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1. Ratmiati 2. Nia Daniati 3. Zaki M.Yunus

4. Silvia Desi A. 5. ShovalinaHelka

UNIVERSITAS BANTEN JAYA (UNBAJA)

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jl. Ciwaru II No. 73 Kota Serang-BantenTelp. (0254) 217066 Fax.(0254) 209583

FOREWORD

AssalamualaikumWr. Wb

Alhamdulillahhirobil'alamin gratitude we pray that the presence of Allah SWT

has given grace and guidance to us all, so that We can finish this paper.

Furthermore I would like to thank the lecturer, Miss.SiscaWulansariSaputri,

M.Pd for the course of Subject English Learning Strategy who always provide direction

and guidance to facilitate the preparation of this paper. And to friends who have given us

the spirit and encouragement so that this paper can be resolved.

Hopefully this paper can be useful to readers in general and we beg criticism and

suggestions for better progress.

Wassalamu'alaikumWr. Wb.

Serang, December 2014

Writter

CONTENTS

Foreword ………………………………………........................................................i

Contents …………………………………………………………………………….ii

CHAPTER 1

1. Background of Analysis ................................................................................. 1

2. Purpose ........................................................................................................... 2

CHAPTER 2 Explanation

1. Types of Listening ......................................................................................... 3

1. Discriminative listening ........................................................................... 3

2. Comprehension listening ......................................................................... 3

3. Critical listening ....................................................................................... 4

4. Biased listening ........................................................................................ 4

5. Evaluative listening .................................................................................. 4

6. Appreciative listening .............................................................................. 5

7. Sympathetic listening ............................................................................... 5

8. Empathetic listening................................................................................. 5

9. Therapeutic listening ................................................................................ 5

10. Dialogic listening ..................................................................................... 6

11. Relationship listening............................................................................... 6

2. Depth Of Listening ........................................................................................ 6

1. Deep listening .......................................................................................... 6

2. False Listening ......................................................................................... 7

3. Initial listening ......................................................................................... 7

4. Selective listening .................................................................................... 7

5. Partial listening ........................................................................................ 8

6. Full listening ............................................................................................ 8

3. Childhood reading skills linked to 'higher intelligence' in young adults ....... 8

a) Child Reading Skill .................................................................................. 8

1. In short: reading itself may boost intelligence ................................... 9

2. 'General intelligence' versus 'multiple intelligences'........................ 10

b) Intellectual Disability ............................................................................. 11

CHAPTER 3 Conclusion ......................................................................................... 15

CHAPTER 4 References.......................................................................................... 16

CHAPTER I

INTRODUCTION

1. Background of Analysis

Listening skills, like speaking skills, are very important in the working world. Not only

will good listening skills put you at an advantage when it comes to following instructions, but

if you are listening attentively, you will create a favorable impression with your supervisor.

While effective listening does not require that you agree with Honing Listening Skills If an

interviewer has a normal tone of voice, an attentive and active way of listening, and a non-

judgmental manner, he/she will maintain and even increase the candidates interest in

providing information. For an active listener, listening means hearing, comprehending, and

remembering. This paper would serve as a good guide for starting a research paper on

intelligence quotient.

An intelligence quotient, IQ, is a score that helps identify intelligence in an individual.

Different standardized tests are given to help determine an intelligence quotient score.

Modern IQ tests, group scores within ages ranges. As a result of modern IQ tests, use of a

mean average score of 100 and a standard deviation of 15, a vast majority of the population

has an IQ score that falls between 70 and 130. Most IQ tests are designed so that there is not

a score discrepancy between the different genders.

Many questions have been raised about the effects of social class and heredity on

Intelligence Quotient (IQ) testing. Throughout the middle of the 20th century, schools used

standardized tests and IQ tests to place students into tracks. Tracking can be defined in a

more general way as grouping students between classes, ―offering courses in academic

subjects that reflect differences in students’ prior learning‖. Distinctions in students were no

longer made based on whether students went on to the secondary grades, but rather what

curriculum track they were a part of in high school as opposed to the primary grades. The

perceived need of the government was to categorize students as officer or soldier caliber, and

IQ tests were used as the determinant of which category a person fell into. This translated

into the workforce needs, too.

A child with ID usually does best living at home. However, some families cannot provide

care at home, especially for children with severe, complex disabilities. This decision is

difficult and requires extensive discussion between the family and their entire support team.

Having a child with severe disabilities at home requires dedicated care that some parents may

not be able to provide. The family may need psychologic support. A social worker can

organize services to assist the family. Help can be provided by day care centers,

housekeepers, child caregivers, and respite care facilities. Most adults with ID live in

community-based residences that provide services appropriate to the person's needs, as well

as work and recreational opportunities.

2. Purpose

1. To Understand what is Type Of Listening

2. To know what is Depth Of Listening

3. To analyze Childhood reading skills linked to 'higher intelligence' in young adults.

CHAPTER II

EXPLANATION

1. Types Of Listening

Here are six types of listening, starting with basic discrimination of sounds and ending in

deep communication.

1. Discriminative listening

Discriminative listening is the most basic type of listening, whereby the difference

between difference sounds is identified. If you cannot hear differences, then you

cannot make sense of the meaning that is expressed by such differences.

We learn to discriminate between sounds within our own language early, and later are

unable to discriminate between the phonemes of other languages. This is one reason

why a person from one country finds it difficult to speak another language perfectly, as

they are unable distinguish the subtle sounds that are required in that language.

Likewise, a person who cannot hear the subtleties1 of emotional variation in another

person's voice will be less likely to be able to discern the emotions the other person is

experiencing.

Listening is a visual as well as auditory act, as we communicate much through body

language. We thus also need to be able to discriminate between muscle and skeletal

movements2 that signify different meanings.

2. Comprehension listening

The next step beyond discriminating between different sound and sights is to make

sense of them. To comprehend the meaning requires first having a lexicon of words at

our fingertips and also all rules of grammar and syntax by which we can understand

what others are saying.

1Subtleties :the state or quality of being subtle. delicacy of discrimination. a fine-drawn distinction; refinement

of reasoning: the subtleties of logic.

2Skeletal movements :Muscles exist in groupings that work to produce movements by muscle contraction .

Muscles are classified according to their actions during contractions as agonists, antagonists, or synergists.

The same is true, of course, for the visual components of communication, and an

understanding of body language helps us understand what the other person is really

meaning.

In communication, some words are more important and some less so, and

comprehension often benefits from extraction of key facts and items from a long spiel.

Comprehension listening is also known as content listening, informative listening and

full listening.

3. Critical listening

Critical listening is listening in order to evaluate and judge, forming opinion

about what is being said. Judgment includes assessing strengths and weaknesses,

agreement and approval.

This form of listening requires significant real-time cognitive effort as the

listener analyzes what is being said, relating it to existing knowledge and rules, whilst

simultaneously listening to the ongoing words from the speaker.

4. Biased listening

Biased listening happens when the person hears only what they want to hear,

typically misinterpreting what the other person says based on the stereotypes and

other biases that they have. Such biased listening is often very evaluative in nature.

5. Evaluative listening

In evaluative listening, or critical listening, we make judgments about what the

other person is saying. We seek to assess the truth of what is being said. We also

judge what they say against our values, assessing them as good or bad, worthy or

unworthy.

Evaluative listening is particularly pertinent when the other person is trying to

persuade us, perhaps to change our behavior and maybe even to change our beliefs.

Within this, we also discriminate between subtleties of language and comprehend the

inner meaning of what is said. Typically also we weigh up the pros and cons of an

argument, determining whether it makes sense logically as well as whether it is

helpful to us.Evaluative listening is also called critical, judgmental or interpretive

listening.

6. Appreciative listening

In appreciative listening, we seek certain information which will appreciate,

for example that which helps meet our needs and goals. We use appreciative

listening when we are listening to good music, poetry or maybe even the stirring

words of a great leader.

7. Sympathetic listening

In sympathetic listening we care about the other person and show this concern

in the way we pay close attention and express our sorrow for their ills and happiness

at their joys.

8. Empathetic listening

When we listen empathetically, we go beyond sympathy to seek a truer

understand how others are feeling. This requires excellent discrimination and close

attention to the nuances of emotional signals. When we are being truly empathetic, we

actually feel what they are feeling.

In order to get others to expose these deep parts of themselves to us, we also

need to demonstrate our empathy in our demeanor3 towards them, asking sensitively

and in a way that encourages self-disclosure.

9. Therapeutic listening

In therapeutic listening, the listener has a purpose of not only empathizing

with the speaker but also to use this deep connection in order to help the speaker

understand, change or develop in some way.

This not only happens when you go to see a therapist but also in many social

situations, where friends and family seek to both diagnose problems from listening

3Demeanor : the way a person behaves towards others; conduct bearing, appearance, or mien.

and also to help the speaker cure themselves, perhaps by some cathartic process. This

also happens in work situations, where managers, HR people, trainers and coaches

seek to help employees learn and develop.

10. Dialogic listening

The word 'dialogue' stems from the Greek words 'dia', meaning 'through' and

'logos' meaning 'words'. Thus dialogic listening mean learning through conversation

and an engaged interchange of ideas and information in which we actively seek to

learn more about the person and how they think.

Dialogic listening is sometimes known as 'relational listening'.

11. Relationship listening

Sometimes the most important factor in listening is in order to develop or

sustain a relationship. This is why lovers talk for hours and attend closely to what

each other has to say when the same words from someone else would seem to be

rather boring.

Relationship listening is also important in areas such as negotiation and sales,

where it is helpful if the other person likes you and trusts you.

2. Depth Of Listening

This may be very active form of listening, with pauses for summaries and testing that

understanding is complete. By the end of the conversation, the listener and the speaker will

probably agree that the listener has fully understood what was said.

Full listening takes much more effort than partial listening, as it requires close

concentration, possibly for a protracted period. It also requires skills of understanding and

summary.

1. Deep listening

Beyond the intensity of full listening, you can also reach into a form of

listening that not only hears what is said but also seeks to understand the whole

person behind the words.

In deep listening, you listen between the lines of what is said, hearing the

emotion, watching the body language, detecting needs and goals, identifying

preferences and biases, perceiving beliefs and values, and so on.

To listen deeply, you need a strong understanding of human psychology

(which this site seeks to give you) and to pay attention not just to the words by the

whole person.

Deep listening is also known as 'Whole person' listening.

There are several different types of listening, based on how deeply you are listening to

the other person. If you can identify these, then you can choose which you want to

use.

2. False Listening

False listening occurs where a person is pretending to listen but is not hearing

anything that is being said. They may nod, smile and grunt in all the right places, but

do not actually take in anything that is said.

This is a skill that may be finely honed by people who do a lot of

inconsequential listening, such as politicians and royalty. Their goal with their

audience is to make a good impression in very short space of time before they move

on, never to talk to that person again. It is also something practiced by couples,

particularly where one side does most of the talking. However, the need for

relationship here can lead to this being spotted ('You're not listening again!') and

consequent conflict.

3. Initial listening

Sometimes when we listen we hear the first few words and then start to think

about what we want to say in return. We then look for a point at which we can

interrupt. We are also not listening then as we are spending more time rehearsing

what we are going to say about their initial point.

4. Selective listening

Selective listening involves listening for particular things and ignoring others.

We thus hear what we want to hear and pay little attention to 'extraneous'4 detail.

5. Partial listening

Partial listening is what most of us do most of the time. We listen to the other

person with the best of intent and then become distracted, either by stray thoughts or

by something that the other person has said.

We consequently dip inside our own heads for a short while as we figure out

what they really mean or formulate a question for them, before coming back into the

room and starting to listen again.

This can be problematic when the other person has moved on and we are

unable to pick up the threads of what is being said. We thus easily can fall into false

listening, at least for a short while. This can be embarrassing, of course, if they

suddenly ask your opinion. A tip here: own up, admitting that you had lost the thread

of the conversation and asking them to repeat what was said.

6. Full listening

Full listening happens where the listener pays close and careful attention to

what is being said, seeking carefully to understand the full content that the speaker is

seeking to put across.

3. Childhood reading skills linked to 'higher intelligence' in young adults.

a) Child Reading Skill

A new study published in the journal Child Development finds that having strong reading

skills as a child is a predictor for higher intelligence levels as a young adult.

In previous studies, reading ability has been associated with improved health, education,

socioeconomic status and creativity. The ability to read well can directly improve some of

4Extraneous means coming from or belonging to the outside—extraneous noise is what you hear when you're in

a theater and a train passes by, extraneous wires bring your cable connection into the house.

these factors. An example is that by being able to extract information from texts, individuals

are better able to gain educational qualifications.

Early reading ability was not just associated with improved vocabulary and general

knowledge, but also with improved nonverbal intelligence.

But some researchers have suggested that the act of reading has "a causal effect on more

general cognitive abilities" that are associated with better life outcomes.

1. In short: reading itself may boost intelligence.

Other studies, however, suggest that there may instead be a shared genetic basis for

reading and cognition. It is also possible that keen reading in children may reflect knowledge-

seeking behavior rather than necessarily reading skill in itself, which could confound results.

To investigate the issue further, researchers from the University of Edinburgh and King's

College London, both in the UK, compared the results of reading and intelligence tests from

nearly 2,000 pairs of identical twins who were part of the Twins Early Development

Study.The tests were taken by the twins at the ages of 7, 9, 10, 12 and 16.

Twins were used because they are genetically identical - and in this study, the twin

participants were also brought up in the same family environments - which allowed the

researchers to isolate any differences that might be due to experiences not shared by the

twins. Examples of this kind of non-shared experience might include having a particularly

inspiring teacher or a friend who encourages reading.

The researchers found that twins with better early reading ability than their identical

sibling would not only remain better at reading as they grew older, but would also score

higher than their twin on general intelligence tests.

What is more, early reading ability was not just associated with improved vocabulary and

general knowledge, but also with improved nonverbal intelligence.

"It's not too surprising that being better at reading might improve your vocabulary," lead

author Stuart Ritchie told Medical News Today, "but it is more surprising that there were

effects on nonverbal intelligence."

He explains:

"It's possible that reading helps train children to use abstract thinking, as they have to imagine

other people, places, and things while reading. This would be helpful in more general

problem-solving tasks, such as those on IQ tests. Also, being better at reading might involve

more practice of sitting down and concentrating on a task, which again would be useful for

intelligence test performance."

As well as reading, Ritchie and colleagues suggest that other school activities such as

learning mathematics, practicing self-control, or physical activity may also contribute to

cognitive development, and they suggest that this should be a focus of future research.

The team also thinks that further studies should investigate the precise age at which

reading begins to have an effect on cognitive development. In the new study, this age was 7,

but as that was the earliest age group studied, the researchers suggest it is possible that this

association could be found in even earlier readers.

2. 'General intelligence' versus 'multiple intelligences'

For the study, Ritchie and his team set the children standard IQ tests to grade their

"general intelligence," which involved vocabulary and general knowledge tests for verbal IQ,

and pattern-completion reasoning puzzles for nonverbal IQ.

MNT asked Ritchie if other types of intelligence, such as the "multiple intelligences"

categories of logical-mathematical, musical, spatial, bodily-kinesthetic and interpersonal

intelligence were also cross-referenced against reading ability.

"Emotional intelligence, and even more so 'multiple intelligences,' are controversial

constructs," he replied, explaining that many psychological scientists do not recognize

them as "intelligences."

"They are not reliably separable - many of them can be subsumed under general

intelligence, which is what we measured in this study. We would not have expected to

find effects on very specific skills, such as musical ability."

Ritchie adds that general intelligence "has been shown in hundreds of studies across

the past century to relate strongly to educational success, occupational success, and even

health," pointing out that people who score higher on intelligence tests tend to live longer.

"So anything that genuinely boosts intelligence would be very important and useful.

Another major finding in the psychological literature has been that all mental abilities tend to

correlate positively together, and to some extent they all correlate with academic ability."

b) Intellectual Disability

Intellectual disability (previously called mental retardation5) is significantly subaverage

intellectual functioning present from birth or early infancy, causing limitations in the ability

to conduct normal activities of daily living.

a) Intellectual disability (ID) can be genetic or the result of a disorder that interferes with

brain development.

b) Most children with ID do not develop noticeable symptoms until they are in

preschool.

c) The diagnosis is based on the results of formal testing.

d) Proper prenatal care lowers the risk of having a child with ID.

e) Support from many specialists, therapy, and special education help children achieve

the highest level of functioning possible.

f) The previously used term mental retardation has acquired an undesirable social

stigma, so health care practitioners have replaced it with the term intellectual

disability.

g) ID is not a specific medical disorder like pneumonia or strep throat, and it is not a

mental health disorder. People with ID have significantly below average intellectual

functioning that limits their ability to cope with one or more areas of normal daily

living (adaptive skills) to such a degree that they require ongoing support. Adaptive

skills are divided into 3 areas:

5Retardation is a word to describe someone who is mentally slow.

a. Conceptual area: Competence in memory, reading, writing, and math

b. Social area: Awareness of others' thoughts and feelings, interpersonal skills, and

social judgment

c. Practical area: Personal care, task organization (for work or school), money

management, and health and safety

People with ID have varying degrees of impairment, classified from mild to profound.

Although fundamentally, impairment is caused by the decreased intellectual functioning

(typically measured by standardized intelligence tests), the degree of impairment depends

more on the amount of support the person requires. For example, a person who has only mild

impairment on an intelligence test may have such poor adaptive skills that extensive support

is required. Support is categorized as intermittent, limited, extensive, or pervasive.

Intermittent means occasional support. Limited means support such as a day program in a

sheltered workshop. Extensive means daily, ongoing support. Pervasive means a high level of

support for all activities of daily living, possibly including full-time nursing care.

Based only on IQ test scores, about 3% of the total population are considered to have ID.

However, if classification is based on the need for support, only about 1% of people are

classified as having significant mental (cognitive) limitation.

Levels of Intellectual Disability6

Level IQ

Range

Ability at

Preschool Age

(Birth to 6

Years)

Adaptive Skills at

School Age (6 to 20

Years)

Support Required at

Adult Age (21 Years

and Older)

Mild IQ 52–

69

Often presents as

speech-language

delay.

Often not

diagnosed until

Some difficulty learning

reading, writing, and

math, but can learn up

to about the 6th-grade

level by late teens

Problems making plans

Needs guidance and

assistance in complex

tasks (such as health

care and legal

decisions) and during

times of unusual social

6 Research table Intellectual Quotation by Journal of School Psychology: Randy G. Floyd

later age

Can develop

social and

communication

skills

and managing money

Socially immature but

can be expected to learn

appropriate social skills

Some limitation of

judgment and

understanding of risk—

more easily manipulated

by others

or economic stress

Can usually achieve

enough social and

vocational skills for

self-support

Moderate IQ 36–

51

Poor social

awareness

Can profit from

training in self-

help

Can talk or learn

to communicate

With difficulty can

progress to elementary

school level in

schoolwork

May learn to travel

alone in familiar places

Social judgment and

understanding

significantly limited but

can learn some social

and occupational skills

May have successful

friendships and

sometimes romantic

relationships

Cares for simple

personal and household

needs after extended

guidance

Needs supervision and

guidance managing

money, scheduling, and

all but simplest daily

tasks

May achieve self-

support by doing

unskilled or

semiskilled work under

sheltered conditions

Severe IQ 20–

35

Able to learn

some self-help

skills

Has limited

Can talk or learn to

communicate about

simple, everyday events

and learn simple health

habits

Can develop some

useful self-protection

skills in controlled

environment

Requires support for all

speech skills

Can say a few

words

Little understanding of

written language,

numbers, time, or

money

Benefits from habit

training

Usually successful

relationships with

family members and

familiar others but

sometimes maladaptive

behavior (including

self-injury)

daily tasks although

may contribute

partially to self-care

under complete

supervision

Profound IQ 19

or

below

May need nursing

care due to limited

self-care skills

Extreme cognitive

limitation

Often sensory

and/or physical

impairments

Limited understanding

of speech or gesture;

communicates mainly

nonverbally

Enjoys company of

well-known family and

caretakers but sensory

and physical

impairments often limit

social activities

Usually needs nursing

care

May have very limited

participation in self-

care

CHAPTER III

CONCLUSION

Critical listening is a form of listening that if usually not mentioned, since it involves

analysis, critical thinking and judgment. Making judgments during listening is often

considered as a barrier to understand a person, and there's a lot of truth in that.

However, critical listening occurs when you still want to understand what the other

person is saying, but also have some reason or responsibility to evaluate what is being said to

you and how it is being said. For example, if there's an upcoming election and you need to

decide who to vote for, you probably use some form of critical listening when you watch a

televised debate. You listen, and you evaluate.

All children with ID benefit from special education. The federal Individuals with

Disabilities Education Act (IDEA) requires public schools to provide free and appropriate

education to children and adolescents with ID or other developmental disorders. Education

must be provided in the least restrictive, most inclusive setting possible—where the children

have every opportunity to interact with non-disabled peers and have equal access to

community resources

CHAPTER IV

REFERENCES

ChangingMinds –in detail- ; David Straker ; Amazon

UjangSuparman, M.A., Ph.D. 2010. Psycholinguistics The Theory of Language Acquisition.

ARFINO RAYA: Bandung

Journal of School Psychology: Randy G. Floyd; University of Memphis; 202 Psychology

Building; 400 Innovation Drive; Memphis, TN 381