NAME : RIZAZAH PUTRI RAUDINA

CLASS : TBI – 4
NUMBER REGISTRATION : 0304203138
LESSON : INTERMEDIATE LISTENING
LECTURER : DIAH SAFITHRI ARMIN, M.PD.

What Is Listening Comprehension and What Does It

Take to Improve Listening Comprehension?

This paper reports investigative findings on the perceptions

held by 18-year-old English learners about listening comprehension
in language and how they see the reasons behind their success or
lack of these skills. The study suggests that listening comprehension
is a skill that students possess in the educational phase. they feel
they have achieved the least amount of success. In addition, most
students attributed their difficulty hearing what they expected.
Suggestions are made to address problems regarding how students
listenand their attitude toward listening comprehension.
A person's ability to listen and understand spoken language
from various utterances, namely, listening understanding. Listening
comprehension is one of the components of skills needed in the
development of reading and writing. In today's material, I review the
theoretical framework and empirical evidence of listening
understanding development, enhancement, and proposing direct
models in the media understanding listening. An investigative
correlational study and intervention shows, a lot of Language and
cognitive skills contribute to listening comprehension, including
working memory, attention, vocabulary, inference, theory of
thought, and comprehension monitoring.
The importance of listening for the acquisition of a second or
foreign language has been underlined by authors such as Feyten
(1991). However, which listening skill is the most comfortable? there
is evidence that the converse is true. Arnold comments on how
listening causes anxiety in learners. due to the pressure applied to
process the input quickly. One expert, Graham (2002), investigating
the lack of popularity of language learning in the UK, found that for
intermediate learners, listening is the skill in which they have the
greatest difficulty.
In many ways, it is not surprising that students find listening
difficult. one expert, Buck, emphasizes the complexity of the listening
process, which the listener must do uses a wider variety of
knowledge sources to quickly interpret incoming data. The
application of knowledge to understanding is usually called bottom-
up processing. which is where the sound of words, clauses, and
sentences of a passage are translated in a linear enough way to
derive meaning.
The role of spoken language in literacy development is
unquestionable in terms of theory and empirical evidence. Spoken
language is a broad construct that includes sentence, and discourse-
level skills. Vocabulary level oral language skills, has received a lot.
pay attention in terms of reading theoretical models and empirical
studies. In contrast, our understanding of listening comprehension
has been limited. Evidence has emerged recently, suggesting that
listening comprehension is a higher level skill and requires multiple
language (including vocabulary) and cognitive skills. Listening
comprehension is defined as a person's ability to understand spoken
language at the discourse level - including conversations, stories
(narrative), and informational oral texts that involve the process of
constructing meaning. In this material, I review the role of listening
understanding in literacy acquisition, text understanding theory, and
empirical studies.

Why Listening Comprehension for Reading and Writing

Development?

One widely supported reading comprehension model. The

simple view of reading establishes that linguistic comprehension is
an important skill in addition to decoding (the ability to read words).
Much evidence provides support for simplistic views of reading in
several languages. Oral language skills including listening
comprehension. It's also important for development writing.
Although spoken language skills are not explicitly defined in
development writing model, namely, written composition. However,
component skills are important because writing requires idea
generation, which is then needed to be translated into spoken
language at the lexical, sentence and discourse levels. From the
simple view of writing, transcription and idea are two things that are
necessary for writing skills. The idea component includes the
generation and translation of ideas, and thus involves spoken
language skills.
But also with spoken language which is involved in the "text
creation" component of the not-so-simple written appearance.
Empirical studies have indeed shown the importance of spoken
language operationalized as understanding sentences, vocabulary,
knowledge, and listening comprehension. Improving listening
comprehension takes a long time. Thus, instructions must be carried
out, to be long term for several years. Because various language and
cognitive skills contribute understanding listening, developing and
coordinating these skills so that they are not possible in a short time.
Like I would argue that listening comprehension is a big problem
space. That is, the component of listening comprehension skills such
as vocabulary that is expansive, and continues to develop throughout
life. Likewise with listening understanding skills.
This differs from limited skills or mastery of personal
communication skills. which is like getting the letters of the alphabet.
It has a limited number of units to study, and can be taught for
mastery in a short time.
 CLOSING

In closing, evidence indicates that improving listening

comprehension is no small task, but requires explicit and systematic
instruction beyond vocabulary. Explicit instructional attention to
vocabulary, syntactic and grammatical structure, inferences,
character’s thoughts and emotions, and comprehension monitoring
is needed. Despite emerging evidence. How ever, our understanding
is limited about the best approaches to teaching these multiple skills
to children, including children with learning disabilities, and thus,
future research efforts are needed.

For close this discussion with a summary of instructional

approaches to improving listening skills understanding based on a
review of empirical studies. I concluded that listening
comprehension should be an integral part of reading and writing.
 REFERENCES

Buck, G, 2001. Assessing Listening. Cambridge University Press,

Cambridge.

Feyten, C., 1991. The power of listening ability: an overlooked

dimension in language acquisition. Modern Language Journal
75(2), 173-180.

Graham, S., 1997. Effective Language Learning. Positive Strategies

for Advanced Level Language Learning. Multilingual Matters Ltd.,
Clevedon.

Joshi, R. M., & Aaron, P. G. (2000). The component model of

reading: Simple view of reading made a little more complex.
Reading Psychology, 21, 85–97.

Zwaan, R. A., & Radvansky (1998), Situation Models in Language

Comprehension and Memory. Psychological Bulletin, 123, 162-
185.