Spoken discourse has very different characteristics from written

discourse, and these differences can add a number of dimensions to

our understanding of how we process speech. For example, spoken
discourse is usually instantaneous. The listener must process it
online and there is often no chance to listen to it again.
Richards, Jack C. 2008. Teaching Listening and Speaking From
Theory to Practice. America: Cambridge University Press.
Page: 4

Four commonly identified types of listening: they are intensive,

responsive, slective, and extensive.
Brown, H. Douglas. 2003. Language Assesment Principles and
Classroom Practices. San francisco, California: Longman.
Page 131

Listening Processes Bottom-up Processes

These are the processes the listener uses to assemble the message
piece-bypiece from the speech stream, going from the parts to the
whole. Bottom up processing involves perceiving and parsing the
speech stream at increasingly larger levels beginning with auditoryphonetic, phonemic, syllabic, lexical, syntactic, semantic,
propositional, pragmatic and interpretive (Field, 2003: 326). Topdown Processes Top-down processes involve the listener in going
from the wholetheir prior knowledge and their content and
rhetorical schematato the parts. In other words, the listener uses
what they know of the context of communication to predict what the
message will contain, and uses parts of the message to confirm,
correct or add to this. The key process here is inferencing.
Nation, I. S. P. and Newton, J. 2009. Teaching ESL/EFL Listening
and Speaking. New York: Routledge. Page: 40.

Listening is the natural precursor to speaking; the early stages of

language development in a persons first language (and in naturalistic
acquisition of other languages) are dependent on listening.
Nation, I. S. P. and Newton, J. 2009. Teaching ESL/EFL Listening
and Speaking. New York: Routledge. Page: 37.
Students obviously need both bottom-up and top-down processing
skills in listening as well. Students must hear some sounds (bottom-up
processing), hold them in their working memory long enough (a few
seconds) to connect them to each other and then interpret what theyve
just heard before something new comes along. At the same time,
listeners are using their background knowledge (top-down processing)
to determine meaning with respect to prior knowledge and schemata.
Brown, Steven. 2006. Teaching Listening. USA: Cambridge
University Press. (Page: 3)

Burns (1998) distinguishes between two different types of talk as

transaction. The first type involves situations where the focus is on
giving and receiving information and where the participants focus
primarily on what is said or achieved (e.g., asking someone for
directions). Accuracy may not be a priority, as long as information is
successfully communicated or understood. The second type is
transactions that focus on obtaining goods or services, such as
checking into a hotel or ordering food in a restaurant.
Burns, Anne (1998). Teaching speaking. Annual Review of Applied
Linguistics 18:102123.
The mastery of speaking skills in English is a priority for many
second-language or foreign-language learners. Consequently, learners
often evaluate their success in language learning as well as the
effectiveness of their English course on the basis of how much they
feel they have improved in their spoken language proficiency.
Richard, Jack C. 2008. Teaching Listening and Speaking. New York:
Cambridge University. Page: 19

By the end of twentieth century English already well on its way to

becoming a genuine lingua franca, that is a language used widely
between people.
Harmer, Jeremy. 2007. The Practice of English Language Teaching.
Pearson Longman ELT; 4th Edition. Page: 13
Speaking is productive skill in the oral mode. It is not like the other
skills, is more complicated than it seems at first and involves more
than just pronouncing words.
Bashir, Marriam,. et, al., (2011). Factor Effecting Students English
Speaking Skills. England: British Journal of Arts and Social
Science. Page: 38
Snowball Throwing can be interpreted as a learning method that using
a ball of rolled-up paper that have questions in and then thrown in
rotation among the group members.
Ria, Lancarwati Vivi. 2012. Peningkatan Motivasi Belajar IPS Siswa
Kelas VIII dengan Menggunakan Metode Snowball Throwing
di SMP N 4 Satuatap Bawang Banjarnegara, Skripsi S1
Universitas Negeri Yogykarta. Yogyakarta. Not published.
Teaching English as a Foreign Language (TEFL), which is also known
as Teaching English to Speakers of Other Languages (TESOL) or
English Language Teaching (ELT), involves the process of teaching
the English language to students whose first language is not English.
Gilby, Clare. 2011. Teaching English as a Foreign Language. United
Kingdom: Edge Hill Careers Centre. Page: 1

Games are so useful and important. It is not just because they are fun.
It is partly because the fun element creates a desire to communicate
and partly because games can create unpredictability.
Halliwell, Susan. 1993. Teaching English in Primary Classroom. New
York: Longman Publishing.

The step how to use snowball throwing technique by saying that

snowball throwing are teacher presents the material to be presented.
Teacher form a group and call the chairman of each group to give an
explanation about the material. Each group head back to the group and
explain any material submitted by the teacher to his friend. Each
student is given one sheet of paper to write down a question of
whatever pertaining to material that has been described by the group
leader. Paper containing the question was made into a ball and thrown
from one student to other students who for 15 minutes. After students
got one ball or one question is given the opportunity for students to
answer questions that are written in ball-shaped paper interchangeably.
Evaluation and closing.
Suprijono, Agus. 2009. Cooperative Learning. Yogyakarta: Pustaka
Belajar. Page: 128

The benefit from cooperative learning, groups of participants must be

working together, not only ''next to'' one another. Also, it should be
considered that if teacher do not have careful planning and
monitoring, group works hinder learning and decrease social
interaction than promote it in classes
Woolfolk, A.E., Winne, P. H., & Perry, N. E. 2003. Educational
psychology. Canada: Pearson Education.
A language learning course is used to reach learning goals. These
goals can include the learning of: (1) language items such as sounds,
vocabulary and grammatical constructions, (2) the content or ideas of
the subject being studied such as geography, English literature,
mathematics, or crosscultural understanding, (3) language skills such
as listening, writing, fluency in using known items, and strategies for
coping with language difficulties, and (4) the organisation of discourse
such as rhetorical features and communication strategies.
Nation, I. S. P. and Newton, J. 2009. Teaching ESL/EFL Listening
and Speaking. New York: Routledge. Page: 14.

Since everybody has pronunciation of their language, everybody has

an accent.
Bauer, Laurie. 2002. An Introduction to International Varieties of
English: Edinburgh: George Square.
Knowing a language menas knowing what sounds (or sign) are in that
language and what sounds are not.
Fromkin, Victoria and Robert Rodman. 1998. An Introduction to
Language. 6th Edition. Orlando: Harcourt Brace Collage
Publisher.
The process of input varieties can be influences from contact
languages, influee=nces from other colonies, influences from later
immigrants, influences from world English.
Bauer, Laurie. 2002. An Introduction to International Varieties of
English: Edinburgh: George Square.

One of the most useful techniques in a listening and speaking

programme is the teacher engaging in meaning-focused dialogue with
the learners. This dialogue can have many different focuses. It can be
focus with interview, quizzes, listen and do, bingo, and information
transfer.
Nation, I. S. P. and Newton, J. 2009. Teaching ESL/EFL Listening
and Speaking. New York: Routledge. Page: 30
Role playing is a popular paedagogical activity in communicative
languageteaching classes. Within constraints set forth by guidelines,
it fress students to be some-what creative in their linguistic output.
Brown, H. Douglas. 2003. Language Assesment Principles and
Classroom Practices. San francisco, California: Longman.
Page 174

Fiske (1990:1), Communication is talking to one another, it is

spreading information.
Fiske, John. 1990. Introductionn to Commuunication Studies. London:
Routledge.

Courses in listening and speaking skills have a prominent place in

language programs around the world today. Ever-growing needs for
fluency in English around the world because of the role of English as
the worlds international language have given priority to finding more
effective ways to teach English.
Richards, Jack C. 2008. Teaching Listening and Speaking From
Theory to Practice. United States of America: Cambridge
University Press. Page: 1
The mastery of speaking skills in English is a priority for many
second-language or foreign-language learners.
Richards, Jack C. 2008. Teaching Listening and Speaking From
Theory to Practice. United States of America: Cambridge
University Press. Page: 19

Speaking a language is especially difficult for foreign language

learners because effective oral communication requires the ability to
use the language appropriately in sociaal interactions.
Shumin, K. 2002. Factors to Consider: Developing Adult EFL
Students Speaking Abilities. Page: 204

Learning to speak a foreign language requires more than knowing its

grammatical and semantic rules. Learners must also acquire the
knowledge of how native speakers use the language in the context of
structured interpersonal exchange, in which many factors interact.
Shumin, K. 2002. Factors to Consider: Developing Adult EFL
Students Speaking Abilities. Page: 204

Thornbury (2005:1) states that Speaking is so much part of daily life

that we take it for granted.
Thornbury, Scott. 2005. How to Teach Speaking. England: Longman.

There should be many opportunities in the class to speak through

meaningful activities. (Pinter. 2006: 62).
Pinter, Annamaria. 2006. Teaching Young Language Learners. New
York: OXFORD University Press.

Pinter (2006:55), To be able to speak fluently in a foreign language

requires a lot of practice.
Pinter, Annamaria. 2006. Teaching Young Language Learners. New
York: OXFORD University Press.

Penny Ur (1996:121) states that Learners are often inhibited about

trying to say things in a foreign language in the class room: worried
about making a mistakes, fearful of criticism or losing face, or simply
shy of the attention that their speech attracts.
Ur, Penny. 1996. A Course in Language Teaching. Cambridge:
Cambridge University Press.

Miyata (2004: iv) state Standing up in front of an audience to speak

makes students feel intimiadated and threatered.
Miyata, Cathy. 2004. Speaking Rules! Games and Activities for
Creating Effective Speakers, Presenters and Story Tellers.
Australia: Curiculum Cooperation.

Penny Ur (1996: 120) states that Of all four skills (listening,

speaking, reading and writing) speaking seem intuitively the most
important.
Ur, Penny. 1996. A Course in Language Teaching. Cambridge:
Cambridge University Press.

Halliwell (2003), Games are so useful and important. It is not just

because they are fun. It is partly because the fun element creates a

desire to communicate and partly because games can create

unpredictability.
Halliwell, Susan. 1993. Teaching English in Primary Classroom. New
York: Longman Publishing.

Paul (2003:49) also state that Games also provide a nontreatening

environment for coping with the new learning when children are
having fun, then there are more likely to take risks, make mistakes
without having feelings of failure and try to overcome their initial
feelings of confusion when they encounter new words and patterns.
Paul, David. 2003. Teaching English to Children in Asia. Hong Kong:
Longman Asia ELT.

Miller (2008: 2) added by saying that Within a classroom setting,

games functioned as a teaching aid in helping to explain or reinforee a
learning concept.
Miller, Christopher. 2008. Games: Purpose and Potential in
Education. New York: Springer.
Greenal (1984: 6) also added by saying that The term game is used
whenever there is an element of competition between individual
students or teams in a language activity.
Greenal, Simon. 1984. Language Games and Activities. Britain:
Hulton Educational Publications Ltd.

Suprijono (2009) Snowball throwing method is also called snow ball

drilling methods. This learning method to train students to be more
responsive to receive messages from other students in the form of
snowballs made of paper, and conveys the message to his friend in a
group.
Suprijono, Agus. 2009. Cooperative Learning. Yogyakarta: Pustaka
Belajar.

Bayor (2010), Snowball Throwing is one of the active learning model

which in practice involves a lot of students. The teacher's role here is
only as giving guidance on the topic of early learning and subsequent
demolition of the course of learning.

Hadfield (2005:5) A games activity which rules, a goal and element

of fun.
Hadfield, Jill. 2005. Intermediate Communication Games. England:
Longman.
Bayor (2010) states Snowball Throwing is one of the active learning
model which in practice involves a lot of students. Snowball throwing
in learning, a snow ball of paper contains the questions made by
students and then throw it to his friend to answer. Snowball throwing
encourages the students active speaking participation in the
classroom, because this method contains a rich communication where
students must be active.
Miller (2008: 66) states that Games are a way of helping make the
link. Educationally, games are used as a vehicle to engage students in
the learning process.
Miller, Christopher. 2008. Games: Purpose and Potential in
Education. New York: Springer.

Prendiville and Toye (2007:1) Drama is the most exciting way of

teaching.
Prendiville, Francis and Nigel Toye. 2007. Speaking and Listening
Through Drama. London: Paul Chapman Publishing.

Prendiville and Toye (2007:1) To achieve these attributes, qualities

and skills, the work must evolve through dialogue, where the teacher
provides structures to stimulate and provide the challenge for the
pupils.
Prendiville, Francis and Nigel Toye. 2007. Speaking and Listening
Through Drama. London: Paul Chapman Publishing.

Speaking consist of at least three stages: conceptualization,

formulation and articulation. During which the speaker is also
engaged in self-monitoring. Page 9-10
Thornbury, Scott. 2005. How to Teach Speaking. England: Longman.

There are five aspects of speech to be tested namely grammar,

vocabulary, comprehension, pronunciation, and fluency. Brown
(2001:406)

Three factors that contribute to listening comprehension of song:

1. Use of new vocabulary, idioms and expression.
2. Pronunciation and accent of the singer
3. Use of new grammar and structure (Lynch: 2008)

Listening is a complex problem solving skill and it is more than just

preception of the sounds. Listenig includes comprehension of
meaning, words, phrases, clauses, sentences and conected discourse.
(Oxford 1993: 206)

All language evolve over time as they are used by avariety of speakers
with different needs.
Carol, A. Chapelle. 2003. English Language Learning and
Technology. Amsterdam: John Benjamins Publishing Company.

Speaking is the same as an oral interaction which are conventional

ways as presenting information, expressing idea and thought have in
our mind. (Nunan. 1991: 40)

Speaking is the uniquely human ability to communicate information,

idea, emotion to others using oral language. Morracle and Peltak
(2003)

Song is a piece of music with word that is sung. Hornby (1990:1133)

Speaking is a form of communication, so it is not important that what

you say conveyed in the most effective way. Jones, R (1989: 86)

Speaking is a crucial part of second language learning and teaching.

Hayriye Kayi: University of Nevada.

Feedback strategis can vary in several dimensions: timing, amount,

mode and audience.
Susan M brookhart. How to Give Effective Feedback to Your Students.

Since everybody has pronunciation of their language, everybody has

an accent.
Bauer, Laurie. 2002. An Introduction to International Varieties of
English. Edinburgh: George Square.

Accents of English are described in terms of derivation form one of

the two best-described accents.
Bauer, Laurie. 2002. An Introduction to International Varieties of
English. Edinburgh: George Square.

Gumperz and Tannen (1979) show that impresssions of style grow out
of the use of linguistic devices to signal how an utterance is meant.
Tanen, Deborah. Conversational Style: Analyzing Talk Among
Friends. New Jersey: Ablex Publishing Cooperation.

The process of input varieties can be influences from contact

languages, influences from another colonies, influences from later
immigrants, influences from world English.
Bauer, Laurie. 2002. An Introduction to International Varieties of
English. Edinburgh: George Square.

The material is very important for the students to improve their

listening skill. A suitabe material can make the students want to learn.
The material which suitable with students have to interesting, in the
right level of students difficulty and presented in various activities.
Puspita in Hasyunu 2006: 4)

Try to guess the meanings of unfamiliar words as you read.

Skimming a selection first (reading very quickly for main ideas)
helps a great deal. Other ways of understanding a new word are
breaking it apart into smaller words, prefixes, and suffixes, and
finding a synonym or explanation near the word.
Wegmann, Brenda. 1985. Mosaic II A Reading Skills Book. New York:
Random House. Page: 3.

Listening is a psychophysical, subjective activity.

Listening critically inevitably relates the
activity to physical things such as amplifiers,
microphones, loudspeakers, and environment.
Everest, Alton, F. 2007. Critical Listening Skills Audio Professionals.
Canada: Thomson Learning Inc. Page: 2.
Cultural anthropology, one of the two main branches of anthropology,
offers fascinating insights into our own culture as well as into
other societies. Also presented are some of the reasons for studying
cultural anthropology and the skills needed to nurture and support
intercultural communication.
Dunkel, Patricia., Frank, Pialorsi. 2005. Advance Listening
Comprehension.United State of America: Thomson Heinle.
In the early days of English Language Teaching (ELT), listening
chiefly served as a means of introducing new grammar through model
dialogues.
Field, John. 2009. Listening in the Language Classroom. United
Kingdom: University Press Cambridge. Page: 13.
Grammar is not just concerned with syntax, however. The way words
are formed and can change their form in order to express different
meanings.
Harmer, Jeremy. The Practice of English Language Teaching.

One very important idea for teaching listening is that listening courses
must make use of students prior knowledge in order to improve
listening comprehension.
Brown, Steven. 2006. Teaching Listening. USA: Cambridge
University Press. Page: 2.