Sosialisasi Ragam Keterampilan Menyimak Bahasa Inggris bagi Mahasiswa S1 Bahasa Inggris Universitas Muhammadiyah Mataram

Abstract

ABSTRAK Menyimak merupakan salah satu dari empat keterampilan yang fundamental pada tataran pembelajaran bahasa Inggris. Dibanding keterampilan lainnya seperti berbicara, membaca dan menulis, peran menyimak sangat dinamis karena mampu mengintegrasikan ketiga keterampilan lainnya kedalam keberlangsungan pembelajaran integrated four skills. Kendati keterampilan menyimak penting tetapi sulit dipelajari dan diajarkan (Alzamil 2021). Sosialisasi keterampilan menyimak dilakukan dengan tujuan: (a) membekali mahasiswa dengan ragam ketrampilan menyimak Bahasa Inggris secara umum sehingga mereka siap mengikuti matakuliah Extensive Listening tanpa kendala, dan (b) memfasilitasi mereka dengan pengetahuan identifikasi karakterisasi dari tiap model menyimak serta aktivitas pembelajarannya sehingga mereka dapat membedakan  ragam  menyimak satu dari lainnya. Sosialisasi ini melibatkan 20 mahasiswa sebagai respondennya dengan menggunakan metode ceramah, diskusi dan tanya-jawab lalu diakhiri dengan pengisian angket tentang informasi  dari ketiga tahap kegiatan sebagai umpan-balik. Hasilnya menunjukkan bahwa 60% dari responden menyatakan puas dan bermanfaat, 35% sangat puas dan sangat bermaanfaat serta 5% belum puas dan belum melihat manfaatnya.   ABSTRACT Listening is one of the four fundamental skills in learning English. Compared to other skills such as speaking, reading, and writing, the role of listening is very dynamic since it can integrate the other three skills into the continuity of learning the integrated four skills. Although listening skill is important, it is difficult to learn and teach. This community service program of listening skill was carried out with the aims to: (a) equip students with a variety of English listening skills in general so that they are ready to take Extensive Listening course without any difficulties, and (b) facilitate students with the ability to identify the types of listening models and learning activities so that they can be able to differentiate between listening models from one another. This program was attended by 20 participants. The materials were delivered through lecture, discussion, and question-and-answer. To gather information about their understanding, suggestion, and feedback concerning the program, the participants were given a questionnaire by the end of the program. The results show that 60% of them say that this program is satisfying and useful, 35% say it is very satisfying and very useful, and only 5% say it is not satisfying and have not seen any benefit from it.