THE INTAKE MODEL

            There are many models of comprehension. Each model helps us in listening comprehension process. For me, the Intake Model is the most relevant for me in process of listening comprehension during a lecture, talk and academic speech.

            I agree with Chaudron’s and Richard’s opinion and I would do the same thing. When I listened and got the information, I would store the information and processed it in my brain first before I made my decision and responded to it for example, when I listened to an academic speech, I would pay full attention to the important information. Then, I processed and organized the information before I wrote down my note.  

            I would use this model because it was suitable for my level. It is not difficult for me because I not an expert in listening. I listened carefully and understood the lecture that was given by my lecturer. I remember it and use it when I need it. I will use the information when I did the exercises and answered examination questions.

            This model is also suitable for me because I can use my knowledge in my daily activities for example, when I watch an English movie, I refer to my list of vocabulary that is stored in my brain to understand.

            Listening comprehension is important for all students. We need to understand the content of on lecturers, academic speeches and talks in our lives career. 

    I prefer the intake model in developing my listening comprehension. It helps me to focus on words that I have to listen, construct their meaning and generate the meaning into information to do the next task. Usually, I will write the important information in my note for future use when revising.

            This model also helps me to recall information that has stored in my brain and uses it when needed. When I listen to something new, my brain helps me to engage the new information with the old information that stored in my brain for example, when I listen to a talk, the talk will engage with my old information like vocabulary, grammar, and phonology.

            This model also helps me to train my brain. When I an actively listening to an audiobook, radio, lecture and native speaker speaking, it trains my brain to work actively and catch up what the speaker is saying. This situation will improve my listening comprehension skills.

            Besides, this model helps me in building self-confidence in guessing when I cannot understand the whole of the spoken text. The spoken text, clues in the text, unknown words, and knowledge that I have will help me in guessing. It is supported by Walters (2004), who stated that in order to activate guessing in a written or spoken text, there should before elements available: the reader, the text, unknown words, and clues in the text including some knowledge about guessing. The absence of one of these elements may affect the learner’s ability tongues. Furthermore, this technique encourages learners to take risks and guess the meanings of words they do not know as much as possible. This will help them build up their self-confidence so that they can work out the meanings of words when they are on their own.

            In conclusion, the learners have to identify the suitable strategies to improve their listening comprehension skills to make sure they do not waste their time in implementing the unsuitable strategy. We can use trial and error technique to find the best way.