one to consciously work on and use in your daily project
manager role. Here’s an example that illustrates why critical thinking and critical listening, working
together, are important.
Not long ago, I was a member of a “kaizen” (i.e., a process improvement team) on a large government
contract that was experiencing numerous process management issues. Our team’s objective was to
identify the failures or rough spots in our processes, analyze their causes, and suggest corrective actions.
The team consisted of eight people, one from each major organizational component: Project
Management (me), Finance, Contracting, Engineering, etc. Our team leader did a fairly good job of
leading the group through the initial problem identification phase. But it quickly became apparent that
the Finance Office representative, who was quite young but also quite competent, was being all but
dismissed by the team leader. Each time she attempted to speak (in her too quiet voice), she would be
talked over by others, including the team leader, or quickly moved past without being acknowledged.
Before long, she’d had enough and simply stopped trying. Around the end of the third day, the team
leader finally asked for her thoughts on something in a too-late attempt to engage every team member.
Without mincing words, she let the team leader know the following:

her inputs didn’t appear to be of any interest

her opinions and insights did not matter

project management was the source of most of the problems

the team was not going to succeed if they chose to use their assumptions about financial processes
instead of the facts she had to offer.

She then folded her arms and sat back to await our response.

I agreed with almost everything she said (except the part about Project Management, of course)! The
kaizen team leader had been guilty of a series of failures in critical listening. First, he clearly wasn’t
listening to this young but valuable member of his team. The few points she had managed to make early
on were later picked up by and attributed to other members. And after several frustrated attempts to be
heard, she simply “bailed” on the team in speech and spirit. As a result, her ideas went unexpressed and
unexplored. The opportunity for a fuller range of data to sift and analyze was lost and the group’s
dependence on its own perceptions increased.

Second, the absence of critical thinking and listening enabled the real possibility of false conclusions.
The Finance Office member’s dressing-down of the team left us wondering if we were guilty of gross
“group think.” Had we substituted perceptions and opinions where facts should have been gathered and
applied? Did this cast doubt on the accuracy of the conclusions drawn so far? Had we ignored the basic
principles of critical thinking in addition to being poor listeners? The team, which included me,
concluded the answer was “Yes” on all accounts. Once that house of cards fell, the group’s faith in its
own ability to deliver a valid end product was damaged.

Critical listening combines the core principles behind critical thinking and the art of listening. Make sure
that you are truly listening when in a conversation. That means no multi-tasking, no checking cell phone
messages, reading email, etc. Be fully engaged in the conversation. Ask questions to make sure you
haven’t misunderstood or translated the intended thought into something you expected to hear.
While listening, be open to new information, something you don’t expect, something that differs from
your understanding or experience. Try to be neutral and accept verifiable information that differs from
your beliefs. But be ready to challenge what you hear if it doesn’t add up. Can you or the other person
provide evidence to substantiate or refute the information you’re receiving? Are the assumptions being
made reasonable? Can they be validated by facts?

Finally, be open to changing your mind or position if the information you receive and process does pass
muster. Project management is as much about information management—“listening” as well as
“talking”—as it is about planning, controlling, leading and any of the other skills you must have and
cultivate to be a successful PM. It can be hard to change a position you’ve become comfortable with, so
ask yourself questions if you must. Challenge your commitment to a “fact” and try to base your
perspective on valid rationale rather than an emotional attachment.

So, how did things turn out for the kaizen? After some repair work on team functions and the
information generated, the kaizen managed to recover—albeit a little less sure of itself than it had once
been. Five days after starting, it had identified over 50 verifiable process issues, most with suggested
corrective actions that were later implemented. And with the team’s new-found respect for “critical
listening,” Project Management was cleared of most of its alleged offenses.

Author: Dick Billows, PMP

Dick has more than 25 years of project and program management experience throughout the US and
overseas. Dick was a partner in the 4th largest professional firm and a VP in a Fortune 200 company. He
trained and developed 100's of project managers using his methodology. Dick is the author of 14 books,
over 300 articles and director/producer of 90 short project management training videos. He and a team
of 25 project managers work with client companies & students across the US and in Europe, South
America, Asia and the Middle East. They have assisted over 300 organizations in improving their project
performance. Books by Dick Billows, PMP are on Amazon.com View all posts by Dick Billows, PMP

AuthorDick Billows, PMPPosted onAugust 31, 2016CategoriesProject People Skills

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Listening strategy

Look at it this way: Hearing is the practical, and listening is the strategy. And as with most things
strategic, there’s more than one way to listen.

As a communicator, you should know which type of listening to use in every situation, as well as how to
use those skills to your advantage. Here are four (of many) types of listening:
1. Appreciative listening

Appreciative listening is exactly what the name implies — listening to enjoy the story, music or
information you hear.

The American Society for Training and Development recommends that, to truly embark in appreciative
listening, you should avoid engaging in other communications and focus solely on the sounds or words.

So, when someone is speaking to you, put your phone down!

2. Critical listening

Critical listening involves hearing what someone says, identifying key points and/or arguments and
solidifying your opinion. Think of a debate, or how you feel when you listen to a politician speak.

When you engage in critical listening, your goal is to analyze what the speaker is saying and determine
his agenda.

3. Relationship listening

Relationship listening is one of the most important skills to have when dealing with people. Relationship
listening is also known as therapeutic or empathetic listening.

You would use relationship listening to help a friend through a problem, solve a conflict between co-
workers or prompt people to open up through support and honesty.

4. Discriminative listening

Discriminative listening is when you look past the words you hear to detect the underlying message. It
might be one of the most important types of listening for online marketers.

This works best in person, as you can look to body language, tone changes and volume to determine
what the speaker really thinks and feels.

However, these days we’re not often face-to-face with clients or customers. We need to adapt to
become better online discriminative listeners as we engage more and more via texts, Facebook
comments and snappy tweets.

Understanding the difference between hearing and listening is a vital skill, whether you deal with people
in the boardroom or through comments on your brand’s blog.

Which types of listening do you practice most?

Lindsay Bell is the content director at Arment Dietrich. A version of this article originally appeared on
the Feedblitz blog.

TOPICS: MEDIA RELATIONS
Example of Lesson Plan about Speaking for Seventh Grade Students in Junior High Scholl

LESSON PLAN

School                                     : SMP N 2 UBUD

Subject                                   : English

Grade / Semester            : VII / 2

Meeting                                  : 2

Standard Competence

Understanding the meaning of very simple  transactional and interpersonal conversations to interact
with the immediate   environment.

Basic Competence

Responding to the meaning of the transactionalconversation (to get things done) and interpersonal
( social) use a variety of  simple spoken language accurately, fluently and accepted to interact with the
immediate environment.

Indicators

1. To identify the expression of conversation and responding expression of conversation.

2. Using the phrase to ask something and  to respond to  request something.

Time Allotment            : 2 x 40 minutes

Skill                                         : Speaking

A. Learning Objectives

1. The students are able to identify the expression of  conversation.

2. The students are able to respond the expression of conversation by practice the dialog in

front of the class.

3. The students are able to improve their ability in speaking especially to use the phrase to ask

something  and to request something.

B. Learning Material                       

The expression ordering

How can I help you?

 What would you like to order?

Could I take your order?

The expression disagree.

I’m sorry I disagree with you.

Excuse me, this is not up to my standards.

Example :

In the Restaurant

We have two kind of restaurants. There are a quick-food restaurant and a regular restaurant.

How to order in a quick restaurant:

• Next, please!

• Can I help you?

• What would you like to order?

• Anything to drink?

• Will there be anything else?

• Could you please wait a moment for your order?

• Here’s your order. Have a nice meal!Read the example below!

A : Next, please! Can I help you?

B : Yes, I’d like a cheese burger and a large order of fries

A : Is that for here or to go?

B : For here

A : Anything to drink?

B : Yes. A grape soda

A : Ok. That’s a cheese burger, a large fries, and a grape soda. That’ll be 15.000

B : Ok. HereA : Can you please wait a moment for your order?
B : Sure

A : (a minute later) Here’s your order. Have a nice meal

B : Thanks

How to order in a regular restaurant:

• Do you have reservation?

• Your menus

• May I have your order?

• Enjoy your meal

• Would you like anything else?

• I’m sorry. We don’t have lamb

• Here’s your check

• I’ll take care of check for you

• Please pay as you leaveRead the examples below!

A : Are you ready to order now?

B : yes I think so. I’ll have the veal terpentini

A : Yes Sir. Would you like potatoes or rice with that?

B : Rice

A : Ok. And you Ma’am?

C : I’ll have the chef’s salad, with blue cheese dressing

A : Yes. Would you like something to drink?

B : Just water fro me please

C : I’ll have a diet Pepsi

A : I’m sorry we don’t have diet pepsi. Is Tab Ok?

C : That’ll be fine

A : Ok thank you . I’ll bring your orders in a few minutes

C. Learning Methods

Demonstrations

Discussion

Exercise

D. Learning Activities

1. Pre Activities :

The teacher says greeting to the students.

The teacher checkc the students’ attendance list.

The teacher saying about the topic.

2. Whilst Activities :

The teacher  gives the students  examples of simple conversation.

The teacher  invites the students to use the expression

The students practice their  pronounce correctly

The students create a group discussion

The teacher asks the students to practice the conversation based on the topic in front of class.

3. End Activities

The teacher asks the students’ difficulties

The teacher discusses the students’ difficulties.

The teacher gives the students exercise or home work

The teacher makes a conclusion.

E. Learning Sources

1. Effective English Book ( English Textbook for Junior High School page 45, 1B )

F.  Assessment

a)      Evaluation Technique             : Oral test

b)       Instrument Form                    : Oral questions and actions respond

c)      Instrument items                     :

v  Oral questions

A : Are you ready to order now?

B : ………………….

A : Yes Sir. Would you like potatoes or rice with that?

B : ………………….

v  Actions respond :

I’m sorry I disagree with you.

Excuse me, this is not up to my standards.

G. Score

Explaination Score

Good arrangement, correct in grammar and spellingGood arrangement, not correct in 876
gammar but good spellingGood arrangement, not coorect in grammar and spelling
5
Not good arrangement, not correct in grammar and spelling

Example of Lesson Plan about Speaking for Seventh Grade Students in Junior High Scholl

LESSON PLAN

School                                     : SMP N 2 UBUD

Subject                                   : English

Grade / Semester             : VII / 2

Meeting                                  : 2
Standard Competence

Understanding the meaning of very simple  transactional and interpersonal conversations to interact
with the immediate   environment.

Basic Competence

Responding to the meaning of the transactionalconversation (to get things done) and interpersonal
( social) use a variety of  simple spoken language accurately, fluently and accepted to interact with the
immediate environment.

Indicators

1. To identify the expression of conversation and responding expression of conversation.

2. Using the phrase to ask something and  to respond to  request something.

Time Allotment            : 2 x 40 minutes

Skill                                         : Speaking

A. Learning Objectives

1. The students are able to identify the expression of  conversation.

2. The students are able to respond the expression of conversation by practice the dialog in

front of the class.

3. The students are able to improve their ability in speaking especially to use the phrase to ask

something  and to request something.

B. Learning Material                       

The expression ordering

How can I help you?

 What would you like to order?

Could I take your order?

The expression disagree.

I’m sorry I disagree with you.

Excuse me, this is not up to my standards.

Example :
In the Restaurant

We have two kind of restaurants. There are a quick-food restaurant and a regular restaurant.

How to order in a quick restaurant:

• Next, please!

• Can I help you?

• What would you like to order?

• Anything to drink?

• Will there be anything else?

• Could you please wait a moment for your order?

• Here’s your order. Have a nice meal!Read the example below!

A : Next, please! Can I help you?

B : Yes, I’d like a cheese burger and a large order of fries

A : Is that for here or to go?

B : For here

A : Anything to drink?

B : Yes. A grape soda

A : Ok. That’s a cheese burger, a large fries, and a grape soda. That’ll be 15.000

B : Ok. HereA : Can you please wait a moment for your order?

B : Sure

A : (a minute later) Here’s your order. Have a nice meal

B : Thanks

How to order in a regular restaurant:

• Do you have reservation?

• Your menus

• May I have your order?

• Enjoy your meal

• Would you like anything else?

• I’m sorry. We don’t have lamb

• Here’s your check

• I’ll take care of check for you

• Please pay as you leaveRead the examples below!

A : Are you ready to order now?

B : yes I think so. I’ll have the veal terpentini

A : Yes Sir. Would you like potatoes or rice with that?

B : Rice

A : Ok. And you Ma’am?

C : I’ll have the chef’s salad, with blue cheese dressing

A : Yes. Would you like something to drink?

B : Just water fro me please

C : I’ll have a diet Pepsi

A : I’m sorry we don’t have diet pepsi. Is Tab Ok?

C : That’ll be fine

A : Ok thank you . I’ll bring your orders in a few minutes

C. Learning Methods

Demonstrations

Discussion

Exercise

D. Learning Activities

1. Pre Activities :

The teacher says greeting to the students.

The teacher checkc the students’ attendance list.

The teacher saying about the topic.

2. Whilst Activities :

The teacher  gives the students  examples of simple conversation.

The teacher  invites the students to use the expression

The students practice their  pronounce correctly

The students create a group discussion

The teacher asks the students to practice the conversation based on the topic in front of class.

3. End Activities

The teacher asks the students’ difficulties

The teacher discusses the students’ difficulties.

The teacher gives the students exercise or home work

The teacher makes a conclusion.

E. Learning Sources

1. Effective English Book ( English Textbook for Junior High School page 45, 1B )

F.  Assessment

a)      Evaluation Technique             : Oral test

b)       Instrument Form                    : Oral questions and actions respond

c)      Instrument items                     :

v  Oral questions

A : Are you ready to order now?

B : ………………….

A : Yes Sir. Would you like potatoes or rice with that?

B : ………………….

v  Actions respond :
I’m sorry I disagree with you.

Excuse me, this is not up to my standards.

G. Score

Explaination Score

Good arrangement, correct in grammar and spellingGood arrangement, not correct in 876
gammar but good spellingGood arrangement, not coorect in grammar and spelling
5
Not good arrangement, not correct in grammar and spelling

Contoh pembahasan makalah

Menulis Bab II Pembahasan atau Isi Pada Makalah

Setelah sebelumnya saya memberikan tips Langkah-Langkah Membuat Makalah, Cara Membuat
Cover/Sampul Makalah, Menulis Kata Pengantar Makalah Sederhana, dan Menulis Bab I Pendahuluan
Pada Makalah. Kali ini saya akan memberi tips atau cara Menulis Bab II Pembahasan atau Isi Pada
Makalah. 

Penulisan Bab II Pembahasan atau Isi merupakan inti dalam penulisan ataupun pembuatan makalah. Jika
sebelumnya pada Bab I Pendahuluan sahabat telah membahas latar belakang yang menjadi
permasalahan dari apa yang sahabat teliti. Pada bab ini, sahabat akan menjelaskan pembahasan atau isi
dari tugas makalah yang sahabat buat. 

Pada Bab II Pembahasan atau Isi terdiri dari beberapa bagian yang harus ditulis, bergantung apa yang
menjadi judul tugas ataupun bahan penelitian sahabat. Misalnya, pada makalah Sejarah Aceh I dengan
judul makalah Kerajaan Aceh Darussalam. Kerangka penulisanya dimulai dari latar belakang berdiri,
perkembangan atau kejayaan, dan keruntuhan. Di bawah ini akan dijelaskan sedikit mengenai bagian-
bagain dari pada Bab II Pembahasan atau Isi.

Latar Belakang

Penulisan latar belakang pada Bab II Pembahasan atau Isi  berbeda dengan yang sebelumnya pada Bab I
Pendahuluan pada Bab I Pendahuluan sahabat menulis mengenai latar belakang masalah yang menjadi
alasan sahabat mengambil judul makalah, maka pada Bab II Pembahasan atau Isi latar, belakangnya
mengenai pembahasan inti dari judul yang sahabat buat.
Sebelumnya saya mengatakan akan mengambil contoh mengenai Sejarah Aceh I dengan judul Kerajaan
Aceh Darussalam. Pembahasan yang sahabat buat adalah latar belakang berdiri, siapa tokoh-tokoh
penggagas, kapan, dan apa penyebab sehingga kerajaan tersebut bisa berdiri. Latar belakang beridiri
diperlukan karena akan memperkuat dari judul yang telah sahabat pilih. Setelah sahabat membuat latar
belakang berdinya, pastinya sahabat akan lebih mudah untuk menjelaskan bagian berikutnya, yaitu
mengenai perkembangan kerajaannya.

Perkembangan/Masa Kejayaan

Pada Bab II Pembahasan atau Isi setelah sahabat menulis mengenai latar belakang berdiri, siapa tokoh-
tokoh penggagas, kapan, dan apa penyebabnya. Langkah selanjutnya membahas mengenai
perkembangan atau kejayaan dari kerajaan. Pada bagian perkembangan sahabat bisa memandang
beberapa faktor pendukungnya, misalnya faktor ekonomi dengan adanya hubungan kerja sama, faktor
sosial dan ilmu karena masyarakatnya yang sudah lebih maju, serta faktor-faktor lainnya yang sahabat
ketahui dan berhubungan dengan judul makalah yang sahabat pilih. Selain itu, pada bagian
perkembangan sahabat juga bisa menulis daerah-daerah kekuasaannya atau pengaruhnya terhadap
daerah lain.

Keruntuhan/Kemunduran

Penulisan selanjutnya setelah sahabart menulis latar belakang berdiri dan perkembangan atau masa
kejayaan pada Bab II Pembahasan atau Isi adalah keruntuhan atau kemunduran. Pada bagian
keruntuhan atau kemunduran, sahabat membahas mengenai faktor apa saja penyebab keruntuhan. Apa
penyebab keruntuhan atau kemunduran, apakah ada faktor luar atau dari dalam kerajaan sendiri.
Sahabat bisa menulisnya sesuai dengan pengetahuan dan beberapa rujukan lainnya sesuai dengan judul
makalah yang sahabat pilih.

Sekian artikel mengenai Menulis Bab II Pembahasan atau Isi Pada Makalah dari saya. Semoga artikel ini
bermanfaat untuk sahabat pelajar semua yang sedang menempuh pendidikan. Semoga juga dengan tips
di atas, sahabat semua mendapatkan nilai yang bagus dalam penyusunan makalah.

Kata pengantar

Puji syukur kami panjatkan kehadirat Tuhan Yang Maha Esa, karena hanya dengan segala rahmat-Nyalah
akhirnya kami bisa menyusun makalah dengan tema ‘CRITICAL LISTENING’ ini tepat pada waktunya.
Kami juga mengucapkan terima kasih kepada bapak guru herman , mpd selaku guru pembimbing kami
yang telah memberikan tugas ini kepada kami sehingga kami mendapatkan banyak tambahan
pengetahuan.

Kami selaku penyusun berharap semoga makalah yang telah kami susun ini bisa memberikan banyak
manfaat serta menambah pengetahuan.

Kami menyadari bahwa makalah ini masih memiliki banyak kekurangan yang membutuhkan perbaikan,
sehingga kami sangat mengharapkan masukan serta kritikan dari para pembaca.