Utilizing Technology in Arabic Teaching: Implementation of Media “Learning Aljazeera.Net” on Listening Skill Teaching at University of Darussalam Gontor

This research aimed to get a clear picture of the application of these media in the learning process of Arabic teaching, especially Maharah Istima’ at the University of Darussalam Gontor. Learning Arabic for non-native speakers requires more variety and innovation, including in the selection of teaching materials, learning methods, and learning media. This is because learning Arabic in Indonesia is an on-going process in search for the ideal form of learning. Researchers used descriptive qualitative research methods with participatory observation data retrieval methods and documents. The researchers used Miles and Huberman’s technique applied resting upon the stages of data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicated that the implementation of learning.aljazeera.net media in listening session rested upon 3 main stages. They were 1) pre-listening which contained vocabulary delivery, 2) the listening process which used videos from the learning.aljazeera.net website which were repeated at least 4 times, and then 3) the post-listening stage, covering the evaluation of listening activities from the simplest form to the most complex form of evaluation. The learning process of listening using the learning.aljazeera.net was a type of intensive, creative, concentrative, and explorative listening activity.

AN INVESTIGATION INTO DIFFICULTIES IN ENGLISH LISTENING OF FRESHMEN MAJORING IN ENGLISH AT A UNIVERSITY IN THE MEKONG DELTA, VIETNAM

English is a very popular language in the world. However, learning a foreign language is not an easy process for learners, especially the English listening process. In fact, most learners believe that it is hard for them to master this skill. Therefore, the research “An Investigation into Difficulties in English Listening of Freshmen Majoring in English at a University in the Mekong Delta” was conducted with the purpose of helping these students to recognize clearly their own problems in English listening. Statistical data were collected from eighty-five English-majored freshmen. The main instrument of the study was a questionnaire. The findings of the research would point out the students’ difficulties in linguistics, including vocabulary, grammar, pronunciation, intonation and accent; background knowledge; and difficulties from their own minds. One more notable purpose of this research is that thanks to the results, students can now solve their own problems, so that they can study better. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0749/a.php" alt="Hit counter" /></p>

Soundscape composition analysis combined with acoustics and musicology: a case study on the music piece of Daybreaking

With its own unique musical vocabulary oundscape composition has been unprecedently developed all over the world. The analysis of music s from the perspective of acoustics has its own advantages that cannot be replaced by the traditional musicology. Based on music named Dayb for a hope to overcome COVID-19, this paper analyzes the acoustic elements of , frequency spectrum and waveform. Combined with the traditional musicology, it can show that the undulation of waveform has associated with the formal structure and the visualization of music. The frequency spectrum shows that as the climax of the piece, the sound has a high energy in the range of 300-1000Hz, which is one of the extremely sensitive frequency ranges for human. The composer not only skillfully integrates the chanting of monks with the complex environmental sounds, but also reflects the innovative composition skills. The change of from weak to strong or contrarily is also in line with the emotional expression, that is, the core idea of moving from nature to nature. Since soundscape c retains more information, it is easier to immerse the audience in the listening process and appreciate the beautiful hope rather than the difficulty of understanding it.

Homiletical perspectives on preaching the truth to post-pandemic postmodernist listeners with reference to the emotional appeal of the text

When it comes to debating the background of this article, the matter of preaching to people in a post-pandemic postmodernist world is standing central. One should always acknowledge that listeners do not listen with their ears only. In their quest of listening to sermons, people are looking for meaningfulness. In the act of listening, listeners’ senses are optimally utilised because, in the active listening process, they start to listen along with seeing and feeling, as they are being introduced to the feelings or emotions that emanate from a particular message. It is the authors’ objective to pay attention to listeners that are seeking to embrace the truth. Therefore, the sacramental essence of transform people’s lives, and for them to look in the right direction for answers in their search, and that cannot be underestimated. This article delineates the idea that preaching the gospel amounts to more than a mere stirring up of emotions. In fact, in a post-pandemic postmodernist world where listeners yearn for answers amid afflictions, profound preaching requires a renewed interest in the feelings emanating from the text itself. Our research question phrases the matter as follows: Does preaching to post-pandemic postmodernist people centre on an emotional tone of speaking, or does it, instead, centre on the feelings evoked by the text itself? This question is addressed by adhering to Dingemans’ visualisation of a research project that reckons with descriptive, normative and strategic perspectives. We, as the authors, aim to indicate the result of this investigation in the following manner: Although emotional manipulation may be a pitfall, one cannot ignore that persuasive preaching is intentional and aims to move listeners to find delight in the emotional appeal made by the passage in the gospel. Viewed from a Reformational viewpoint, this research could better illuminate the challenges preachers face in communicating to listeners in a postmodern post-pandemic world.Contribution: This article contributes by offering homiletical perspectives to two waves that have an interplay, namely postmodernism and reality within a post-pandemic world. Preaching the gospel that deals with the feelings in the text could provide an impetus to this kind of praxis.

The Relationship between Metacognitive Listening Strategy Used by Proficiency Level and Their Listening Comprehension for Eleventh Grade in SMA Negeri 1 Gresik

Listening is one of receptive skills which is important for language learners in order to understand and construct meaning from oral information which has been delivered. Meanwhile, metacognitive listening strategy is one of listening strategies that could be used by learners before, during, and after listening process in order to improve students’ listening ability. Here, the researcher wants to know whether there is relationship between metacognitive listening strategy and students’ listening comprehension. There are two aims of this study: 1) to know the different use of metacognitive listening strategy by proficiency level, and 2) to know the relationship between metacognitive listening strategies and students’ listening comprehension for eleventh grade in SMA Negeri 1 Gresik. This study applied quantitative research using correlation study, 30 students included high, middle, and low-level were the sample of this study. The data have been collected by using listening strategies questionnaire, metacognitive awareness listening questionnaire (MALQ) and listening TOEFL test. The first questionnaire contained listening strategy in order to know the students who used metacognitive listening strategy and selected the sample. The second questionnaire had a purpose to get the answer of students’ metacognitive listening strategy. The listening TOEFL test have been used to get the students’ score of listening comprehension and classified the students into high, middle, and low- level students. After gaining the data, the researcher analyzed the data using statistical computation of Microsoft Excel and SPSS 16.00. The research finding from the computation of the data showed that there was significant different on the use of metacognitive listening strategy by proficiency level in which p-value was 0.015 < ɑ (0.05) and there was positive, strong correlation between metacognitive listening strategy and students’ listening comprehension (r=0.525). Furthermore, the p-value of Pearson Product Moment was 0.03. It means that there was significant relationship between metacognitive listening strategy and students’ listening comprehension for eleventh grade in SMA Negeri 1 Gresik. It could be summed up that there was positive, strong, and significant correlation between metacognitive listening strategy and students’ listening comprehension. Based on the result of the study, the students needed to increase their metacognitive listening strategy for getting better performance in listening comprehension. If metacognitive listening strategy increased then so did students’ listening comprehension. Therefore, the researcher gives some suggestions. Firstly, the teachers should consider metacognitive listening strategy for the students in order to improve students’ listening comprehension. Secondly, for the students, they are expected to increase their metacognitive awareness by applying metacognitive listening strategy in their listening process. The last for the next researchers, they are expected to conduct the research about metacognitive listening strategy by involving more subjects.

PENGARUH MEDIA AUDIOVISUAL TERHADAP KEMAMPUAN BERARGUMENTASI MAHASISWA PROGRAM STUDI SASTRA CHINA DALAM MATA KULIAH “CHINA TODAY”

The achievement of the level of language skills in learning Mandarin at the tertiary level is largely determined by the level of depth of knowledge received by students. The subject "China Today" is a listening course at the advanced level, where students must respond to Mandarin language discussions in the audiovisual media. Based on the field observations, it was found that there were two ways that are consistently used among students in presenting their arguments. The first is the delivery of short reviews and arguments that just repeat a few sentences according to what are they heard in the audiovisual media. The second is the submission of a complete review (covering all aspects mentioned in the audiovisual media), then followed by personal arguments. In the final listening process, as described by Tarigan, students should use the second way to present their arguments, to prove that they had achieved to the advanced level. The aim of this research is to identify which vocabulary was taken from audiovisual media, to analyze the effect of audiovisual media on students' ability in presenting arguments in the Mandarin language. Keywords: argumentative, audiovisual, Mandarin language, media

Listening Fast and Slow

Like other constructs studied by communication scientists, listening has been viewed as a predominantly deliberate process that requires considerable cognitive resources to perform well. Listening, contrasted with hearing as a more passive mode of information processing, requires a person to actively receive, process, and sensibly respond to aural information. The emphasis on deliberate processing might perhaps have been fueled by research in social psychology, from which much communication theory is drawn. That literature has emphasized rational, deliberate processing at the expense of a more intuitive mode that tends to be viewed as inferior in human decision making and grounded much more in emotions. Using a general dual-process framework, the authors argue that an intuitive, experiential system plays a much more important role in the listening process than previously recognized. They lay out their rationale and model for experiential listening and discuss ways in which people can improve their intuitive listening through mindfulness-based metacognitive practices.

The Impact of Cultural Background on Listening Comprehension of Saudi EFL Students

One of the most critical areas where considerable attention is required in teaching a foreign language involves listening skills. Listening plays an essential role in both communication and learning, and it is one of the most crucial necessary language skills in the field of language learning. Recent studies in foreign language listening have extensively focused on the prevailing difficulties of listening. There has been little research on the cultural- background as a sociolinguistic dimension of listening. Therefore, this study set out to determine whether Saudi EFL students face particular difficulty in their listening comprehension, to identify possible reasons for the problems, and to find out whether the cultural- background affects the listening process. To achieve these objectives, a triangulation method was followed. A diagnostic test and a questionnaire were used on a group of 31 Saudi students of English and a reflective essay was carried out on eight EFL teachers. The findings suggest, first, that listening is the most challenging language skill and, second, that Saudi EFL students encounter substantial difficulty in the perception, parsing, and utilization phases of their listening comprehension for many reasons. The findings also suggest that the cultural background has a significant effect on their listening process. This study is expected to contribute markedly towards increasing the understanding of listening difficulties in language learning, and improving the teaching-learning process, by recommending effective remedies for addressing such challenges.

Listening and comprehension in interpreting

The study of skilled listening comprehension shows that listening is a complex, dynamic, and interactive process that enables listeners to understand a message and respond adequately to the requirements of communicative interaction. Individual factors, such as language proficiency, working memory capacity, and previous knowledge, interact in the listening process and performance. Moreover, skilled listeners deploy controlled strategies directed at making the best use of their abilities to achieve a specific communicative goal. However, our understanding of individual variables, such as language proficiency, topic-specific knowledge, and the strategies that interpreters use when listening for interpreting, remain mostly unexplored. This article presents listening comprehension as a goal-directed activity and articulates recent research on individual factors involved in listening comprehension with current conceptions of comprehension for interpreting. This review identifies relevant gaps in our understanding about the comprehension process in interpreting.

An Experimental Study of the Effect of Content Schema on English Listening Testing of Non-English Majors

Listening occupies one of the most preliminary parts in foreign language learning and becomes more and more important. Pre-listening process of listening comprehension owns two models, bottom-up and top-down. The latter that emphasizes the introduction of background knowledge is tightly related to content schema. The aim of the study is to examine the impact of content schema on listening comprehension and to find whether there is difference of the impact of content schema on students of different levels of listening comprehension by conducting an experiment. About 189 participants from Zhejiang University were divided into control group (CG) and experiment group (EG). Both the two groups did pretests, tests and questionnaires. CG and EG were separately divided into high- and low-level groups based on the pretest scores. Independent sample T-test was used to analyze data. The results showed that content schema negatively affected listening comprehension and it had stronger impact on students with low listening proficiency.