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- Microskills
1) Discriminate among the dstinctive sounds of Engllish
2) Retain chunks of language of ifferent lenghts in short-term memory
3) Recognize English stress patterns, words in stressed and unstressed positions,
ryhthmic structure, intonation contours, and their role in signaling information
4) Recognize reduced forms of words
5) Distinguish word boundaries, recognize acore words, and interpret word order pattern
and their significance.
6) Process speech and different rates of delivery.
7) Process speech containing pauses, errors, corrections, and other performance
8) Recognize grammatical word clauses (noun, verbs, etc.), systems, (e.g, tense,
agreement, pluralization), patterns, rules, and elliptical forms.
9) Detect sentence constituents and distinguish between major and minor consstituents
10) Recognize that a particular meaning may be expressed in different grammatical
11) Recognize cohesive devices in spoken dicourse

- Macroskills
12) Recognize the communicative function of utterances, according to situations,
participants, goals.
13) Infer situations, participants, goals using real-world knowledge.
14) From events described, predict outcome, infer links and connections between events,
deduce causes amd effects, and detect such relations as main idea, supporting idea,
new information, given information, generalization, and exemplification.
15) Distinguish between literal and implied meanings.
16) Use facial, kinesics, body language, and other nonverbal clues to decipher meanings.
17) Develop and use of battery of listening strategies such as detecting key words,
guessing the meaning of words from context, appealing for help, and signaling
comprehension or lack thereof. (Brown, 2010)
2. Format of assessing listening
1. Intensive listening : listening for understanding of the component. For
example: phoneme, words, intonation and etc.
2. Responsive listening : listening to shorter part of language in order to make an
equal short response. For example: greeting, question, command and etc.
3. Selective listening : processing part of discourse such as short monologues for
several minute, in order to find certain information. For example: teacher direction in
classroom, news item from radio or TV and stories.
4. Extensive listening : listening to develop global understanding of spoken
language. For example: universities lectures.
3. Example of forms assessing listening
 Intensive learning
1. Recognition phonological and morphological elements
 Phonemic pair, consonants (L,R)
 Phonemic pair, vowels (L,R)
 Morphological pair, -ed ending (L,R)
 Stress pattern in “can’t” (L,R)
 One-word stimulus
2. Paraphrase recognition
 Sentence paraphrase (L,R)
 Dialogue paraphrase (L,R)
 Responsive listening
1. Appropriate response to a question (L,R)
2. Open ended response to a question (L,S,W)
 Selective listening
1. Listening close
2. Information transfer
 Multiple - picture – cued selection (L)
 Single – picture – cued verbal multiple choice (L,R)
 Chart filling (L,R,W)
3. Sentence repetition
 Extensive listening
1. Dictation
2. Communicative – stimulus – response – task
 Dialogue and multiple choice comprehension items (L,R)
 Dialogue and authentic questions on details (L,R)
3. Authentic listening tasks
 Note taking
 Editing
 Interpretive task
 Retelling

Kompetensi dasar assessing listening

Kompetensi Dasar Assessing Listening

3.4 membedakan fungsi sosial, struktur teks,
dan unsur kebahasaan beberapa teks news
item lisan dan tulis dengan memberi dan
meminta informasi terkait berita sederhana
dari koran/radio/TV, sesuai dengan konteks
3.4 menangkap makna secara kontekstual
terkait fungsi sosial, struktur teks, dan unsur
kebahasaan teks news items lisan dan tulis,
dalam bentuk berita sederhana koran/radia/TV