Abstract
Listening is the essence of language learning in which other language skills are dependent. This descriptive study is made to extent the usage of teaching listening strategies of 41 kindergarten teachers of the District of Hinoba-an in the classroom setting. Data were gathered using the researchers-made survey questionnaire and extemporaneous speaking questions. Significant findings revealed that the extent of usage on teaching listening strategies as a whole is High as revealed in its mean of 4.21 and standard deviation of .639. This implied that most common strategy in teaching listening was using picture dictation based on oral instruction for drawing responses. The extent of classroom literacy environment as a whole is moderate extent as revealed in its mean of 2.66 and standard deviation of 3.617. On the contrary, the difference analysis on the extent of usage of teaching listening strategies when grouped according to their profile, age and length of service are not significant while sex, teaching status and highest educational attainment is significant for kindergarten teachers in teaching listening strategies. As a result, using teaching listening strategies like picture dictation based on oral instruction for drawing responses are more effective. For this reason, teachers should try and keep parents engaged in the learning process outside the classroom by providing them with online and other materials such as songs or reading websites, to assure continuity of exposure to the language even outside the classroom and the teacher may use authentic materials inside the classroom, particularly for the kindergarten stage will help children to be exposed realistically to the target language, so their understanding of the target language will become more effective, real and experiential.
