The Extent of the Inclusion of Listening Development Skills in my Beautiful Language Course for the Sixth Grade in the Kingdom of Saudi Arabia

Background/Objectives: To determine the degree of inclusion of listening development skills in ‘My beautiful language course for the sixth grade in Saudi Arabia. Methods/Statistical Analysis: The present study attempts to answer the following main question: How well does listening development skills be included in my beautiful sixth grade course in Saudi Arabia? Also, the present study is trying to determine the degree of inclusion of listening development skills in my beautiful language course for the sixth grade Saudi Arabia. The researchers used the descriptive approach in the survey methodology, analyzing the content to describe the phenomenon as it is in fact by surveying the literature on the skills of language communication, especially listening skills. The study used 13 previous studies as a reference. Findings: The researchers found the following results: The extent of inclusion of the skill of audio discrimination in the course of my beautiful language course in the sixth grade rate of 11.42% of the total skills of listening development. The extent of inclusion of the skill of classification in the course of my beautiful language in the sixth grade 1.42% of the total skills of listening development. The extent of the inclusion of reasoning skills in the course of my beautiful language in the sixth grade reached 14.28%. Improvements/Applications: The researchers propose to study the extent to which listening development skills are included in my beautiful language course for the sixth grade and my beautiful language courses in


Introduction
The primary objective of teaching Arabic is to provide the learner with basic language skills: Listening, speaking, reading and writing. The listening is the first linguistic art that a person begins to communicate in the language, although importance of listening among the linguistic skills. The present study attempts to answer the following main question: How well does listening development skills be included in my beautiful language course for the sixth grade in Saudi Arabia? Also, the present study is trying to determine the degree of inclusion of listening development skills in my beautiful language course for the sixth grade in Saudi Arabia.
This study is useful in teaching listening development skills in my beautiful language course. The importance of this study can be determined in the following: • Arabic Language Teacher: The study provides a list of listening development skills, which helps in teaching listening skills in my beautiful language course. It also helps in the process of: Deriving the objectives of the Arabic language lessons, choosing appropriate educational strategies, selecting the appropriate teaching methods and techniques, in the textbook.

• Preparation of the Arabic Language Curriculum:
This study will help to include the skills of listening development in the course of my beautiful language in a logical and sequential manner. Where these skills will be in mind in the process of planning and preparation of Arabic language curricula. It will also facilitate the process of evaluating existing courses in the light of listening development skills. • Researchers: Open the field for further research and studies to determine the skills of listening development in the curricula of teaching Arabic at all levels.

Literature Survey
The literature distinguishes the concept of listening between it and several concepts on gradual hierarchical considerations referred to by 1 -3 . The hearing that indicates as the arrival of the sound to the ear inadvertently and without attention and then listen; receive the sound and reach the ear with intent and attention, listening; receiving sound and reach the ear with the intention of intense attention and concentration and not interrupted by a break. The skill of listening is one of the means by which the person is keen to increase his/her culture and experience, as it is a skill that accompanies throughout one's life and the more he/she is a good listener, the better the understanding, and the correct of what is heard and draw conclusion and analysis 4 . By listening, the learner can acquire the language and a successful means for learners are to teach them the correct speaking in Arabic and reading and writing 5 . The main objective of development of listening is: "A description of a change in language behavior that is expected to occur from the student as a result of passing through various linguistic experiences and interacting with them in planned learning situations 6 .
-Developing the ability to recognize and distinguish voices. -Develop the ability to listen, attention and focus on the audio material. -Developing the ability to track audio.
-Training to understand audio in speed and accuracy. -Inculcating habitual listening as an educational social value. -Develop the taste side to choose the audio material.
-Development of rapid thinking and decisionmaking.
The basic skills for the development of listening to the primary stage in the branches of Arabic are represented by the following:--Audio discrimination includes sub-skills: Remembering, distinguishing the sounds of beginning, center and end, the ability to merge sounds and complete imperfection (closure).
-The skill of classification and focuses on the moral relations between words and facts and concepts and classification by similarity or integration.  There are several types of listening according to the goal of listening and the researchers are likely to be three main types that can be used in the field of education, namely listening comprehension, criticism and taste.
The methods of teaching are not different from other skills, except the method of organizing the material, which depends on the functional communication towards: Apology, definition and this is the portal which gives the learner his needs in knowledge, so it is necessary to observe grammatical rules and methods of construction. There are several ways to teach listening, the goal of which is one: To train learners to listen, listen and understand the audio. Among the methods used in teaching, which differ from one teacher to another, is not harmful in this difference referred.
-The preamble and then instructs the teacher questions to listeners and discuss them about what was heard, whether the subject or short story and then shows the teacher to listeners some guidance on the ethics of listening.
-The teacher provides a suitable story for the pupils, in a language that suits them and after telling the story, the teacher asks the learners to provide a verbal summary of what they have learned about the audio, proposes a new title and devise the most prominent ideas.
-The teacher asks a good student to read a topic of reading and divides the class into groups, according to the nature of the topic, so that the large group is the one who is mandated to listen, achieve the main goal, while the smaller groups are assigned to the other sub-goals. Each group has reached the hearing of all.
Summarizing the above in three stages: The preparation stage, implementation and follow-up (feedback). In 8 indicated the effectiveness of using the representative activity to develop some of the listening skills in the Arabic language for the elementary school students, while 9 pointed out the effectiveness of the activity and the method of the lecture. The researchers summarize the main fundamentals in teaching listening:--Remove distractions.

How To Develop Listening Skill
Hearing helps to achieve interaction, stimulate motivation among learners and can be developed through: -Developing the ability to remember: So that the learner can link his current information, with the previous retained in memory; to evaluate and build a specific response to it. -Benefit from the nature of the building provided to the learner: Which focuses on how the systems of the process of speech in line with individual differences between learners, as an input to understand others and determine the way to deal with them. -Adhering to the guiding rules for good listening: Which requires the formation of habits of good listening to: attention to the speaker and away from distractions from environmental or psychological factors and follow verbal expressions and gestures used by the spokesman and respond to him and avoid the speed of judgments, assessment and conclusion. -Focus on the skill of speaking after listening directly: It is through the knowledge of the ability of the learner to express positive attitudes when communicating with others 10 .
It should be noted that its development requires conscious planning, which takes into account the nature of the learner, his psycho-social composition, classroom management, good planning of the listening lesson and positive psychological development.
-Classroom management: Everything related to the order of the learners in class according to their hearing abilities, the correct health session and motivates learners to automatic discipline. -Good planning for the listening lesson: Requires a good choice of subject and suitability for learners and their interests and interests and the use of techniques that provide an atmosphere of pleasure and attention to human and Islamic and national and social trends and values and the involvement of learners in the selection of audio material and choose the most appropriate time to display the audio material, Auditory lesson. -Positive psychological configuration: Linked to the vulnerability of the teacher and his keenness to promote a positive competitive environment between the learners, based on familiarity and affection and encourage them to talk and play roles and to provide some rare and party 11 .
In contrast, attention should be paid to the impediments to listening, which are influenced by a range of influences, notably: -The social environment and its suitability to the effectiveness of the listener in term of calm, and the type of medium in which he lives Is it a catalyst or not.
The above constraints can be categorized in social, educational and social constraints. The foregoing can be summed up in the 13 that poor listening generates many problems during the communication process, leading to misunderstandings, conflicting opinions, loss of important information and frustration and the loss of opportunities in the development of relations at the personal and functional level.

Research Methodology and Numerical Results
To achieve the objective of the study, the researchers used the descriptive approach in the survey methodology, analyzing the content to describe the phenomenon as it is in fact by surveying the literature on the skills of language communication, especially listening skills. The researchers presented the study tool to a group of arbitrators to verify the apparent honesty of the tool. The results of this study were to add subtraction skill in the deductive reasoning skills: Instructing the student to understand the audible text in general. While the stability was calculated by re-analysis using the statement of the Cooper equation to calculate the coefficient of the agreement, and the results were as follows: It is clear from the previous table that the coefficient of agreement between the first analyst and the second analyst was good at 53%, so the tool is applicable. The following statistical methods were used: -Duplicates of skills in the course. It is clear from Table 3 that the skill of instructing the student to listen to the teacher when reading the audible text was repeated five times during my beautiful language in the first semester and repeated four times in the second semester. Repeat nine times. As for teaching the student to complete the main idea of the audible text was repeated once in the first semester, and once in the second semester, and therefore the proportion of the presence in the course was weak because it was repeated twice. Table 3 that the skill of instructing the student to listen to the teacher when reading the audible text was repeated five times in the textbook of my beautiful language in the first semester and repeated four times in the second semester. Repeat nine times. As for teaching the student to complete the main idea of the audible text was repeated once in the first semester, also; once in the second semester, and therefore the proportion of the presence in the textbook was weak because it was repeated twice.

It is clear from
The skill of instructing the student to distinguish between the audible and readable text was read in a normal manner three times in the first semester and twice in the second semester, so that the rate of its presence in the textbook was good because it was repeated five times. While the skill of instructing the student to memorize the audible text is a skill not included in the textbook because it does not exist. The focus of the textbook is on keeping the reading text in the poetic text, which is repeated three times in the first semester in each unit of the book once, The second was repeated three times in each unit of the book once, so the total presence of the skill of memorizing the readable text was six times by a good presence. In general, the percentage of the main skill (audio discrimination) in the decision was 11.42%, with an average of 1.14.
It is clear from Table 4 that the skill of instructing the student to distinguish between the sounds of the letters at the beginning, the middle and the end of the speech is a skill that is not included in the decision because it does not exist.) Once in the first semester was the focus on the actions only without the letters and names, so the proportion of the presence in the textbook was weak;    Instruct the student to distinguish between the audible text, which is read in a representative manner, and is read in a normal way.

4
Instruct the student to save the audible text. 0 because it was repeated only once and focused on only one part of the speech acts, as well as the skill of instructing the student to classify the words According to similarities and differences in meanings Z, which was repeated only once in the first semester in the statement of similarities and differences in color naming, and therefore the proportion of their presence is also weak, because of their lack of presence in the textbook. Overall, the percentage of the skill of classification in the textbook of my beautiful language was 1.42%, with an average of 0.14.
It is clear from Table 5 that the skill of instructing the student to understand the audible text in general has been repeated nine times in the first semester, three in the targeted competencies in each unit of the book in the first semester, in the correction activity, Eight in the second semester, three in the targeted competencies in each of the three units of the three books, in multiple choice activity, an understanding and answer activity, correcting activity, and answering activity. Therefore, its presence was high; 17) once in two chapters. While the skill of instructing the student to extract the main idea from the audible text once again in the first semester, and therefore its presence was weak because it repeated in the textbook once. The repetition of the skill of instructing the student to develop a new title for the audio text once in the first chapter, and the same in the second semester, and therefore the presence of skill in the textbook was weak; because it repeated only twice. The skill of instructing the student to clarify the main idea of the audible text is a skill not included in the textbook. Overall, the percentage of reasoning skills in the textbook was 14.28% and an average of 1.42.
It is clear from Table 6 that the skill of instructing the student to indicate the positives in the method used in the listening activity, and the skill of instructing the student to explain the negatives in the method used in the listening activity are not included in the decision, while the skill of instructing the student to evaluate the audible text My average language was repeated three times in the first semester and once in the second semester. Therefore, the   Instruct the student to classify the spoken words according to similarities and differences in meaning.
Vol 12 (18) | May 2019 | www.indjst.org skill presence was moderate because it was repeated four times in the two semesters. Overall, the ratio of the skill of judging the validity of the content was 2.85% (0.28).
Extrapolation from the data shown in Table 7 shows that the inclusion of skills in the textbook was weak, but did not exceed 30%. In general, the inclusion of the previous skills in the textbook was a traditional activity and not attractive to primary school students. Programs, skills and different arts to develop listening skills. The results of many studies have been proven in the study of Al-Nasir (2008), in which he found that the curriculum is suitable for teaching the ability to speak in an integrated manner with the skills of linguistic communication. Al-Shanti study (2010), in which he reached the effectiveness of the representative activity to develop some listening skills in the Arabic language, and recommended a balance in evaluating the skills of the Arabic language. In the research and according to the scientists' knowledge -until the time of preparation of this paper, there is no scientific study that used the content analysis in the statement of the inclusion of listening development skills in the textbook, which may distinguish this study from others.

Concluded Comments and Recommendations
The researchers found the following results: -The extent of inclusion of the skill of audio discrimination in the course of my beautiful language in the sixth grade rate of 11.42% of the total skills of listening development.   -To enhance the inclusion of reasoning skills in activities in the course of my beautiful language in the sixth grade. -Promote the inclusion of the skill of judging the veracity of the content in the activities of the course of my beautiful language in the sixth grade. Based on the above, the authors proposed listening development skills are included in my beautiful language course and my beautiful language courses in all primary grades.