IMPROVING LISTENING COMPREHENSION SKILLS OF GRADE XII STUDENTS IN SMK NEGERI 2 DEPOK SLEMAN THROUGH THE USE OF AUTHENTIC MATERIALS A THESIS Presented as Partial Fulfillment of the Requirements to Obtain Sarjana Pendidikan Degree in English Language Education By Agatha Dyah Ayu Tyasari Student Number: 061214087 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2011 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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IMPROVING LISTENING COMPREHENSION SKILLS OF GRADE XII
STUDENTS IN SMK NEGERI 2 DEPOK SLEMAN
THROUGH THE USE OF AUTHENTIC MATERIALS
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain Sarjana Pendidikan Degree
in English Language Education
By
Agatha Dyah Ayu Tyasari
Student Number: 061214087
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2011
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IMPROVING LISTENING COMPREHENSION SKILLS OF GRADE XII
STUDENTS IN SMK NEGERI 2 DEPOK SLEMAN
THROUGH THE USE OF AUTHENTIC MATERIALS
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain Sarjana Pendidikan Degree
in English Language Education
By
Agatha Dyah Ayu Tyasari
Student Number: 061214087
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2011
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“It doesn’t matter how slowly you go, as
long as you do not stop.”
(Confucius)
“You don’t need to win every medal to
be successful.”
(Jason Fried)
This thesis is dedicated to:
My dearest mother
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ABSTRACT
Tyasari, Agatha Dyah Ayu. 2011. Improving Listening Comprehension Skills of
XII Kimia Industri Students in SMKN 2 Depok Sleman through the Use of
Listening comprehension skills play an important role in English teaching
learning process. By achieving sufficient listening comprehension skills, it is not
argued that the students will be able to understand the topic accurately enough and
give immediate relevant responses. However, for most of the students in
Indonesia, who mostly are EFL students, listening comprehension is often
considered as the most difficult skill to achieve. This problem occurs because of
three reasons. Firstly, the students are not accustomed to listening to English
passage especially spoken by native speakers. Secondly, the students have not
enough time to have English listening comprehension practice. The third reason is
the continuous use of textbook materials in the teaching learning process that can
be demotivating the students to learn. These facts were also happened in English
teaching learning process in XII Kimia Industri in SMKN 2 Depok Sleman that
cause the lack of listening comprehension skills. Concerning these situations, the
use of authentic materials was implemented to improve students’ listening
comprehension skills. The researcher thus attempts to answer the research
question, namely: How does the use of authentic materials improve listening
comprehension skills of the students of grade XII Kimia Industri in SMKN 2
Depok Sleman?
This research employed Classroom Action Research (CAR), focusing on
the implementation of authentic materials in XII SMKN 2 Depok Sleman. The
research was conducted on March 28th
, 2011 and April 6th
, 2011.The instruments
used to gather the data were observation checklist, field notes, questionnaire,
interview guide, and students’ journal. Triangulation technique was employed to
analyze the gathered data.
The researcher used authentic materials through five listening
comprehension phases as proposed by Goh (2002). From the research conducted,
it was found that the class average score increased from 23.87 to 26.20. The
researcher concluded that the use of authentic materials was able to improve the
students’ listening comprehension skills of grade XII Kimia Industri students in
SMKN 2 Depok Sleman. In addition, through the questionnaire and journal, the
students claimed that the use of authentic materials helped them in improving
their listening comprehension skills. It was found that 83. 87% of the students
declared that after using authentic materials, there was improvement in listening
for details aspect. Also, 37.10% of the students considered that the improvement
happened in listening for gist aspect. Furthermore, 50% of the respondents stated
that there was improvement in drawing inferences aspect. In listening selectively aspect, 46.78% of the students stated that their skill was improved. Then, 54.83%
of the students conveyed that there was improvement in making prediction aspect.
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ABSTRAK
Tyasari, Agatha Dyah Ayu. 2011. Improving Listening Comprehension Skills of
XII Kimia Industri Students in SMKN 2 Depok Sleman through the Use of
Authentic Materials.Yogyakarta: Universitas Sanata Dharma.
Kemampuan menyimak berperan penting dalam proses belajar mengajar
Bahasa Inggris. Dengan pencapaian kemampuan menyimak yang memadai, tidak
diragukan lagi bahwa para siswa akan mampu memahami topik dengan tepat dan
langsung memberikan respon yang sesuai. Namun demikian, bagi sebagian besar
siswa di Indonesia, dimana Bahasa Inggris dipelajari sebagai bahasa asing,
kemampuan menyimak seringkali dianggap paling sulit untuk dikuasai. Masalah
ini disebabkan oleh tiga hal. Pertama, siswa tidak terbiasa mendengarkan dalam
Bahasa Inggris, khususnya oleh penutur asli. Kedua, siswa tidak punya cukup
waktu latihan menyimak dalam Bahasa Inggris. Ketiga, penggunaan materi dari
buku pelajaran secara terus menerus dalam kegiatan belajar mengajar yang dapat
mengurangi motivasi siswa untuk belajar. Fakta- fakta tersebut juga terjadi pada
proses belajar mengajar Bahasa Inggris di kelas XII Kimia Industri di SMKN 2
Depok Sleman yang berdampak pada lemahnya kemampuan menyimak materi
Bahasa Inggris. Sehubungan dengan keadaan tersebut, penggunaan authentic
materials diterapkan untuk meningkatkan kemampuan menyimak para siswa.
Penelitian ini dilakukan untuk menjawab rumusan masalah, yaitu : Bagaimana
penggunaan authentic materials meningkatkan kemampuan menyimak siswa
kelas XII Kimia Industri di SMKN 2 Depok Sleman?
Penelitian ini merupakan Penelitian Tindakan Kelas (PTK), yang
difokuskan pada penggunaan authentic materials di kelas XII Kimia Industri di
SMKN 2 Depok Sleman. Penelitian dilaksanakan pada tanggal 28 Maret 2011 dan
6 April 2011. Alat penelitian untuk mengumpulkan data berupa daftar observasi,
catatan lapangan, kuesioner, panduan wawancara, dan jurnal siswa. Teknik
triangulasi digunakan untuk menganalisa data terkumpul.
Peneliti menggunakan authentic materials melalui 5 (lima) tahapan
menyimak yang dianjurkan Goh (2002). Dari penelitian yang dilakukan, terlihat
bahwa nilai rata-rata kelas naik dari 23.87 menjadi 26.20. Peneliti menyimpulkan
bahwa penggunaan authentic materials mampu meningkatkan kemampuan
menyimak siswa kelas XII Kimia Industri di SMKN 2 Depok Sleman. Selain itu,
melalui kuesioner dan jurnal, siswa berpendapat bahwa penggunaan authentic
materials dapat membantu mereka meningkatkan kempuan menyimak materi
Bahasa Inggris. Sebanyak 83.87% siswa menyatakan bahwa setelah menggunakan
authentic materials, ada peningkatan pada aspek kemampuan mendengarkan
rincian. 37.10% siswa beranggapan bahwa ada peningkatan dalam aspek
mendengarkan ide pokok. Selanjutnya, 50% responden menyatakan bahwa ada
peningkatan pada aspek menarik kesimpulan pada suatu materi. 46,78% siswa menyatakan bahwa ada peningkatan pada kemampuan mendengarkan selektif.
Selanjutnya, 54,83% siswa menyampaikan bahwa ada peningkatan pada aspek
membuat prediksi.
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ACKNOWLEDGEMENTS
It is a blessing so that I can finish my thesis and my deepest gratitude is
for Jesus Christ for giving me everything I need in every moment in the right
time, sometimes even more than I expect.
I would never be able to finish this thesis without guidance from my major
sponsor Made Frida Yulia, S.Pd., M.Pd. I thank her for her being patient to
guide me in long time. I would also like to thank my proof reader Laurentia
Sumarni, S.Pd., who helped me to read my thesis and give me useful feedback.
Then I would never be able to obtain the data for this thesis without
permission from SMKN 2 Depok Sleman, and a very big thank goes to Bapak
Drs. Aragani Mizan Zakaria, the headmaster of SMKN 2 Depok Sleman, for the
hospitality. I would also like to address my thanks to Ibu Dra. Yohana Umiyati,
the advisory teacher for grade XII Kimia Industri students for allowing me to
conduct the research in her class and for giving me suggestion during the
implementation. Also, I would like to thank all students of XII Kimia Industri of
SMKN 2 Depok Sleman for their willingness to be the respondents of this
research, and be cooperative during the research and create conducive yet friendly
atmosphere.
I am really grateful for having the best mother ever, B.M. Prih Hermiyati,
and I thank her for her never ending love through everything she has given. I also
thank my best friend ever Anggela Ratna Sari for always encouraging me during
the hard times and reminding me that I am not alone. To Maria Susana W. and
Valentina Puput A.M, I thank them for relieving my stress with jokes and
laughter and for the support whenever I am down. I would also like to thank my
‘FIREFLIES’ friends: Nonok, Adven, Esti, Aldi, Satrio, and Nita, for learning
moments through discussions about education.
I really thank Tiwi, Anneis, Sari, and Rita, for giving me ‘shelter’, kindly
sharing their rooms during the collecting data period and for their support. Finally,
I would like to address my gratitude to everybody who helped me to finish this
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thesis, whose name cannot be mentioned one by one. I wish the best come to us
all.
Agatha Dyah Ayu Tyasari
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TABLE OF CONTENTS
Page
TITLE PAGE……………………………………………………… i
APPROVAL PAGES……………………………………………… ii
STATEMENT OF WORK’S ORIGINALITY……………………. iv
DEDICATION PAGE…………………………………………….. v
PERNYATAAN PERSETUJUAN PUBLIKASI……………………. vi
ABSTRACT……………………………………………………….. vii
ABSTRAK…………………………………………………………. viii
ACKNOWLEDGEMENTS………………………………………. ix
TABLE OF CONTENTS…………………………………………. xi
LIST OF TABLES………………………………………………… xv
LIST OF FIGURES……………………………………………….. xvi
LIST OF APPENDICES…………………………………………... xvii
CHAPTER I. INTRODUCTION………………………………….. 1
A. Research Background…………………………...
B. Problem Formulation……………………………
C. Problem Limitation……………………………...
D. Research Objective……………………………...
E. Research Benefits……………………………….
F. Definition of Terms……………………………..
1
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CHAPTER II. REVIEW OF RELATED LITERATURE………… 8
A. Theoretical Description…………………………
1. Listening……………………………………….
a. Definitions of Listening…………………….
b. Listening as Skills…………………………..
c. Listening Processes…………………………
2. Listening Comprehension……………………...
a. Definitions of Listening Comprehension…...
b. Listening Comprehension Skills…………….
c. The Importance of Listening Comprehension
for EFL Students……………………………
3. Authentic Materials…………………………….
a. Definitions of Authentic Materials………….
b. Types of Authentic Materials……………….
c. Advantages and Disadvantages of Authentic
Materials…………………………………….
d. Materials Selection Criteria for Teaching…..
B. Theoretical Framework………………………….
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CHAPTER III. METHODOLOGY…………………………… 30
A. Research Method………………………………..
B. Research Participants……………………………
C. Research Instruments……………………………
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1. Observation Checklist…………………………
2. Field Notes…………………………………….
3. Questionnaire…………………………………
4. Interview Guide………………………………
5. Student Journal………………………………..
D. Data Gathering Technique………………………
E. Data Analysis Technique………………………..
1. Time Triangulation……………………………
2. Methodological Triangulation………………...
F. Research Procedure……………………………..
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CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS….. 47
A. The Description of the Implementation of
Authentic Materials to Improve Listening
Comprehension Skills…………………………..
1. The First Cycle of CAR………………………
a. Planning for the First Cycle…………………
b. Acting and Observing the First Cycle………
c. Reflection of the First Cycle………………..
2. The Second Cycle of CAR……………………
a. Planning for the Second Cycle……………..
b. Acting and Observing the Second Cycle……
c. Reflection of the Second Cycle…………….
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B. Authentic Materials Improved Listening
Comprehension Skills of Grade XII Kimia
Industri Students in SMKN 2 Depok Sleman…..
1. Listening for Details…………………………..
2. Listening for Gist……………………………..
3. Drawing Inferences……………………………
4. Listening Selectively………………………….
5. Making Prediction…………………………….
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CHAPTER V. CONCLUSIONS AND SUGGESTIONS………… 85
A. Conclusions…………………………………
B. Suggestions………………………………….
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REFERENCES……………………………………………………. 90
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LIST OF TABLES
Table Page
Table 4.1 Teaching Schedule…………………………………………. 48
Table 4.2 The Summary of Learning Activities in the First Cycle…… 61
Table 4.3 The Summary of Learning Activities in the Second Cycle.. 72
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LIST OF FIGURES
Figure Page
Figure 2.1 Learner’s Problems at Different Phases of Listening……… 17
Figure 3.1 Kemmis and McTaggart’s Cycle Model…………………… 31
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LIST OF APPENDICES
Appendix Page
A. Covering Letter for BAPPEDA……………………………
B. Permission Letter from BAPPEDA……………………….
C. Syllabus of English Lesson for Grade XII Kimia Industri
of SMKN 2 Depok Sleman………………………………...
D. The Blueprint of Observation Checklist…………………...
E. The Blueprint of Questionnaire……………………………
F. The Blueprint of Interview Guide…………………………
G. The Observation Checklist Form………………………….
H. The Field Notes Form……………………………………...
I. The Questionnaire…………………………………………
J. The Interview Guide………………………………………
K. The Students’ Journal………………………………………
L. Raw Data of Observations…………………………………
L.1 Raw Data of the First Cycle Observation…………….
L.2 Raw Data of the Second Cycle Observation…………
M. Raw Data of Field Notes………………………………….
M.1 Raw Data of the First Cycle Field Notes….…...……..
M.2 Raw Data of the Second Cycle Field Notes...………..
N. Raw Data of Questionnaire………………………………...
O. Students’ Journal Recaps…………………………………..
O.1 Students’ Journal Recap of the First Cycle…….……..
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O.2 Students’ Journal Recap of the Second Cycle……….
P. The Interview Transcript…………………………………..
Q. The Result of Worksheet 1…………………………………
R. The Result of Worksheet 2…………………………………
S. The Result of Listening Comprehension Assessment in the
Preliminary Research……………………………………..
T. The Result of Listening Quiz from the Research…………
U. Lesson Plans………………………………………………
U.1 Lesson Plan of the First Cycle………………………..
U.2 Lesson Plan of the Second Cycle……………………..
V. Worksheet 1………………………………………………
W. Worksheet 2 ………………………………………………
X. Test Penjajagan SMK Tahun Pelajaran 2008/2009 (Test
Sheet of Listening Section)……………………………………..
Y. Listening Quiz…………………………………………..
Z. Audio Materials Transcript
Z.1 The Audio Transcript Transcript of Audio Material for
Listening Assessment in Preliminary Research (Test
Penjajagan UN Kabupaten Sleman 2008/2009)…………...
Z.2 Transcript of Audio Material for the First Cycle……..
Z.3 Transcript of Audio Material for the Second Cycle…..
Z.4 Transcript of Audio Material for Listening Quiz……..
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CHAPTER I
INTRODUCTION
This chapter describes briefly the research conducted by the researcher.
This chapter is divided into six major parts, namely (1) research background, (2)
problem formulation, (3) problem limitation, (4) research objectives, (5) research
benefits, and (6) definition of terms.
A. Research Background
Language is used by community as a means to express facts, ideas, belief,
and so on. English is one of the widely-spoken languages in the world used to
express facts, ideas, belief, and so on to one another. For most of the students in
Indonesia, English is learned as a foreign language. As foreign language learners,
students are expected to master four English skills, namely listening, speaking,
reading, and writing. Among these four English skills, as Nunan cited from Rost
(1994: 141-142), listening is vital in the language classroom because it provides
input for the learners. Without understanding input at the right level, any learning
simply cannot begin. Listening is thus fundamental to speaking.
Listening to English passages or conversations is more difficult for
students who are not in English major, especially in terms of understanding what
is heard and then responding to it. Hatch’s (1978) explanation, as concluded by
Anderson (1988: 40), revealed that one of the principal skills which listeners must
develop if they are to participate successfully in a conversation is the ability to
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identify the topic of conversation, so that they can give relevant responses. In the
early stages of language learning, it is a difficult task for learners to identify the
topic accurately enough and to give immediate relevant responses. The difficulties
may hinder communication. Sometimes students find that listening is easy or
difficult. Factors involved in this assumption fell into three principal categories
(Anderson, 1988: 46) namely, (1) the type of language we are listening to, (2) our
task or purpose in listening, and (3) the context in which listening occurs.
During the practice teaching period, the researcher was interested in the
teaching learning problem that was encountered in one of the classes in SMKN 2
Depok Sleman, especially in the class the researcher handled. Based on the
preliminary observation, the researcher found that most of the students of grade
XII Kimia Industri SMKN 2 Depok Sleman considered listening as the most
difficult area to be mastered in learning English. The problem encountered in
listening activities was listening comprehension.
It was found that most of the students failed to listen successfully due to
their unfamiliarity with vocabulary items and speaker’s pronunciation. When they
were asked to listen to audio recordings, they claimed that the pronunciation of
the speaker was not clear and the vocabularies were difficult to understand. As the
researcher examined in the preliminary observation, these difficulties emerged
because they were not accustomed to listening to native speakers and/ or having
no particular time for listening section. The teaching learning process was often
focused on other skills, such as reading and writing. Furthermore, it was rather
difficult to have listening session in a regular class, because there was too much
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nuisance from outside the class. It was difficult for the students to concentrate and
listen to the recording carefully. Actually, the school provided a language
laboratory for the students to help them practice their listening skill. Booking
schedule was also arranged for the room usage, but in fact, the schedule was not
obeyed. The use of textbook and old-version materials also demotivated the
students to engage in listening activities. The problems that occurred were the
reasons why the researcher attempted to apply the use of authentic materials and
clearer listening procedures to help them improve their listening comprehension
skill.
B. Problem Formulation
After the problems were identified, the researcher formulated the problem
into the following question:
How does the use of authentic materials improve listening comprehension skill of
the students of grade XII Kimia Industri in SMKN 2 Depok Sleman?
C. Problem Limitation
To make this study more specific, some limitations were made. First, since
this was a Classroom Action Research, the scope of this study was limited to one
class only, namely grade XII Kimia Industri SMKN 2 Depok Sleman.
Secondly, this study was focused on students’ progress of listening
comprehension skill during the use of authentic materials in teaching learning
process in the classroom. Listening comprehension skill was taken into
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consideration because it played an important role in L2 learning. Krashen (1981)
claimed, as cited in Anderson’s book entitled Listening (1988), comprehension
played a central- and possibly predominant part- in the whole process language
learning. What was meant by listening comprehension skill here was the skill to
listen to native speakers especially in one way tasks and understand what was
heard, and this research was concerned with the progress of it.
D. Research Objective
This research was intended to examine the process of how the use of
authentic materials improved listening comprehension skill of the students of
grade XII of Kimia Industri SMKN 2 Depok Sleman.
E. Research Benefits
This study was supposed to be beneficial to English teachers in general,
English teachers in SMKN 2 Depok Sleman, and other researchers. First, this study
was expected to give benefits to English teachers in general, to help them in
viewing the problems which encountered in English learning in classroom and
developing strategies to improve English learning. Second, this study was
expected to be used as input for English teachers in SMKN 2 Depok Sleman, to
develop strategies in helping the students to improve their listening
comprehension so that the students can obtain better learning in English.
Last but not least, this study was expected to give benefits to other
researchers, as a reference for them in conducting research related to Classroom
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Action Research and English learning in classroom, especially about listening
comprehension skill.
F. Definition of Terms
In order to avoid misinterpretation, there were some terms in this research
that need to be clarified. The terms were:
1. Listening Comprehension Skill
Listening comprehension was the result of an interaction between a
number of information sources, which included the acoustic input, different types
of linguistic knowledge, details of the context, and general world knowledge, and
so forth, and listeners use whatever information they already had in their mind, or
whatever relevant information to help them interpret what the speaker was saying
(Buck, 2001: 3). Rost (2002) referred complete comprehension to the listeners
having a clear concept in memory for every referent used by the speaker.
Goh (2002) pointed out the key of listening comprehension skills are
listening for details, listening for gist, drawing inferences, listening selectively
and making predictions. Listening for details involved listening for specific
information. While listening for gist meant to listen for main ideas or global
listening. Drawing inferences was the ability to fill in gaps in the input. In
listening selectively, listeners are to listen only to the specific parts of the input.
Making predictions was the ability to anticipate before and during listening what
one is going to hear.
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In this research, what was meant by listening comprehension skills were the
skills to listen to the native speaker especially in one way tasks and understand
what was heard, in accordance with the aspects of comprehensive listening. The
researcher examined the progress of listening comprehension skills using those
five detailed aspects, after implementing a learning process using authentic
materials in listening session.
2. Authentic Materials
Authentic materials were materials that have not been specifically
produced for the purpose of language teaching (Nunan, 1989: 54). Nunan (1989)
added that most everyday objects in the target language qualify as authentic
materials. The authentic materials could be in form of audio materials, visual
materials, printed materials, or multimedia materials.
In this research, the authentic materials used were materials that have not
been specifically produced for the purpose of language teaching, and were
everyday objects that can easily be found in daily life. The authentic materials
used were authentic audio materials, such as songs and interview. The use of
authentic audio materials was aimed at helping students to be more focused on the
sound, and not on other things.
3. XII Kimia Industri students in SMK Negeri 2 Depok Sleman
Vocational schools are schools that focus on the development of students’
skills to do specific work (Government Regulation Chapter 1, Article 1).
Therefore, education in vocational schools is aimed at preparing the students to be
ready to enter the field of work professionally.
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SMK Negeri 2 Depok Sleman was one of the state vocational schools in
Sleman which provides several majors for the students to study. Kimia Industri
was one of the major studies in SMK Negeri 2 Depok Sleman which prepare the
students to work on operating and controlling chemical process in industry. Based
on the preliminary research data, the students of grade XII Kimia Industri in SMK
Negeri 2 Depok Sleman had difficulties in listening comprehension, especially in
terms of question and response. From the observations, it was found that the
students were not accustomed to listening to native speakers and/or had no
particular time for listening session. Besides, the XII Kimia Industri students in
SMK Negeri 2 Depok were also unfamiliar with vocabulary items used and the
speaker’s pronunciation. As a result, the listening sessions took longer time and
the students failed to give relevant responses. When the students failed to give
relevant responses, the communication between the teacher and students did not
go smoothly.
In accordance with that condition, the researcher tried to use authentic audio
materials in particular time for listening session. The use of authentic audio
materials in particular time for listening session was intended to give the students
opportunity to practice listening comprehension skills in clearer procedure, so that
they were able to focus and hence could acquire better listening comprehension
skills.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher reveals some theories which are related to
and support the research. This chapter is divided into two major sections, namely
theoretical description and theoretical framework. Theoretical description reveals
the theories and principles which are related to the implementation of using
authentic materials and listening comprehension. Theoretical framework covers
the synthesis of relevant theories that can help the research to answer the research
question.
A. Theoretical Description
This theoretical description consists of related theories and principles in
this research.
1. Listening
The researcher divides this section into three sub-sections, namely
definition of listening, listening as skills, and listening as processes.
a. Definitions of Listening
Traditionally, listening has often been regarded as a passive language skill.
However, listening involves a number of different ways in which the listeners can
or fail to process incoming speech. There are four major reasons why the listeners
can or fail to process the incoming speech according to Anderson (1988), namely:
first, the listener may not hear adequately what has been said due to the
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unfamiliarity with the speaker‟s accent or competing background noise. As a
result, the speech may have been „heard‟ in a strictly limited sense. The listeners
are unable to capture the idea contained in the speech they have heard.
Second, the speech may contain words or phrases that the listeners can
hear adequately but is unable to understand, because of serious problems with the
syntax or semantics of the foreign language. The third reason, there are times
when the listeners are perfectly able to hear and understand the speaker, but may
have „switched off‟ consciously or unconsciously. The last reason, there are those
messages which the listener attends to fully and from which he tried to construct
coherent interpretation.
According to Rost (2002: 7), listening is a process involving a continuum
of active processes, which are under the control of listener, and passive processes,
which are not. Howat and Dakin (1974) as cited by Guo (2005), stated that
listening is the ability to identify and understand what others are saying. What
involved in this process is, understanding a speaker‟s accent or pronunciation, the
speaker‟s grammar and vocabulary, and comprehension of meaning. As stated by
Guo (2005), if the students‟ knowledge of pronunciation, grammar and
vocabulary is insufficient, it is probable that their English listening
comprehension will be negatively affected by the lack of language knowledge.
Emmert (1994), as cited by Pekin (2010) stated that listening is more than
merely hearing words. It is an active process by which students receive, construct
meaning from and respond to spoken and or nonverbal messages. Meanwhile
Hyslop (1988), in a study, cited Thomlison‟s (1984) definition of listening,
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including “active listening”, which goes beyond comprehending literally to
empathetic understanding of the speaker.
b. Listening as Skills
According to Anderson (1988), listening, under many circumstances is a
reciprocal skill. Also, listening skills are as important as speaking skills. It means
that people could not communicate face-to-face unless the two types of skill are
developed in tandem. Moreover, people cannot practise listening in the same way
as they can rehearse speaking, or at least the part of speaking that had to do with
pronunciation, because people cannot usually predict what they will have to listen
to.
In addition, Anderson (1988) stated that all types of listening skills are
valuable and necessary if a learner‟s aim is to acquire an all-round ability to listen
effectively in a range of situations, to various types of input, and for a variety of
listening purposes. In this research, listening skills are related to the type of
purposeful listening, namely comprehensive listening. This type of purposeful
listening is to understand the message, and formed the foundation for listening
therapeutically, critically, and appreciatively (Wolvin & Coakely, 1996). Briefly,
Wolvin & Coakely (1996) defined comprehensive listening as informational
listening, in which students listen for the content of the message.
c. Listening Processes
There are two distinct views of listening process, namely bottom-up
processing and top-down processing. Buck (2001: 2) explained that the bottom-up
processing refers to a process of passing through a number of consecutive stages,
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or levels, and the output of each stage becomes the input for the next higher stage.
Bottom-up processing tends to rely on the text, in which the listeners rely on the
combination of sounds, words, and grammar that created meaning. Another view
of listening process is top-down processing. Top-down processing emphasizes
more the background knowledge of the listeners. Prior knowledge of a topic
enables listeners to interpret what they have heard and predict what will come
next. Listening comprehension is mainly a top-down process in the sense that the
various types of knowledge involved in understanding language were applied in
any order, or even simultaneously, and they are all capable of interacting and
influencing each other (Buck, 2001: 3).
Buck (2001) added, there are many reasons why the listening process may
go wrong. This could be due to the background noise, or distracted attention, or be
thinking of something else. Moreover, for second-language listeners, they could
have other difficulties, such as unknown vocabulary, complex syntax, or the text
could be just too fast.
2. Listening Comprehension
The researcher divides this section into three sub-sections, namely
definitions of listening comprehension, listening comprehension skills, and the
importance of listening comprehension skills for EFL students.
a. Definitions of Listening Comprehension
Buck (2001: 3) simply pointed out that listening comprehension is the
result of an interaction between a number of information sources, which include
the acoustic input, different types of linguistic knowledge, details of the context,
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and general world knowledge, and so forth, and listeners use whatever
information they already have in their mind, or whatever relevant information to
help them interpret what the speaker is saying.
Caroll (1972), as cited by Buck (2001: 52), described listening
comprehension as a two-stage process, namely the apprehension of the linguistic
information contained in the message, and the application of that linguistic
information to the wider communicative context.
According to Anderson (1988), there are four relevant features of listening
input which make comprehending materials difficult or easy for listeners. These
are information organization, familiarity of topic, explicitness of information, and
type of input. First is the information organization. The information organization
deals with the information structure given to the listeners. This feature might be
an ease or difficulty for the listeners so that the teacher should consider the way
information is ordered in factual text when producing or selecting material for the
students.
Secondly is the familiarity of topic. This feature deals with the power of
prior knowledge to interpret what the listeners heard and the failure of awareness
of the extent to which they were drawing on such knowledge. Anderson (1988:
49) cited what Hare and Devine (1983) found, that the amount of prior knowledge
of the topic of a story was a significant predictor of how much content the listener
would recall. As Buck (2001) cited from Spilich et al.(1979) and Pearson and
Johnson (1978), if the topic of the text accords well with the listeners‟ world
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knowledge, then it will be much easier to understand than a text with a topic that
the listener knows about.
The third feature is explicitness of information. There are three types of
explicitness found influencing the ease of comprehension according to Anderson
(1988), namely: redundancy, sufficiency of information, and referring expressions.
Redundancy refers to the cues that the listeners have to select, which can be
contrastive –or only single feature mentioned, or redundant, in which there are
two distinguished features mentioned. Sufficiency of information means the texts
contains all the relevant information and no more. Referring information is about
the way a speaker chooses to refer to the people or objects he mentions, and the
effect of these choices on the listener‟s ease of comprehension.
The last feature is the type of input. The type of input affects the degree of
comprehension difficulty. From an experimental research on teenagers, Brown
and Yule (1983a) have categorized spoken texts into three broad types; these are
static, dynamic, and abstract. The terms refer to the differences in the potential
complexity of relationships between the things, people, events, and ideas referred
to by a speaker. In a static text, the focus is on describing an object or giving
someone instructions on how to assemble a model, in which the relationship
between items is likely to be fixed. Dynamic use of language is needed in telling a
story or recounting an incident. It is called dynamic because it will probably
involve shifts of scene and time, and even the characters and the relationship.
Abstract texts focus on someone‟s ideas and beliefs rather than concrete objects,
for example someone‟s reason of choosing a particular school or university.
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b. Listening Comprehension Skills
There are five keys of listening comprehension skills which the students to
acquire, which was summarized by Goh (2002), namely: listening for details,
listening for gist, drawing inferences, listening selectively, and making prediction.
1) Listening for Details
Listening for details involved listening for specific information, such as
key words and numbers. Sometimes students have to listen to many details, which
may cause fatigue yet can also become a very intensive activity.
2) Listening for Gist
Listening for gist is meant to listen to the main ideas or the „big picture‟ of
a passage. Students focused on the general ideas and not on supporting details.
Experts assumed that this is the skill that effective listeners employ most
frequently.
3) Drawing Inferences
Drawing inferences or filling the gaps in the input is the ability that
required listeners to „listen between the lines‟. Speakers sometimes leave
information out because they assume the listeners already know it or they are
being deliberately ambiguous. Listeners may also miss some parts of speech
because of fatigue, noisy surroundings, distractions and the speaker‟s poor
explanation. Buck (2001) stated that inferences vary depending on how much
background knowledge is needed to make the inferences. Inferences are also not
only made about situations described in the text, but can also about the motives of
the speaker, or the point the text is intended to illustrate. Clark and Haviland
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(1974) claimed, as cited by Buck (2001) that the inferences necessary to
understanding the meaning of a text.
4) Listening Selectively
Listening selectively refers to listening only to specific parts of the input.
Listeners are to listen to specific parts of the input, depending on the purpose for
listening. It helps listeners to listen in a more relaxed manner, as they do not need
to concentrate on the whole passage. Nevertheless, it may lead the listeners to
ineffective understanding because they may have their own prejudices or bias.
5) Making Prediction
Making prediction is the ability to anticipate before and during listening
what is going to be heard. Contexts, co-texts and visual input are the clues
included in making predictions. Listeners tend to listen more purposefully and
attentively when they make predictions because they want to find out if they have
predicted correctly.
c. The Importance of Listening Comprehension for EFL Students
Krashen (1981) claimed, as stated in Anderson and Lynch‟s book
Listening (1988), that comprehension plays a central-and possibly predominant
part in the whole process of learning. There are three main skills which are
important for foreign listeners, emerged from the discourse analysis studies:
(1) The ability to recognize the topic of conversation from the native
speaker‟s initial remarks.
(2) The ability to make predictions about likely developments of the topic
to which he will have to respond
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(3) The ability to recognize and signal when he has not understood enough
of the input to make a prediction or a response. These explicit signals
are crucial, as they usually elicit a repetition or reformulation by the
native speaker, and so give the listener another chance to make a
relevant response.
In developing learners‟ listening comprehension skill, teachers are
supposed to also concern about the factors that influence learner listening. Goh
(2002), previously in a study cited Rubin‟s (1994) explanation, that factors which
enhanced or depressed listening comprehension can be summarized into five
categories: text type, task, interlocutor, process, and listener.
1) Text
There are three types of text feature can affect listening. First are the
acoustic features, including phonological modification and speech rate. Second,
the discourse features, such as macro- and micro – markers, linear and non-linear
organization of information, difficult vocabulary, colloquialism, sentence length
and complexity, visual support, and explicitness of information. The last, is the
clear influence of text types. For example the influence of news broadcasts,
lectures and conversation, abstract versus non-abstract topics, and static versus
dynamic relationship.
2) Task
Types of question, the amount of time available for processing information,
and whether or not the listener can capture the information repeated, are the
features that influence the complexities of listening tasks.
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3) Interlocutor (speaker)
The degree and quality of comparison might be affected by the speaker‟s
characteristics, including the accent, fluency, standard or non-standard usage, and
gender.
4) Listener
Listeners also have the characteristics that can influence comprehension,
including language proficiency, gender, memory, interest, purpose, prior
knowledge, attention concentration, accuracy of pronunciation, physical and
psychological states, knowledge of context, topic familiarity, and established
learning habits.
5) Process
The process here refers to the types of processing that listeners engaged in
directly which affect listening comprehension.
Goh (2002) added the factors above with the specific problems in each
phase of comprehension faced by the learners as adopted by the researcher as
follows.
PERCEPTION PARSING UTILISATION
Do not recognize words
they know
Neglect the next part when
thinking about meaning
Cannot chunk streams of
speech
Miss the beginning of texts
Concentrate too hard or
unable to concentrate
Quickly forget what is
heard
Unable to form a mental
representation from words
heard
Do not understand
subsequent parts of input
because of earlier problem
Understand words but not
the intended message
Confused about key ideas
in the message
Figure 2.1 Learner’s Problems at Different Phases of Listening (Goh 2002: 9)
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3. Authentic Materials
This section is divided into four sub-sections, namely definitions of
authentic materials, types of authentic materials, advantages and disadvantages of
authentic materials, and material selection criteria for teaching.
a. Definitions of Authentic Materials
Authentic materials are defined by Morrow (1977: 13) as a stretch of real
language, produced by a real speaker or writer for a real audience and designed to
convey a real message of some sort. Rueckert (2006) in a previous study revealed
authentic materials as materials that teachers can use in classroom that have not
been changed in any way for ESL students. Nunan (1989:54) added authentic
materials as any materials which have not been specifically produced for the
purposes of language teaching. In accordance with these, the authentic materials
are also not changed for the students.
Peacock (1997) in Martinez‟s study (2002) defined authentic materials as
materials that have been produced to fulfill some social purpose in the language
community. By this definition, the use of authentic materials in this research is
expected to help students to communicating in the language community, using
interesting topics yet still in accordance with school target materials.
b. Types of Authentic Material
There are five types of authentic material highlighted in Goh‟s journal
(2002), namely videos, radio broadcasts, songs, literary texts, interactive CD
ROMS, and the World Wide Web.
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1) Videos
Goh (2002) revealed that videos are now becoming an integral part of
language teaching. Students can take the advantages of using videos with visual
clues that are an important source of information in real-life communication.
Videos support students to practice top-down strategies by contextualising what is
heard and making inferences about things that they did not hear clearly. Videos
also enabled students to combine both auditory and visual clues in parallel
processing, something which they frequently do in their first language.
However, there are some considerations in selecting videos for teaching,
such as sources of the materials, students‟ background knowledge, appropriate
segments, length of sequences and viewing time between listening activities. The
types of video that are appropriate included TV drama or sitcom, feature film,
news programme, documentary, game show, advertisement, film trailer, music
video, cartoon, weather forecast, interview and talk show. Feature film is also
good to use in classroom. However, there are four criteria in selecting the feature
film. Firstly, the film is supposed to be an enjoy watching film. Secondly, the film
is supposed to have an uncomplicated plot which provided and easy context for
understanding the language. Thirdly, the film should give an honest view of the
world and society. Fourthly, the dialogues in the film are supposed to be simple
and realistic, and are able to provide a good model for the students.
2) Radio Broadcasts
According to Goh (2002), radio broadcasts provided an endless source of
current and updated materials of many themes. Teachers can use recording for the
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radio to keep things new and relevant for the students. Some examples of the
activities related to radio broadcasts are listening to topical issues programmes,
popular culture, and contemporary celebrities, which can be very motivating for
students as they put the classroom in touch with the world outside. Radio
broadcasts also bring the students to a wide variety of text types to choose from.
Transactional and interactional talks to suit different learning objectives can also
be found in this type of materials.
There are six suggestions for using radio broadcasts as proposed by Goh
(2002). Firstly, students are supposed to get familiarised with the programmes on
local and overseas radio stations. Secondly, programmes should suit the interest
and level of students. Thirdly, themes and topics in the syllabus are supposed to
give supplement by radio programmes. Fourthly, it is better for teachers to make a
checklist of the types of text that are appropriate for the lessons. Fifthly,
transcribing in post-listening activities should be done in relevant segments after
the teachers have made the recording. Sixthly, recording should be labelled clearly
with the name of the programme, the date of broadcasts, the radio station and the
target group of students.
3) Songs
Goh (2002) found that songs provided a wide range of comprehension
tasks because they are normally short and in general use simple language and
contains repetitions. Longer songs often contain stories that will capture students‟
attention. It is also good for teachers to use songs to explain about recount and
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narrative texts. In some cases, pop songs may also deal with social issues, which
allow students to apply their background knowledge and make personal responses.
Nevertheless, there are eight suggestions for using songs in classroom as
proposed by Goh (2002). Firstly, singers should have clear diction. Secondly,
familiar songs for tasks that involve higher order listening are recommended.
Thirdly, for text-based tasks, such as listening for details and/ or gist, it is good for
teachers to choose unfamiliar songs. Fourthly, inappropriate language and
unsuitable content should be avoided. Fifthly, teachers may invite students to
suggest the types of song they would like to work with. Sixthly, students can get
more involved by contributing lyrics of their favourite songs. Seventhly, songs
should support or complement the topics or themes of the syllabus. Eighthly,
setting up a song bank is recommended for teachers.
4) Literary Texts
Literary texts, such as poems and short stories, are suitable for listening
class after some modifications. Most poems and short stories are usually short and
self-contained and can be used the entirety in a listening lesson, whereas novels
and plays will have to be sampled and adapted. Literary works are essentially
created to move heart and mind, so they have great potential for creative and
critical thinking development through listening tasks. They also represent many
text types and are useful for developing different types of listening. For instance, a
novel or a play may contain narratives, recounts, expositions, or even procedural
texts. A range of responses can be elicited from the use of literary texts, from
simple listening outcomes such as matching and reconstructing to creating
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empathy and considering different viewpoints. There are three considerations in
selecting texts. Firstly, texts should be targeted at students‟ age group as these will
have themes which they can identify with. Secondly, texts should be stylistically
simple and are aiming to use the texts for listening tasks, not for reading
comprehension or language analysis. Thirdly, cultural factors should be
considered whether it is suit students‟ background knowledge or not.
5) Interactive CD ROMs
CD-ROMs provided a multi-media experience by combining video,
images, sound, animation and text. Moreover, CD-ROMS gave a special
advantage: precise replay of textual-audio-visual sequences of information. It can
be a powerful tool for controlling language input of the students. On the other
hand, not all aspects of listening can be practised and developed with CD-ROMs.
Most of CD-ROMs contain transactional texts, which are good for listening for
gist and details.
Here are four considerations when using CD-ROMs. Firstly, titles should
be chosen according to the themes or topics in the syllabus, or that provide a rich
source of edutainment and useful information. Secondly, text types and relevant
tasks should be identified and be considered. Thirdly, listening skills and/ or
strategies for students to practise should be determined. Fourthly, teachers should
check the amount of recording time on the packaging to ensure a reasonably
substantial amount of listening input.
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6) The World Wide Web
The latest source of authentic materials that can be used for helping
students develop their listening comprehension is the internet or the World Wide
Web. Websites now provide both audio and video clips which contain current and
interesting listening materials. BBC World Service is an example of websites
which contains wide variety of programmes transmitted in both written text and
real audio. To provide these audio clips into classroom, teacher should ensure that
computers and modems have the required speeds and that you have the right kind
of software, which is free and easily downloaded.
c. Advantages and Disadvantages of Authentic Materials
There are advantages and disadvantages of using authentic materials for
students in classroom. As a teacher, optimizing the use of authentic materials is
supposed to be done because it has significant advantages, as it is cited from
Martinez‟s (2002) study.
The first advantage is students are exposed to real discourse. Through
authentic materials, students are able to learn from the real discourse to improve
their listening comprehension. For instance, watching video interviews between a
reporter and a famous person can help the students in listening for gist.
The second advantage is according to Sanderson (1999) as cited by
Martinez (2002), the students are able to always be informed about what is
happening in the world, so they have intrinsic educational value. It is also
important for teachers to take the responsibility as educators to concern with
general development and education itself. The third one deals with its advantage
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compared to textbook, that authentic materials offer the students to learn more
skill – such as analyzing skill- because sometimes in authentic materials, there are
incidental or improper English, which can be a tool for students to apply their
knowledge in practice. The fourth advantage is the same piece of material can be
used under different circumstances if the task is different. It means that authentic
materials offer the teacher and students the efficient function of materials to be
used in language classroom.
Next advantage is according to Brinton (1991), authentic materials can
reinforce for students the direct relationship between the language classroom and
outside the world. Melvin and Stout (1987) found an overall increased motivation
to learn in students, as well as a renewed interest in the subject matter, when
students use authentic materials for the study of culture in language classroom.
Authentic materials also enabled the students to recognize a wide variety of text
types from books, articles, newspapers, and so on, in which the language styles
are not easily found in conventional teaching materials.
The last but not the least advantage of authentic materials is they can
encourage the activities in class for pleasure because they are likely to contain
topics to interest to learners. Moreover, the students will find more excitement and
are supposed to be more involved in classroom activities if they are given the
chance to talk about the topics or kinds of authentic materials to be used in class.
On the other hand, there are also the disadvantages of authentic materials
which are important for the teachers and students to minimize and/ or to be aware
of. The disadvantage of authentic materials related to listening is mostly about the
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accent of the speaker. In authentic listening materials, the students may found it is
difficult to listen to different accents, even in one listening passage.
Furthermore, the disadvantages dealt with the structure. In authentic
materials, sometimes too many structures are mixed so lower levels have a hard
time decoding the texts. This disadvantage can be minimized by selecting
language contained in the authentic materials. The process of selecting the
materials or special preparation may bring teachers to another disadvantage
namely time consuming.
Culture biased also becomes one of the disadvantages of authentic
materials. Some authentic materials can be too culturally biased, in which
sometimes make the students outside the language community difficult to
understand.
d. Materials Selection Criteria for Teaching
There are criteria in selecting the authentic materials for teaching listening.
Goh (2002) summarized six criteria of general materials selection; there are
language, purpose, speaker, intended audience, length, and visual support.
1) Language
The language should be of a level that students are capable of
understanding but the same time present some challenge for using listening skills
and strategies. It is better not to use difficult language for students no matter how
interesting or relevant the topic is. Goh (2002) added, on the other hand, it is
better for the teacher not to overlook materials that may contain many new words.
It is suggested for the teacher to consider the background knowledge of the
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students, so that the teacher can develop less demanding tasks such as those that
require students to listen for gist or to infer contents using top-down strategies.
2) Purpose
In this criterion, teacher should consider the aim and objectives of the
lesson. The teacher should also decide what types of task and talk are appropriate
before selecting the material and the original communicative purpose of the
materials. It is also important to match the lesson objectives and tasks accordingly.
3) Speaker
This criterion is related to the characteristics of speakers, which can have
an important influence on the comprehension of the listeners. Some of the
characteristics included accent, speech rate, pronunciation, clarity if thought and
even gender. Teacher should also consider the number of speakers involved and
limit them if necessary to increase the students‟ progress. In selecting the
materials, teachers are supposed to avoid materials in which the speakers have
strong accents that the students will probably never encounter. At the same time, it
is better to choose materials with normal speed and avoid speakers who speak too
fast, even by first language users‟ standards.
4) Intended Audience
Teachers are supposed to match the intended audience of the materials to
the type of students. In addition, the content of the material should be comparable
to the intellectual and maturity level of the learners, and cultural and religious
sensitivities.
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5) Length
The length of listening texts varies according to several factors, not only to
the types of listening skill that are practised and the proficiency level of the
students.
B. Theoretical Framework
Listening is a passive language skill which involves a number of different
ways in which the listeners can or fail to process incoming speech. There are four
major reasons why the listeners can or fail to process the incoming speech,
according to Anderson (1988), namely: first, the listener may not hear adequately
what has been said due to unfamiliarity with the speaker‟s accent and or
competing background noise. Second, the speech may contain words or phrases
that the listeners can hear adequately but is unable to understand due to serious
problem with the syntax or semantic of the foreign language. Third, there are
times when the listeners are perfectly able to hear and understand the speaker, but
may have „switched off‟ consciously or unconsciously. Fourth, there are messages
which the listener attends to fully and from which he tried to construct coherence
interpretation. In this research, the listening comprehension problems occurred
mainly due to unfamiliarity with the speaker‟s accent, problem with syntax and
semantics of the foreign language. The unfamiliarity with the speaker‟s accent
was due to no sufficient time to have listening comprehension practice in class.
Meanwhile, the problem with syntax or semantic of the foreign language deals
with the vocabulary, grammar and pronunciation. As Guo (2005) found in the
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previous study that students‟ listening comprehension are possible to be
negatively affected if they had insufficient knowledge of pronunciation, grammar
and vocabulary.
Comprehensive listening itself is one type of purposeful listening in which
the main aim is to understand the content of the message (Wolvin & Coakely,
1996). The lack of listening comprehension skill usually becomes the obstacle to
have successful comprehensive listening. The students are unable to understand
the content of the message and then the listening section took longer time than
was expected. As a result, the teaching learning process is ineffective due to time
consuming only on listening session.
Based on this learning problem, the researcher conducted classroom action
research (CAR) in order to improve the students‟ listening comprehension skill by
using authentic materials in listening section in classroom. In this CAR, there
were four stages conducted according to Kemmis and McTaggart (1988), namely
planning, acting, observing, and reflecting. In addition, due to acting and
observing can be done in tandem, the researcher combine them into one stage.
Based on the preliminary observations‟ data, the researcher chose to use
authentic materials to improve listening comprehension skill of the students of XII
Kimia Industri in SMKN 2 Depok Sleman. The reason is because authentic
materials enable students to learn from the real discourse to improve their
listening comprehension (Martinez, 2002). Besides, using authentic materials
offer students to learn more skills, such as analyzing skill.
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The researcher uses authentic materials by applying top-down strategy, in
which the focus is understanding the text emphasized on the background
knowledge of the students to interpret what they have heard and predict what will
come next. By applying such strategy, it was expected that the students are able to
understand the message conveyed by the speaker; the main ideas and supporting
details, and to develop their creative and critical thinking. Moreover, authentic
materials can be found almost everywhere. So, the students can improve their
listening comprehension skill both inside and outside the class.
In this research, the listening comprehension skills are observed and
divided into five phases as proposed by Goh (2002) namely (1) listening for
details, (2) listening for gist, (3) drawing inferences, (4) listening selectively, and
(5) making prediction.
After implementing top-down strategy using authentic materials in
listening section in classroom, the researcher examined whether the students‟
listening comprehension skill is developed or not. The researcher analyzes the
data gained from observation checklist, field notes, students‟ journal, and the
improvement of the result of students‟ worksheet in every cycle.
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CHAPTER III
METHODOLOGY
This chapter revealed information about the methodology that was used to
accomplish the study. This methodology was used in order to answer the problem
formulation stated in Chapter One. There are six sections discussed in this chapter,
namely research method, research participants, research instruments, data
gathering technique, data analysis technique, and research procedure.
A. Research Method
This research was a classroom action research. Action research, according
to Carr and Kemmis (1986: 162) as cited by Burns (1999: 30) is “simply a form of
self-reflective enquiry undertaken by participants in social situations in order to
improve the rationality and justice of their own practices, their understanding of
these practices and the situations in which the practices are carried out.” Ferrance
(2000) stated that the idea of action research is that teachers will begin a cycle of
posing questions, gathering data, reflection, and deciding on a course of action. In
this research, the action research was conducted in classroom scope. The
researcher employed Classroom Action Research (CAR) in order to solve the
problem in class XII Kimia Industri of SMKN 2 Depok, namely the lack of
listening comprehension skill.
There are four major steps in Classroom Action Research (CAR)
according to Kemmis and McTaggart‟s (1988) cycle namely planning, action,
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observation and reflection. The cycle was started with planning steps, in which the
researcher decided the focus of the inquiry and created a plan to observe and
record the classroom activities. The plans were then implemented in action and
relevant observations were recorded. The researcher then individually and/or
collaboratively made reflection to revising the classroom activities based on what
has been learned. Those major steps are illustrated in Figure 3.1 as follows.
Figure 3.1 Kemmis and McTaggart’s Cycle Model (Burns, 1999)
In this research, the researcher planned to use authentic materials in
listening activities to improve students‟ comprehension skill. The researcher then
implemented the use of authentic materials in classroom activities and observed it
as well. The data obtained was then used to analyze the impact of using authentic
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materials in the classroom activities. Then, the researcher reflected whether the
given action improved students‟ listening comprehension skill or not. Revised
plans were made to obtain significant progress in the next cycle.
B. Research Participants
The research was conducted in SMK Negeri 2 Depok Sleman. The
participants of this research were grade XII students in SMK Negeri 2 Depok
Sleman in academic year 2010/2011, with Kimia Industri as the major study.
There were 32 students in that class. The participants were taken under the
consideration that they still performed inadequate listening comprehension skill in
teaching learning process in classroom. Based on the preliminary research, the
lack of listening comprehension skill was shown by the students that they could
not give relevant responses towards teacher‟s questions about the recording which
had been played previously. Besides, the students needed to listen more than three
times to comprehend the content of the recording and to give relevant responses.
C. Research Instruments
The instruments in this research were used to gather the data needed. The
researcher used observation checklist, fieldnotes, questionnaire, interview and
student journal to obtain the data.
1. Observation Checklist
According to Burns (1999), observation refers to the procedures that
ensure that the information collected provides a sound basis for answering
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research questions and supporting the interpretations that are reached. In this
research, the researcher conducted participant observation using observation
checklist to obtain the data. Burns (1999) added that observation enables the
researcher to document and reflect systematically upon classroom interactions and
events, as it was really occurred in the classroom. In this research, observation
checklist was used to enable the researcher to observe the interactions and events
in listening activities in the class namely pre-listening activities, whilst listening
activities, and post listening activities. The aspects to be observed were based on
the phases of listening comprehension skills as proposed by Goh (2002), namely
listening for details, listening for gist, drawing inferences, listening selectively
and making prediction.
The researcher conducted participant observation, in which the researcher
became the member of the context and participated in the activities planned, in
order to obtain more information through involvement in class activities. The
observation checklist was used in two cycles conducted.
2. Field Notes
According to Bogdan and Biklen (1982: 110), “field notes are the written
account of what the researcher hears, sees, experiences, and thinks in the course of
collecting and reflecting on the data in the qualitative research.” Field notes
consist of two kinds of materials, namely descriptive and reflective. The
descriptive part in field notes represents the researcher‟s best effort to record
objectively the details of what has occurred in the field. This part is concerned
with the setting, people, actions, and conversations as observed. Bogdan and
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Biklen (2003: 112-113) stated that there are six aspects in descriptive part of field
notes, namely: a.) Portraits of the subjects, b.) Reconstruction of dialogue, c.)
Description of physical setting, d.) Accounts of particular events, e.) Depiction of
activities, and f.) The observer‟s behaviour.
The second part of field notes is reflective part. Bogdan and Biklen (2003)
stated that the reflective part of field notes contains sentences and paragraphs that
reflect the observer‟s more personal account of the course of the inquiry. It is the
subjective side of the research, emphasizing the speculation, feelings, problems,
ideas, hunches, impressions, and prejudices. It contains: a.) Reflection on analysis,
b.) Reflection on method, c.) Reflection on ethical dilemmas and conflicts, d.)
Reflection on the observer‟s frame of mind, and e.) Points of clarification. In this
research, the researcher used the Kemmis and McTaggart‟s CAR cycle model,
where both the descriptive and reflective parts of field notes were used to obtain
the data. The researcher wrote field notes from the beginning until the end of the
implementation.
3. Questionnaire
Burns (1999) stated that questionnaire involves predetermined questions
presented in written form and is easy because it is less time-consuming to
administer. In addition to that, questionnaire enables the respondents to respond
more rapidly to the questions, as the responses are supplied in written form
(Burns, 1999: 129). However, there was a consideration that the questions in the
questionnaire can be interpreted independently as well as easily and
unambiguously by the respondents.
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Anne Burns (1999: 130) explained that there were three types of response
items which are usually employed in questionnaires, namely closed items, scale
items, and open-ended items. The researcher employed scale items, in which the
alternative responses were representing degrees of agreement or disagreement.
The researcher provided nine closed question items about the learning progress
using authentic materials in classroom for 32 students of XII Kimia Industri Class.
The questionnaire was aimed at investigating to what extent authentic materials
improve students‟ listening comprehension skill. The questions in questionnaire
were reflected on the phase in listening comprehension using top-down strategy,
namely (1) listening for details, (2) listening for gist, (3) making inferences, (4)
listening selectively, and (5) making prediction. The questionnaire was distributed
to every respondent at the end of the cycle.
4. Interview Guide
Interview was one of non-observational data gathering instruments in this
CAR. Burns (1999) stated that interview can be a way of investigating and
collecting data on areas one wishes to explore. Furthermore, Burns (1999) added,
“Interviews are often characterized according to the degree of control the
interviewer decides to exercise over the interaction, as structured, semi-structured
or unstructured.” In this CAR, the researcher conducted semi-structured interview,
in which the researcher worked through a list of prepared guide questions. The
reason of conducting semi-structured interview was based on Burn‟s (1999)
statement, that this kind of interview had the advantage of enabling the
interviewee‟s as well as the interviewer‟s perspective to balance in the research
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relationship. Also, it allowed for the emergence of themes and topics which may
not have been anticipated when the investigation began and provided greater
flexibility.
The interview in this CAR was undertaken with individuals. Burns (1999)
stated that this kind of interview enabled the researcher to follow up in more detail
particular cases which have been identified, or observation already made but not
fully revealed. There were ten open-ended questions to obtain more information
on students‟ perception and opinion toward the implementation of authentic
materials in their comprehension process on listening materials. The researcher
interviewed nine selected students of XII Kimia Industri class as the
representatives of the whole students in that class, on April 11th
, 12th
, an 13th
2011. The respondents were chosen randomly to obtain heterogeneous answers
and maintain objectivity. It took more or less ten up to thirteen minutes of
interview for each student.
5. Student Journals
In this research, student journals were aimed at providing the researcher
feedback responses from the student. As Burns (1999) stated, student journals can
provide valuable insights into classroom interactions and the students‟ responses
to their learning experience. The researcher gave this journal to every student in
class, so that they could express their feelings or opinions towards the situation of
the teaching and learning process or the materials which were given by the
teacher. Student journals can also be an interesting way of making comparisons
amongst the students of perceptions on the topic (Burns, 1999). Furthermore,
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Burns added, employing student journals in CAR is beneficial to both teacher and
students to investigate areas of difficulty in learning, in both a general and
individual sense, as well as provide feedback on classroom tasks, learning process
and strategies, or preferences for classroom groupings. Another benefit is that this
kind of sharing information can increase student‟s motivation to write a journal.
D. Data Gathering Technique
The data gathered from the researcher‟s‟ point of view through
observation checklist and field notes. The observation was done in the teaching
learning process in classroom. In the preliminary research, the researcher
employed non-participant observation to obtain the data. The researcher observed
how the materials were delivered, how the students gave responses to the teaching
learning process, and what problems encountered during the teaching learning
process. From the preliminary research, the researcher identified that the materials
used were merely from textbook, which could be demotivating the students to
learn. Besides, the students often could not give relevant responses towards the
teacher‟s questions, and they needed to listen to the materials more than three
times. As a result, the listening section took longer time than were expected. In
addition, the teacher identified that the students had difficulty to get used to the
speaker‟s accent due to their having no adequate time of listening comprehension
practice. Unfamiliarity with the vocabulary items also made them difficult to
understand the materials.
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The researcher then analyzed the previous students‟ listening test score.
The test score functioned as the comparing tool between the students‟
achievement before and after the implementation of authentic materials. The
researcher then decided the most problematic one over the problems happening in
the class and prepared an action to solve the problem. The researcher then
discussed the plan with the teacher. After having agreement about the action
planned, the researcher implemented the action in the teaching learning activities.
At the same time, the researcher used observation checklist and field notes to
gather the data. Field notes, in this research functioned as the tool to obtain more
data which could not be obtained through observation checklist. Through field
notes, the researcher wrote any events in the research, from the time the researcher
arrived in the class until the lesson ended.
Questionnaire, interview guide, and students‟ journal were used to gather
data on the respondents‟ point of view. The questionnaire was distributed to the
respondents in the end of the cycle and was collected right after the respondents
answer the questions in the questionnaire. Interview was done to obtain more data
from the representative of the respondents and was conducted after the cycle was
over. While students‟ journal was distributed to obtain data on students‟ opinion
and perception on the strategy implemented. The respondents were requested to
write the journal about their opinion and reflection as well as their expectation on
the learning process using authentic materials. From these research instruments,
the researcher made reflections on what went well and what need to be improved.
The researcher could also examine what the students really felt during the
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implementation, through their opinion, comments, and answers that had been
written or spoken.
The researcher then compared the scores achieved in every cycle in order
to see students‟ improvement in listening comprehension skills. The average score
in the final test also would be compared to the previous listening test score, as the
indicator of students‟ improvement on listening comprehension skills before and
after the implementation.
E. Data Analysis Technique
This section is aimed at elaborating the process of data analysis. The
researcher analyzed the data gathered in order to answer the problem formulation.
Burns (1999) revealed that data analysis involves describing and explaining.
Describing here meant the researcher analyzed the data gathered from and the
observation checklist to examine the significant progress of students‟ listening
comprehension skill in classroom. Moreover, the process of explaining in this
research involved more theories and concepts to elaborate the details of the
progress.
Triangulation technique was used to analyze the data in this research.
Triangulation, defined by Elliott and Adelman (1976: 74) as cited by Burns
(1999), as a technique which involves gathering accounts of a teaching from
different points of view. In this CAR, the data were gathered from respondents
and researcher‟s point of view. The reason of using triangulation technique in this
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research was that this technique enabled the researcher to obtain supporting
information from different perspectives and gain objectivity of the data.
The researcher analyzed the data using two forms of triangulation, namely
time triangulation and methodological triangulation. Those two kinds of
triangulation are elaborated as follows.
1. Time Triangulation
Burns (1999) stated that time triangulation was used to analyze the data
which were collected at one point in time or over period of time to reveal what
factors were involved in change processes. In this research, time triangulation
technique was employed through analyzing field notes during conducting the
research to examine what factors were involved in change process, in this case is
the improvement of students‟ listening comprehension.
2. Methodological Triangulation
Denzin (1970) as cited by Cohen et al. (2000), stated methodological
triangulation as using the same method on different occasions or different
methods on the same object of study. Furthermore, Denzin (1970) categorized this
type of triangulation into two, namely „within method‟ triangulation and „between
method‟ triangulation. Smith (1975), as cited by Cohen et al. (2000) stated that
the within methods concerned the replication of a study as a check on reliability
and theory confirmation. Meanwhile, the between methods involved the use of
more than one method in the pursuit of given objective. In this research, the
researcher employed „between methods‟ of triangulation. The researcher gathered
and elaborated the findings through observation checklist, field notes, interviews,
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questionnaire, and students‟ journal. As it has been defined by Campbell and
Fiske (1959) in Cohen‟s (2000) book, the between methods encompassed the
notion of convergence between independent measures of the same objective as a
check on validity.
Observing the implementation of authentic materials in listening
comprehension practice was the first technique used in this research. The
researcher conducted two cycles of CAR, so the observation was done twice
during the implementation. The observation was aimed at seeing the general
situation of the classroom during the implementation. The researcher also wrote
field notes in order to be able to clarify what could not be revealed in the
observation checklist, such as the description of the physical setting, the
interaction amongst students, the observer‟s behaviour. The implementation
would be concluded as satisfactorily done if the data obtained from the
observation checklist and field notes described that the teacher carried out the
planned action and the data from journal showed positive responses of the
students toward the implementation.
The second technique was employed by the researcher to examine how the
implementation improved the students‟ listening comprehension skills. A
questionnaire hence was distributed after the second listening comprehension test.
The researcher expected that by using questionnaire, the students were able to
express their perception on what had been implemented for them. There were ten
statements in questionnaire, which reflected on the five aspects of listening
comprehension skills as proposed by Goh (2002), namely: (1) listening for details,
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(2) listening for gist, (3) drawing inferences, (4) listening selectively, and (5)
making prediction.
The researcher then used interview guide as the third technique to gather
the data. The interview was aimed at clarifying the students‟ opinion in the
questionnaire. If the data from the questionnaire and interview showed that
students had positive responses towards their listening comprehension skills
improvement, it meant that the use of authentic materials enabled them to improve
listening comprehension skills. Additionally, in order to obtain more convincing
data, the researcher used the students‟ listening comprehension test score before
and after the implementation, as a comparing tool to see the improvement. If the
result of the score after the implementation was higher than before, it indicated
any improvement on students‟ listening comprehension skills.
F. Research Procedure
There were ten major steps in conducting this classroom action research,
namely obtaining school‟s consent, conducting preliminary research, finding the
problem and deciding the action, planning, acting and observing, testing,
collecting the data, reflecting, revising plan for the next cycle, and writing up the
report. The elaboration of the research procedure is as follows.
1. Obtaining School’s Consent
The researcher asked for permission from the school to conduct the
research. In this step, the researcher explained to SMK Negeri 2 Depok principal
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about the background of the research and the purpose of the researcher conducted
the research in SMK Negeri 2 Depok.
2. Conducting Preliminary Research
After obtaining the consent, the researcher started doing preliminary
observation to observation the general situation of XII Kimia Industri class,
including how teacher organized the materials, how teacher delivered the
materials, and how students responded to the teaching and learning process. In
this preliminary observation, the researcher identified the problematic factors
which were encountered in the teaching and learning process.
3. Finding the Problem and Deciding the Action
The third step was after having a list of the problematic factors which
occurred in the teaching learning process, the researcher chose the most
problematic one and discussed it with the teacher. The researcher found that
inadequate listening comprehension skills were the most problematic one. The
causes were due to their having no enough time of listening comprehension
practice and unfamiliarity with the speaker accent. Then, the researcher tried to
find the most appropriate action to solve it. The action which was chosen was
using authentic materials in the listening section of the English subject.
4. Planning
Fourth, the researcher planned a learning activity in which the authentic
materials were implemented in listening comprehension learning through listening
activities. At this step, the researcher also prepared the materials as well as
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arranged the teaching and learning activities in form of lesson plans which should
be administered by the researcher.
5. Acting and Observing
After having the teaching and learning plans, the fifth step was the
researcher took an action in teaching and learning process. The researcher
implemented the using of authentic materials in comprehending listening
materials through listening activities. At the same time, the researcher and the
teacher observed what was going on during the implementation. Moreover, the
researcher also recorded every single event in the class by writing field notes.
Afterwards, before the end of the meeting, the researcher distributed students‟
journal to the students and asked them to write about their feelings and opinions
during the class. Later, the student journals would be one of the tools in gathering
the data.
6. Testing
The testing was carried out after the researcher accomplished the second
cycle, on April 6th
, 2011. The test was in the form of a quiz, using a shorter song
than in the first and second cycle. The test consisted of four parts, which covered
five phases of listening comprehension skills. Part A was a test on recognizing
keywords, consisted of eight vocabulary items with Indonesian meaning. Part B
consisted of four questions related to listening for gist and making prediction.
Part C was a question on drawing inferences. Part D was a cloze procedure in a
specific part. The song used was „Que Sera Sera‟ sung by Doris Day.
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7. Collecting and Analyzing Data
After finishing the teaching and learning process, the researcher
distributed a questionnaire for 32 students of XII Kimia Industri class. The aim of
the questionnaire was to reveal whether or not the implementation of authentic
materials was able to improve students‟ listening comprehension skill.
Furthermore, the researcher also conducted interviews for nine selected students
as the representatives of the respondents who were chosen randomly. The purpose
of the interview session was to examine the students‟ opinion and perception
towards the implementation of authentic materials. The data gathered then was
analyzed by triangulation method.
8. Reflecting
After the researcher finished the action and the researcher compiled all the
data which were gathered from field notes, observation checklist, interviews,
questionnaire, and student journals, the researcher discussed what went well and
what went wrong during the implementation. Furthermore, based on the
discussion, the researcher made a reflection on the events happened during the
implementation, including the strengths and the weaknesses of the action given.
The researcher in this step examined whether the students‟ achievement met with
the indicators or not. Then, the process of planning, acting and observing, and
reflecting were considered as the one cycle.
9. Revising Plan for the Next Cycle
The planning for the next cycle was based on the result of the previous
cycle. If the action in the first cycle still performed insignificant progress on
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students‟ listening comprehension skill, the researcher and the teacher prepared
the second cycle to improve the weaknesses of the first cycle. Whereas if the first
cycle already shown a good progress compared to the preliminary, the second
cycle would be conducted to ensure that the given action was able to solve the
problem. The focus of the research was still on the implementation of authentic
materials to improve students‟ listening comprehension skill through listening
activities. The difference was that the research modified the materials.
10. Reporting
After having all the research procedure completed, the researcher made a
report of the research conducted. The report covered background problems of the
research; related theories and principles; methodology used to gather and analyze
the data; discussion on implementation; conclusion of the implementation and
suggestion for the future research. Documents used during the implementation
were also compiled and attached in appendices.
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
There are two major sections presented in this chapter. The first section
reveals the description of the use of authentic materials to improve listening
comprehension skills. The findings and the discussion are reported based on the
data gathered from observation, field notes, and students‟ journal. The second
section reveals how authentic materials improved listening comprehension skills
of XII Kimia Industri students. The discussion covers the research results that are
gained from the questionnaire and interview.
A. The Description of the Implementation of Authentic Materials to
Improve Listening Comprehension Skills
Authentic materials in this research were employed to help the students
improve their listening comprehension skills. There were four stages in this
research to be done according to Kemmis & McTaggart‟s CAR Model, namely
planning, acting, observing, and reflecting. Nevertheless, in this research, acting
and observing were combined as one stage because it can be done in tandem.
There were two cycles conducted in this research. The first cycle was
conducted on March 28, 2011 at 10.30-11.00, and the second cycle was conducted
on April 6, 2011 at 10.15-11.05. Both cycles are summarized in the Table 4.1 as
follows.
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Table 4.1 Teaching Schedule
No. Day/Date Time Topic/Activities Cycle
1. Monday,
March 28,
2011.
10.30-11.00 1. Introducing authentic materials.
2. Explaining the phase in listening
comprehension.
3.Listening comprehension
practice individually and in pairs.
(worksheet completion).
4. Making reflection on what have
been learnt and giving suggestion
for the next cycle. (Students
journal completion)
1
2. Wednesday,
April 6,
2011.
10.15-11.05 1. Reviewing the steps of listening
comprehension.
2. Listening comprehension
practice through worksheet
completion. (individual and pair
works)
3. Listening quiz with new
material.
4. Making reflection on what had
been learnt. (students journal
completion)
2
The teaching schedule as shown in Table 4.1 covered the activities in two
cycles. In the first cycle, the teaching schedule covered introduction to authentic
materials, explanation about the phases in listening comprehension, listening
comprehension practice through worksheet completion individually, and
reflection on what had been learnt. The second cycle covered the review on the
listening comprehension phase to remind students, listening comprehension
practice with different materials through worksheet completion which consists
individual and pair works, listening quiz with new material, and making reflection
on what had been learnt.
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The researcher described the process and findings of each cycle in details
as follows.
1. The First Cycle of CAR
The first cycle was conducted on March 28, 2011 at 10.00-10.35. This
cycle consisted of three phases, namely planning, acting and observing, and
reflecting.
a. Planning for the First Cycle
The planning for the first cycle was carried out during the preliminary
research. In PPL period, the researcher observed the teaching learning process in
grade XI Kimia Industri of SMK N 2 Depok Sleman, and found some problems
related to teaching learning process.
From the observation during the preliminary research and after having
discussion with the teacher, it was known that the students of grade XI Kimia
Industri of SMKN 2 Depok Sleman had problems related to listening
comprehension skills. Most students in this class failed to have successful
listening comprehension practice due to their unfamiliarity with the speaker‟s
accent and vocabularies. The researcher went on further observation, and found
that the unfamiliarity arisen due to the lack of listening comprehension practice.
The students were not accustomed to listening to audio materials in class, and if
they had a chance to have it, the listening session was not organized properly.
Besides, the materials used were merely old materials from textbook, which might
demotivate students to actively participate in teaching learning activities. These
problems brought the researcher into an attempt to help the students to improve
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their listening comprehension skills through the use of authentic materials in
clearer steps of listening comprehension learning.
Due to the time constraint on PPL period, the research was planned to be
conducted when the students in grade XII. To confirm the students still had the
same problem, the teacher conducted an assessment on students‟ listening
comprehension skills. From the result of the assessment, it was found that the
class average score was 23.87 out of the total score 30. There were twelve out of
31 students whose score below the class average score. A lesson plan for the first
cycle of the research then was made and developed based on competence standard
and basic competence in the syllabus for grade XII for Kimia Industri program of
SMK Negeri 2 Depok Sleman (see Appendix C).
Afterwards, the researcher determined the students‟ achievement
indicators. There were five indicators for the students to achieve in the first cycle.
Firstly, the students were expected to be able to guess the meaning of keywords
from the context. Secondly, the students were expected to be able to distinguish
the main idea from supporting details. Thirdly, the students were expected to be
able to distinguish specific part in a passage. The next indicator, the students were
expected to be able to make inferences about past and future. The last indicator,
the students were expected to be able to make prediction of the next event that
may occur.
After deciding the indicators, the researcher set learning methods to be
used in teaching learning process which were expected to suit the students. The
researcher chose lecturing, individual works, pair works, and class discussion.
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These methods were aimed at building interaction and cooperation between
teacher-students and student-student.
The researcher then developed learning materials in form of a worksheet.
Since this was listening comprehension practice, the worksheet consisted of some
exercises based on the listening materials. The researcher planned to use authentic
audio materials for the students, which was aimed at focusing the students‟
attention only to the voice of the speakers, though the students would still also
have to compete with background noise.
After the materials were set, the researcher set the learning activities in
three phases, namely pre-listening activities, whilst-listening activities, and post-
listening activities. In pre-listening activities, the researcher would use lecturing
method to introduce the authentic materials and steps in listening comprehension.
Afterwards, whilst-listening activities would be the action phase for the researcher
to help students in listening comprehension practice, by listening to the materials
and doing the worksheet as well. In this phase, the researcher would guide the
students to listen to the materials in accordance with the phase in listening
comprehension, so that the listening comprehension practice would be organized
and the students would learn more easily. Individual works in worksheet
completion would help students to train their individual listening comprehension
skills. Meanwhile, pair works were meant to build interaction between student-
student and to train their cooperative sense as well. Class discussion in whilst-
listening activities, which would be led by the researcher, was aimed at creating
lively atmosphere in class and to encourage students to be more involved in class
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activities and express their ideas in a forum, for example through question and
answer session.
Post-listening activities would be the closing phase in the teaching
learning process, which mainly contained summary of the lesson and reflection on
what was being learnt. The researcher would invite students to sum up the lesson,
in order to check students‟ understanding on the materials and to check students‟
progress.
These were the summary of lesson plan for the first cycle which would be
implemented in the research. The researcher discussed with the teacher before
implementing the learning methods, the learning materials, and the learning
assessment that would be employed.
b. Acting and Observing the First Cycle
In this subsection, the researcher described the detailed information of the
second stage in this CAR, namely acting and observing. In this stage, the
researcher herself conducted the research by carrying out the learning activities
into three phases, namely pre-listening activities, whilst-listening activities, and
post-listening activities. The teacher supervised the implementation and helped
the researcher when was needed. The elaboration of the three phases is as follows.
1) Pre-listening Activities
In pre-listening activities, the researcher started the pre-listening activities
with greetings and re-self introduction; because it has been quite long time not
meeting them. The researcher started the listening section after the teacher‟s
explanation.
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The researcher began by explaining what the meaning of authentic
materials was and listening comprehension phases, in order to give background
knowledge for the students. When the researcher explained about authentic
materials, mostly the students gave a sign of understanding by nodding their heads.
They even could give other examples of authentic materials instead of what the
researcher stated. Afterwards, the researcher explained about listening
comprehension phases. This time, the students paid attention to the explanation
since it was something new for them.
After explaining about authentic materials and listening comprehension
phases, the researcher went to the topic of the day, namely „Past and Future‟.
According to the syllabus, the topic for listening was related to historical facts of
public figures. So, the researcher started to go to the topic by asking the students
about their idol. The students smiled and answered enthusiastically, since it
seemed an interesting topic for them. The researcher gave specific clues about the
public figure they were going to discuss at that day, and the students found out the
answer, namely Lady Gaga.
2) Whilst-listening Activities
In whilst-listening activities, the students learned how to comprehend a
material according to listening comprehension phases. Each part of the first
worksheet represented phases of listening comprehension skills, namely listening
for details, listening for gist, drawing inferences, listening selectively, and making
prediction.
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The researcher distributed the worksheet for the students to work on. After
all the students received the worksheet, the researcher invited the students to start
learning the first phase of listening comprehension skills, namely listening for
details. In this phase, the students were to listen to the keywords related to the
passage. Before listening to the details, the researcher gave an opportunity to read
and do part A of the first worksheet. Part A consisted of five vocabulary items
which were supposed to be the keywords to learn the topic that day. The students
individually drew arrows to match the vocabulary items with the meanings using
their own background knowledge. The researcher gave about three minutes for
students to work on part A. Afterwards, the researcher invited the students to
discuss their own answers, and found that the students were good enough in this
part. Most of them were even able to guess the meaning even for words they
rarely heard, such as candour which meant „kejujuran‟ and outrageous which
meant „luar biasa‟. The researcher then played the recording twice, and found
some students frowned as they listened to the recordings. It might be because they
were confused by the speakers‟ accent. This part was aimed to see their ability to
achieve the first indicator, namely to guess the meaning of keywords from the
context.
After discussing part A with the students for a couple of minutes, the
researcher invited the students to read part B of the worksheet. This part was
aimed at achieving the second indicator, namely to distinguish the main idea from
supporting details. The researcher then asked the students to listen carefully to the
recording and may take notes on what was being heard. After that, the researcher
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asked the students to do the worksheet on part B. When it came to discussion,
there were various answers related to the questions. Some students answered the
questions correctly, some others did not. Also, some students remembered how to
pronounce the answer, but they did not know how to write the words, such as the
word artistry. There was a part of the recording which attracted students‟ attention,
when Lady Gaga was about to shout. This part made the students paid too much
attention to it, so they less concentrated on the rest of recording for this part. In
part B, students were allowed to take notes to help them in distinguishing the
main idea from supporting details. The researcher invited students to work in pairs,
to create more alive atmosphere and to help students to convey their ideas to each
other. The class became noisy for a while, yet it was still tolerable since it was
part of their learning process in class.
The researcher continued the activities with part C of the worksheet. In
this part, students had to listen to the audio and then make inferences between the
topic and real life. Still the researcher asked the students to work in pair because it
might be a difficult task for students at their level to do it individually. Some
students looked confused and did not know what to do. When I asked them why,
they answered because the recording was too fast, so that they could not capture
the ideas. Then the researcher re-explained about what to do with the questions.
On the other hand, it was easier for them to draw inferences between the topic and
reality using the background knowledge because there were many examples
related to the topic. In class discussion, some students actively participated by
conveying their ideas about the link between the topic and reality using their
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background well, so that the researcher gave reinforcement by saying “very good”,
and giving thumb up.
The next activities were related to listening selectively. The researcher
played the audio material, and then invited the students into class discussion.
Students were asked to distinguish the specific part of the material, and to
mention what made the part specific. In this part, the researcher played only the
part approaching the specific part intended, in order to minimize fatigue due to
long listening. The specific part was about special theme in Lady Gaga‟s
performance and her message through her performance on a certain event. The
students found some difficulties in this part, due to some unfamiliar vocabulary
such as drenched and deathly price. They were also confused how to ask because
they did not know how to spell the words. Finally they asked me to play the
recording and told me the part where the difficult words heard, and then the
researcher explained them about the meaning of the words so that they could
understand.
The last part of whilst-listening activities was making prediction. They
were asked to make prediction about outcomes from the event described and the
next utterances that may occur. The students listened to a short conversation
between Lady Gaga and Anderson Cooper in a certain place, and they were about
to answer where the conversation possibly took place. There were various answers,
such as on the road, in a studio, and in a café. The correct answer was in a music
studio.
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Afterwards, the students listened to a conversation about Lady Gaga‟s
new album, and were asked to predict whether the new album would be succeeded
or not, using their background knowledge. The last activity was answering the
next possible utterances from a dialog between Lady Gaga and Anderson Cooper.
The question was a Yes/ No question, so the researcher only expected the students
to answer the question using the basic pattern of a Yes/ No question, and not
necessarily had to answer the question precisely correct. The question was “Do
you think that sometimes people take you…take you too seriously?” To avoid too
much different prediction, the researcher arranged the activities for this phase in
pair works. After all the questions had been discussed, the researcher asked the
students to submit the worksheet to be checked and scored.
3) Post-listening Activities
After discussing all parts of the worksheet and having long listening
practice, the researcher came to post-listening activities. The researcher invited
students to sum up the materials had been learnt, and to have a short question and
answer session if there was anything to ask. The researcher invited the students to
recall what they had learnt that day, about phases in listening comprehension
skills and authentic materials. Some students conveyed that completing worksheet
according to listening comprehension skills enabled them to learn the material in a
more organized way, because they knew what to do first and what to do next.
Some others said that it was fun to have a listening section with authentic
materials because it broadened their knowledge and motivated them to engage in
class activities. On the other hand, some students were still confused about the
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phases in listening comprehension skills. They found that some activities were
still difficult to do and needed extra time to grasp the ideas of the materials. They
also considered the materials were too fast for them, and wanted to have slower
audio material for next time. The researcher asked if there was any question, but
none of the students asked. Knowing that there was no question from the students,
the researcher then asked the students to make a reflection by writing students‟
journal. Since there were only three short questions, the students were only given
two minutes to complete the journal. The journal was about their learning
experience that day and their expectations for the next meeting. This journal
writing activity was aimed at helping the students to share their learning
experience and helping the researcher to employ a better strategy for better
teaching learning process next meeting. After having the students‟ journal
completed, the researcher asked the students to submit the journal, and close the
section to be continued by the teacher.
c. Reflection of the First Cycle
The reflection stage of this CAR was aimed at reflecting on what had been
done by the researcher during the implementation process. The researcher
reflected on what went well during the first cycle and what need to be improved
for the second cycle. The reflection was based on the result of observation
checklist, field notes, students‟ journal, and discussion with the teacher.
From the observation checklist and field notes, the first cycle was
considered done well. The researcher did well preparation for the first cycle.
Dealing with the materials, the researcher found that the students still needed time
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to be accustomed to listening to authentic materials, and they still found
difficulties in following the speed of the materials. However, seeing that the
students were happy learning with authentic materials, the researcher decided to
use authentic materials in different form for the next meeting. In addition to that,
the researcher found that the students still had problem in understanding the
vocabulary. Therefore, the researcher decided to add more vocabulary items in the
worksheet for next cycle.
During the implementation, the researcher found that the students were
quite actively engaged to learning activities. They tried their best to give relevant
response to questions, although sometimes in a long explanation they delivered
their ideas in Indonesian language. It was found that the students sometimes
asking questions related to instruction in the worksheet. This became a reminder
for the researcher to improve the worksheet quality for the next cycle, particularly
dealing with the instructions, so that the students would not be more confused.
Good student-student interactions were shown by sharing ideas in pair works to
obtain better understanding.
After the class ended, the researcher had a discussion with the teacher
concerning the first cycle conducted. The teacher realized that the students still
needed time to have more listening comprehension practices, since listening
comprehension skills was actually a process. In the process, the teacher played an
important role to facilitate the students so that they were able to acquire adequate
listening comprehension skills, but for one and some other reasons, the role could
not be fulfilled. However, the teacher also gave suggestion to the researcher. She
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suggested giving material related to national examination, as they were
approaching national examination the month after. After discussing the materials,
the researcher and the teacher arranged the time for the next cycle. The
researcher then checked students‟ worksheet and gave scores at home.
The researcher then analyzed the first worksheet. The class average score
for the first worksheet was 16. 25 out of the total score 30. There were twelve
students whose score below the class average score. From the result of the
worksheet, it was found that part B (Listening for Gist) was the most problematic
part for the students to work on. Most of them had a problem in catching
supporting details due to the pronunciation of the speakers and unfamiliarity with
vocabulary items they heard, such as artistry and self-empowerment.
The researcher examined students‟ journal, and found that the
implementation was confusing for them. Most students were still confused with
the phases in listening comprehension. Besides, they were not accustomed to
listening to native speakers and there were still a lot of utterances they did not
understand, so that they could not grab the idea of the audio material. However,
they still found enjoyment through the use of new material and even suggested
using songs for the next meeting.
Those results of reflection were based on observation checklist, field notes,
discussion between the researcher and the teacher, and also students‟ journal. The
researcher thus summarized them into three major points. They were;
(1) The students responded positively towards the efforts to improve listening
comprehension skills through the use of authentic materials.
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(2) The researcher needed to explain more about the phases of listening
comprehension, so that the students would not be confused in following
the activities according to the phases.
(3) It was better for the researcher to modify the materials with more
appropriate difficulties in accordance with students‟ level. Particularly
dealing with vocabulary exercises, to help them in understanding the
speaker‟ utterances.
Table 4.2 The Summary of Learning Activities in the First Cycle
No. Stages Main Activities
1. Planning - The researcher planned a set of
learning activities in a lesson plan
for the first cycle.
- The researcher planned the action to
be carried out on the
implementation.
2. Acting and Observing - The researcher explained the phases
of listening comprehension.
- The students had listening
comprehension practice phase by
phase along with worksheet
completion.
- The researcher observed what was
going on during the
implementation.
3. Reflecting - The researcher reflected on the
every event happened in the class
during the implementation, by
examining data from observation
checklist, field notes, discussion
with the teacher, the result of
students‟ worksheet, and students‟
journal.
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2. The Second Cycle of CAR
The second cycle of this research was conducted on Wednesday 6th
May,
2011. This cycle was conducted as the continuation of the first cycle. The
researcher conducted this cycle the same stages as the first cycle, namely planning,
conducting and observing, and reflecting. The researcher modified the materials
and the teaching strategy.
a. Planning for the Second Cycle
The second cycle was started by planning stage, which was carried out
based on the reflection from the first cycle. The second cycle was planned to be
conducted a week after the first cycle was done. Another set of lesson plan was set
and developed based on competence standard and basic competence in syllabus
for grade XII for Kimia Industri program of SMK Negeri 2 Depok Sleman (see
appendix C). Besides, the teacher suggested continuing the second cycle with new
materials from the next unit.
Students‟ achievement indicators for second cycle thus were determined.
There were five indicators for the students to achieve in the second cycle. Firstly,
the students were expected to be able to guess the meaning of keywords from the
context. Secondly, the students were expected to be able to distinguish the main
idea from supporting details. Thirdly, the students were expected to be able to be
able to distinguish specific part in a song. The specific part was the nouns in the
song used for this cycle. Fourthly, the students were expected to be able to make
inferences about „Life‟s Little Lesson‟, the topic to learn that day. The last
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indicator, the students were expected to be able to make prediction of the next
utterances that may occur.
After deciding the indicators, the researchers then set learning methods to
be used in teaching learning process which were expected suit to students. The
researcher chose lecturing, individual works, pair works, and class discussion.
The researcher used same methods as in the first cycle, because these methods had
not been optimally implemented in the first cycle. To make the methods clearer
for the students, the researcher made clearer instructions in the worksheet.
The researcher then developed learning materials in a form of a worksheet,
which contained five parts to work on. Part A consisted of ten vocabulary items
for students to guess the meanings, by drawing arrows from the English words to
the correct meanings in Bahasa Indonesia. For part B, the students were to work
in pairs to complete the tasks, related to listening for gist. Part B of the second
worksheet consisted of four questions; one question was about the main idea of
the song, and the rest three were related to the details of the song. Part C of the
worksheet was about drawing inferences from the song. The students were to
draw inferences about life‟s lesson they had in the past and the advantages for
their life nowadays. For part D, the students were to listen selectively, namely to
fill in the blanks on the separated paper given. The blanks were the missing lyrics
to be completed. The last part of the worksheet was part E, in which the students
were to make prediction of the next utterances which may occur.
The researcher used songs for the second cycle. As Goh (2002) found in
her study, songs were an excellent form of listening input for a wide range of
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comprehension tasks because they were normally short, contain repetitions, and
generally use simple natural language. Besides, longer songs sometimes contain
stories that will capture students‟ attention. The researcher thus planned to use a
pop song sung by Carrie Underwood, entitled „Lessons Learned‟, in which related
to the topic to learn, „Life‟s Little Lesson‟. The researcher planned to use this
song because the pronunciation of the singer was clear enough, the song had
upbeat tempo which was expected to motivate students, and the vocabulary items
in the songs were quite familiar yet still supported the topic to be learned. This
song also has adequate length and speed for students. Furthermore, this song was
appropriate for students to apply their background knowledge and make personal
responses because it was related to their personal experience.
After the learning material was set, the researcher set the learning
activities in three phases. These are pre-listening activities, whilst-listening
activities, and post-listening activities. In pre-listening activities, the researcher
would do materials review by lecturing, and re-explaining the phases of listening
comprehension skills in brief.
Afterwards, there would be more listening comprehension practices in
whilst-listening activities, by listening to the song and completing the worksheet
as well. The students would also be guided in listening practice for this cycle, as
so in the first cycle.
Post-listening activities were planned as the last activities for the second
cycle, in which the students would sum up the materials and reflect on what had
been learnt. The researcher would invite students to sum up the lesson, in order to
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check students‟ understanding and students‟ progress. These were the summary of
lesson plan for the second cycle which would be implemented in the research.
b. Acting and Observing the Second Cycle
The acting and observing stage in the second cycle was more or less the
same as in the first cycle. The researcher conducted the acting and observing stage
for the second cycle in three main activities, namely pre-listening activities,
whilst-listening activities, and post-listening activities, which is explained in
details as follows.
1) Pre-listening activities
The teacher and researcher came earlier. Unfortunately, there was a
proficiency test for school staffs in a room where the research should be
conducted. The teacher then looked for alternative room available, and found the
room a couple of minutes before the class begun. The researcher then prepared all
the things for the research. The students came after a few minutes. One student
did not come due to illness, so the total respondents for the second cycle was 31
students.
The researcher started the listening session by reviewing a little about
authentic materials and phases in listening comprehension to remind the students.
The researcher asked whether the students still remembered the authentic
materials used in the last meeting and the phases in listening comprehension or
not. Some students mentioned what they could remember about last meeting
materials, some others were just busy with themselves. The researcher then asked
the „busy students‟ to pay attention to her and then explained briefly once more to
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remind the students about authentic materials and phases in listening
comprehension.
Afterwards, the researcher told the students what was going to be learnt in
the second meeting, and they started to pay attention to the researcher‟s
explanation. Moreover, when the researcher told them that in songs would be used
for the second meeting, they yelled happily. The researcher wrote down the name
of the singer and the title of the song. It was „Lessons Learned‟ by Carrie
Underwood. The song was unfamiliar, yet it matched with the topic to be learnt.
The reason why the researcher chose this song was because the song matched
with the topic to be learnt, the pronunciation of the singer was quite clear, the
song has upbeat tempo which can encourage students to study in class.
2) Whilst- listening Activities
For the second cycle, students did listening practice and worksheet
completion as well. The researcher then distributed to the students the second
worksheet to work on, and explained part by part of the worksheet in brief. The
students were given two minutes to read the whole worksheet.
Working with part A, the students guessed the meaning of the keywords
listed on the table, by drawing arrows from column A and column B. There were
ten keywords in part A and all was noun. The reason for choosing nouns for part
A was due to students‟ problem in vocabulary mastery, especially nouns. After
finishing part A, the students were invited to discuss the answer together. In the
discussion, all students were actively involved and performed high correctness.
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They assumed that the vocabulary items used were quite familiar, so that they can
guess the meaning precisely.
The students then were asked to read part B of the worksheet. There were
four questions dealing with the main idea and supporting details of the song. The
students were expected to work in pairs, so that they were able to complete the
answer more quickly and easily with one another if they found difficulties. The
students were also allowed to take notes on what had been heard from the
recording. The researcher then invited the students to discuss the answer of part B.
Mostly the students found difficulties to figure out supporting details, such as
mentioning parts of the verse. Moreover, due to the unfamiliarity with the song,
they had to be accustomed to the song first.
The next part of the worksheet was part C, in which the students were
asked to draw inferences from the topic, related to their personal experience. The
students had to reveal the advantages of life‟s lesson they had in the past for
today‟s life. Mostly their answers were about life‟s lesson related to religion and
moral values, such as politeness.
In part D, the students had to listen to the song and fill in the blanks as
well. The researcher gave a separated paper containing the song lyric with some
blanks to be filled in. There were seventeen items to figure out by listening to the
song, and all the items were nouns. The researcher then invited the students to
discuss the answers. The researcher wrote down the numbers of item on the board,
and asked the students to write down the answers voluntarily. This strategy
successfully made the students to be more active in learning activities, by
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expressing their idea in front of the class through writing. Most students could
write the answer with correct spelling. Items number 14 and 15 seemed to be the
most difficult items to figure out, because most of the students fail to answer it
correctly. The correct answer for number 14 and 15 were „roads‟ and „wounds‟.
The students failed to answer the questions correctly because they heard the singer
pronounced the lyrics differently from what they usually heard. The pronunciation
was considered unclear which led students to the wrong words.
The last part of the worksheet was part E, in which the students had to
make prediction on the next utterances which may occur. The students had to
predict the last line of the song. When it came to discussion, it was found that
none of the students successfully gave the exact correct answer. It was acceptable
since they had not heard the song until the end yet, and this was the first time for
them to listen to the song. However, their prediction was still related to the song
and the topic. Mostly the students gave answers such as „Lesson in life‟, „Life‟s
Lesson‟, and ‟Lesson to live‟. Only few of them had no idea about the answer.
3) Post-listening Activities
After completing the worksheet, the researcher asked the students if there
was any question, suggestion, and/ or comments. The students gave suggestion to
use a more familiar song with slower speed. The researcher then told the students
that due to time constraint, the listening quiz which was formerly planned to be
done in separated day would be conducted that day. The students were surprised
for a moment, but then the researcher convinced them that it was an easy listening
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quiz with only few items of question. The researcher then distributed the quiz
sheet, which consisted four parts to work on.
Part A of the worksheet consisted of eight vocabulary items, in which the
students were to match the vocabulary by drawing arrows to the meanings
provided. In part B, the students were to choose the correct answers about the
main idea, supporting details of the song played, and to predict the possible
utterances that may occur by crossing the letter in the option provided. In part C,
the students were to draw inferences by answering the question about their future
plan and the reason. The last part of the quiz was part D, in which the students
were to fill in the blanks in the space provided. The song used was „Que Sera-
Sera‟ by Doris Day. This listening quiz was aimed at checking students‟ skill in
comprehending new listening material.
After accomplishing the listening quiz, the researcher invited the students
to make a reflection by writing a journal as what they did in the first cycle, and
then they also were asked to respond to questionnaire given, by putting a tick to
the statements in accordance with their own condition.
At the end of the implementation, the researcher thanked all the students in
class for their willingness to be involved in the research and for providing
conducive atmosphere during the implementation. The researcher then did a leave
taking to end up the research in class.
c. Reflection of the Second Cycle
After the implementation of the second cycle ended, the researcher also
reflected on what went well during the second cycle and what need to be
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improved. The reflection was based on the result of observation checklist, field
notes, students‟ journal, worksheets and discussion with the teacher, as the
researcher did in the first cycle.
The second cycle was considered as a succeeded and more improved cycle
throughout all the activities. Even though there were some incidental problems
such as room changing and a sudden listening quiz, the researcher was able to
handle the situation well. Using songs for the second cycle was also a right
decision, due to the improvement shown by the students, seeing from the result of
the second worksheet and listening quiz.
More activities done were observed in the second cycle and more students
were actively involved in class activities. The students were actively involved in
class activities by answering teacher‟s questions voluntarily. Although the
answers were not correct, they had tried to be actively involved, rather than doing
nothing or busy with themselves.
From students‟ journal, the researcher concluded that the second cycle was
more interesting and helpful for the students, compared to the first cycle. The
students also assumed that they were able to understand the topic more easily in
the second cycle. Using songs for the second cycle brought them to more relaxed
condition, so that they were more motivated to learn the topic. However, there
were still some problems for the students in practicing listening comprehension
using authentic materials, such as distinguishing the main idea and supporting
details, and making prediction.
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The researcher realized that the problems might occur due to the lack of
language knowledge. As Guo (2005) found in the previous study, language
knowledge was the foundation of learning English. Students should have
sufficient prior knowledge of pronunciation, grammar, and vocabulary. If the
language knowledge was not sufficiently attained, it would negatively affect the
students‟ English listening comprehension. Nevertheless, pronunciation and
intonation were the most basic outward shell of language that must be developed.
Consequently, students‟ listening comprehension would also be affected if their
knowledge of pronunciation was not sufficient. Despite the problems occurred,
the result of the second worksheet and listening quiz showed significant progress.
The class average score for the second worksheet was 31.90 out of the total score
40. The class average score for the listening quiz at the end of the class was 26.29
out the total score 30.
The researcher also reflected the second cycle by discussing the
implementation with the teacher. According to the teacher, using authentic
materials was a good alternative to be applied in class, in order to reduce boredom
and give different learning. Moreover, the students could be more relaxed, and be
motivated to be involved in class activities, if the song chosen was appropriate.
The reflections then were sum up into three major points; they were:
(1) The students showed significant progress through the use of songs for
listening comprehension practice, viewed from the progress of the results
in two different worksheets from the first and the second cycle.
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(2) The researcher needed to consider the appropriateness of the song for the
students, so that the input would be more comprehensible.
(3) It was better for the researcher to modify the materials which more
appropriate for the students, particularly dealing with vocabulary exercises,
to help them in understanding the speaker‟ utterances.
Table 4.3 The Summary of Learning Activities in the Second Cycle
No. Stages Main Activities
1. Planning - The researcher planned a set of
learning activities in a lesson plan
for the second cycle.
- The researcher planned the action to
be carried out in the
implementation.
2. Acting and Observing - The researcher reviewed the last
meeting materials to remind the
students.
- The students had listening
comprehension practice phase by
phase along with worksheet
completion.
- The researcher observed what was
going on during the
implementation.
- The researcher conducted a
listening quiz on new material.
3. Reflecting - The researcher reflected every event
happened in the class during the
implementation, by examining data
from observation checklist, field
notes, discussion with the teacher,
and students‟ journal.
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B. Authentic Materials Improved Listening Comprehension Skills of
Grade XII Kimia Industri Students in SMKN 2 Depok Sleman
The process of the research was described in the previous sub-chapter.
However, to answer the research question, it was not sufficient to see only the
process of the research. The researcher thus also examined students‟ opinions,
which were taken from the result of the questionnaire.
The questionnaire was distributed to 31 respondents; 27 female students
and 4 male students, all was grade XII students of Kimia Industri in SMKN 2
Depok Sleman. The questionnaire was aimed at knowing students‟ opinion
towards their listening comprehension skills improvement after using authentic
materials in teaching learning process. The statements in the questionnaire were
based on aspects of listening comprehension skill proposed by Goh (2002). Those
aspects are (1) listening for details, (2) listening for gist, (3) listening for specific,
(4) drawing inferences, and (5) making prediction. Furthermore, to ensure
students‟ opinion in each statement, the researcher also conducted interviews with
nine respondents who were chosen randomly, as the representative of the whole
respondents.
1. Listening for Details
There were two statements about the skill improvement in listening for
details. The first statement asked whether the students were able to recognize
keywords in the materials. Twenty eight respondents (90.32%) agreed that they
were able to recognize keywords in the material. Furthermore, the respondents
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revealed that the skill improvement in recognizing keywords in the materials
made them understand the materials more easily.
“Kalau ada kata-kata kuncinya kan kita bisa jadi lebih memfokuskan
kalimat mana, eh kata mana yang mau dicari. Trus dari kata-kata itu kan
bisa dicari, intinya kira-kira apa.”(R#1)
(Keywords enabled us to more focus on the intended sentence, I mean the
intended word. From the words found, we could guess what the main idea
was.)
“Kita jadi tahu ceritanya kira-kira tentang apa. Paling nggak, kalau tahu
kata kuncinya kan kita jadi tahu sedikit ceritanya. Biar nggak terlalu
kemana-mana, gitu..kan keywordsnya bisa jadi acuan.” (R#4)
(It enabled us to know what the story (material) was about. At least, if we
knew the keywords, we knew a little about the story, so that we can focus
on the materials referring to the keywords.)
On the contrary, three students (9.64%) stated negative. They disagreed
that their skill in recognizing keywords in a material was improving. The reason
was because they were not familiar with the vocabulary items in the keywords. It
showed that vocabulary knowledge played an important role for the learners to
help them understand the materials they heard.
The second statement asked whether the students were able to guess the
meanings of keywords in the materials correctly during the listening activities.
Twenty four respondents (77.42%) agreed that they were able to guess the
meanings of keywords in the materials correctly. This opinion might appear due
to the clarity of the task. In guessing the meanings of keywords, the students‟ task
was only to match the keywords with the meaning provided.
In contrast, seven respondents (22.58%) disagreed that they were able to
guess the meanings of keywords in the materials correctly after the
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implementation. One reason revealed by a respondent, that she still confused
about the key ideas in the message.
“Soalnya masih bingung mbak dari awal tu yang diomongin apa, pokok
permasalahannya tu dari awal apa, jadi terusannya ya nggak
ngerti.”(R#2)
(I was still confused about the key ideas from the beginning. I did not
know what the main idea was, so I did not know the next part.)
The researcher assumed confusion about key ideas in the message may
occur during the listening process for one and other reason, such as unfamiliarity
of the vocabulary and this problem might make the listeners fail to have a
successful listening process, in terms of guessing the meaning of keywords
correctly. Overall, 83.87% of the students agreed that there was improvement in
the aspect of listening for details. Most of the students agreed that the provided
keywords helped them to guess the main idea.
2. Listening for Gist
There were also two statements in the second aspect. The first statement
for this aspect asked whether they were able to distinguish the main idea from the
supporting details in the materials given. Seven respondents (22.58%) agreed they
were able to distinguish the main idea from the supporting details in the materials
given. One of the respondents revealed that organized steps during the
implementation helped them in distinguishing the main idea from the supporting
details.
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“Soalnya, kalau pakai authentic materials kan kemarin udah ada step-
stepnya juga, jadi kita lebih gampang menganalisanya.” (R#1)
(Using authentic materials with the steps enabled us to analyze
[distinguish the main idea from the supporting details] more easily)
In contrast, twenty four respondents (77.42%) stated that they still found
difficulties in distinguishing the main idea from the supporting details after
learning using authentic materials. Unfamiliarity of the song and the speech rate
were the reasons of one respondent failed to distinguish the main idea from the
supporting details.
“Masih sulit mbak, soalnya lagunya yang pertama kemarin tu kan cepet,
terus belum familiar. Kalau lagu yang kedua kan udah agak popular, terus