INTERNET BASED LISTENING Kristonny Panjaitan kris2nypanjaitan@yahoo.com Abstract Nowadays people are exposed to the usage of the internet.

In everyday life, people are using internet for social connection, for dealing with office activities, for references and for entertaining. Related to teaching English, students in their young age are really relying on the usage of the internet. In this condition learning using old method is not really covers the needs and the situation of the students recently. Especially for listening skill, English teachers still use the tape recorder which is limited sources and it is only depending on the teacher (teacher centered) thus the tape played is not up to date. Some facts that found are teachers just read the role play that enable students only recognizing the teachers pronunciation and the teachers accent. The fact is students must be exposed to the native and up to date oral language. The listening skill must follow the changing era and move from the traditional way to the internet based way. The usage of internet is widen the classroom activity which is not just blocked by classroom walls but broaden students mind into a global setting. According to (Rivers 1981) , on average, we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write). It means that teacher must pay a serious attention in teaching listening like making attention to the other skills.

Key words 1. Internet is the large system of connected computers around the world which allows people to share information and communicate with each other using email. 2. Listening is an activity in hearing closely and grasping meaning from something heard. 3. Podcast: a radio program that is stored in a digital (= using signals in the form of numbers) form that you can download from the Internet and play on a computer or on an MP3 player 4. Video cast or video podcast: a podcast in a form of video.

Introduction The writer is an English teacher in Kalam Kudus Christian Senior High School. In the practice of teaching listening, sometimes the writer found some difficulties in searching the materials for listening comprehension. The latter practice was using movies, using songs taken from the internet. Having a visual that support the audio brings a lot of help in listening if it is compared with the listening using tape recorder. In this paper, the writer wants to expose the benefits and the new ways in teaching listening.

Content Morteza barin (2008) research on the effect of internet-based listening tasks on listening comprehension of Iranian EFL learners, found that internet brings many benefits to learning listening. The study of theoretical views indicates that some scholars such as Long (1983), Kelm (1992), Kern (1995), Warschauer (1996), and Dyck (2005) all believe that "internet can be a medium of global communication and a source of limitless authentic materials". And also they believe that using internet-based activities not only enrich their educational program but also create much more learning opportunities for the learners. In other words studying both theoretical views and empirical research projects indicated that using internet-based activities potentially can put language learners in contact with native speakers in all over the world and also use of such activities decreases anxiety among many of the learners by motivation, greater students autonomy, greater participation, and a movement from teacher-center to studentcenter learning activities.

As the result of his study indicated, internet-based listening tasks had a significant effect on listening comprehension ability of IL group. In the present study, since listening task is regarded as a valuable skill in foreign language teaching and learning, the findings of this study suggest that instruction plays an important role in the improvement of the listening comprehension. Therefore, more emphasis should be put on the learners instruction in listening comprehension.

By referring to scholars point of view in review of literature, we can find more reasons for using internet-based activities in our teaching process. According to Warschauer (1996) internet can be a tool for global communication and a rich source of limitless authentic materials. Also (Long, 1983) believes that internet can facilitate better learning and use of internet-based activities discourages fossilization. Researches done by Beauvois (1992, 1994/5), Kelm (1992), and Kern (1995) indicated greater student motivation, greater participation by most of the students, and less anxiety is main outcome of using internet-based activities. Kern (1995) suggested that the use of such tools decreases anxiety among many of the students. Warschauer, Turbee, and Roberts (1996) studies indicated that using internet-based activities not only create greater student autonomy in learning but also it is a movement from teacher-centered to student-centered learning activities. Kern (1995) and Warschauer (1996) found that students produce more target language output in internet-based environments as opposed to oral discussions in regular classes. All in all, the present study investigated the effects of internet-based listening tasks on listening comprehension of EFL Iranian high school students. Performance of this method on 35 students in the experimental group (IL) shows that listening comprehension via internet facilitates EFL learners listening comprehension at a high degree. This finding is consistent with great tendencies

found in previous studies with regard to improving listening comprehension by internet-based listening tasks. Listening in traditional method is a passive way of learning, teacher cenetered and low exposure to the native sources. Now there is a new realization that the listening is an active skill. Rost (2002: 7) suggests that listening is a process involving a continuum of active processes which are under the control of the listener, and passive process which are not. It is different from hearing which is the primary physiological system that allows for reception and conversion of sound waves that surround the listener (Rost 2002: 7). A thorough definition of listening, thus, should include at least four factors: receptive, constructive, collaborative, or transformative (Rost 2002: 2). Receptive means receiving what the speaker actually says while constructive suggests constructing and representing meaning. Collaborative, on the other hand, shows negotiating meaning with the speaker and responding while transformative requires creating meaning through involvement, imagination and empathy. In summary, effective listening involves the listener taking an active role in constructing meaning with the speaker. Speaker must be aware of the deixis, speaker intention, implicit meaning and strategy use. In addition, effective listening will involve attention to cooperative social interaction, as that is where conversational meaning is monitored and negotiated (Rost 2002: 46). The notion of involvement, engagement, and negotiation is related to pragmatic approach to listening. The pragmatic point of view, listening is an intention to

complete a communication process. In order for this completion to occur, there must be engagement, in which a listener switcher from becoming a mere presence to an interpreter (Verschueren 1999 in Rost 2002: 40) Matheus Yumarnamto (2008) made a research about Podcast and video cast from the internet to improve students listening skill. He made two researches. From the first test It was suspected that there might be something wrong in the process of teaching learning. The suspicion was directed to the number of meetings that corresponded to the students exposure to natural English speech sounds. The two-credit subject had only one meeting a week for 100 minutes. As a matter of fact, the number of meeting was not enough for the acquisition and enrichment to take place. That was why the lack of exposure was the first candidate to blame. The first listening research was using the traditional listening method. Then he found the data as follow: Main Indicators No 1 2 3 Indicators Average students scores of Listening II Percentage of scores under 60 Percentage of Failed students Baseline (1st test) 64.3 26.66% 15% End of Project (2nd test) 71,78 16.47% 10.49%

The less exposure to native listening materials is the most influencing matter that affecting the students listening ability and score. From the first test, Mateus planned to make a teaching research that expose students to native listening materials through podcast and video cast for a semester.

UNIT 1 2

VIDEO CLIPS 18 Year Old Mayor Avian Flu

RADIO PROGRAM Dance Pioneer Katherine Dunham Remembered Women's Life Behind Bars: Punishment or Reform? First Lady and Arts Endowment Strive to Get Americans Reading Promoting Multilingualism in the U.S.

National Park

Desertification

5 6 7 8 9

Ethanol

10

Ginseng Farmers Protect Crop and Reputation Aceh Sharia Law Global Economy Requires Global Communication Kids and TV Researchers Follow Reports of Legendary Ape-Man Illegal Immigration Puppets Tackle a Tough Subject: HIV/AIDS Cattle Whisper Global Survey Finds Secondhand Smoke Threatens Children World Wide Santa in July Hawaii's Healthy Traditions Reach a New Generation

LANGUAGE FOCUS/SKILLS Identifying key words Understanding the purpose of a passage Statistics: Listening to numbers Statistics: Listening to number and percent Getting the main idea Understanding news reports Getting the details Summarizing by outlining Predicting and anticipating what is going to listen. Predicting and anticipating what is going to listen.

Podcast and video cast are good learning materials that expose students to native language.

Conclusions 1. In teaching listening, teacher must updated the materials according to the current events in order to improve students willingness to study 2. Using materials from internet rather than tape recorder. 3. Learning exposure through internet listening materials is really needed by students in improving their ability in listening.

References 1. Rivers, Wilga M., (1981), Second Language Teaching. 2. Barin, Morteza (2008), research on the effect of internet-based listening tasks on listening comprehension of Iranian EFL learners. 3. Dyck, B., (2005), Global School Net. 4. Kelm., (1992), Discourse and Participation in ESL Face to Face Written Electronic Conferences. Retrieved from the Web September 17, 2005. http://llt.msu.edu/vol10num1/fitze/default.html 5. Kern, R., (1995), Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. The Modern Language Journal, 79 (4), 457-476. 6. Warschauer, M., Turbee, L., & Roberts, B., (1996), Computer learning networks and student empowerment. System, 14(1), Retrieved from the Web March 12, 2005. http://iteslj.org/Articles/WarschauerInternet.html

7. Beauvois, M., (1998), Computer-mediated communication in the

foreign language classroom. The Canadian Modern Language Review, 54(2), 198-217. Retrieved from the Web August 25, 2005. http://etni.org.il/teachers/jimmy/references.htm 8. Long, M. H., (1983), Task based language teaching. Oxford, England: Blackwell. 9. Yumarnamto, Mateus.,(1998), Podcast and videocast from the internet to improve students listening skill.