TUGAS BAHASA INGGRIS

“LISTENING COMPREHENSION”

DISUSUN OLEH
NAMA : CANDRIKA DELLA VABELIA
JURUSAN : 1 B KEPERAWATAN

DOSEN PEMBIMBING : IBU WAHYU ENI SETYOHARI, M.Pd

KEMENTERIAN KESEHATAN REPUBLIK INDONESIA

PROGRAM STUDI DIII KEPERAWATAN/KEBIDANAN/SANITASI
POLTEKKES KEMENKES TANJUNGPINANG
TAHUN 2021
 1. Tugas Listening 1
a. Resume text
Listening comprehension
In this article you will find an explanation of listening comprehension in a practical way.
 What is Listening Comprehension?
Listening is the ability to receive, understand, interpret and respond to verbal and non-
verbal messages from the speaker. During the process of listening one can reach an
understanding that is linked to several factors: listening, the message, the context, the
memory, among others.
 The definition of Listening Comprehension
This communication skill is connected to cognitive learning as it works with the
development of memory, attention, vocabulary, grammar and comprehension monitoring.
Listening then is the interpretation of spoken language and this includes the recognition
of discourses of sounds, the understanding of the meaning of individual words or the
understanding of the syntax of sentences that may arise in a dialogue or discourse.
The importance of recognising context in listening means that the person can relate what
they hear to the real world in which they live as they can symbolically recognise concepts
with language and link them together in order to understand what they hear and give it a
meaningful meaning.
 Differences between listening and hearing
Hearing is:

 Physiological order
 Perceiving the sounds
 Passive process
Listening to is:

 Interpretative order
 Interpreting sound and verbal and non-verbal actions
 Active process
 Elements of listening and understanding
By listening carefully, meanings are built up by the listener. During this cognitive process the
following elements interact:

1. The listener
2. The message transmitted (text)
3. The context (linguistic environment)
For listening comprehension there are several developmental components, which are:
1. Before listening
This is the planning phase, where it is determined why one is going to listen, to whom
one is going to listen, among other questions.
2. During listening
This is the execution phase. Actions that are carried out as we listen, such as
formulating hypotheses, creating mental images, observing and supporting the speaker’s
gestures and movements, analysing and using cognitive skills in the process.
3. After listening
This is the assessment phase. This phase is about determining whether what was heard
was understood by making summaries, forming questions, etc.
All of this forms a cognitive level of learning, including memory and listening skills.
  Listening Comprehension Skil
The following listening comprehension skills are distinguished

 Recognition: connecting, recognizing the components of a message (sounds,

words, linguistic elements such as pronouns, verbs, among others).
 Selection: select the most important words in the message (names, verbs, key
words among others), then group the selected details in level of importance.
 Interpretation: is the understanding of the information that was heard. This
means knowing the intention and purpose of the message, its main ideas and the
importance of the most significant part of the message the speaker is giving.
Anticipating
Activating the information you have in order to use it in advance on a specific topic and to be
able to understand it better by having the right bases such as language and body expressions.
Infer
To be able to infer the data of the sender, this means that it is possible to extract the
information from the situation that is being presented at the moment with non-verbal codes
such as gaze, fascial and body movements among others as a complement to being able to
understand the discourse much better.
Retain
Remember key words and ideas in order to know how to interpret them. Retaining in the long
term memory is important to get the most out of a message that is heard.
 Listening comprehension with socio-cultural interaction
The development of Listening Comprehension is directly linked to language and how this
helps to enhance learning and significant understanding of our reality, that reality which is
lived either professionally or personally. Listening helps to interpret the speaker, his speech
and what he wants to achieve with that speech.
This relationship goes from the speaker, message, and listener, the latter being the listener
as the one who deciphers the message with the language and learning tools he or she has.
Listening is the key to understanding the speaker’s message.
The development of listening has also been able to generate social skills as listening to
others and not simply hearing sounds and linking these sounds are essential. Listening is
being able to give a meaningful sense of rational interpretation to what a person says and this
results in the human being, being able to develop the social skill of being able to sympathise
with others.
 Listening and language
The learning of a new language generates the development of cognitive skills for the
person, in which writing and speaking can be evidenced in order to complete the knowledge
of that language with the power of Listening Comprehension.
 Listening Comprehension Example
Patrick is a student living in Switzerland and his native language is Swiss-German,
however, he wants to learn Spanish because he wants to travel to South America for a student
exchange. Patrick knows that the native language of this continent is Spanish, so he starts to
study Spanish before starting his trip.
He began to study Spanish from scratch as he had no basis in the language, thus
developing and improving his cognitive skills for the processing of information from the
language he is learning. In his learning process are the communicative skills he needs to
acquire to be able to speak, understand and process Spanish naturally.
 Characteristics of Listening Comprehension
In order to be able to have a comprehension in the listening it is necessary to have clear
some characteristics that are
  To know the linguistic code to be able to listen and understand better. The
message always has a sequence and congruence in order to be able to relate
sounds and words and bring them ideas of thought.
 Auditory skills are needed for this, as the person has to store information to be
able to give feedback or reflect on the message he or she is hearing.
 Listening Comprehension summary
Listening Comprehension can generate skills for retention, relationship and understanding
of a message. To be able to get the most important things out and to be able to interpret them
in the best possible way in order to develop knowledge. It is also important to emphasize that
the relevance of listening comprehension is not only to be able to channel and understand a
message in the best way, but also to know how to listen can improve social skills.
In the case of the improvement of social skills, listening is an important role in order to be
able to relate to other human beings in both personal and professional life. Understanding
listening builds confidence in being able to interpret messages in the best possible way with
attention focused on being able to connect to what the sender wants to convey.
Listening attentively will help communication skills become social and enable better
integration into society

b. Resume kolom listening 1 (https://youtu.be/UBkjokmKqcg)

Noun
A noun is a word that identifies a person, animal, place thing or idea.
Identifying a noun
As you read the following explanations, think about soe word that might fit into each
category.
 Person whether proper name, gender, title or class is a noun
 Animal whether proper name, species, gender or class is a noun
 Place whether proper name, physical location or general locale is a noun
 Thing whether it exists now, will exists or exists in the past is a noun
 Idea be it a real, workable idea or a fantasy that might never come to fruition is a noun
Nouns function
 Nouns are subjects. Every sentences has a subject, which is a noun that tells us what
that sentences is all about.
 Nouns are direct object. These nouns receive sction from verbs
 Nouns are indirect object. These nouns receive the direct object.
 Nouns are object of prepositions. These nouns follow the prepositions is prepositional
pharases.
 Nouns are predicate nomintives. These nouns follow linking verbs and rename the
subject.
 Nouns are object complement. These nouns complete the direct object.

2. Tugas listening 2
a. Question grup 6
Question grup 6
1. What is the patient’s complaint?
2. What medicine did the doctor give?
3. How long does the doctor give the patient?
4. Does mr.aria have any allergies?
5. Who checked mr.aria?
Answer
1. Very itchy rash
2. Ointment that is smeared on the rash
3. 2 weeks
4. No, mr.aria doesn’t have any allergies
5. Doctor johnson

b. Resume kolom listening 2 (https://youtu.be/ylRT2ZaJXuw)

Adverb
An adverb is a word that describe or modifies, as grammarians put it a verb, an adjective or
another adverb.
 A verb is an action word (jump, run, swim, ski, fish, talk)
 An adjective is an descriptive word that describes a noun (pretty, happy, silly, sunny)
 A noun is a person, place or thing (girl, dog, mom)
It is easy to see how adverbs describe or modify, verbs, since they simply explain most about the
action. For example:
 He quickly runs
 She slowly walks
 He happily chatters
Adverb can also describe adjective or other adverbs. They provide more information about that
other descriptive word. For example:
 He very quickly runs. In this sentences, “quickly” is an adverb describing the verb “runs”.
“very” is another adverb, this time describing the adverb “quickly” (“very quickly” can be
used as an adverb phrase)
 The very pretty girl sat down. In this sentence, “pretty” is an adjective describing the noun
“girl”. “very” is an adverb describing the adjective “pretty”
Identifying an adverb
You can tell whether or not a word is an adverb by considering its function in the sentence. If
it is describing one of those three parts of speech-a verb, adjective or other adverb it is an adverb
A lot of adverbs –not all, but a lot – end in “ly”. For example happily, speedly are all adverbs. So, if
you said:
 He speedly runs
You can tell that happily is an adverb because it is describing the verb runs and because it ends in
ly
Many high-frequency words are adverb as well. For example, very , much, more and many can all be
adverbs.
 The puppy’s behavior was very bad
 The much smarter boy won the race
Common errors with adverbs and adjectives
People often mistakenly use adjectives when they should use an adverb and vice versa. For
example, a sentence that reads:
 He behaved very bad on the field trip.
Is incorrect because bad is modifying or describing behaved which is a verb. It should read
 He behaved very badly
On the other hand, if you said:
 His behavior is bad
That would be correct because in this case the word bad is an adjective describing the noun behavior
Good and well
Confusing adverbs and adjective is a common error with the words good and well
 Good is an adjective that should modify nouns (the good boy)
 Well is an adverb that modifies a verb (he listens well) or even an adjective (the well educated
boy)
Tugas listening 3
a. Question grup 7
Question grup 7
1. Who examines the patient?
2. Who asked the doctor about tuberculosis?
3. What does the doctor explain to the patient?
4. What do patients complain about when they come to see the doctor?
5. What is the doctor’s message to the patient to avoid tuberculosis?
Answer
1. Nurse and doctor
2. Asked the doctor about tuberculosis is patient
3. Doctor explain to the patient is the doctor explained about the transmission of TB
disease through sparks that come out of phlegm when coughing or through dust from
eating or drinking utensils that contain TB germs. And also TB disease is not
inherited genetically because TB is not hereditary. TB disease can come back again to
people who have recovered from TB because after recovering from TB there is no
lifelong immunity. to take medication regularly transmission of TB disease can occur
even in a clean environment this TB affects pregnant women, usually the nutritional
condition of TB patients is not good, so this can affect the development of the fetus in
the womb. A healthy lifestyle is the key for us to avoid TB, because we don't know
when we can get TB germs.
4. Patient complain about when they come see the doctor through sparks that come out
with phlegm counghing, i can be through dust
5. A healthy lifestyle is the lcey because we don’t know when we can get TB germs
kuman

b. Resume kolom listening 3 (https://youtu.be/mif4drX3rz)

Self introduction and introduce yourself
Introduce yourself! Learn how to confidently give self intoduction inn english and
how to introduce yourself in an email, in an interview or in an english class... with example
sentences (question and answer) video lesson and ESL printable worksheets.
What do you say when you meet someone new? Intoduce yourself of course!
Introducing yourself is much more than saying your name. You need to tell some
more information about you in english. Introducing yourself to strangers can be tricky
because what you say depends on the context, situation (introduce yourself in a job interview,
introduce yourself in an email or give self introduction in english class)
In this lesson, you will learn how to confidently introduce yourself in english
Intoduce yourself: name
Question: what’s your name?
Answer:
 My name is...../i’m ...
 You can call me..../they call me....
Introduce yourself: address
Question: where do you live?/ what’s your adress?
Answer:
 I live in..
 I grew up in...
Self introduction: country
Question: where are you from?
Answer:
 I’m from...
 I was born in...
Self introduction: age
Question: how old are you?
Answer:
 I’m ..... years old
 Iam around your age