Content based instruction (CBI) is a teaching approach that focuses on learning language through learning about

something. Although CBI is not new, there has been an increased interest in it because it has proven very effective
in ESL and EFL programs around the world.
What is Content based Instruction?
Content-based teaching differs from traditional language classes because language comes second to the content. In
other words, the teacher runs a course on current affairs, or American history, or fiction writing, through which
students also learn English. It’s important to note that English ends up as subordinate to the material, although the
teacher must recognize and be prepared to help students with language skills.

Types of content based instruction:

 The Sheltered Model: It is used at university where the goal of teachers is to enable their ESL students to study
the same content material as regular English L1 students. Sheltered CBI is called “sheltered” because learners
are given special assistance to help them understand regular classes.
 The Adjunct Model: Undertaken by ESL teachers. The aim of Adjunct classes is to prepare students for
“mainstream” classes where they will join English L1 learners.
 The Theme Based Model: These classes can be taught by EFL teachers who create content material based on
the needs and interests of the students.
Other types of teaching may fall within the realm of CBI. English for Specific Purposes and Task based instruction are
both examples of CBI.

Content based lesson:

Because of the nature of the content, all four skills get integrated. It’s important to note that the content continues
through the whole course, not just a handful of lessons. A course on shopping one day, using the bank on another
day, and making hotel reservations in English at a different class session is an example of a CBI class.

An example of CBI lesson can be approached following these steps:

 Preparation
 A subject of interest is chosen.
 Finding suitable sources that deal with different aspects of the subject. These could be websites,
reference books, audio or video of lectures or even real people.
 The lesson
 Using small groups
 Assigning each group a small research task and a source of information in the target language to use to
help them fulfil the task.
 groups sharing and comparing information.
 A result in the form of an end product such as a report or presentation of some kind.
Advantages
 Language learning becomes more interesting and motivating.
 CBI offer a wide educational knowledge to learners in the form of the different topics instructed.
  It helps students develop valuable study skills such as note taking, summarizing and extracting key information
from texts.
 Developing collaborative skills, especially when using group work, which can have great social value.
Disadvantages
 CBI implicit language instruction can confuse learners and may give them the impression that they are
not actually learning language.
 Overuse of native language can be a problem in some parts of the lesson.
 Finding information sources and texts that lower levels can understand can be difficult.
In a nutshell, although CBI is a challenging approach for both teachers and students, the outcome of its
implementation can be rewarding and motivating.

Theme-based language instruction

Stoller and Grabe (1997:81) suggest that all content-based instruction is theme-based.
Theme-based language instruction lies close to the language-driven end of the continuum. In this
approach, the language teacher selects a theme from which language outcomes are derived. For
Eskey (1997), theme-based instruction adds a missing dimension to traditional approaches to
language syllabus design. Where both form-based and notional/functional syllabi focus on rules,
rather than on real communication, theme-based language courses give learners an interesting
subject to learn or communicate about. Language is used to explore content, and language
growth emerges as students need to comprehend or produce language related to content. Brinton,
Snow and Wesche (1989:26) note that in “...a theme-based course,...the content is exploited and
its use is maximized for the teaching of the skill areas", but for Eskey, that does not mean that
theme-based course design begins with a prescribed list of language forms or functions to be
learned, but rather with topics of interest to students.

Murphey (1997) describes a range of themes used in a postsecondary EFL

program in Japan, from themes closely linked to language (English in Japan) to
courses with a broader focus (Language Use in Communication, Computer Literacy,
The Origins of American Music). Extensive examples of theme-based instruction in
both ESL and EFL are provided in Brinton, Snow and Wesche (1989). Other
examples of theme-based foreign language courses that are designed to stretch and
refine students’ foreign language skills in specific topical areas of professional or
academic priority are reported by Leaver and Stryker (1989) and Lafayette and
Buscaglia (1985). Leaver and Stryker describe a program in which topics related to
professional assignments were taught through a foreign language at the Foreign
Service Institute. In that program, language learners engaged in area studies pertinent
to the target language. In a similar vein, a culture course for language majors was
designed to provide a content-based approach to language development by Lafayette
and Buscaglia at Indiana University (1985).
 In K-12 ESL programs, teachers may provide instruction “...that adopts the
concepts, tasks, and curricular materials from the content areas...” (Crandall and
Tucker, 1990:191), although the language teacher may not be responsible for teaching
the subject matter itself. Theme-based language instruction may also be found in
foreign language courses in Grades K-12; teachers may develop units around themes
such as the circus, the environment, or contemporary social issues. In K-12 settings,
themes may be selected because they are interesting to learners and provide rich
opportunities to develop language skills. They may also integrate content from other
areas of the school curriculum, although not necessarily from the same grade level.
Pacesetter Spanish, a trend-setting course developed by the College Board, organizes
language learning around six major themes such as youth, the environment, and the
arts. Montgomery County (Maryland) has organized its secondary school foreign
language curriculum in Levels 4-6 around content themes. Teachers design units
based on themes such as social issues (e.g., immigration), history, or the arts. One of
the newer textbooks for secondary school Spanish has organized its third year
program around themes of interest to adolescents. Students develop language skills
while exploring questions such as: “How can we control violence?” “Should
community service be required for graduation?’’ “How does art communicate to us?”
Figure 3 summarizes the range of content-based programs discussed in this paper.

PEMBELAJARAN EXPERIENTIAL
LEARNING
PENGERTIAN PEMBELAJARAN EXPERIENTIAL LEARNING
Pengalaman sebagai sumber ilmu pengetahuan dan kekuatan dalam pembangunan
manusia sudah tampak sejak awal abad IV SM. Gagasan pendidikan berbasis pengalaman
(experiential education) atau yang disebut “learning by doing” memiliki sejarah panjang.
Awalnya, para guruoutdoor menyebut experiential education sebagai gaya belajar di luar
ruangan. Senada dengan itu, program pendidikan petualangan, yang berlangsung di luar ruangan
(outdoor), memanfaatkan pengalaman di dunia nyata untuk mencapai tujuan belajarnya.
Pemikiran mengenai pendidikan berbasis pengalaman semakin berkembang dengan munculnya
karya John Dewey (1938) yang mengungkapkan pentingnya pembelajaran melalui pengalaman
sebagai landasan dalam menetapkan pendidikan formal. Model pendidikan ini terus berkembang,
hingga pada tahun 1977 berdiri Association for Experiential Education (AEE) (Hammerman,
2001).
Experiential learning merupakan sebuah model holistic dari proses pembelajaran di mana
manusia belajar, tumbuh dan berkembang. Penyebutan istilah experiential learningdilakukan
untuk menekankan bahwa experience (pengalaman) berperan penting dalam proses pembelajaran
dan membedakannya dari teori pembelajaran lainnya seperti teori pembelajaran kognitif ataupun
behaviorisme (Kolb, 1984).
Experiential learning memiliki makna yang berbeda-beda, namun mengacu kepada satu
pemikiran. Menurut Association for Experiential Education (AEE), experiential
learningmerupakan falsafah dan metodologi dimana pendidik terlibat langsung dalam
memotivasi peserta didik dan refleksi difokuskan untuk meningkatkan pengetahuan,
mengembangkan keterampilan.Experiential learning mendorong siswa dalam aktivitasnya untuk
berpikir lebih banyak, mengeksplor, bertanya, membuat keputusan, dan menerapkan apa yang
telah mereka pelajari.
Pembelajaran dengan model experiential learning mulai diperkenalkan pada tahun 1984
oleh David Kolb dalam bukunya yang berjudul “ Experiential Learning, experience as the source
of learning and development”. Experiential learning mendefinisikan belajar sebagai “proses
bagaimana pengetahuan diciptakan melalui perubahan bentuk pengalaman. Pengetahuan
diakibatkan oleh kombinasi pemahaman dan mentransformasikan pengalaman” (Kolb 1984:
41).Gagasan tersebut akhirnya berdampak sangat luas pada perancangan dan pengembangan
model pembelajaran seumur hidup (lifelong learning models). Pada perkembangannya saat ini,
menjamurlah lembaga-lembaga pelatihan dan pendidikan yang menggunakan Experiential
learning sebagai metode utama pembelajaran bahkan sampai pada kurikulum pokoknya.
Experiential learning itu adalah proses belajar, proses perubahan yang menggunakan
pengalaman sebagai media belajar atau pembelajaran. Experiential learning adalah pembelajaran
yang dilakukan melalui refleksi dan juga melalui suatu proses pembuatan makna dari
pengalaman langsung. Experiential learning berfokus pada proses pembelajaran untuk masing-
masing individu (David A. Kolb 1984).
Experiential learning adalah suatu pendekatan yang dipusatkan pada siswa yang dimulai
dengan landasan pemikiran bahwa orang-orang belajar terbaik itu dari pengalaman. Dan untuk
pengalaman belajar yang akan benar-benar efektif, harus menggunakan seluruh roda belajar, dari
pengaturan tujuan, melakukan observasi dan eksperimen, memeriksa ulang, dan perencanaan
tindakan. Apabila proses ini telah dilalui memungkinkan siswa untuk belajar keterampilan baru,
sikap baru atau bahkan cara berpikir baru.
Jadi, experiential learning adalah suatu bentuk kesengajaan yang tidak disengaja
(unconsencious awareness). Contohnya, ketika siswa dihadapkan pada game Spider Web atau
jaring laba-laba. Tugas kelompok adalah menyeberang jaring yang lubangnya pas dengan badan
kita, namun tidak ada satu orangpun yang boleh menyentuh jaring tersebut. Tugas yang
diberikan tidak akan berhasil dilakukan secara individual karena sudah diciptakan untuk
dikerjakan bersama. Untuk mencapai kerjasama yang baik, pasti akan timbul yang namanya
komunikasi antaranggota kelompok. Lalu muncullah secara alami orang yang yang berpotensi
menjadi seorang inisiator, leader, komunikator, ataupun karakter-karakter lainnya.
Experiential learning itu sendiri berisi 3 aspek yaitu: Pengetahuan (konsep, fakta,
informasi), Aktivitas (penerapan dalam kegiatan) dan Refleksi (analisis dampak kegiatan
terhadap perkembangan individu). Ketiganya merupakan kontribusi penting dalam tercapainya
tujuan pembelajaran. Relasi dari ketiganya dapat digambarkan sebagai berikut:

Sedangkan dalam merancang pelatihan experiental learning, ada 4 tahapan yang harus
dilalui yaitu: 1 Experiencing, tantangan pribadi atau kelompok, 2. Reviewing: menggali individu
untuk mengkomunikasikan pembelajaran dari pengalaman yang didapat, 3. Concluding
menggambarkan kesimpulan dan kaitan antara masa lalu dan sekarang, serta 4. Planning:
menerapkan hasil pembelajaran yang dialaminya.
Menurut Mardana (2005) belajar dari pengalaman mencakup keterkaitan antara berbuat
dan berpikir. Jika seseorang terlibat aktif dalam proses belajar maka orang itu akan belajar jauh
lebih baik. Hal ini dikarenakan dalam proses belajar tersebut pembelajar secara aktif berpikir
tentang apa yang dipelajari dan kemudian bagaimana menerapkan apa yang telah dipelajari
dalam situasi nyata.
Sedangkan Atherton (2002) mengemukakan bahwa dalam konteks belajar, pembelajaran
berbasis pengalaman dapat dideskripsikan sebagai proses diman pengalaman belajar
direfleksikan secara mendalam dan dari sini muncu pemahaman baru atau proses belajar.
Model pembelajaran semacam ini memberikan kesempatan kepada siswa untuk
melakukan kegiatan-kegiatan belajar secara aktif. Lebih lanjut, Hamalik menyatakan bahwa
pembelajaran berdasarkan pengalaman memberi seperangkat atau serangkaian situasi belajar
dalam bentuk keterlibatan pengalaman sesungguhnya yang dirancang oleh guru (Hamalik,2001)
Cara ini mengarahkan para siswa untuk mendapatkan pengalaman lebih banyak melalui
keterlibatan secara aktif dan personal, dibandingan bila mereka hanya membaca suatu materi
atau konsep. Dengan demikian, belajar berdasarkan pengalaman lebih terpusat pada pengalaman
belajar siswa yang bersifat terbuka dan siswa mampu membimbing dirinya sendiri.
Berdasarkan pendapat di atas dapat dipahami bahwa penerapan model experiential
learning dapat membantu siswa dalam membangun pengetahuannya sendiri (Depdiknas, 2002).
Seperti halnya model pembelajaran lainnya, dalam menerapakan model experiental learning guru
harus memperbaiki prosedur agar pembelajarannya berjalan dengan baik. Hamalik (2001),
mengungkapkan beberapa hal yang harus diperhatikan dalam model pembelajaran experiental
learning adalah sebagai berikut :
1. Guru merumuskan secara seksama suatu rencana pengalaman belajar yang bersifat terbuka (open
minded) yang memiliki hasil-hasil tertentu.
2. Guru harus bisa memberikan rangsangan dan motivasi.
3. Siswa dapat bekerja secara individual atau bekerja dalam kelompok-kelompok kecil/keseluruhan
kelompok di dalam belajar berdasarkan pengalaman.
4. Para siswa ditempatkan pada situasi-situasi nyata, maksudnya siswa mampu memecahkan
masalah dan bukan dalam situsi pengganti. Contohnya : Di dalam kelompok kecil, siswa
membuat mobil-mobilan dengan menggunakan potongan-potongan kayu, bukan menceritakan
cara membuat mobil-mobilan.
5. Siswa aktif berpartisipasi di dalam pengalaman yang tersedia, membua keputusan sendiri,
menerima kosekuensi berdasarkan keputusan tersebut.
6. Keseluruhan kelas menceritakan kembali tentang apa yang dialam sehubungan dengan mata
pelajaran tersebut untuk memperluas pengalaman belajar dan pemahaman siswa dalam
melaksanakan pertemuan yang nantinya akan membahas bermacam-macam pengalaman
tersebut.

Selain beberapa hal yang harus diperhatikan dalam model pembelajaran experiental
learning, guru juga harus memperhatikan metode belajar melalui pengalaman ini, yaitu meliputi
tiga hal di bawah ini.
1. Strategi belajar melalui pengalaman berpusat pada siswa dan berorientasi pada aktivitas.
Penekanan dalam strategi belajar melalui pengalaman adalah proses belajar, dan bukan hasil
belajar.
2. Guru dapat menggunakan strategi ini dengan baik di dalam kelas maupun di luar kelas.

Oleh karena itu, model pembelajaran experiental learning disusun dan dilaksanakan dari
hal-hal yang dimiliki oleh peserta didik. Prinsip inipun berkaitan dengan pengalaman di dalam
melaksanakan tugas dan pekerjaan serta dalam cara-cara belajar yang biasa dilakukan oleh
peserta didik (Sudjana, 2005). Experiential learning menurut Cahyani (2003) adalah suatu proses
belajar mengajar yang mengaktifkan pembelajar untuk membangun pengetahuan dan
keterampilan serta nilai-nilai juga sikap melalui pengalamannya secara langsung.
Oleh karena itu, metode ini akan bermakna tatkala pembelajar berperan serta dalam
melakukan kegiatan. Kemudian, mereka mendapatkan pemahaman serta menuangkannya dalam
bentuk lisan atau tulisan sesuai dengan tujuan pembelajaran.
Langkah menantang bagi guru dalam experiential learning adalah memikirkan atau
merancang aktifitas pengalaman belajar seperti apa yang harus terjadi pada diri siswa baik
individu maupun kelompok. Aktifitas pembelajaran harus berfokus pada peserta belajar (student-
centered learning). Dengan demikian, apa yang harus kita lakukan, apa yang harus mereka
lakukan, apa yang harus kita katakan atau sampaikan harus secara detail kita rancang dengan
baik.
 Begitu pula dengan media dan alat bantu pembelajaran lain yang yang dibutuhkan juga
harus benar-benar telah tersedia dan siap untuk digunakan (Roem ,1986). Metode Experiential
learning tidak hanya memberikan wawasan pengetahuan konsep-konsep saja. Namun, juga
memberikan pengalaman yang nyata yang akan membangun keterampilan melalui penugasan
nyata. Selanjutnya, metode ini akan mengakomodasi dan memberikan proses umpan balik serta
evaluasi antara hasil penerapan dengan apa yang seharusnya dilakukan.
Dengan demikian, dari pernyataan-pernyataan di atas dapat diambil sebuah pengertian
bahwa experiential learning adalah suatu metode proses belajar mengajar yang mengaktifkan
pembelajar untuk membangun pengetahuan dan keterampilan melalui pengalamannya secara
langsung. Dalam hal ini, Experiential learning menggunakan pengalaman sebagai katalisator
untuk membantu pembelajar mengembangkan kapasitas dan kemampuannya dalam proses
pembelajaran sehingga pembelajar terbiasa berpikir kreatif. Peran guru dalam pembelajaran ini
adalah sebagai fasilitator

Experiential learning is learning through reflection on doing, which is often contrasted with rote
or didactic learning. Experiential learning is related to, but not synonymous with, experiential
education, action learning, adventure learning, free choice learning, cooperative learning, and service
learning. While there are relationships and connections between all these theories of education,
[1]
importantly they are also separate terms with separate meanings.

Experiential learning focuses on the learning process for the individual. It is often used synonymously with
the phrase experiential education, however, while experiential learning considers the individual learning
process, experiential education should be considered a broader philosophy of education. As such, it is
concerned with issues such as the relationship of teacher and student, as well as broader issues of
[1]
educational structure and objectives. An example of experiential learning is going to the zoo and
learning through observation and interaction with the zoo environment, as opposed to reading about
animals from a book. Thus, one makes discoveries and experiments with knowledge firsthand, instead of
hearing or reading about others' experiences. Inbusiness school, internship, and job-
shadowing opportunities in a student’s field of interest are elevated as examples of valuable experiential
learning which contribute significantly to the student’s overall understanding of the real-time
[3]
environment.
[4]
A third example of experiential learning is learning how to ride a bike, a process which can illustrate the
[5]
widely known four-step experiential learning model (ELM) as purported by Kolb and outlined in Figure 1
below. Following this example, in the "concrete experience" stage, the learner physically experiences the
[6]
bike in the "here-and-now". This experience forms "the basis for observation and reflection" and he or
she has the opportunity to consider what is working or failing (reflective observation), and think about
ways to improve on the next attempt made at riding it (abstract conceptualization). Every new attempt to
ride is informed by a cyclical pattern of previous experience, thought and reflection (active
[6]
experimentation).
[7]
Figure 1 – David Kolb’s Experiential Learning Model (ELM)
 → Concrete Experience ↓
Active Experimentation Reflective Observation

↑ Abstract Conceptualization ←

Experiential learning can exist without a teacher and relates solely to the meaning making process of the
individual's direct experience. However, though the gaining of knowledge is an inherent process that
occurs naturally, for a genuine learning experience to occur, there must exist certain
[1]
elements. According to David A. Kolb, an American educational theorist, knowledge is continuously
[8]
gained through both personal and environmental experiences. He states that in order to gain genuine
knowledge from an experience, certain abilities are required:

 The learner must be willing to be actively involved in the experience;

 The learner must be able to reflect on the experience;
 The learner must possess and use analytical skills to conceptualize the experience; and
 The learner must possess decision making and problem solving skills in order to use the new ideas
gained from the experience.

Experiential learning is learning through reflection on doing, which is often contrasted with rote
or didactic learning. Experiential learning is related to, but not synonymous with, experiential
education, action learning, adventure learning, free choice learning, cooperative learning, and service
learning. While there are relationships and connections between all these theories of education,
[1]
importantly they are also separate terms with separate meanings.

Experiential learning focuses on the learning process for the individual. It is often used synonymously with
the phrase experiential education, however, while experiential learning considers the individual learning
process, experiential education should be considered a broader philosophy of education. As such, it is
concerned with issues such as the relationship of teacher and student, as well as broader issues of
[1]
educational structure and objectives. An example of experiential learning is going to the zoo and
learning through observation and interaction with the zoo environment, as opposed to reading about
animals from a book. Thus, one makes discoveries and experiments with knowledge firsthand, instead of
hearing or reading about others' experiences. Inbusiness school, internship, and job-
shadowing opportunities in a student’s field of interest are elevated as examples of valuable experiential
learning which contribute significantly to the student’s overall understanding of the real-time
[3]
environment.
[4]
A third example of experiential learning is learning how to ride a bike, a process which can illustrate the
[5]
widely known four-step experiential learning model (ELM) as purported by Kolb and outlined in Figure 1
below. Following this example, in the "concrete experience" stage, the learner physically experiences the
[6]
bike in the "here-and-now". This experience forms "the basis for observation and reflection" and he or
she has the opportunity to consider what is working or failing (reflective observation), and think about
ways to improve on the next attempt made at riding it (abstract conceptualization). Every new attempt to
ride is informed by a cyclical pattern of previous experience, thought and reflection (active
[6]
experimentation).
 [7]
Figure 1 – David Kolb’s Experiential Learning Model (ELM)

→ Concrete Experience ↓
Active Experimentation Reflective Observation

↑ Abstract Conceptualization ←

Experiential learning can exist without a teacher and relates solely to the meaning making process of the
individual's direct experience. However, though the gaining of knowledge is an inherent process that
occurs naturally, for a genuine learning experience to occur, there must exist certain
[1]
elements. According to David A. Kolb, an American educational theorist, knowledge is continuously
[8]
gained through both personal and environmental experiences. He states that in order to gain genuine
knowledge from an experience, certain abilities are required:

 The learner must be willing to be actively involved in the experience;

 The learner must be able to reflect on the experience;
 The learner must possess and use analytical skills to conceptualize the experience; and
 The learner must possess decision making and problem solving skills in order to use the new ideas
gained from the experience.
Experiential learning is learning through reflection on doing, which is often contrasted with rote
or didactic learning. Experiential learning is related to, but not synonymous with, experiential
education, action learning, adventure learning, free choice learning, cooperative learning, and service
learning. While there are relationships and connections between all these theories of education,
[1]
importantly they are also separate terms with separate meanings.

Experiential learning focuses on the learning process for the individual. It is often used synonymously with
the phrase experiential education, however, while experiential learning considers the individual learning
process, experiential education should be considered a broader philosophy of education. As such, it is
concerned with issues such as the relationship of teacher and student, as well as broader issues of
[1]
educational structure and objectives. An example of experiential learning is going to the zoo and
learning through observation and interaction with the zoo environment, as opposed to reading about
animals from a book. Thus, one makes discoveries and experiments with knowledge firsthand, instead of
hearing or reading about others' experiences. Inbusiness school, internship, and job-
shadowing opportunities in a student’s field of interest are elevated as examples of valuable experiential
learning which contribute significantly to the student’s overall understanding of the real-time
[3]
environment.
[4]
A third example of experiential learning is learning how to ride a bike, a process which can illustrate the
[5]
widely known four-step experiential learning model (ELM) as purported by Kolb and outlined in Figure 1
below. Following this example, in the "concrete experience" stage, the learner physically experiences the
[6]
bike in the "here-and-now". This experience forms "the basis for observation and reflection" and he or
she has the opportunity to consider what is working or failing (reflective observation), and think about
ways to improve on the next attempt made at riding it (abstract conceptualization). Every new attempt to
ride is informed by a cyclical pattern of previous experience, thought and reflection (active
[6]
experimentation).
 [7]
Figure 1 – David Kolb’s Experiential Learning Model (ELM)

→ Concrete Experience ↓
Active Experimentation Reflective Observation

↑ Abstract Conceptualization ←

Experiential learning can exist without a teacher and relates solely to the meaning making process of the
individual's direct experience. However, though the gaining of knowledge is an inherent process that
occurs naturally, for a genuine learning experience to occur, there must exist certain
[1]
elements. According to David A. Kolb, an American educational theorist, knowledge is continuously
[8]
gained through both personal and environmental experiences. He states that in order to gain genuine
knowledge from an experience, certain abilities are required:

 The learner must be willing to be actively involved in the experience;

 The learner must be able to reflect on the experience;
 The learner must possess and use analytical skills to conceptualize the experience; and
 The learner must possess decision making and problem solving skills in order to use the new ideas
gained from the experience.

1. A. Definition Of Teaching
 Teach
 The act or business of instructing; also, that which is taught; instruction.
 the activities of educating or instructing or teaching; activities that impart knowledge or skill
 the profession of a teacher; "he prepared for teaching while still in college"; "pedagogy is recognized
asan important profession"
 "teaching is the process of carrying out those activities that experience has shown to be effective in
getting students to learn"
(http://ardictionary.com/Teaching/1174)

1. B. Definition Of Listening
Listening involves a sender (a person, radio, television), a message, and a receiver (the listener).
Listeners often must process messages as they come, even if they are still processing what they have
just heard, without backtracking or looking ahead. In addition, listeners must cope with the sender's
choice of vocabulary, structure, and rate of delivery. The complexity of the listening process is
magnified in second language contexts, where the receiver also has incomplete control of the
language.

Listening comprehension is a complex process, crucial in the development of second language

competence. Listeners use both bottom-up processers (linguistic knowledge) and top-down
processes (prior knowledge) to comprehend. Knowing the context of a listening text and the purpose
 for listening greatly reduces the burden of comprehension (Larry Vandergrift-
http://www.llas.ac.uk/resources/gpg/67).

Listening is a complex, active process of interpretation in which listeners match what they hear with
what they already know.

LISTENING PROCESS

There are two distinct processes involved in listening comprehension. Listeners use 'top-down'
processes when they use prior knowledge to understand the meaning of a message. Prior knowledge
can be knowledge of the topic, the listening context, the text-type, the culture or other information
stored in long-term memory as schemata (typical sequences or common situations around which
world knowledge is organized). Listeners use content words and contextual clues to form hypotheses
in an exploratory fashion.

(Larry Vandergrift-http://www.llas.ac.uk/resources/gpg/67)

On the other hand, listeners also use 'bottom-up' processes when they use linguistic knowledge to
understand the meaning of a message. They build meaning from lower level sounds to words to
grammatical relationships to lexical meanings in order to arrive at the final message. Listening
comprehension is not either top-down or bottom-up processing, but an interactive, interpretive
process where listeners use both prior knowledge and linguistic knowledge in understanding
messages. The degree to which listeners use the one process or the other will depend on their
knowledge of the language, familiarity with the topic or the purpose for listening.
A. Listening In Language Learning And Teaching
Listeners use metacognitive, cognitive and socio-affective strategies to facilitate comprehension and
to make their learning more effective. Metacognitive strategies are important because they oversee,
regulate or direct the language learning process. Cognitive strategies manipulate the material to be
learned or apply a specific technique to a listening task. Socio-affective strategies describe the
techniques listeners use to collaborate with others, to verify understanding or to lower anxiety.
Research shows that skilled listeners use more metacognitive strategies than their less-skilled
counterparts (O'Malley & Chamot, 1990, Vandergrift, 1997a).When listeners know how to

1. analyse the requirements of a listening task;

2. activate the appropriate listening processes required;
3. make appropriate predictions;
4. monitor their comprehension; and
5. evaluate the success of their approach,
They are using metacognitive knowledge for successful listening comprehension. This is critical to
the development of self-regulated learning (Wenden, 1998).

1. B. Interactive Classroom
There is listening performance that can include all five of the above types as learners actively
participate in discussions, debates, conversations, role plays, and other pair and group work. Their
listening performance must be intricately integrated with speaking skills in the authentic give and
take of communicative interchange (Brown, Douglas, H.-2001).

An interactive classroom is one in which learners participate as equal partners in the learning
process. The teacher acts as a facilitator and guide, but the learners are enthusiastically playing their
part in learning. Apart from the fact that learner participation makes the teaching task more
interesting for the teacher, research has shown that much more learning takes place in an interactive
classroom than in a passive one (http://www.e4africa.co.za/?p=4147).

TEACHING LISTENING COMPREHENSION USING INTERACTIVE LISTENING

CLASSROOM PERFORMANCE

What are the features of an interactive classroom? It definitely is not a place where a teacher lectures
and the children passively listen. Learners do writing exercises, take part in class discussions and
actively participate in solving problems. An interactive classroom also requires that learners engage
in higher-order thinking tasks, which include analysis of information, evaluation of the facts and a
process of synthesis to build new knowledge.

Many teachers have acquired the skills to transform a dull classroom into an interactive one.
Different techniques exist to do this and where teachers apply these techniques the attitudes and
achievements of learners are affected positively.

The key to a successful interactive classroom is in the hands of the teacher – it is not dependent on
any fancy tools or equipment. However, children are fascinated by technology. They grow up in a
world dominated by technology and they likely have cell phones or other mobile devices in their
pockets. The wise teacher makes use of technology to enhance the learning experience of their
learners. In this way technology enables an interactive classroom
(http://www.e4africa.co.za/?p=4147).
 Teaching listening using an interactive classroom performance is one of the technique that can
include all five of the types of learners actively participate in discussion, debates, conversations, role
plays and other pair and group work (Brown, Douglas, H.-2001).

First, in the warming up we as the teacher an optional section to help focus on the topic and prepare
them. Then in main activity students listen to the recording and fulfill a variety of realistic and
authentic tasks. The last an opportunity to personalize the topic and develop the scope of the lesson.
A. Integrating Listening Strategies With Textbook Audio And Video In Interactive Classroom
Performance:
Base on Hamer, Jeremy-fourth edition, the writer have the idea that students can use this outline for
both in-class and out-of-class listening/viewing activities. Model and practice the use of the outline
at least once in class before you ask students to use it independently.

1. Plan for listening/viewing

 Review the vocabulary list, if you have one

 Review the worksheet, if you have one
 Review any information you have about the content of the tape/video
2. Preview the tape/video

 (tape) Use fast forward to play segments of the tape; (video) view the video without sound
 Identify the kind of program (news, documentary, interview, drama)
 Make a list of predictions about the content
 Decide how to divide the tape/video into sections for intensive listening/viewing
3. Listen/view intensively section by section. For each section:

 Jot down key words you understand

 Answer the worksheet questions pertaining to the section
 If you don't have a worksheet, write a short summary of the section
 Ask the students to discuss their answer together or in a group (they will have conversation, debates,
discussion, or teacher can make the rules as the role play)
4. Monitor your comprehension

 Does it fit with the predictions you made?

 Does your summary for each section make sense in relation to the other sections?
5. Evaluate your listening comprehension progress

B. Assessing Listening Proficiency

Listening has often played second fiddle to its counterpart, speaking.

We there for need to pay close attention to listening as a mode of performance for assessment in the
classroom. For full comprehension, test takers may at the extensive level need to involve interactive
skills (perhaps note-taking, questioning, discussion) listening as test-takers actively participate in
 discussions, debates, conversations, role plays, and pair and group work. Their listening
performance must be intricately integrated with speaking in the authentic give and take of
communication interchange (Brown, Douglas, H. (2004)).

For example, for listening practice you have students listen to a weather report. Their purpose for
listening is to be able to advise a friend what to wear the next day. As a post-listening activity, you
ask students to select appropriate items of clothing from a collection you have assembled, or write a
note telling the friend what to wear, or provide oral advice to another student (who has not heard the
weather report). To evaluate listening comprehension, you use a checklist containing specific
features of the forecast, marking those that are reflected in the student's clothing recommendations.

CONCLUSSION

Based on the explanation above so can be conclude that listening is the complicated process and it is
very difficult. So many of the students said that listening is very difficult, bore and quite class, so
the teacher must be can make the listening to be fun and students can enjoy it.

There are some performances that we can use in teaching listening, one of it is interactive classroom
performance.

Teaching listening using interactive classroom performance is fun for the students so they will not
feel bore which one in interactive classroom, the students will be have conversation, discussion,
debates, role play in group.

Of course in interactive classroom performance the speaking ability is very needed and function too.

In interactive classroom performance, the teacher can ask the students to listen a video or sound
about several times continue, after that teacher ask them to fill the question sheet, then ask them to
discuss in group or class about the questions answer.

For the assessing, the teacher can combine the assess, which one in here the students must be
mastery English language well. How good the students can get the information that has been listened
from the audio or video and discuss it or debates the answer if they have fill the questions sheets in
conversation (can be in group).

 3. Clustering

 4. 1. CLUSTERING In spoken language, due to memory limitations and our

predisposition for “chunking,” or clustering, we break down speech into
 smaller groups of words. In teaching listening comprehension, therefore,
you need to help students to pick out manageable clusters of words …

 5. Redundancy

 6. 2. REDUNDANCY Spoken language has a good deal of redundancy

(rephrasing, repetition, elaboration, and insertions of “I mean” and “you
know.”). Learners can train themselves to profit from it by first becoming
aware of it and by looking for the its signals.

 7. Reduced Forms

 8. 3. REDUCED FORMS Spoken language has many reduced forms and

sentence fragments. Reduction can be phonological (didju?),
morphological (I’ll), syntactic, or pragmatic (Mom! Phone!).

 9. Performance Variables

 10. 4. PERFORMANCE VARIABLES In spoken language, hesitations,

false starts, pauses, and corrections are common. There are also many
ungrammatical forms and dialect differences.

 11. Colloquial Language Howzit?

 12. 5. COLLOQUIAL LANGUAGE Idioms, slang, reduced forms, and

shared cultural knowledge are all part of spoken language. Learners are
usually exposed to “textbook English” and need help.

 13. Rate of Delivery

 14. 6. RATE OF DELIVERY The number and length of pauses are more
crucial to comprehension than sheer speed (Richards 1983). Still, learners
need to be able to comprehend language delivered at varying rates of
speed and, at times, delivered with few pauses.

 15. Stress, rhythm, and intonation

 16. 7. STRESS, RHYTHM, AND INTONATION English is a stress-timed
language. Also, intonation patterns are significant for interpreting
questions, statements, emphasis, sarcasm, endearment, insult, solicitation,
praise, etc.

 17. Interaction

 18. 8. INTERACTION The spoken word is subject to rules of interaction:

negotiation, clarification, attending signals, turn-taking, and topic
nomination, maintenance, and termination. To learn to listen is also to learn
to respond and to continue a chain of listening and responding.

 19. 8 FACTORS IN LISTENING COMPREHENSION 1. Clustering 5.

Colloquial Language 2. Redundancy 6. Rate of delivery 3. Reduced Forms
7. Stress, Rhythm, 4. Performance and Intonation Variables 8. Interaction

 21. PRINCIPLE #5 Encourage the DEVELOPMENT OF SPEAKING

STRATEGIES ❋❋❋❋❋❋❋

 22. LISTENING STRATEGIES

 23. Listening Strategies Looking for Key Words

 24. Listening Strategies Looking for Nonverbal Cues to Meaning

 25. Listening Strategies Predicting Speaker’s Purpose by Context of

Discourse

 26. Listening Strategies activating one’s background knowledge

(schemata)

 27. Listening Strategies guessing at meanings

 28. Listening Strategies seeking clarification

 29. Listening Strategies listening for general gist

 30. Listening Strategies various test-taking strategies for listening
comprehension

 31. LISTENING STRATEGIES looking for key words looking for nonverbal
cues to meaning predicting speaker’s purpose by context of discourse
activating one’s background knowledge (schemata) guessing at meanings
seeking clarification listening for general gist various test-taking strategies
for listening comprehension

 32. PRINCIPLE #6 Include both BOTTOM-UP &TOP-DOWN listening

techniques ❋❋❋❋❋❋❋

 33. “Bottom-up processing proceeds from sounds to words to grammatical

relationships to lexical meanings, etc., to a final ” message.

 34. “ Top-down techniques are … concerned with the activation of

schemata, with deriving ” meaning of spoken discourse.

 35. PRINCIPLES FOR TEACHING LISTENING SKILLS 1. Include a focus

on listening in an integrated-skills course 2. Use techniques that are
intrinsically motivating 3. Use authentic language and contexts 4. Carefully
consider the form of listeners’ responses 5. Encourage the development of
speaking strategies 6. Include both bottom-up and top-down listening
techniques

What kinds of listening tasks are appropriate?

There are numerous activities to choose from for developing listening skills.
Lund (1990) has categorized them according to nine responses that can be
observed as comprehension checks:

1. Doing: the listener responds physically such as in Total PhysicalResponse

(TPR);
2. Choosing: the listener selects from alternatives such as pictures, objects,
texts, or actions;
3. Transferring: the listener transforms the message such as drawing a
route on map, or filling in a chart;
4. Answering: the listener answers questions about the text;
5. Condensing: the listener takes notes or makes an outline;
6. Extending: the listener goes beyond the text by continuing the story or
solving a problem;
7. Duplicating: the listener simply repeats or translates the message;
8. Modeling: the listener performs a similar task, e.g. gives instructions to a
coworker after listening to a model or;
9. Conversing: the listener is an active participant in a face-to-face
conversation.

A listening component can be built into an adult ESL lesson based on these
activity response types in concert with the guidelines mentioned above. For
example, choosing as a response may by used to develop bottom-up skills
as learners listen to series of sentence patterns with rising and falling
intonation and check column 1 (rising) or column 2 (falling) according to the
pattern heard; or, the top-down skill of getting the gist of the message may
be developed as learners hear sentences describing a work task and select
the appropriate picture (Peterson, 1991). An activity involving conversing
might be to set up projects which call for learners to conduct interviews with
native speakers outside of class on a theme related to a particular unit of
study. For example, in a unit on Problem Solving on the Job, learners might
ask questions about where and to whom coworkers go for help when they
have a problem with a piece of equipment or with another worker or with
understanding internal memos. (See Nunan and Miller (1995) and Rost
(1991) for descriptions of listening tasks.)