PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI · Peneliti menggunakan authentic materials melalui 5 (lima) tahapan menyimak yang dianjurkan Goh (2002). Dari penelitian yang dilakukan,

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 TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

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


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


ii


iii


iv


v

“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


vi


vii

ABSTRACT

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: Sanata Dharma University.

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.


viii

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.


ix

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


x

thesis, whose name cannot be mentioned one by one. I wish the best come to us

all.



xi

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

3

3

4

4

5


xii

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………………………….

8

8

8

10

10

11

11

14

15

18

18

18

23

25

27

CHAPTER III. METHODOLOGY…………………………… 30

A. Research Method………………………………..

B. Research Participants……………………………

C. Research Instruments……………………………

30

32

32


xiii

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……………………………..

32

33

34

35

36

37

39

40

40

42

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…………….

47

49

49

52

58

62

62

65

69


xiv

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…………………………….

73

73

75

78

80

81

CHAPTER V. CONCLUSIONS AND SUGGESTIONS………… 85

A. Conclusions…………………………………

B. Suggestions………………………………….

85

88

REFERENCES……………………………………………………. 90


xv

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


xvi

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


xvii

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…….……..

93

95

97

100

102

104

107

110

112

114

117

119

120

122

124

125

129

132

134

135


xviii

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……..

138

141

174

177

180

183

186

187

191

194

197

200

204

207

208

211

215

217


1

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


2

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


3

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


4

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


5

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.


6

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.


7

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.


8

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


9

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,


10

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,


11

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,


12

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


13

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.


14

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


15

(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


16

(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.


17

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)


18

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.


19

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


20

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


21

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


22

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.


23

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


24

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


25

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


26

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.


27

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


28

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.


29

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.


30

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,


31

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


32

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


33

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


34

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.


35

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


36

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,


37

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.


38

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


39

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


40

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,


41

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,


42

(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


43

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


44

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.


45

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


46

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.


47

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.


48

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.


49

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


50

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.


51

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


52

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.


53

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.


54

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


55

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


56

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.


57

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


58

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


59

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


60

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.


61

(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.


62

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


63

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


64

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


65

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


66

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.


67

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


68

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


69

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


70

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.


71

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.


72

(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.


73

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


74

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


75

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.


76

“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

nggak cepet-cepet banget. Tergantung cepet nggaknya sih mbak.”(R#5)

(I was still difficult to distinguish the main idea from the supporting

details because the first song played was fast and I was not familiar with it.

The second song played was a bit popular and not too fast. It depends on

the speech rate.)

Another reason was revealed by a respondent. She failed to distinguish the

main idea from the supporting details due to the lack of the vocabulary knowledge

and being not accustomed to listen to the words she heard.

“Kesulitannya soalnya nggak terbiasa dengerin kata-katanya itu mbak.

Sama masih kurang tahu, kalau ini tu artinya apa, gitu. Vocabnya mbak.”

(R#8)

(I was not accustomed to listening to the words I heard in the authentic

material given, and I was still lacking in knowing the meaning of this and

that. In other words, I was still lacking in vocabulary knowledge.)

It could be seen from the opinions revealed by students that there were

factors that depressed listening comprehension during the implementation in


77

terms of distinguishing the main idea from the supporting details, namely prior

knowledge and established learning habits (Rubin, 1994). The respondents had

lack of prior vocabulary knowledge, which caused failure in distinguishing the

main idea from the supporting details. Moreover, they had established learning

habits in class, in which the students were habitually accustomed to listening to

textbook materials. The use of authentic materials in listening activities became a

new thing for them to adjust.

The second statement asked whether they were able to understand the

speaker‟s purpose in the material conveyed. Sixteen respondents (51.61%) agreed

that they were able to understand the speaker‟s purpose in the material conveyed.

No reason was found related to this statement, but the researcher assumed that it

was because the text type was already clear enough for the listener to understand

the speaker‟s purpose. The first material was an interview, in which the speaker

informed the listener about a public figure‟s life. The second material was a song

in which the lyrics motivated students.

On the other hand, fifteen students (48.39%) disagreed with the statement.

They claimed that the speaker spoke too fast and the accent of the speaker was

different from what they usually heard. Speaker‟s accent made listening process

unique (Buck, 2001). As Buck (2001) cited Kennedy (1978), that L2 listeners

were usually much less familiar with the range of common accents, and they

sometimes had considerable problems when they heard a new accent for the first

time. Accent was potentially a very important variable in listening comprehension.

(Buck, 2001)


78

Generally, 37.1% of the respondents agreed that there was improvement in

listening comprehension skills, in terms of listening for gist. They agreed that

using authentic materials helped them to distinguish the main idea from the

supporting details, supported by clear steps of doing the tasks. On the other hand,

some students still found obstacle to distinguish the main ideas and the supporting

details.

3. Drawing Inferences

There were two statements in the third aspect. The first statement asked

whether the students were able to understand the relation between two things in

authentic materials, such as cause-effect and problem-solution. Seventeen

respondents (54.84%) agreed that they were able to understand the relation

between two things in authentic materials. The inferences made might be different

from one another students, as they revealed their opinions as follows.

“Yang pertemuan terakhir itu, kalau saya menangkapnya, tentang

masalah di kehidupan yang lalu, terus bagaimana cara kita untuk

memperbaikinya sehingga kita mampu menghadapi masa depan. Jadi

problem and solution.”(R#1)

(In my opinion, the last meeting material was about our problem in the

past and how we solve it, so that we can face the future. So the relation

was problem and solution.)

“Misalnya yang Lady Gaga itu mbak, itu kan dari awalnya dia bersekolah,

anak baik, tapi merasa itu bukan dirinya karena banyak yang nggak cocok.

Akibatnya dia jadi mulai merubah penampilannya, 180o, gitu.” (R#9)

(For instance, in Lady Gaga case, formerly she was a good student, but she

felt like not fitted in because there were many things did not suit her. As a

result, she started to totally change her appearance.)


79

“Itu mbak, kemarin kan lagunya yang di pertemuan terakhir tu kan

ceritanya tentang perubahan gitu to mbak. Dari orang yang

kepribadiannya buruk jadi baik, tapi pernah juga dari baik malah jadi

buruk.”(R#6)

(From the song played the last meeting, I identified it as somebody‟s

changes. From the one whose personality was bad turned to be good, and

vice versa.)

Meanwhile, fourteen students (45.16%) disagreed that they were able to

understand the relation between two things in a material. They found that it was

still difficult for them to understand the relations between two things in a material,

due to the complexity of the material.

The second statement asked whether by using authentic materials helped

the students to infer the connection between the materials and social life in

context. Twenty three respondents (74.19%) agreed with the statement.

“Ya,membantu. Karena kadang materi yang ada di authentic materials itu

kita juga pernah atau mungkin akan merasakan atau mengalami apa yang

ada di situ.” (R#9)

(Yes, it helps because sometimes we experienced or we might have the

same experience as what we see in the authentic materials.)

It could be seen from this point that authentic materials were able to

reinforce students the direct relationship between the language classroom and

outside the world (Brinton, 1991).

On the other side, eight respondents (25.81%) disagreed with the

statement. There was no further explanation from the respondents. The researcher

thus tried to reveal the information from the teacher‟s perspective. Based on the

teacher‟s perspective, background knowledge related to the topic played a role in


80

the inference making process. Since inferences were based on information that

people had, it was important to choose authentic materials with suitable topic for

the students.

All in all, 50% of the students agreed that using authentic materials

improved their listening comprehension skills in terms of drawing inferences. The

students found that using authentic materials could reinforce for students the

direct relationship between the classroom and outside the world.

4. Listening Selectively

The researcher also asked about students‟ opinion on listening selectively

part. The first statement asked whether they were able to distinguish specific part

of the authentic materials given. Thirteen respondents (41.93%) agreed the

statement. Furthermore, the students revealed the advantage of listening to

specific part of the passage.

“Jadi kita bisa memfokuskan diri pada bagian itu, jadi nggak kemana-

mana, nggak bingung, dan nggak capek karena nggak terlalu

panjang.”(R#1)

(We can focus on the specific part, so that we can catch the idea more

easily. It also was not tiring because we did not need to listen to a too long

material.)

“Ada Miss, dikit-dikit tapi. Hehe…ya kan kalau dengerin bagian khusus

kan jadi tambah tau tentang inti ceritanya pas bagian itu, sedikit-

sedikit.”(R#7)

(Yes, Miss. A little. When we listen to the specific part, we know a little

bit more about the main idea in the specific part we heard.)

On the other hand, eighteen students (58.07%) disagreed with the

statement. The students claimed that they were still confused about the concept of


81

specific part of the materials. As it was stated by Goh (2002), listening selectively

could lead to ineffective understanding if the listeners‟ purpose was influenced by

their bias. The researcher already decided the specific part to listen, but the task

might not be clear enough for the students.

The second statement asked whether the students were able to mention

specific part of the authentic materials given. Eleven respondents (35.48%) agreed

with the statement. Contrarily, twenty respondents (64.52%) disagreed that they

were able to mention specific part of the authentic materials given. This opinion

may occur due to confusion towards specific part concept.

Overall, 46.78% of the students agreed that there was improvement of

listening comprehension skills, in terms of listening selectively. They found that

using authentic materials helped them to differentiate specific parts of a passage.

Conversely, more than a half of the respondents found that it was not really

effective to use authentic materials to improve their skill in listening selectively,

since the concept of listening to the specific part was still confusing.

5. Making Prediction

The last part of the listening comprehension phase was making prediction.

The first statement asked whether the students were able to predict outcomes from

events described in authentic materials given. Nineteen respondents (61. 29%)

stated that they agreed with the statement. One of the respondents stated that

sometimes the back sound helped them to predict the answer.


82

“Membantu, Miss. Misalnya, tempat terjadinya percakapan itu di mana.

Trus, kadang back soundnya itu membantu kita memperkirakan

jawabannya.” (R#3)

(It helped, Miss. For example, to predict where the conversation took

place was. Sometimes, the back sound [in the authentic materials] helped

us to predict the answer.)

Contrarily, twelve respondents (38.71%) opposed the statement. They

conveyed that it was difficult to predict outcomes from the event described

because they did not know how to express it in English.

The second statement asked whether they were able to predict next words,

utterances, or expressions which may occur in a dialog. Fifteen students (48.38%)

responded by agreeing this statement.

“Iya. Kan, misalnya kalimat pertama apa, terus selanjutnya kan bisa

dikira-kira. Karena kalimat selanjutnya biasanya kan berkaitan sama

kalimat sebelumnya.” (R#8)

(Yes, it helped. For instance, we knew the first sentence, and then we

would be able to predict what the next sentence is. Usually the next

sentence is related to the previous sentence.)

“Membantu mbak, soalnya dari pertanyaan sebelumnya atau kata-kata

sebelumnya kan kita bisa memperkirakan selanjutnya speakernya itu

ngomong apa.” (R#5)

(It helped us to predict what the speaker would say next, referring to the

previous questions or utterances.)

On the contrary, sixteen students (51.61%) disagreed with the statement. It

was revealed by one of the respondents, that he was difficult to make prediction

because he forgot the previous part.


83

“… biasanya nganu mbak, suka kehilangan yang depan-depannya tu lho

mbak, kan keburu buat dengerin yang selanjutnya. Suka lupa depannya

tadi ngomong apa, gitu. Sebenernya udah nangkep, tapi susah nginget-

ingetnya lagi.”(R#5)

(Usually we lost the previous parts as we listened to the next part. We

forgot the previous message. Actually, we were able to capture the

[previous] message, but it was difficult to remember.)

From this opinion, it can be seen that the respondent still had a problem to

parse the idea due to short-term memory problem, namely quickly forgot what

was heard (Rubin, 1994). Overall, 54.83% of the students agreed that authentic

materials helped them to improve their skill in making prediction of the outcomes

from the events described and of the next possible utterance.

The analyzed data from the questionnaire showed that the students‟ gave

positive response through their opinion on the use of authentic materials to

improve their listening comprehension skills. It was found that 83.87% of the

students agreed there was improvement in listening for details aspect. Meanwhile,

only 37.1% of the students thought that there was improvement in listening for

gist aspect. 50% of the students conveyed that there was improvement in drawing

inferences aspect. 46.78% of the students declared that there was improvement

in listening selectively aspect. Improvement in making prediction aspect was

agreed by 54.83% of the students. From the students‟ point of view, the use of

authentic materials might not be very helpful to improve their listening

comprehension skills. Nevertheless, the researcher accepted this result and made

this as a reflection.

The researcher also compared the test score after the implementation to the

test score before the implementation in order to ensure the improvement. Before


84

the implementation, the class average score of a listening comprehension test was

23.87. After the implementation, the average score of a listening comprehension

test approached 26.29. It can be seen from the increasing class average score, that

there was a significant improvement on the students‟ listening comprehension

skills.

From all the analyzed data, it can be concluded that the use of authentic

materials was able to improve listening comprehension skills of XII Kimia

Industri students of SMKN 2 Depok Sleman, in 2010/2011 academic year.


85

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presented conclusions of the research and suggestions for

improvement. From the analyzed data and the result discussed, the researcher

concluded two points and proposed suggestions for English teacher, students, and

future researchers who are interested in similar research.

A. Conclusions

This research was conducted to examine how authentic materials

improved the listening comprehension skills of grade XII students of SMKN 2

Depok Sleman. The researcher used listening comprehension skills phases

proposed by Goh (2002) in applying the authentic materials to help the students

improving their listening comprehension skills. There were five phases which

were conducted in order, namely (1) listening for details, (2) listening for gist, (3)

drawing inferences, (4) listening selectively, and (5) making prediction. The

conclusions thus covered the description of materials implementation process and

the students’ listening comprehension skills improvement.

Authentic materials were used during the teaching learning process in

Kimia Industri class of SMKN 2 Depok Sleman. The implementation was

conducted into two cycles, in which each cycle divided into three stages, namely

planning, acting and observing, and revising. In the planning stage, the researcher

prepared the lesson plan, the materials to be used, the learning methods, and the

assessment. Then, the researcher implemented what was planned in acting stages,


86

along with observation during the implementation in teaching learning activities.

From this stage, the researcher obtained the data to be analyzed. The last stage

was reflecting stage, in which the researcher reflected on what has been done in

acting and observing stage. The reflection gained from observation checklist, field

notes, students’ journal, the result of assessment, and the discussion with the

teacher. Reflecting stage was aimed to give reference to revise the next cycle, and

seeing what went well and what went wrong in the implementation.

From the whole data gained through field notes and observation checklist,

it was shown that the students gave positive response on the use of authentic

materials to improve their listening comprehension skills. Besides, the use of

authentic materials supported them to be more actively involved in teaching

learning activities, and to reduce tension in learning activities in class. From the

students’ journal, the researcher summed up that the students assumed authentic

materials were appropriate to be applied in listening session, due to the different

atmosphere created and it broaden their knowledge. The listening comprehension

skills were also improved, shown by the result of assessment in every end of the

cycle. The results showed significant progress, from the class average score

23.87 increased to 26.20 out of the total score 30. However, there will be more

significant improvement if the researcher used the same genre of materials.

Questionnaire and interview were administered to gain data from students’

point of view. In accordance with the aspects of listening comprehension skills

proposed by Goh (2002), the listening comprehension skills improvement was

examined. In listening for details, by applying authentic materials, the students


87

were helped to recognize the keywords use in the materials. By applying authentic

materials, the students enabled to distinguish the main idea from the supporting

details in listening for gist. The students were able to draw inferences from

between two events described; also they were able to make connection between

the materials given and the real life, using their background knowledge by using

authentic materials. The students were able recognize the specific part, especially

in using songs for their learning materials. In making prediction, the students were

able to predict the possible event that may occur next, and guess the closest

answers for the next utterances that may occur related to the previous questions.

However, based on the questionnaire, the use of authentic materials still needed to

be improved since many of the students thought that it was rather ineffective.

For those five aspects, 83.87% students declared that using authentic

materials helped them in listening for details. It was also found that 37.1% of the

students stated that authentic materials helped them to improve the skills in

listening for gist aspect. The questionnaire result showed that 50% of the

respondents stated that their listening comprehension skills in term of drawing

inferences were improved by using authentic materials. Related to listening

selectively aspect, 46.78% of the respondents thought that there was improvement

by using authentic materials. Improvement in making prediction was also

approved by 54.83% of the students.


88

B. Suggestions

The researcher addressed the suggestions specifically for the students and

the teacher of grade XII Kimia Industri in SMKN 2 Depok Sleman, and generally

for the future researchers.

1. For English Teacher of XII Kimia Industri in SMKN 2 Depok Sleman

There are two points suggested for the teacher. First, since listening

comprehension is a process and will be better achieved through keep practicing,

the researcher suggested the teacher to add the frequency of listening

comprehension practice in class, not only approaching the National Examination,

but also in regular class. As a result, the students will be accustomed to listening

to the materials and easily grab the main idea. Secondly, the teacher is suggested

to vary the materials. Using authentic materials was proven to improve their

listening comprehension skills. Besides, it can also broaden the students’

knowledge, and give them opportunity to learn more, such as critical thinking.

2. For the Students of XII IPS 1 of SMKN 2 Depok Sleman

For the students, the researcher suggested them to practice the listening

comprehension phases not only in the class but also outside the class. Authentic

materials are easy to find in almost everywhere and usually affordable. Therefore,

the students are expected to be able to use authentic materials to learn effectively,

which enable them to improve their listening comprehension skills.

3. For Future Researchers

This research has limitation at seeing how authentic materials improved

students’ listening comprehension skills. To answer the question of this research,


89

the researcher tried to describe the process of strategy implementation in the first

and second cycle as well as to elaborate why the strategy given is able to improve

students’ listening comprehension skills. From the research results, it should be

further investigated to what extent authentic materials improved students’

listening comprehension skills, since they actually involved multiple skills.

Therefore, the future researchers who are interested in listening comprehension

skills can carry out a more detailed research. As a result, there will be more

thorough investigation about the implementation of authentic materials to improve

listening materials skills.


90

REFERENCES

Anderson A., and Tony Lynch. 1988. Listening. Oxford: Oxford University Press.

Bogdan, R. , Sari Knopp Biklen. 2003. Qualitative Research in Education : an

Introduction to Theory and Methods. Boston: Allyn and Bacon.

Brinton, D.M. 1991. Teaching English as a Second or Foreign Language. Boston:

Heinle and Heinle Publishers.

Brown, G. & G. Yule. 1983a. Discourse Analysis. Cambridge University Press.

Buck, G. 2001. Assessing Listening. Cambridge: Cambridge University Press.

Burns, A. 1999. Collaborative Action Research for English Language Teachers.

Cambridge: Cambridge University Press.

Cohen Louis, Lawrence Manion. 2000. Research Methods in Education. London:

Routledge Falmer.

Ferrance, Eileen. 2000. Action Research. Providence: Brown University.

Goh, Christine M. 2001. Teaching Listening in the Language Classroom. Singapore:

SEAMEO Regional Language Centre.

Guo, Naizhao. 2005. An Investigation of Factors Influencing English Listening

Comprehension and Possible Measures for Improvement. Retrieved November

29, 2010, from http://www.aare.edu.au

Hyslop, Nancy B. Tone, Bruce. 1988. Listening: Are We Teaching It? and If So,

How? ERIC Clearinghouse on Reading and Communication Skills

Bloomington IN.


http://www.aare.edu.au/

91

Martinez, Alejandro G. 2002. Authentic Materials: An Overview. Retrieved August

31, 2010 from Krashen’s Linguistics Issues:

http://www3.telus.net/linguisticsissues/authenticmaterials.html

Melvin, B.S. and Stout, D.S. 1987. Motivating Language Learners through Authentic

Materials. New York: Cambridge University Press.

Morrow, K. 1977. Authentic Texts and ESP. London: Modern English Publications.

Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge:

Cambridge University Press.

Nunan D. 1999. Second Language Teaching and Learning. Boston: Heinle and

Heinle Publishers.

Pekin,A. Janset Müge Altay, Didem Baytan. Listening Activities. Retrieved August

31, 2010, from http://www.ingilish.com

Rost, M. 2002. Teaching and Researching Listening. London: Pearson Education

Limited.

Rueckert, Carol. 2006. Living on a Budget-Authentic Materials. Retrieved August 31,

2010, from http://www.esl-lesson-

plan.com/archives/2006/11/living_on_a_budget_authentic_materials.php

Teaching Listening. 2003. Retrieved on December 1, 2010 from The National Capital

Language Resource Center, Washington, DC: http://www.nclrc.org

Wolvin A, Coakley CW.1996. Listening. Boston: McGraw-Hill.


http://www3.telus.net/linguisticsissues/authenticmaterials.html

http://www.ingilish.com/

http://www.nclrc.org/

93

APPENDIX A Covering Letter for BAPPEDA


94


95

APPENDIX B Permission Letter from BAPPEDA


96


97

APPENDIX C Syllabus of English Lesson for Grade XII Kimia Industri of SMKN 2 Depok

Sleman


98


99


100

APPENDIX D The Blueprint of Observation Checklist


101

THE BLUEPRINT OF OBSERVATION CHECKLIST

NO. Aspects Statements Items

Number

A. Pre-listening

activities

Teacher presents clear objectives of

the lesson

3 Teacher presents clear steps of what

students must do

Teacher check students’

background knowledge of the topic

B. Whilst Listening

activities:

1. Listening for

details

Students detect the keywords

2 Students guess the meaning of the

keywords from the context in which

they occur

2. Listening for gist Students distinguish main ideas

from supporting ideas 2

Students take notes on what they

have heard

3. Drawing inferences Students infer the links and

connections between events. 2

Students use their background

knowledge to make inferences

4. Listening

selectively

Students distinguish the specific

part of the passage 2

Students mention what makes the

part of the passage specific

5 Making Prediction Students predict outcomes from

events described. 2

Students guess possible utterance

that may occur

C. Post Listening

Activities

Students make conclusion on what

they have listened.

3 Teacher evaluates overall progress

in listening

Students make reflection on their

own learning progress


102

APPENDIX E The Blueprint of Questionnaire


103

THE BLUEPRINT OF QUESTIONNAIRE

Aspects Statements Items

number

Listening for

details Saya dapat mengenali kata-kata kunci pada materi.

2 Saya dapat menebak dengan benar, arti kata-kata

kunci pada authentic materials yang disimak sesuai

dengan konteks.

Listening for

gist

Saya dapat membedakan ide pokok dan ide pendukung

dari authentic materials yang disimak.

2 Saya dapat lebih memahami dengan benar maksud

pembicara pada authentic materials yang

disimak.(contoh: descriptive, informative, explorative,

narative)

Drawing

inferences

Saya dapat memahami hubungan/kaitan antara satu hal

dengan hal yang lain pada authentic materials yang

disimak. (misalnya cause and effect, problem and

solution, dsb.) 2

Saya dapat mengaitkan materi lisan yang disimak

dengan kehidupan sosial atau situasi yang sesuai

dengan konteks.

Listening

selectively

Saya dapat membedakan bagian khusus dari authentic

materials yang disimak. 2

Saya dapat menyebutkan hal-hal khusus pada satu

bagian dari authentic materials yang disimak. Making

prediction Saya dapat memprediksi

kemungkinan/akibat/kesimpulan yang akan muncul

setelah suatu kejadian pada authentic materials yang

disimak. 2

Saya dapat menebak kata/ekspresi/jawaban/pertanyaan

yang mungkin muncul selanjutnya pada suatu dialog.


104

APPENDIX F The Blueprint of Interview Guide


105

THE BLUEPRINT OF INTERVIEW GUIDE

NO. Questions Items

Number

Listening for details

1. Apakah dengan belajar menggunakan authentic materials

mempermudah Anda untuk mengenali kata-kata kunci

pada suatu materi baru? Berilah contoh!

2 2. Apa saja keuntungan yang anda dapat dari belajar dengan

menggunakan authentic materials,khusunya berkenaan

dengan detail cerita atau percakapan? Berilah contoh!

Listening for Gist

1.

Apakah anda lebih mudah membedakan ide pokok dari ide

pendukung suatu topik setelah belajar menggunakan

authentic materials? Jelaskan alasan anda!

2 2. Apakah setelah belajar menggunakan authentic materials

anda lebih terbantu untuk memahami maksud pembicara

dalam suatu materi? Jelaskan alasan anda!

Drawing Inferences

1. Menurut Anda, apakah belajar menggunakan Authentic

Materials membantu anda dalam mengaitkan pelajaran

dengan situasi di sekitar anda yang sesuai dengan konteks

dan mengungkapkannya di kelas? Jelaskan alasan anda!

2 2. Dengan belajar menggunakan authentic material, apakah

lebih mudah bagi anda untuk membuat korelasi antara satu

hal dengan hal lain pada materi yang disimak? Misalnya

sebab-akibat, masalah-solusi,dsb? Berilah contoh!


106

Listening Selectively

1 Apakah setelah belajar menggunakan authentic materials

membantu anda untuk mengenali bagian khusus dari

sebuah pokok bahasan? Berilah contoh! 2

2 Manfaat apa saja yang anda peroleh dengan mendengarkan

bagian khusus pada suatu authentic materials?

Making Prediction

1 Apakah penggunaan authentic materials pada sesi

Listening membantu anda dalam membuat perkiraan

ungkapan yang mungkin muncul selanjutnya? Berilah

contoh! 2

2 Kesulitan apa yang anda temui ketika membuat perkiraan

ungkapan yang mungkin muncul selanjutnya (misalnya

jawaban yang mungkin muncul pada sebuah dialog)?

NO. Questions Items

Number


107

APPENDIX G The Observation Checklist Form


108

THE OBSERVATION CHECKLIST FORM

Day/Date :

Meeting :

Cycle :

Put a thick (√) to observed or unobserved to represent your evaluation on the

items observed.

NO. Things to be Observed Observed Not

observed

Comments

Pre-listening activities

1 Teacher presents clear objectives

of the lesson

2 Teacher presents clear steps of

what students must do

3 Teacher check students’

background knowledge of the topic

Whilst Listening activities

A Listening for details

1 Students detect the keywords

2 Students guess the meaning of the

keywords from the context in

which they occur

B Listening for gist

1 Students distinguish main ideas

from supporting ideas

2 Students take notes on what they

have heard

C Drawing inferences

1 Students infer the links and

connections between events.

2 Students use their background


D Listening selectively

1 Students distinguish the specific

part of the passage

2 Students mention what makes the

part of the passage specific

E Making Prediction

1 Students predict outcomes from

events described.


109

NO. Things to be observed Observed Not

Observed

Comments

E Making Prediction (continued from previous page)

2 Students guess possible utterance

that may occur

Post Listening Activities

1 Students make conclusion on what

they have listened.

2 Teacher evaluates overall progress

in listening

3 Students make reflection on their

own learning progress


110

APPENDIX H The Field Notes Form


111

THE FIELD NOTES FORM

Name of the class :

Day/date :

Meeting :

Cycle :

Time began :

Time ended :

Topic :

Guiding questions to obtain information:

1. Do the students seem prepared to join the listening session?

2. Do the students create conducive atmosphere during the class?

3. Do the students take notes on what they have listened to?

4. Do the students’ comments indicate a grasp of talk?

5. Do the students ask questions?

6. Do the students actively get involved in group discussion?

7. Do the students actively get involved in class discussion?

8. Do the students find difficulties during the implementation process?

9. Does the teacher find difficulties in the implementation process?

10. Do the students actively give suggestion for the next meeting?

11. How does teacher overcome the problems happening during the

implementation process?


112

APPENDIX I The Questionnaire


113

KUESIONER

Std. #:

Pernyataan-peryataan dibawah ini adalah mengenai peningkatan kemampuan

listening comprehension Anda setelah belajar listening menggunakan authentic

materials. Berilah tanda check (√) pada peryataan yang sesuai dengan apa yang

Anda rasakan.

-THANK YOU-

No. Pernyataan Setuju Tidak

Setuju

1. Saya dapat mengenali kata-kata kunci pada materi.

2. Saya dapat menebak dengan benar, arti kata-kata

kunci pada authentic materials yang disimak sesuai

dengan konteks.

3. Saya dapat membedakan ide pokok dan ide

pendukung dari authentic materials yang disimak.

4. Saya dapat lebih memahami dengan benar maksud

pembicara pada authentic materials yang

disimak.(contoh: descriptive, informative, explorative,

narative)

5. Saya dapat memahami hubungan/kaitan antara satu

hal dengan hal yang lain pada authentic materials

yang disimak. (misalnya cause and effect, problem

and solution, dsb.)

6. Saya dapat mengaitkan materi lisan yang disimak

dengan kehidupan sosial atau situasi yang sesuai

dengan konteks.

7. Saya dapat membedakan bagian khusus dari authentic

materials yang disimak.

8. Saya dapat menyebutkan hal-hal khusus pada satu

bagian dari authentic materials yang disimak.

9. Saya dapat memprediksi

kemungkinan/akibat/kesimpulan yang akan muncul

setelah suatu kejadian pada authentic materials yang

disimak.

10. Saya dapat menebak kata/ekspresi/jawaban/pertanyaan

yang mungkin muncul selanjutnya pada suatu dialog.


114

APPENDIX J The Interview Guide


115

THE INTERVIEW GUIDE

NO. Questions

1. Apakah dengan belajar menggunakan authentic materials mempermudah

Anda untuk mengenali kata-kata kunci pada suatu materi baru? Berilah

contoh!

2 Apa saja keuntungan yang anda dapat dari belajar dengan menggunakan

authentic materials,khusunya berkenaan dengan detail cerita atau

percakapan? Berilah contoh!

3

Apakah anda lebih mudah membedakan ide pokok dari ide pendukung

suatu topik setelah belajar menggunakan authentic materials? Jelaskan

alasan anda!

4 Apakah setelah belajar menggunakan authentic materials anda lebih

terbantu untuk memahami gambaran umum dari suatu materi? Jelaskan

alasan anda!

5 Menurut Anda, apakah belajar menggunakan Authentic Materials

membantu anda dalam mengaitkan pelajaran dengan situasi di sekitar anda

yang sesuai dengan konteks dan mengungkapkannya di kelas? Jelaskan

alasan anda!

6 Dengan belajar menggunakan authentic material, apakah lebih mudah bagi

anda untuk membuat korelasi antara satu hal dengan hal lain pada materi

yang disimak? Misalnya sebab-akibat, masalah-solusi,dsb? Berilah contoh!

7 Apakah setelah belajar menggunakan authentic materials membantu anda

untuk mengenali bagian khusus dari sebuah pokok bahasan? Berilah

contoh!

8 Manfaat apa saja yang anda peroleh dengan mendengarkan bagian khusus

pada suatu authentic materials?

9 Apakah penggunaan authentic materials pada sesi Listening membantu

anda dalam membuat perkiraan ungkapan yang mungkin muncul


116

NO. Questions

selanjutnya? Berilah contoh!

10 Kesulitan apa yang anda temui ketika membuat perkiraan ungkapan yang

mungkin muncul selanjutnya (misalnya jawaban yang mungkin muncul

pada sebuah dialog)?


117

APPENDIX K The Students’ Journal


118

Student Journal

1. Tuliskan dengan singkat pengalaman Anda dalam belajar bahasa Inggris hari

ini!

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

2. Sebutkan kesulitan yang Anda temui dalam belajar bahasa Inggris hari ini!

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

3. Apa harapan Anda untuk pelajaran bahasa Inggris berikutnya?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

4. Bagaimana kesan Anda selama belajar Listening dengan menggunakan

authentic materials? (tuliskan hanya dalam satu / dua kata saja)

______________________________________________________________


119

APPENDIX L Raw Data of Observations

L.1. Raw Data of the First Cycle Observation

L.2. Raw Data of the Second Cycle Observation


120

Appendix L.1.

Raw Data of the First Cycle Observation

No Activities Phases Implementation

1

Pre-listening

Activities

1. Teacher presented clear

objectives of the lesson.


steps of what students must

do so that the students had

general ideas of what to do

during the session.

3. Teacher checked students’

background knowledge of

the topic by asking about

students’ idol.

2 Whilst-listening

Activities

a. Listening for

details

1. The teacher asked students

to read the keywords in part

A of the worksheet.

2. Teacher asked students to

guess the meaning of

keywords from the context

in which they occur while

listening to the audio.

b. Listening for gist


distinguish main ideas from

supporting ideas by

answering questions in part

B of the worksheet.


take notes on what they

have heard.

c. Drawing

Inferences

1. Teacher invited students to

infer the links and

connections between events

by answering questions in

part C of the worksheet (no.

1 and 2).


use their background

knowledge to make

inferences between the topic

and real life.

d. Listening 1. Teacher did not explain the


121


selectively

specific part of the passage,

but directly played the

audio material at the

intended part.


mention what made part of

the passage specific.

e. Making Prediction


predict outcomes from the

events described, namely

the possible location where

the dialog took place.


guess next possible

utterance that may occur

from a dialog.

3 Post-listening

Activities


make conclusion on what

they have listened in class

discussion.

2. Teacher did not evaluate

overall progress in listening

session.


make reflection on their

own learning progress by

writing students’ journal.


122

Appendix L.2.

Raw Data of the Second Cycle Observation


1 Pre-listening

Activities


objectives of the lesson.


steps of what students must

do so that the students had

general ideas of what to do

during the session.

3. Teacher checked students’

background knowledge of

the topic by asking about

life lesson the students got

in the past.

2 Whilst-listening

Activities

a. Listening for

details

1. The teacher asked students

to read the keywords in part

A of the worksheet.


guess the meaning of

keywords from the context

in which they occur while

listening to the audio.

b. Listening for gist


distinguish main ideas from

supporting ideas by

answering questions in part

B of the worksheet.


take notes on what they

have heard.

c. Drawing

Inferences


infer the links and

connections between events

by answering questions in

part C of the worksheet.


use their background

knowledge to make

inferences between the topic

and real life.

d. Listening 1. Teacher asked students to


123


Selectively work on specific part of the

material, by filling in the

missing lyrics of a song, in

which all the blanks must be

filled with noun.


mention what made part of

the passage specific.

e. Making Prediction

1. Teacher did not asked

students to predict outcomes

from the events described.


guess next possible

utterance that may occur,

namely the last line of a

song.

3

Post-

listening

Activities


make conclusion on what

they have listened in class

discussion.

2. Teacher assessed students’

progress by giving listening

quiz.

3. Teacher evaluated overall

progress in listening

session.


make reflection on their

own learning progress by

writing students’ journal.


124

APPENDIX 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


125

Appendix M.1

Raw Data of the First Cycle Fieldnotes

Name of the class : XII Kimia Industri

Day/date : Monday, March 28 2011

Meeting : 1 Cycle :1

Time began :10.30 Time ended :11.00

Topic : The Past and The Future

I planned to have listening section at about 9 am. Unfortunately, the

electricity was off due to power supply explosion in the morning, and I almost

was not able to conduct the research exactly at the time I have planned. However,

I came to school at 8 a.m. and discussed with the teacher to find out the solution.

At first, the teacher asked me to conduct the research on the next day, since we

did not know when the electricity would be on. Luckily, at 9 am, the electricity

was on, and it meant I was able to conduct my research this day. But another

problem came, since there was no flag ceremony due to the trouble with

electricity, the regular class did not go according to the time scheduled. Moreover,

the teacher did a mistake in reading the schedule. The class that I supposed to

conduct research in would be started at 10 am.

At 9.55 am, I came to the laboratory to prepare the media for my section.

The bell rang at 10 a.m., the teacher, Bu Yohana and I were ready to teach, but

there was no student came in. Five minutes later, all the students came in and

quickly prepared themselves to join the class, since the class already began late.

The teacher greeted the students and opened the lesson with “SNAPSHOT” part

from UNIT 10 in the textbook. Soon after she finished with her part, the teacher

asked me to continue with listening section.


126

It has been a long time I did not meet the students since my PPL, so I

started the listening section by greeting them. Luckily, the students looked happy

and eager to join the section. As the introduction, I told them the reason I came

back there, that I came for a research purpose. Then, since I planned only a short

time teaching, I continue the section by explaining the students about the steps in

the listening comprehension and about the authentic materials. I explained to them

that there are five steps in listening comprehension in order to help the students

learn more easily. I mention one by one and write the steps on the whiteboard;

listening for details, listening for gist, drawing inferences, listening selectively,

and making prediction. When I wrote „Listening for gist‟ on the whiteboard,

directly one of the students asked me “Listening for gist tu apa miss?kok kayak

bikin roti aja.” I smiled for a while hearing that question. Then I explained the

students what „listening for gist‟ was. That was listening to grab the main idea and

supporting details. Then, when I wrote „making prediction‟, some of them said

“Wah, belajar ngeramal nih!”, and the rest of the class burst into laugh. Finished

with the steps in listening comprehension, I explained briefly about authentic

materials. They nodded their heads as the sign of understanding what I said.

Afterwards, I asked questions related to the material to open their

background knowledge. I asked them about their favourite singer from other

countries, since the material was about „The past and future of a singer‟. The girls

happily shouted, “Justin Bieber, Miss!” Although the amount of the boys in class

was less then the girls, but they also shouted their own answer, “Lady Gaga and

Kettie Perrie, Miss”.


127

When I told them that the topic is about Lady Gaga‟s life, they smiled

happily. Then I distributed WORKSHEET #1 for them to work on. I explained

them that the lesson would be going step by step, part by part, according to the

worksheet. In part A, the students read carefully the keywords listed in the

worksheet, and then guess the meaning of the keywords. Afterwards, they tried to

concentrate in listening the recording to check the answer. There was time when

the students looked busy writing answers for another part. When I invited them to

discuss part A of the worksheet, most of them said that they had not finished. I

checked them, and surprisingly they already reached part B of the worksheet.

They said „Oh..ya…ya, kirain yang part B juga, Miss. Pantesan kok cuma bentar

listeningnya.’ Then I invited them once more to discuss part A of the worksheet.

They actively raise hands to answer the meaning of keywords listed in the

worksheet. Some of them still mispronounced the word „candour‟ and

„outrageous‟, yet they could give the correct answers.

For part B of the worksheet, I played the recording twice. There was a part

in recording when Lady Gaga‟s speaking and about to shout. They tried to imitate

what Lady Gaga said, but it seemed that they still could not find out what she said

in the recording. They also took note on what they heard. They liked to discuss

the worksheet with friends nearby.

When it came to part C, for question number 1 and number 2, the students

found it was a bit difficult, since they had to make inferences. They had to make a

comparison based on the things they have heard, and they found it was difficult.

But when it came to make inferences between the material and the real situation,


128

they found it was easier to do, because there were many examples in real life they

knew. However, they were still ashamed to convey their ideas in class discussion.

But I encouraged them to be active in class discussion, by reminding them that it

would be useful for their understanding.

In doing part D of the worksheet, the students got confused because there

were some vocabulary items they did not know, namely drenched and deathly

price. Then I decided to explain the meaning for them. Besides, they found that

the pronunciation of the speaker in particular part was not clear, so it was difficult

for them to grasp the idea.

Dealing with the last part of the worksheet, the students got shocked since

the first utterances from the speakers was very fast. They could not grasp the idea,

but they could grasp that the conversation took place when the speakers were

walking. To overcome this problem, I read the transcript on a particular part, and

they got it was clearer and easier to understand.

They seemed happy although the materials might quite difficult for them.

At the end of the lesson, they gave me suggestions for the next cycle. One of the

suggestions was using song to learn. I really appreciated that and would think

about that for the next cycle. Overall the class went well, and the students were

cooperative enough with me. They worked hard with new materials, though

sometimes they had „switched off‟ consciously or unconsciously.


129

Appendix M.2

Raw Data of the Second Cycle Fieldnotes

Name of the class : XII Kimia Industri

Day/date : Monday, April 6 2011

Meeting : 1 Cycle :1

Time began :10.15 Time ended :11.05

Topic : The Past and The Future

This morning I came at 9.30 a.m, and I looked for the teacher to prepare

everything. When I came nearly to the classroom, I saw that the room was used

for other occasion. I asked the staff, then he told me that the room was going to be

used for staff proficiency test. Quickly, the teacher helped me to find another

room.

Right after we found the room, the teacher and I prepared the media for

teaching. At 10.00 p.m., the class began. The teacher greeted the students and

gave short reviews on what the students learned in the last meeting. It only took

about 15 minutes, then the teacher handover the class for me to handle. I reviewed

a little about what I gave in the last meeting. I asked them if they still remember

the steps in listening comprehension and the materials I‟ve given. Some of them

still remembered it, some others did not remember. I asked them if they knew

today‟s topic, but none of them remember. I told them that today we are going to

use songs as they asked for in the last meeting, and they yelled happily.

I distributed the second worksheet to them, and asked them to read the

worksheet first. I gave them 2 minutes to read the whole worksheet. Then when

they were ready, I invited them to go through part by part. In Part A, they worked

on matching the vocabulary items quite quickly, while listening to the song.


130

Compared to the last meeting, there were more vocabulary items to understand.

Yet they worked on it happily, since they asked for it in the last meeting.

Dealing with part B, the students found it was quite easy because they

already knew the words used in the questions. However, they still had to listen

carefully to the audio material and to compete the background noise. The

challenge was instead of using familiar song for them, I used unfamiliar song but

related to the topic. The reason was because I would like to emphasize the

meaning and lesson they could get from a song, and as Goh (2002) proposed in

her study, unfamiliar songs was appropriate for listening for details and/or gist.

Besides, the song I chose, „Lesson Learned‟ by Carrie Undaerwood, was an

upbeat song, so I expected the song could set a good mood and motivate them to

learn more.

Working on part C was quite easy for them, since I only gave them one

question related to real life. They had to draw inference based on their own

experience about life‟s lesson they had in the past and the advantages of that

lesson for their life nowadays. Most of the students wrote about life‟s lesson

related to moral values and religion values, such as belief in God, politeness,

respect, karma, etc.

Part D of the worksheet 2 was a quite long part, since they had to listen to

the whole song and filled in the blanks as well. All the blanks should be filled

with the missing lyrics that they heard. The students were able to fill in the blanks

with correct spelling, yet there were items that difficult to figure out for most of


131

them, namely item number 14 and 15. The correct answer for number 14 was

‘roads’ and for number 15 was ‘wounds’.

Part E of the worksheet was a prediction task, in which the students were

to make prediction of the last line of the song. I know that it was a difficult task,

since I had never played the song completely and they had never heard the song

completely as well. However, they tried their best answering it, and the answers

were varied from one another. I asked them to answer it one by one in the

discussion. They answered it with words related to the title of the song, such as

„Lesson in life’, ‘Life’s Lesson’, and ’Lesson to live’. None of the students

answered it perfectly correct, yet I appreciated their effort to predict the answer.

Then I played the recording directly to the last part of the song, and let them listen

the answer by themselves. Some of them said „Oh…ini to jawabannya.

Yah…mirip-mirip lah…’.

After completing the worksheet, I asked them if there was any question or

suggestion. They gave suggestion to use more familiar song for listening session.

I thanked them for the suggestion and kept it in my mind.

Due to time constrain I conducted listening quiz on the same day. They

will have another try out next week, and the week after will be the time for them

to face national examination. I conducted listening quiz, using new song, which

was shorter and easier, that was “Que Sera-Sera” by Doris Day. I also gave them

only few items of questions, since they already fatigue of having a long listening

session.

After having listening quiz, I thanked the students for their willingness to

give contribution in my research and gave them presents.


132

APPENDIX N Raw Data of Questionnaire


133

Raw Data of Questionnaire

Students’ Opinions about Their Listening Comprehension Skill

Improvement

No. Aspect of Listening

Comprehension Skill

Σ Response

(n people of 31 Respondent)

Agree % Disagree %

Listening for Details

1 I am able to recognize keywords in

the materials.

28 90,32 3 9, 64

2 I am able to guess the meanings of

keywords in the authentic

materials in context correctly.

24 77,42 7 22,58

Listening for Gist

1 I am able to distinguish main idea

from the supporting details.

7 22,58 24 77,42

2 I am able to understand what the

speakers intended to say in the

authentic materials. (e.g.:

descriptive, narrative, explorative,

informative)

16 51,61 15 48,39

Drawing inferences

1 I am able to understand the

relation between two different

things in authentic materials. (e.g.:

cause-effect, problem-solution,

etc.)

17 54,84 14 45,16

2 I am able to infer the connection

between material and social life,

according to context.

23 74,19 8 25,81

Listening selectively

1 I am able to distinguish specific

part of the authentic materials

given.

13 41,93 18 58,07

2 I am able to mention specific part

of the authentic materials given.

11 35,48 20 64,52

Making Prediction

1 I am able to predict outcomes from

events described in authentic

materials. (e.g.: possibilities,

effects, conclusion)

19 61,29 12 38,71

I am able to predict next

words/expressions/utterances

which may occur in a dialog.

15 48,38 16 51,62


134

APPENDIX O Raw Data of Students’ Journal

O.1 Students’ Journal Recap of the First Cycle

O.2 Students’ Journal Recap of the Second Cycle


135

Appendix O.1

Students’ Journal Recap of the First Cycle

Student

#

Opinions about

Their Learning

Experiences

The Problem(s)

Found

What Needs to be

Improved on the

Next Learning

1 Bingung, tapi nambah

pengetahuan.

Bingung, kesulitan

pemahaman.

Ingin memahami

listening.

2 Mengasyikkan Tidak mengerti kosa

katanya

Lebih memahami

pelajaran bahasa

Inggris khususnya

untuk ujian Nasional.

3 Belajar tentang

listening

comprehension dan

masih bingung

Rekamannya terlalu

cepat

Lebih menarik lagi

dari hari ini.

4 Dapat mengetahui

macam-macam cara

menganalisis listening.

Audio terlalu cepat Lebih bisa paham.

5 Tambah pengalaman,

tapi bingung juga.

Terlalu cepat Semoga lebih

memahami dan mudah

mencerna.

6 Membingungkan Sulit menerjemahkan

dialog.

Semoga lebih

menyenangkan.

7 Masih mengalami

kesulitan.

Tidak tahu artinya

waktu harus menjawab

pertanyaan.

Bisa lebih baik lagi

dalam memahami

percakapan dalam

bahasa Inggris.

8 Bingung, mumet, tapi

nambah ilmu.

Kecepetan tape-nya. Semoga lebih bisa

lancar lagi.

9 Menyenangkan,tamba

h informasi.

Rekaman tidak terlalu

jelas..

Rekamannya yang

jelas ya..

10 Pelajarannya

menyenangkan, tapi

mengalami kesulitan.

Banyak kosakata yang

tidak saya mengerti dan

rekamannya terlalu

cepat.

Lebih mudah dipahami

rekamannya.

11 Mengetahui biografi

dari Lady Gaga

Memaham vocabulary,

karena masih asing

Lebih sering belajar

bahasa Inggris dengan

metode yang asyik,

misalnya memakai

lagu.

12 Masih sulit

menangkap yang

dibicarakan.

Minim pengetahuan

tentang vocabulary,

sehingga saya tidak tahu

arti percakapan.

Semoga dapat

menguasai materi.

13 Menyenangkan Nggak terlalu ngerti arti

kata-kata

Lebih menyenangkan

lagi.

14 Dapat berlatih

listening.

Rekamannya terlalu

cepat.

Rekamannya jangan

terlalu cepat.


136

Student

#

Opinions about

Their Learning

Experiences

The Problem(s)

Found

What Needs to be

Improved on the

Next Learning

15 Bingung, sulit. Susah konsen

mendengarkan dan

berpikir.

Lebih menarik agar

lebih paham.

16 Melatih kemampuan

listening.

Kesulitan dalam

mendengarkan, tidak

tahu maksud karena

pengucapannya mirip-

mirip.

Dapat lebih baik

dalam memahami

bahasa Inggris

terutama Listening.

17 Menambah

pengetahuan saya.

Kurang bisa memahami,

masih bingung.

Bisa lebih efisien

belajarnya.

18 Dapat berlatih

listening dan

memahaminya.

Percakapan terlalu

cepat.

Percakapannya jangan

terlalu cepat dan

dibuat semenarik

mungkin.

19 Tambah pusing, tidak

dong

Nggak paham materinya Soalnya lebih mudah,

mengacu pada ujian

saja.

20 Listeningnya terlalu

cepat

Susah memahami Bisa lebih mudah

memahami

21 Dapat belajar

listening dengan

metode baru

Sulit memahami makna Mau belajar dengan

metode-metode baru.

22 Belum mendekati

standard.

Berdialog,

mendengarkan dan

menulis.

Bisa lebih menarik.

23 Tidak dong Materi terlalu rumit Soalnya lebih mudah,

mengacu pada UNAS

saja.

24 Membingungkan, tapi

tambah pengalaman

dalam hal listening.

Percakapannya terlalu

cepat.

Semoga bisa lebih baik

dan ngedong lagi.

25 Menambah

pengalaman tentang

listening.

Terlalu cepat

recordingnya, jadi

nggak jelas.

Lebih baik lagi.

26 Belum memahami Terlalu cepat

(recording)

Lebih baik, pengajaran

lebih menarik.

27 Belum terlalu

memahami

Recording terlalu cepat. Lebih menarik agar

lebih berminat.

28 Membingungkan Menerjemahkan dan

mengingat kata.

Lebih bisa memahami

arti dan yang sudah

didengar.

29 Fun! Speakersnya orang asli

(foreign) jadi agak

susah mengikuti.

Pembicaraan lebih

lambat, find more fun

with English!

30 Mempunyai

pengalaman baru.

Recordingnya susah,

karena yang berbicara

Lebih baik.


137

Student

#

Opinions about

Their Learning

Experiences

The Problem(s)

Found

What Needs to be

Improved on the

Next Learning

orang luar, dan kurang

terbiasa mengerjakan

soal listening urutan,

padahal lumayan enak.

31. Menambah

pengetahuan tentang

listening

Terlalu cepat Lebih baik dari

sebelumnya.

32 Membingungkan, tapi

jadi tahu pengalaman

Lady Gaga.

Tidak jelas, terlalu

cepat.

Bisa lebih memahami

dengan baik dan

benar.


138

Appendix O.2

Students’ Journal Recap of the Second Cycle

Student

#

Opinions about

Their Learning

Experiences

The Problem(s)

Found

What Needs to be

Improved on the

Next Learning

1 Menarik, menambah

kosakata

Mencari inti dari sebuah

lagu, mendengarkan

untuk mengisi kosakata

yang hilang.

Semoga materinya

lebih menarik.

2 Lebih memahami

karena dibantu dengan

lagu dan

menyenangkan.

Terkadang kata-katanya

kurang jelas.

Lebih mengerti dan

memahami daripada

hari ini.

3 Menyenangkan! Belum pernah dengar

kata-katanya.

Listening to music

aja untuk melatih

listening

comprehension.

4 Nice! Terlalu cepat Tingkatkan

5 Lebih menyenangkan

karena lebih mudah

dipahami

Listening gist and making

prediction.

Bisa lebih mengerti

dan memahami.

6 Menyenangkan, lebih

mudah dipahami.

Sulit dalam memahami

kata-kata dan maksud

lagunya.

Bisa meningkatkan

kemampuan dalam

berbahasa Inggris

dengan baik.

7 Lebih enjoy karena

listeningnya

menggunakan music.

Ada beberapa kata dalam

listening yang saya tidak

tahu maksud dan

ejaannya.

Bisa lebih baik lagi

daripada

sebelumnya, tambah

ilmu, tambah

pandai.

8 Kenal satu lagu,

nambah kosakata.

Bingung memahami

pertanyaannya.

Semoga bisa lebih

jelas.

9 Menyenangkan, tambah

kosakata baru.

Lagunya ada bagian yang

terlalu cepat.

Artikulasi pada

rekaman lebih jelas.

10 Dengan materi lagu

lumayan menambah

semangat belajar.

Banyak nggak tahu

vocabnya.

Pengajarannya

lebih memudahkan.

11 Mengetahui makna dari

suatu lagu.

Kata-kata pada lagu

masih terdengar samar.

Lebih asyik lagi.

12 Lebih banyak kosakata

yang bisa dipahami

daripada yang kemarin.

Pengucapannya

terdengar kurang jelas

karena saya tidak tau

pronunciation.

Bisa lebih

meningkat dari

sekarang.

13 Fun!! Listening for gist, making

prediction

Dapat lebih baik

lagi.

14 Cukup bersemangat

karena ada lagunya,

tambah kosakata.

Sulit menentukan ide

pokok dan pendukung.

Lagunya yang

popular dan mudah

dipahami aja.


139

Student

#

Opinions about

Their Learning

Experiences

The Problem(s)

Found

What Needs to be

Improved on the

Next Learning

15 Lumayan. Susah konsentrasi

mendengarkan, ada yang

tidak jelas.

Lebih baik lagi.

16 Dapat kosakata baru

dan tahu lirik lagu

dalam bahasa Inggris.

Kesulitan membedakan

bunyi.

Lebih

menyenangkan.

17 Menyenangkan

walaupun belum bisa

mengerti semuanya.

Kurang dapat memahami,

sulit menemukan kata

kunci.

Lebih baik dari

sekarang, lebih

efisien dan efektif.

18 Belajar listening

menggunakan lagu

sangat menarik.

Backsound music terlalu

keras, jadi

pengucapannya kurang

jelas.

Kembangkan

pembelajaran yang

menarik.

19 Senang memakai lagu,

lagunya bagus, bisa

untuk motifasi.

Memahami maksud. Lebih

menyenangkan,

tidak membosankan,

lebih memahami.

20 Dapat melengkapi

missing lyric.

Pemahaman kurang. Lebih seru lagi.

21 Dapat belajar bahasa

Inggris dari lagu.

Memahami lagu karena

tidak familiar.

Lebih menarik lagi,

dijelaskan maksud

dari tiap bagian.

22 Belajar bahasa Inggris

itu menyenangkan dan

mengesankan, lucu.

Dalam hal

mendengarkan.

Lebih baik dan lebih

fresh.

23 Menyenangkan, tidak

membosankan.

Memahami isi lagu. Belajar bahasa

Inggris memakai

lagu lagi.

24 Mengasyikkan, nggak

bosen, lebih santai, dan

lebih bisa memahami.

Ada bagian lagu yang

cepat jadi kurang jelas

dalam menyimak lagu.

Lebih bisa

memahami materi

dalam listening.

25 Lebih enjoy. Terlalu cepat. Lebih menarik lagi.

26 Lumayan, tidak

membosankan.

Belum bisa memahami

kata-kata yang

diucapkan.

Lebih ditingkatkan

lagi.

27 Menarik, menyenagkan. Sulit memahami

lafal/pengucapan

pembicara.

Tingkatkan!

28 Menyenangkan, bisa

memahami kata-kata

kunci pada listening.

Sulit memahami arti. Bisa lebih

mengetahui arti dan

menjawab sesuai

pertanyaan

29 - - -

30 Menyenangkan Lagunya asing Agar lebih baik

31. Menyenangkan tapi

capek.

Lagunya belum pernah

dengar.

Lebih baik.


140

Student

#

Opinions about

Their Learning

Experiences

The Problem(s)

Found

What Needs to be

Improved on the

Next Learning

32 Menarik Vocabulary Lebih baik dalam

pemahaman.


141

APPENDIX P The Interview Transcript


142

Interview Transcript

I: Interviewer

R: Repondent

Interview with Respondent #1

I : OK. Good morning.

R #1 : Good morning.

I : Gimana kemaren quiznya itu susah atau gampang?

R#1 : Relatif gampang, soalnya kan udah familiar sama kata-katanya.

I : Trus kemaren dari pembelajaran selama 2 pertemuan itu, kamu

bisa mengenali kata-kata kunci di materinya?

R#1 : Ya. Bisa.

I : Mempermudah nggak kemarin?

R#1 : Kalau yang lagu itu memang mempermudah.

I : Contohnya? Misalnya? Kamu kenal kata-kata kunci apa aja? yang

masih kamu inget?

R#1 : Yang saya ingat: changes, chance…umm..udah, itu aja.

I : Kemaren itu, waktu yang pertama-tamanya kan menebak dulu ya.

Sebelum mendengarkan kan kmu drawing arrows, dengan cara

menebak dulu ya. Itu kmu udah bisa menebak dengan benar?

R#1 : Udah.

I :Kamu tahu nggak kira-kira kata-kata itu kalau dipakai di kalimat

lain bisa punya arti lain. Itu kamu kepikiran nggak? Misalnya

kaya‟…scar, itu kan kemarin artinya kesan yang buruk, sesuai

dengan konteks ya, trus itu bisa berarti juga „bekas luka‟. Itu kamu

kepikiran nggak?

R#1 : Belum.

I : Menurut kamu, keuntungan yang kamu dapat dari belajar

menggunakan authentic materials kemarin, itu apa aja?khususnya

berkenaan sama detail cerita atau percakapan. Detail cerita ya

misalnya kata-kata kuncinya…itu keuntungannya pa kemarin?


143

R#1 : 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. Ya mempermudah.

I : Selanjutnya, kemarin sudah bisa mbedain ide pokok sama ide

pendukung di authentic materialsnya belum?

R#1 : Udah mbak.

I : Kira-kira lebih mudah nggak, membedakan ide pokok sama ide

pendukung setelah belajar pakai authentic materials?

R#1 : Iya.

I : Kenapa?

R#1 : Soalnya, kalau pakai authentic materials kan kemarin udah ada step-

stepnya juga, jadi kita lebih gampang menganalisanya.

I : Kemarin mudeng nggak, mengenali maksud pembicara di authentic

materials? Kalau yang pertama kan Lady Gaga ya, interview. Nah itu

menurut kamu termasuk apa? descriptive, atau informative, atau

explorative?

R#1 : Menurut saya itu informative.

I : Terus…setelah belajar menggunakan authentic materials apakah

lebih terbantu untuk mengenali gambaran umumnya?

R#1 : Ya.

I : Terus, kemarin waktu drawing inferences kira-kira mudah atau

sulit? Mengkaitkan pelajaran kemarin, topiknya, dengan situasi yang

ada di sekitar kamu.

R#1 : Ya. Mudah.

I : Berarti membantu ya. Alasannya apa?

R#1 : Lebih membantunya? Ya itu tadi, kan ada step-stepnya. Jadi kita nggak

langsung…Jadi tahu gitu lho gimana caranya. Oh pertama tu kita cari kata

kuncinya, setelah tau kata kuncinya, trus ngapain lagi, trus ngapain

lagi…gitu.

I : Nah, dalam suatu materi kan sebenarnya ada hubungan, misalnya

cause and effect, problem and solution. Nah, keamrin itu, kamu bisa


144

nggak membuat seperti itu. Mengkaitkan kejadian dalam suatu

materi. Misalnya saya kasih contoh ya, kalau yg lady Gaga itu kan

Past and Future atau linknya adalah problem and solution. Nah,

kamu mengaitkannya gimana? yg pertemuan terakhir aja.

R#1 : Yang pertemuan terakhir itu, kalau saya menangkapnya, tentang masalah

di kehidupan yang lalu, terus bagaimana cara kita untuk memperbaikinya

sehingga kita mampu menghadapi masa depan. Jadi problem and solution.

I : Kalau dengan situasional, bisa ya kemarin ya? Jadi topik, lalu kamu

kaitkan dengan kehidupan nyata.

R#1 : Ya.

I : Kemarin kamu contohnya apa?

R#1 : Yang…Yang apa mbak?

I : Ya dari 2 pertemuan kemarin itu, ketika kamu mengaitkan topiknya

dengan kehidupan nyata atau lingkungan sekitar kita, itu kemarin

contohnya apa?

R#1 : Kalau yang Lady Gaga, itu saya ambil contoh Winfrey. Itu kan dia masa

kecilnya kan dari keluarga yang broken home. Bahkan sempat dia tu mau

digugurin gitu kan mbak. Tapi setelah dewasa dia tu bisa ngebuktiin kalau

dia tu bisa.

I : Kemarin bisa membedakan bagian khusus dari authentic materials?

Kalau yang Lady Gaga itu kan bagian khususnya yang masa lalunya

dia. Dia lahir dimana, dia dulu pengguna. Itu kamu kemarin sudah

merasa bisa membedakan bagian khusus pada suatu materi.

R#1 : Bisa.

I : Contohnya?

R#1 : Kan si Lady gaga itu kan dulunya dia itu sebagai pengguna, tetapi,

sekarang dia bisa membuktikan kalau dia itu bisa berguna dengan

berkarir,menjadi seorang artis.

I : Kemarin kan saya muterinnya yang bagian khusus tu ya itu thok gt

ya. Trus manfaat apa yang kamu peroleh dengan mendengarkan

bagian khusus pada suatu authentic material.


145

R#1 : Jadi kita bisa memfokuskan diri pada bagian itu, jadi nggak kemana-

mana, nggak bingung, dan nggak capek karena nggak terlalu panjang.

I :Terus selanjutnya, penggunaan authentic material itu membantu

nggak dalam hal memprediksi, memperkirakan kejadian yang

mungkin muncul selanjutnya.

R#1 :Ya.

I : Contohnya?

R#1 : Contohnya ya seperti…apa yang dia lakukan di masa lampaunya,

sekarang dia mau jadi seperti apa…gitu.

I : Terus mengenai ungkapan-ungkapannya? Apakah dengan belajar

memakai authentic materials itu membantu kamu untuk

memprediksi untuk memprediksi kata-kata yang mungkin muncul

selanjutnya?

R#1 :Ya.

I : Contohnya?

R#1 : Contohnya seperti…kata terakhir yang di lagu yang kemarin itu.

I : Contohnya apa ya kemarin ya?

R#1 : Lupa,hehehe

I : Kalau misalnya pertanyaan, kira-kira membantu nggak dalam

memperkirakan jawaban, jawabannya seperti apa? kalau dalam hal

pertanyaan dan jawaban atau question and answer, itu apakah

penggunaan authentic material bisa membantu kamu dalam

memperkirakan jawaban yang muncul atas pertanyaan sebelumnya?

R#1 : Ya. Contohnya pertanyaan, seumpama, dulunya Lady Gaga itu seperti

apa? Otomatis kita kan bisa mengira-ira, sekarangnya seperti apa? Trus

nanti ada pertanyaan lagi, sekarang Lady Gaga seperti apa, di masa depan

seperti apa? Itu kita bisa memperkirakan.

I : Kesulitan apa saja yang kamu dapati selama belajar dengan

authentic materials?

R#1 : Kalau saya, kesulitannya, tidak bisa diputar hanya satu kali. Harus

berulang kali. Apalagi yang lagu. Kalau yang lagu itu saya susahnya kalau


146

ada backsound yang keras. Jadinya kalimat dari penyanyinya itu kurang

jelas.

I : Trus berkaitan sama yang terakhir tadi, kesulitan apa yang kamu

temukan ketika membuat perkiraan ungkapan yang muncul,

misalnya jawaban yang muncul pada sebuah dialog. Kan waktu di

Lady Gaga ada pertanyaan „Do you think that they bla-bla-bla…” itu

kan kamu harus memperkirakan jawabannya seperti apa? Itu kamu

menemui kesulitan apa?

R#1 : Sedikit menemukan kesulitan. Jadi selain dari sound, kitanya juga

mengira-ira kan bagaimana, dia mau jawab apa?gitu.

I : Overall, secara keseluruhan, memakai authentic materials

membantu dalam listening comprehension kamu nggak?

R#1 : Ya.

I : Trus kira-kira kamu mau menerapkan pembelajaran dengan

authentic material untuk belajar yang lain nggak? Nggak cuma

listening maksudnya, mungkin reading, mungkin apa…speaking.

R#1 : Ya.

I : Menurut kamu, kamu akan menerapkan itu dalam belajar apa?

R#1 : kalau saya lebih ke reading sama menambah vocab.

I :Kalau reading, berarti pakai apa authentic materialnya.

R#1 :Pakai lagu.

I :Berarti kamu baca liriknya ya?

R#1 :Iya.

I :OK, that‟s all. Thank you.

R#1 :You’re welcome.


147

Interview with Respondent#2

I : OK…ya…kemarin kan ngerjain worksheet 1, worksheet 2, sama

quiz ya, menurut kamu yang paling mudah dikerjain yang mana?

R#2 :Quiz.

I :Quiz ya, kenapa?

R#2 :Karena, quiznya cuma 2, singkat-singkat semua.

I : Ok, singkat-singkat ya..

R#2 : Mudah.

I :Trus, kemarin belajar mengenai keywords gitu ya, mengenai kata-

kata kunci ya…itu kamu bisa dengan mudah nggak, mengenali kata-

kata kunci dalam suatu materi, di authentic material.

R#2 : Lumayan. Baru sedikit-sedikit soalnya belum memahami.

I : Apa yang masih kamu inget, kata-kata kuncinya?

R#2 : Change, thing, scar, lesson, famous, and fabulous.

I :Kemarin bisa menebak dengan benar?

R#2 :Belum.

I :Kenapa kira-kira?

R#2 : Soalnya masih bingung mbak dari awal tu yang diomongin apa, pokok

permasalahannya tu dari awal apa, jadi terusannya ya nggak ngerti.

I :Terlepas dari itu, terlepas dari kamu belum bisa menebak, menurut

kamu keuntungan apa aja yang kamu dapat dari belajar pakai

authentic materials? Berkenaan dengan detail cerita atau detail

percakapan kemarin.

R#2 :Kosakata baru. Yang belum pernah denger kan diputer berulang-ulang.Itu

aja.

I :Mengenai ide pokok dan ide pendukung, kemarin sudah bisa

membedakan?

R#2 : Belum.

I : Belum ya…kenapa kok belum?

R#2 : Ide pokok sama ide pendukung? ceritanya itu ya mbak?


148

I : Iya. Kan kamu bilang belum bisa membedakan. Nah, itu kenapa kok

belum bisa?

R#2 :Ya itu topiknya belum jelas, belum bisa memahami.

I : O…gitu. Tapi kemarin maksud speakernya, maksud pembicaranya

kamu mudeng nggak? Yang pertama, yang Lady Gaga sama

Anderson Cooper itu. Itu kamu paham nggak maksud pembicaranya?

R#2 : Intinya mbak? intinya itu cuma ya…Lady Gaga nya thok. Perjalanan

Lady Gaga dari dulu sampai sekarang.

I : Itu masuk apa?misalnya descriptive, atau narrative, atau

informative atau yang lain?

R#2 : itu informative.

I :OK. Kalau yang lagu?

R#2 :Lagu yang Carrie itu mbak?

I : Ho‟o lagu yang Carrie Underwood itu? Menurutmu maksudnya

apa? Itu tentang deskripsi, atau memberikan informasi, atau

mengeksplorasi sesuatu?

R#2 : Mm..mengeksplorasi sesuatu.

I : OK. Terus..Setelah belajar memakai authentic material kemarin

apakah kamu merasa lebih terbantu untuk memahami gambaran

umum dari suatu materi.

R#2 : Ya.

I : Kenapa?

R#2 : Sudah mengetahui tu lho….caranya memahami suatu topiknya itu.

I : O…caranya gimana?

R#2 : Ya itu tadi,melalui itu…menebak, trus drawing inferences.

I : Kemarin kamu sudah bisa memahami hubungan atau kaitan antara

satu hal dengan hal yang lain yang ada di authentic

material?misalnya sebab akibatnya, atau problem dan solusinya?

R#2 : Belum. Hehe..

I : Kalau kontekstual? Jadi dengan….emmm..dihubungkan antara

materi dengan kehidupan sekitar?


149

R#2 : O..Sudah.

I : O…bisa. Alasannya? Atau contohnya mungkin?

R#2 : Contohnya yang terakhir itu mbak, yang pengalaman hidup yang Carrie

Underwood itu, sama kehidupan nyata bisa dikaitkan.

I : apa kaitannya?

R#2 : Tentang pengalaman hidup?

I ; Mungkin memberikan sesuatu buat kamu mungkin?

R#2 ; Ya.

I : Memberi apa?

R#2 : Ya itu, memberi motivasi…Belajar dari kesalahan.

I : Berarti bisa ya mengaitkan materi lisan dengan kehidupan sosial,

atau situasi yang sesuai dengan konteks. Trus menurut kamu itu

membantu nggak? Mempermudah nggak. untuk membuat korelasi

antara satu hal dengan hal yang lain pada materi yang disimak.

R#2 :Iya.

I : Trus setelah belajar pakai authentic material itu, kira-kira

membantu nggak untuk mengenali bagian-bagian khusus dari sebuah

pokok bahasan.

R#2 : Lumayan.

I : Contohnya?

R#2 : Dari mendengarkan itu, bisa tahu inti yang dibicarakan.

I : OK. Misalnya coba kamu ambil dari pertemuan pertama atau kedua

kemarin.

R#2 : Contohnya yang Lady Gaga, itu setahu saya, Lady Gaga itu dulunya

pengguna trus sekarang bisa terkenal karena mengeksplorasi dirinya yang

tampil beda,gitu.

I : Kira-kira ada manfaatnya nggak, yang kamu peroleh dengan

mendengarkan bagian khusus dari authentic materials.

R#2 : Ada. Sekarang jadi lebih terbiasa dengan itu…pendengarannya tu mudah

mengenali bahasa Inggrisnya itu lho.

I : OK.Karena apa? Karena focus?


150

R#2 : Ya. Misalnya kata ini, kalau kita cari di audio ternyata seperti ini,jadi

lebih terbiasa.

I : Penggunaan authentic material itu kemarin membantu nggak

dalam membuat perkiraan tentang ungkapan yang mungkin muncul

selanjutnya?

R#2 : Belum.

I : Kalau memprediksi kemungkinannya?

R#2 ; Bisa.

I : O…bisa.contohnya apa?

R#2 : Memprediksi kata-kata selanjutnya itu?

I : Kan ada 2, memprediksi jawaban yang mungkin muncul, sama

memprediksi kejadian. Misalnya yang kata-kata, “Do you think

that….”, kan dia tanyanya “Do you think..”, misalnya “Do you think

that people will…bla-bla-bla…”, kamu jawabnya apa

kemarin?antara apa sama apa?

R#2 : Nggak inget.

I :Nggak inget. Itu kan bisa ditebak sebenernya. “ Do you think

that…bla-bla-bla.” Berarti jawabannya kan cuma Yes atau No.

R#2 : Oh iya.

I :Terus kalau yang kejadian kan saya kemarin suruh menebak,

mereka ngobrol-ngobrol, ini kira-kira kejadiannya dimana? Oh di

music studio, misalnya. Nah, itu kamu merasa terbantu nggak?

R#2 :Ya.

I :Terus, kesulitannya apa? Jadi yang belum dapet banget yang

membuat perkiraan ungkapan ya? Itu kesulitannya apa? Kok masih

kesulitan..

R#2 : Topik permasalahannya.

I : Itu kan mengenai jawaban yang mungkin muncul. Misalnya dalam

UNAS ya, kadang ada pertanyaan. Atau mungkin dari lagu ya

kemarin, “ Will I be rich?” ya…itu kan berarti kemungkinan


151

jawabannya, cuma 2: Yes, I will atau No, I will not. Nah, itu kamu

udah bisa terbantu atau belum?

R#2 : Yaya…lumayan.

I : Contohnya apa? atau kalau masih sulit, kesulitannya apa?

R#2 : Contohnya menebaknya itu?

I : Ya..emmm…nggak usah pakai contoh ya…Sekarang,masih sulit

nggak?

R#2 : Nggak. Kalau menurut pemikirannya sendiri sebenarnya nggak terlalu

sulit.

I : Kalau kesulitan secara keseluruhan? Belajar pakai authentic

material kemarin apa kesulitannya?

R#2 :Kata-katanya kurang jelas, belum bisa memahami, topiknya yang dibahas

panjang banget mbak.

I :Ok.Yak!gitu aja,makasih.

R#2 :Sama-sama.


152


I :Hai…gimana kabarnya?kita ngobrol-ngobrol bentar ya.

R#3 :OK miss.

I :Ini berkaitan sama pembelajaran listening memakai authentic

materials kemarin ya…

R#3 :O…ya..ya.

I :Menurutmu gimana kemarin, belajar pakai authentic materials?

R#3 :Menyenangkan, dan membantu.

I :Tentang details pada suatu materi? Misalnya kata-kata kunci, gitu

membantu nggak?

R#3 :Iya. Membantu menambah kosakata baru.

I :O…contohnya?

R#3 :Contoh yang saya inget kemarin ada damage, trapped, popular.

I :Berarti mempermudah ya? Lalu, keuntungan yang diperoleh dari

memakai authentic materials berkenaan dengan detail cerita atau

percakapan?

R#3 : Jadi lebih terbiasa mendengar materi dengan aksen bahasa Inggris yang

berbeda.

I :Oh…ya…terus, kemarin sudah bisa membedakan ide pokok dengan

ide pendukung?

R#3 :Belum. Karena belum cukup memahami materinya.

I :Menurutmu lebih mudah memakai authentic materials atau lebih

mudah memakai materi dari buku? Kalau untuk membedakan ide

pokok dan ide pendukung?

R#3 : Pakai textbook.

I : Ok. Kalau maksud pembicara di audionya itu kamu paham nggak?

R#3 : Iya mbak, setelah diulang-ulang itu jadi lebih paham.

I : Setelah belajar memakai authentic materials, apakah kamu lebih

terbantu dalam memahami gambaran umum dari suatu materi?

R#3 : Sangat membantu.

I :Alasannya?


153

R#3 :Karena jadi terbiasa, trus menambah banyak kosakata baru.

I :Terus mengenai hubungan antara pelajaran dengan situasi kamu

hadapi, belajar pakai authentic materials membantu nggak dalam

mengaitkan pelajarannya,topiknya dengan situasi yang sesuai dengan

konteks dan mengungkapkannya di kelas.

R#3 :Iya, mbak. Karena…e…misalnya aja ni di lagu Lesson learned itu, itu

membantu memotivasi kita untuk jangan mudah putus asa.

I : O…itu contohnya ya..lalu, itu kan tadi situasi di sekitar kita. Kalau

korelasi antara satu hal dengan hal lain pada suatu materi?

R#3 : Belum bisa membuat korelasi mbak, masih sulit.

I : Ok. Kalau untuk bagian-bagian khusus pada suatu materi, apakah

kamu sudah bisa mengenali bagian khusus yang ada di materi? Kalau

bisa mengenali,contohnya apa dari materi kemarin?

R#3 : Iya. Contohnya kalau di lagu terakhir itu bagian khususnya kalau

menurut saya itu tentang keinginan si penyanyi untuk ke depannya.

I :Trus manfaatnya apa aja yang kamu dapat dari mendengarkan

bagian khusus dari suatu authentic material?

R#3 :Manfaatnya…ya..lebih terbiasa dalam mendengarkan pengucapan bahasa

Inggris.

I : Ok. Kemarin bisa nggak menyebutkan hal-hal khusu pada suatu

materi yang disimak?

R#3 :Bisa.

I :Bisa beri contoh?

R#3 :Contohnya, kemarin semua kosakata yang di part A kemarin adalah noun.

Yang dihilangkan dari lagu kemarin tu lho mbak.

I : O…ya…kalau selain noun?

R#3 : Verb. Misalnya, apa ya..?anu mbak, misalnya regret.

I : Oh, ya.Good. Lalu kemarin merasa terbantu nggak dalam menebak

pernyataan yang mungkin muncul?

R#3 :Kurang membantu. Soalnya belum paham materinya.

I :Kalau memprediksi kemungkinan, atau akibat atau kesimpulan?


154

R#3 : Membantu, Miss. Misalnya, tempat terjadinya percakapan itu di mana.

Trus, kadang back soundnya itu membantu kita memperkirakan

jawabannya.

I : Lalu,apakah ada kesulitan?kalau ada, kira-kira kesulitannya apa?

R#3 : Karena nggak tahu artinya, yang dibicarakan itu apa?

I : Kalau kesulitan secara keseluruhan?

R#3 : Speednya masih kecepetan trus intonasi pembicara juga kurang jelas.

I : OK…OK deh kalau gitu.Makasih ya..

R#3 :Sama-sama.


155


I : OK, kita ngobrol-ngobrol bentar ya. Santai aja.hehe…

R#4 : OK mbak.Sip.

I : Kemarin selama 2 pertemuan terakhir kita belajar pakai authentic

materials ya. Menurut kamu, kemarin sudah bisa mengenali kata-

kata kunci dengan baik?

R#4 : Udah bisa, tapi belum bisa bener semua mbak.

I : O…ya, nggak pa-pa. Tapi mempermudah nggak kemarin pas

belajar pakai authentic materials dalam mengenali kata kunci?

R#4 : Iya mbak, tapi kadang bingung juga sih mbak.Hehe…

I : Bisa kasih contoh kata kuncinya?masih ingat?

R#4 : Contohnya kemarin ada lesson, starts, damage, apa lagi ya mbak..?

lupa,hehee…

I : Itu kata-kata kuncinya membantu kamu nggak, dalam mengenali

kata-kata kunci baru pada suatu materi, berkaitan dengan detail

cerita atau percakapan?

R#4 : Ada. 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. Tapi ya kalau yang

detil-detil banget ya belum mbak.

I : Oh..ya..terus,sudah bisa membedakan ide pokok dan ide

pendukung?

R#4 : Masih bingung mbak, soalnya nggak paham inti permasalahannya apa.

I : O…tapi, kalau maksud pembicara kemarin itu paham nggak?

R#4 : Kalau yang lagu kemarin itu yang Que Sera-Sera ya dong mbak, soalnya

lagunya nggak cepet-cepet banget. Tapi kalau yang Carrie Underwood itu

agak bingung mbak, soale lagunya cepet.

I : Trus dari pembelajaran pakai authentic materials itu kamu merasa

terbantu untuk memahami gambaran umumnya nggak?

R#4 : Ya lumayan terbantu mbak, dari kata kunci di awal itu kan kita bisa

mengira-ira materinya tentang apa.


156

I : Kalau untuk korelasi antara satu hal dengan hal lain pada suatu

materi kemarin udah bisa belum? Misalnya cause and effect, problem

and solution, gitu?

R#4 : O..itu belum mbak.

I : Kesulitannya dimana?

R#4 : Soalnya nggak dong maksud lagunya mbak.

I : Kalau mengaitkan situasi di sekitar kamu yang sesuai sama konteks

dengan materi yang kamu dapet kemarin?

R#4 : Bisa mbak. Contohnya yg di lagunya Carrie Underwood itu, itu kan bisa

dikaitkan dengan kehidupan sehari-hari. Kan dalam hidup itu pasti ada

pasang surut mbak.

I : Kalau untuk bagian khususnya?kira-kira sudah bisa mengenali

belum?

R#4 : Ada.

I : Terus,menurutmu ada manfaatnya nggak,dengan mendengarkan

bagian khusus?

R#4 : Ada mbak, kita jadi tahu maksudnya lagunya keseluruhan.

I : Trus, apakah penggunaan authentic materials yg kemarin itu

membantu kamu untuk memperkirakan jawaban yang mungkin

muncul atas sebuah pertanyaan?

R#4 : O..Bisa.

I : Ada kesulitan nggak?

R#4 : Ada mbak. Itu kan kemarin yg pertemuan kedua kan lagu, kalau lagu kan

ditebak tapi nggak mesti bener, dan tebakan kita juga nggak mesti

nyambung. Kalau yang pertama itu ya lumayan mudah, soalnya modelnya

kan dialog.

I : O…Ok. Overall, keuntungan apa aja yang kamu dapet dari belajar

dari authentic materials.

R#4 : Nganu mbak, kita jadi dapet pengalaman baru. Listening tu bisa jadi

lebih mudah, terus mengira-ira tadi itu.

I : OK. Emmm…gitu aja..makasih ya…


157

R#4 : OK, mbak, sama-sama.


158


I : Good afternoon.

R#5 : Good afternoon, miss.

I :Kita ngobrol-ngobrol ya..

R#5 : OK.

I :Ok,kemarin kita belajr pakai authentic materials ya. Seperti yang

kita tau, authentic materials yang kita pakai kemarin audio ya

jenisnya. Nah, menurut kamu, belajar pakai authentic materials bisa

membantu untuk mengenali kata-kata kunci baru nggak?

R#5 : Kalau yang lagu kemarin cuma sedikit membantu, soalnya kan lagunya

panjang, terus kan cepet to mbak lagunya.

I : O…tapi ada nggak keuntungan yang kamu dapet?

R#5 : Ya ada mbak, kalau pakai lagu tu mikirnya tu nggak terlalu berat,

soalnya bisa relax.

I : Kalau berkaitan sama detail ceritanya?

R#5 : Masih sulit menemukan.

I : Kalau untuk menebak arti kata sesuai dengan konteks? Sudah bisa

belum?

R#5 : Bisa mbak.

I : Lalu, yang selanjutnya, sudah bisa membedakan ide pokok dan ide

pendukung?

R#5 : Masih sulit mbak, soalnya lagunya yang pertama kemarin tu kan cepet,

terus belum familiar. Kalau lagu yang kedua kan udah agak popular, terus

nggak cepet-cepet banget. Tergantung cepet nggaknya sih mbak.

I : Nah, kalau maksud pembicaranya kemarin kamu nangkep nggak?

R#5 :Iya mbak, lumayan.

I :Mungkin bisa kasih contoh?

R#5 :Kalau yg Lady Gaga tu intinya tau mbak, pokoknya kalau hidup itu butuh

perjuangan. Tapi kalau misalnya kita udah sukses, biasanya….

I : Ok. Terus, setelah belajar pakai authentic materials lebih terbantu

nggak untuk memahami gambaran umum?


159

R#5 : Masih agak bingung, soalnya kan kemarin mbaknya pakai lagu, nah,

kalau lagunya terlalu cepet ya jadinya kurang bisa nangkep.

I : O…gitu. OK. Lalu menurut kamu belajar pakai authentic materials

membantu nggak dalam mengaitkan materi dengan situasi di sekitar

kamu?

R#5 :Membantu.

I :Alasannya?

R#5 :Ya soalnya kan terkait to, nanti tu di lagunya kan nyeritain apa,,,terus kita

mengaitkan dengan situasi di sekitar kita..oo..gitu to ternyata…

I :Kalau untuk kaitan satu hal dengan hal lain? Mmm…misalnya yg

Lady Gaga kan lumayan panjang tu, terus kan berkelanjutan, beda-

beda, nah itu bisa mengaitkan nggak?

R#5 :Masih bingung, soalnya belum bisa nangkep yang terlalu cepet tadi tu lho

mbak.

I :Kalau untuk bagian khusus, kamu sudah bisa membedakan belum?

Misalnya cerita Snow White, bagian dimana dia dikasih apel beracun.

Nah, bagian khususnya ya Cuma itu thok,..

R#5 :Oh..Belum mbak, masih bingung.

I : OK, nggak pa-pa. Kalau untuk memperkirakan atau making

prediction, penggunaan authentic materials membantu nggak, dalam

memperkirakan ungkapan yang mungkin muncul selanjutnya?

R#5 : Membantu mbak, soalnya dari pertanyaan sebelumnya atau kata-kata

sebelumnya kan kita bisa memperkirakan selanjutnya speakernya itu

ngomong apa.

I : Kesulitan apa yang kamu dapet ketika memperkirakan ungkapan

yang mungkin muncul selanjutnya?

R#5 :Nganu mbak, apa tu namanya…e… biasanya nganu mbak, suka

kehilangan yang depan-depannya tu lho mbak, kan keburu buat dengerin

yang selanjutnya. Suka lupa depannya tadi ngomong apa, gitu. Sebenernya

udah nangkep, tapi susah nginget-ingetnya lagi.

I : Kalau secara keseluruhan kesulitannya apa?


160

R#5 : Ya pokoknya tergantung speednya lah mbak. Kalau nggak cepet-cepet

banget ya bisa nangkep, tapi kalau cepet banget ya kurang bisa nangkep

mbak.

I : Kalau manfaatnya?

R#5 : Kalau ada kata kuncinya itu membantu banget mbak buat tugas

belakang-belakangnya.

I :OK. I think that‟s all, thank you.

R#5 :You’re welcome mbak.


161


I : Hai-hai…gimana kabarnya?

R#6 : Baik mbak, hehe…

I : Saya minta bantuannya bentar ya…kita omong-omong bentar ni…

R#6 : OK mbak.Siap!

I : Gini, tentang pembelajaran pakai authentic materials kemarin

ni…menurut kamu yang paling mudah apa?

R#6 :making…prediction.

I :Kalau yang paling sulit?

R#6 : Yang pertama mbak, yang detil-detilnya.

I : Nah, sekarang, menurutmu, authentic materials kemarin membantu

kmu dalam mengenali kata-kata kunci di materi nggak?

R#6 : Ya sudah lumayan mbak, soalnya kan kemarin agak santai, nggak terlalu

serius.

I :O…contohnya?

R#6 : Ya lumayan bisa ngerti garis besarnya sih mbak, sedikit-sedikit git ubisa

menangkap kata kuncinya.

I : O…terus untuk menebak kata kuncinya yang sesuai dengan konteks,

udah bisa belum?

R#6 : Belum mbak, masih sulit, soale bener-bener baru, nggak tau artinya.

I : O…kalau untuk detail cerita?

R#6 : Kalau untuk detailnya masih kesulitan mbak, soalnya menebaknya kan

kadang kurang tepat, trus saya juga nggak tau artinya.

I :Trus, sudah bisa membedakan ide pokok dan ide pendukung?

R#6 :Mmm..Lumayan

I :O…terus kalau untuk maksud pembicaranya, gitu udah paham

belum?

R#6 : Ya sedikit-sedikit tahu sih mbak. Lumayan.

I :Lebih mudah pakai authentic materials atau lebih mudah pakai

textbook dalam membedakan ide pokok dan ide pendukung?


162

R#6 :Mmm…kayanya textbook deh mbak, soalnya kita mengingat

grammar…eh…structurenya itu lebih gampang.

I :Setelah belajar pakai authentic material, lebih terbantu nggak dalam

memahami gambaran umum suatu materi?

R#6 :Bisa mbak. Kan dari lagu-lagunya, trus tau sedikit-sedikit artinya kan trus

bisa digabung-gabungin idenya.Ya walaupun nggak bener sih..hehe.

I :Oh it‟s OK, at least you‟ve tried. Menurut kamu, belajar pakai

authentic material membantu nggak, dalam mengaitkan pelajaran

dengan situasi di sekitar kamu?

R#6 :Lumayan mbak. Soalnya dari authentic material itu bisa membantu untuk

mengenali kondisi ato keadaan sekitar gitu mbak.

I :Maksudnya?

R#6 :Yaa…semacam membantu untuk mengidentifikasi keadaan sekitar

gitulah mbak.

I :O..terus menurut kamu, lebih jelas pakai textbook atau authentic

materials kalau untuk dikaitkan dengan situasi yang riil?

R#6 :Authentic material.

I :Mmm…terus kalau menurutmu pakai authentic materials tu

mempermudah kmu untuk membuat korelasi antara satu hal dengan

hal lain pada materi yang disimak? Misalnya mendengarkan sebuah

lagu, terus oh ini ceritanya tentang sebab akibat, tentang problem dan

solusi, gitu misalanya?

R#6 : Mempermudah.

I :Bisa kasih contoh dari 2 pertemuan kemarin?

R#6 : Itu mbak, kemarin kan lagunya yang di pertemuan terakhir tu kan

ceritanya tentang perubahan gitu to mbak. Dari orang yang kepribadiannya

buruk jadi baik, tapi pernah juga dari baik malah jadi buruk.

I :Kalau untuk menyebutkan hal-hal khusus pada suatu material?

R#6 :Ummm…belum sih mbak…belum bisa.

I :Masih sulit? Kesulitannya?

R#6 : Ya itu…dari umum ke khusus gitu tu ,masih sulit mbak.


163

I : Tapi kira-kira ada manfaatnya nggak dengan mendengarkan bagian

khusus itu. Misalnya, kamu dengerin 1 lagu, tapi cuma reffrainnya

thok.gitu…gmn menurutmu?

R#6 : Ada. Mungkin dari situ bisa untuk memprediksi yang lainnya.

I : Mmm..OK. Lalu, untuk memperkirakan ungkapan yang mungkin

muncul selanjutnya itu membantu nggak?

R#6 : Membantu.

I : Contohnya?

R#6 : Misalnya…errr….lupa e mbak, lagunya tu.hehe..

I : Kalau yang lain, misalnya.

R#6 : Anu mbak…misalnya kalau mengethaui kalimat awalnya, terus kita bisa

memperkirakan selanjutnya tu apa,gitu mbak.

I :Trus, kesulitan waktu membuat perkiraan?

R#6 : Kalau belum tau artinya itu susah membuat perkiraannya.

I : Tapi bisa ya..

R#6 : Bisa..

I : Nah, sekarang mengenai kesulitan secara keseluruhan apa?

R#6 :Enggg..anu mbak, masih belum paham arti-artinya tu lho mbak.

I : OK. I think that‟s all ya..Terimakasih atas kesediannya

menyempatkan waktu.

R#6 : OK mbak, sama-sama.


164


I : Hai…kita ngobrol-sebentar ya..tentang pembelajaran pakai

authentic materials kemarin.

R#7 : OK.

I : Kemarin udah belajar pakai authentic materials ya.

R#7 :Ya.

I :Trus, udah bisa mengenali kata-kata kunci pada materi?

R#7 :Ya sedikit-sedikit sih. Kalau sudah pernah denger kata-katanya ya tau,

tapi kalau belum pernah denger ya susah Miss.

I :Trus, belajar pakai authentic materials mempermudah nggak, dalam

mengenali kata-kata kunci.

R#7 :Nganu Miss, kalau yang lagu-lagu kemarin itu mempermudah, lebih

mendingan ketimbang yang interview pertama itu.

I :Contohnya, mempermudahnya gimana?

R#7 : Ya kan kalau kayak gitu kan kita udah seneng duluan, jadi kita belajarnya

lebih enjoy.

I :Trus, kemarin bisa menebak dengan benar arti kata yang dibagian

kata kunci itu?

R#7 :Belum.

I :Mmm..tapi menurut kamu, ada nggak keuntungannya memakai

authentic materials khususnya berkaitan dengan detail cerita.

R#7 : Mmm..mungkin ini miss. Kalau yang pakai lagu kan enak miss.

I :Enaknya kenapa?

R#7 :Mmm…gimana ya, kalau kita pas belajar kan sering merasa males, trus

kalo pakai lagu kan belajar tapi rasanya kayak nggak belajar,gitu.

I :Oo….gitu..terus kalau membedakan ide pokok dan ide pendukung

sudah bisa belum?

R#7 :Yaa… lumayan bisa Miss.

I :Lumayannya gimana?

R#7 :Ya..lumayan bisalah sedikit-sedikit miss. O.. ini cerita kaya gini, terus

penjelasannya kaya gini-kaya gini,gitu miss.


165

I : Nah, kalau gitu, menurutmu, lebih mudah membedakan ide pokok

dari ide pendukung stelah belajar pakai authentic materials atau

pakai textbook?

R#7 : Maksudnya textbook miss?

I : Textbook tu ya buku paket, interchange misalnya.

R#7 : Umm.. lebih enak pakai buku miss, soalnya kan bisa baca.

I : Lha kalau baca berarti reading dong?

R#7 : Ya iya sih miss, habisnya jarang listening sih Miss. Kan listeningnya

cuma kalau mau ujian gini miss, cuma beberapa kali gitu. Nggak terbiasa.

I :Lalu setelah belajar pakai authentic material apakah lebih terbantu

untuk memahami gambaran umum.

R#7 : Yaa…ada miss, cukup jelas miss, jadi terbantu.

I : Mmm…terus kemarin sudah paham maksud pembicaranya belum?

Jadi pembicaranya tu ngapain sih?apa bernarasi apa piye, gitu?

R#7 ; Ya…sedikit-sedikit.

I : o…terus menurut kamu belajar pakai authentic material membantu

kamu dalam mengaitkan materi sama situasi yang kamu hadapi

sesuai dengan konteks?

R#7 :Ya sedikit-sedikit.

I :Contohnya.

R#7 :Mmm…ya kemarin tu yang pas Lady Gaga tu miss, itu kan member

contoh nyata, kalau pandangan orang ke kita tu bisa beda-beda, gitu.

(waiting for adzan to be finished)

I :OK.Kita lanjut, belajar pakai authentic material itu mempermudah

nggak untukmu membuat korelasi antara satu hal dengan hal lain

sama suatu materi. Misalnya, sebab akibat, atau misalnya kamu

dengerin sebuah wawancara tentang suatu masalah, terus ada

solusinya, trus kamu menyimpulkan, O…ini tentang problem and

solution.

R#7 :Mmm…belum Miss.


166

I : Ummm…nah, terus kemarin sudah bisa membedakan bagian

khusus belum?

R#7 : Ya dikit-dikit miss.

I : Ummm..OK deh. Nah terus kira-kira ada manfaatnya nggak,

dengan mendengarkan bagian khusus itu?misalnya kamu dengerin

chorusnya aja,gitu, trus kamu dapat keuntungan nggak?

R#7 : Ada Miss, dikit-dikit tapi. Hehe…ya kan kalau dengerin bagian khusus

kan jadi tambah tau tentang inti ceritanya pas bagian itu, sedikit-sedikit.

Trus lanjutannya nanti kira-kira gimana, gitu miss.

I : O…berarti membantu untuk memprediksi, gitu?

R#7 : Iya miss.

I : Nah, kalau untuk bagian memprediksi, kira-kira membantu nggak

untuk memperkirakan ungkapan yang mungkin muncul selanjutnya?

R#7 : ya Membantu miss, kan kalau udah tau ini ceritanya kayak gini, trus

nanti kita bisa terbantu buat selanjutnya, gitu miss.

I : Kesulitan apa yang kamu hadapi ketika membuat perkiraan

mengenai ungkapan yang mungkin muncul selanjutnya. Ungkapan

lho ya ini, bukan hasil. Misalnya di lagu kemarin ada kata-kata “Will

I be rich?” pasti kan alternative jawabannya menurut struktur yang

sesuai kan Cuma 2, “yes, I will” sama “No, I will not”.

R#7 : Nggak ada miss, kan udah ada petunjuknya miss.

I : Wah, sudah canggih berarti. Hehe..

R#7 : Iya Miss, gampang.hehe

I : Hmm…OK, kalau gitu secara keseluruhan manfaatnya apa waktu

belajar pakai authentic materials kemarin?

R#7 :Ya jadi tambah pengalaman miss, kan jarang listening. Ada kegiatan yang

beda, gitu. Tambah vocab juga.

I : OK, kesulitannya?

R#7 : Kesulitannya ya mungkin, nggak terbiasa. Trus belum tahu kata-katanya

itu. Mungkin sebenernya udah tau, tapi kan ucapannya beda sama yang

kita biasa denger, jadi kaya belum tahu kata-katanya.


167

I : OK, I think that‟s all. Makasih ya.

R#7 : Sama-sama, miss.


168


I : Selamat siang, gimana kabarnya?

R#8 : Baik mbak.hehe..mau wawancara apa mbak?

I : Ngobrol-ngobrol dikit tentang pembelajaran pakai authentic

materials kemarin ya..

R#8 : Oh OK mbak.

I : Ehmm…gini, kemarin waktu belajar pakai authentic materials tu,

itu sudah bisa mengenali kata-kata kuncinya

R#8 : Ya ada yang bisa, tapi juga banyak yang belum.

I : Mmm…banyak yang belum. Lebih banyak yang bisa atau yang

belum?

R#8 : Yang belum,hehe..

I : Kira-kira ada manfaatnya nggak?belajar dari authentic materials,

berkaitan dengan detail cerita atau percakapan.

R#8 : Ada. Bisa tau maksudnya gitu mbak.

I : Maksudnya?

R#8 : Ya biasanya kan Cuma denger tapi nggak tau maksudnya gitu mbak, trus

belajar kemarin tu jadi tau, dengerin lagu sama maksud lagunya gitu. Kata

kuncinya tu membantu untuk tau maksud secara keseluruhan.

I : Mengenai ide pokok dengan ide pendukung, kemarin sudah bisa

membedakan belum?

R#8 : Belum.

I : O…belum. Kesulitannya apa?kok belum bisa.

R#8 : Kesulitannya soalnya nggak terbiasa dengerin kata-katanya itu mbak.

Sama masih kurang tahu, kalau ini tu artinya apa, gitu. Vocabnya mbak.

I : Mmm…terus, memakai authentic materials membantu kamu untuk

memahami gambaran umum nggak?

R#8 : Iya mbak, soalnya kan biasanya kita Cuma diterangkan guru, gitu. Nah,

kalau pakai authentic materials sekali-sekali ka nada variasi gitu, kita cari

sendiri, gitu kan lebih enak mbak, kalau udah paham.


169

I : Next, belajar pakai authentic materials itu membantu kamu nggak,

dalam mengaitkan pelajaran sama apa yang kamu hadapi di sekitar

kamu, di dunia nyata. Yang sesuai dengan konteks topiknya.

R#8 : Oh iya mbak.

I : Alasannya?

R#8 : Karena kan lagu itu ya, biasanya curahan hati sang pencipta lagunya, jadi

kita bisa belajar juga dari situ mbak.

I :Ok. Nah, tadi kan antara materi dengan realita ya, kalau sekarang,

di dalam materi itu sendiri, apakah kemarin sudah bisa membuat

korelasi antara satu hal dengan hal lain, misalnya sebab akibat, gitu?

R#8 ; Belum mbak.

I : OK. Selanjutnya, mengenai bagian khusus, kemarin sudah bisa

mengenali bagian khusus dari suatu materi belum?

R#8 : Iya.

I : Trus ada manfaatnya nggak, dengan mendengarkan bagian khusus

dari authentic material?

R#8 : Ada. Kalau didengerin terus menerus kan jadi tahu ini maksudnya apa.

Kalau cuma sekali dua kali kan kurang nangkep, gitu.

I :OK, jadi lebih memahami ya?

R#8 : Iya.

I : Trus, menggunakan authentic materials apakah membantu kamu

dalam memperkirakan ungkapan yang mungkin muncul selanjutnya?

R#8 : Iya. Kan, misalnya kalimat pertama apa, terus selanjutnya kan bisa

dikira-kira. Karena kalimat selanjutnya biasanya kan berkaitan sama

kalimat sebelumnya.

I : kesulitannya apa? Ketika kamu membuat prediksi suatu ungkapan

gitu ada kesulitan nggak?

R#8 : Banyak kalimat belum tahu mbak, trus nggak tau cara ngungkapinnya.

I :Kalau keuntungan secara keseluruhan?

R#8 : Nganu mbak, jadi nggak bosen, terus bisa cara lain belajar bahasa Inggris,

gitu mbak.


170

I : Kesulitannya?

R#8 : Kesulitannya ya itu tadi mbak, masih belum tahu artinya. Terus kata-

katanya tu beda sama yang biasa saya denger.

I : OK, ada lagi kesulitannya?

R#8 : Nggak.

I : OK. Kalau gitu, terima kasih.

R#8 : Sama-sama mbak.


171


I : Good afternoon.

R#9 : Good afternoon, miss.

I : Umm…kemarin belajar pakai authentic material, ada perbedaan

nggak dengan belajar bahasa Inggris biasanya?

R#9 : Ada. Kalau biasanya kan materi-materinya ya pelajaran biasa, kalau

authentic materials kemarin ada lagunya, sumber lain, jadi kita tambah

wawasan, gitu mbak.

I : O…terus, disana kan kemarin ada kata kunci tu, itu kamu sudah

mengenali kata-kata kuncinya pada materi itu?

R#9 : Mmm…sebagian aja.

I : Mmm…Mempermudah nggak kira-kira, belajar pakai authentic

material?

R#9 : Misalnya kan kalau yang pakai lagu kita kan sambil dengerin music jadi

belajarnya tu enak.

I : OK..mmm…terus, yang pas menebak kata-kata itu kamu sudah bisa

menebak dengan benar?

R#9 : Mmm…..sebagian besar udah bisa.

I : Lalu, belajar pakai authentic material membantu kamu dalam

memahami detail ceritanya nggak? Misalnya tempat, waktu, suasana

dalam ceritanya, gitu.

R#9 : Nganu mbak, kalau yang interview tu nggak jelas mbak, agak susah. Tapi

kalau yang lagu karena dengerinnya lebih santai jadi… lebih mudah.

I : Lalu, mengenai ide pokok dan ide pendukung, kemarin sudah bisa

nangkep belum?

R#9 : Sedikit-sedikit.

I : Yang bagian B tu lho, di worksheet, itu kan saya pilah-pilah

pertanyaannya, mengenai ide pokok sendiri terus ide pendukung

sendiri, nah…dengan seperti itu membantu nggak untuk

membedakan?

R#9 : Iya.


172

I : OK. Terus, belajar pakai authentic materials lebih membantu nggak,

dalam memahami gambaran umum materi?

R#9 : Iya. Karena kalau di lagu tu kan kadang ada alurnya, ceritanya, maksud

dari lagunya itu lebih bisa nangkep.

I : Terus, menurut kamu, belajar pakai authentic materials membantu

dalam mengaitkan pelajaran dengan situasi riil?

R#9 : Ya.

I : Alasannya?

R#9 : Ya,membantu. Karena kadang materi yang ada di authentic materials itu

kita juga pernah atau mungkin akan merasakan atau mengalami apa yang

ada di situ.

I : Nah, itu kan dengan realita, sekarang kalau korelasi dalam suatu

materinya. Misalnya cause and effect, atau mungkin problem and

solution, gitu?

R#9 : Ya.

I : Mmmm…bisa kasih contoh dari yang sudah kamu dapat?

R#9 : Misalnya yang Lady Gaga itu mbak, itu kan dari awalnya dia bersekolah,

anak baik, tapi merasa itu bukan dirinya karena banyak yang nggak cocok.

Akibatnya dia jadi mulai merubah penampilannya, 180o, gitu.

I : OK. Lalu belajar pakai authentic material apakah membantu kamu

untuk mengenali bagian khusus dari pokokbahasan?

R#9 : Dikit-dikit.

I : Bisa kasih contoh?

R#9 : Mmm…misalnya dari lagu itu, kita jadi tahu intinya perbagian tu

sebenernya ingin menceritakan apa, gitu.

I : Terus, apakah ada manfaat ketika kamu mendengarkan bagian

khusus dari authentic material?

R#9 : Mmm…dari bagian-bagian khusus itu, dengan mengembangkan sendiri

itu kita jadi bisa memprediksi ceritanya atau yang akan dipercakapkan di

situ.


173

I : OK. Terus, apakah menggunakan authentic materials bisa

membantukamu dalam membuat perkiraan ungkapan yang mungkin

muncul selanjutnya?

R#9 : Ya. Biasanya kan kalau di lagu itu kan lirik selanjutnya berkaitan dengan

lirik sebelumnya, jadi bisa memprediksi lirik sesudahnya apa atau kata

sesudahnya.

I : Trus, ada kesulitan nggak, dalam membuat perkiraan atau

memperkirakan ungkapan?

R#9 : Kesulitannya, mmm…kadang kita kan sebelumnya udah mendengar

yang sebelumnya, tapi kan ngucapin vocabnya tu beda sama yang kita

denger sebelumnya. Trus masih agak asing juga. Yang salah kita sih mbak,

hehe

I : Overall, manfaatnya apa belajar pakai authentic materials.

R#9 : Jadi nambah pengetahuan, nambah kata-kata baru yang sebelumnya

mungkin belum pernah ngerti. Terus jadi tahu percakapan asli orang sana

tu segitu cepetnya.

I : Kesulitannya apa?

R#9 : Kesulitannya tu kalau listening kan biasanya agak pelan ya, tapi kalau

yang interview kemarin tu cepet banget jadinya susah nangkep.

I : OK. Ya sudah kalau begitu, terima kasih banyak.

R#9 : Sama-sama mbak.


174

APPENDIX Q The Result of Worksheet 1


175

The Result of Worksheet 1

No. Name Score

1 AFALUNA APRIYANI 21

2 ALFI ROHMATIN KHASANAH 17

3 ANDRI YULIANTO 6

4 ANGGA NUR PRADANA 7

5 ANIS 16

6 AZET NUR RAHCMAWATI 16

7 BONDAN KURNIAWAN 19

8 DWI INDAH 20

9 DYAH YULI TRIANI 15

10 ENDAR DWI S. 15

11 ENDAR F. 15

12 ERNI PANCA DEWI 9

13 FARIDHA 14

14 KUNTI RAHMA AZARIA 19

15 MARYANI 14

16 MASRUROH SETIANA DEWI 16

17 MUHANI ANGGRAINI 19

18 NOVITA CHANDRA SARI 16

19 NURUL FAUZIAH 16

20 NURUL YULIATI 18

21 PUJININGSIH 18

22 RIDWAN 17

23 SILVIANA JUNE 16

24 SITI FARIDHATUN KHASANAH 21

25 SITI K. 14

26 TINTRIM ERANINGSIH 18

27 TRI ASTUTIK 17


176

No. Name Score

28 UKTIAH FAUZIAH 18

29 UTAMI SARASWATI 18

30 VERA FLORENTIEKA 20

31 VITA MEININGTAS 17

32 YEKTI ENDAH 18

Average Score 16. 25


177

APPENDIX R The Result of Worksheet 2


178

The Result of Worksheet 2

No. Name Score



3 ANDRI YULIANTO 30


5 ANIS 30



8 DWI INDAH 33


10 ENDAR DWI S. 32

11 ENDAR F. 33


13 FARIDHA 30


15 MARYANI 30




19 NURUL FAUZIAH 32

20 NURUL YULIATI 29

21 PUJININGSIH 38

22 RIDWAN 31

23 SILVIANA JUNE 33


25 SITI K. 33


27 TRI ASTUTIK 27



179

No. Name Score

29 UTAMI SARASWATI -



32 YEKTI ENDAH 31



180

APPENDIX S The Result of Listening Comprehension Assessment in the Preliminary Research


181

The Result of Listening Comprehension Assessment in the Preliminary

Research

No. Name Score



3 ANDRI YULIANTO 24


5 ANIS SAFITRI 26



8 DWI INDAH 22


10 ENDAR DWI S. 24

11 ENDAR F. 22


13 FARIDHA 24


15 MARYANI 26




19 NURUL FAUZIAH 24

20 NURUL YULIATI 26

21 PUJININGSIH 28

22 RIDWAN WIBOWO 28

23 SILVIANA JUNE -


25 SITI K. 30


27 TRI ASTUTIK 22


182

No. Name Score


29 UTAMI SARASWATI 30



32 YEKTI ENDAH 24

Average Score 23.87


183

APPENDIX T

The Result of Listening Quiz from the Research


184

The Result of Listening Comprehension Quiz

No. Name Score



3 ANDRI YULIANTO 25


5 ANIS SAFITRI 25

6 AZET NUR RAHMAWATI 27


8 DWI INDAH W. 27


10 ENDAR DWI S. 27

11 ENDAR FITRI PAMUNGKAS 27


13 FARIDHA IRMA M. 27


15 MARYANI 23

16 MASRUROH SEPTIANA T.D 27



19 NURUL FAUZIAH 27

20 NURUL YULIATI 29

21 PUJININGSIH 27

22 RIDWAN WIBOWO 27

23 SILVIANA JUNE 27


25 SITI KHOLIFAH 28


27 TRI ASTUTIK S. 26



185

No. Name Score

29 UTAMI SARASWATI -



32 YEKTI ENDAH SUBEKTI 26



186

APPENDIX U Lesson Plans

U.1 Lesson Plan of the First Cycle

U.2 Lesson Plan of the Second Cycle


187

Appendix U.1

Lesson Plan of the First Cycle

SCHOOL NAME : STATE VOCATIONAL SCHOOL 2 DEPOK SLEMAN

GRADE : XII

SUBJECT : ENGLISH

PROGRAMME : KIMIA INDUSTRI

TOPIC : THE PAST AND THE FUTURE

TIME : 1 x 30 minutes

A. STANDARD COMPETENCE

Students are able to communicate in English (oral and written) for the

intermediate level

B. BASIC COMPETENCE

Understanding established monolog in certain work environment.

C. INDICATORS:

Students are able to

- guess the meaning of keywords from the context

- distinguish main idea from supporting details

- distinguish specific part in a passage

- make inferences about past and future

- make prediction of the next event that may occur.

D. LEARNING MATERIALS

60 Minutes Anderson Cooper interview with Lady Gaga (Authentic Audio

Materials)

E. LEARNING APPROACH AND METHOD

Approach: Communicative


188

Method : Lecturing, class discussion, pair work, individual work

F. LEARNING ACTIVITIES

Aspects Students’ Activities Time

Allocation

Method Media

Pre-listening

activities (5’)

1. Students are

explained clear

objectives of the

lesson

1’ Lecturing Whiteboard

Worksheet

2. Students are

explained clear

steps of what

students must do


Worksheet

3. Students answer

teacher‟s question

about the

background

knowledge of the

topic

2’ Q&A Whiteboard

Whilst

Listening

activities:

Listening for

details (5’)

1. Students read the

keywords 1’

Individual

Work

Worksheet

2. Students listen to

the recording

4’

Individual

work

Audio

recording

3. Students guess the

meaning of the

keywords from the

context in which

they occur

Pair work Worksheet

Listening for

gist (7’)


the recording

5’

Individual

work

Audio

recording

2. Students take notes

on what they have

heard

Individual

work

-

3. Students

distinguish the

main idea from the

supporting details.

2’ Pair work Worksheet

Drawing

inferences (4’)

1. Students make

connections

between events in

the listening

2’

Pair work Worksheet


189


Allocation

Method Media

passage.

2. Students use their

background

knowledge to

make inferences

2’

Class

discussion

Worksheet

Listening

selectively (4’)

1. Students

distinguish the

specific part

related to the topic

of the listening

passage.

2’

Class

discussion

Worksheet


the recording

2’

- Audio

recording

3. Students mention

what makes the

part of the

listening passage

specific

Class

discussion Worksheet

Making

Prediction

(4’)


the recording. 2’

Audio

recording

2. Students predict

outcomes from

events described.

Pair work Worksheet

3. Students guess

possible utterances

that may occur. 2’

Pair work -

Post Listening

Activities

(5’)

1. Students make

conclusion on

what they have

listened.

2’ Class

discussion -

2. Students ask if

there is any

question related to

the topic.

1’ Class

discussion -

3. Students make

reflection towards

their own learning

progress

2’ Individual

work

Students’

journal

G. Sources:

CBN‟s ‟60 Minutes : Anderson Cooper -Lady Gaga Interview (03.12.2011)‟.

Retrieved from www.youtube.com on March 14, 2011.


http://www.youtube.com/

190

Assessments:

1. Oral assessment: students‟ participation in asking and answering teacher‟s

questions.

2. Written assessment: exercises (worksheet).


191

Appendix U.2

Lesson Plan of the Second Cycle

SCHOOL NAME : STATE VOCATIONAL SCHOOL 2 DEPOK SLEMAN

GRADE : XII

SUBJECT : ENGLISH

PROGRAMME : KIMIA INDUSTRI

TOPIC : LIFE’S LITTLE LESSON

TIME : 1 x 30 minutes

A. STANDARD COMPETENCE

Students are able to communicate in English (oral and written) for the

intermediate level

B. BASIC COMPETENCE

Understanding established monolog in certain work environment.

C. INDICATORS:

Students are able to

- guess the meaning of keywords from the context

- distinguish main idea from supporting details

- distinguish specific part in a song (nouns in a song)

- make inferences from the material given

- make prediction of the next event that may occur.

D. LEARNING MATERIALS

“Lessons Learned” sung by Carrie Underwood

E. LEARNING APPROACH AND METHOD

Approach: Communicative

Method : Lecturing, class discussion, pair work, individual work


192

F. LEARNING ACTIVITIES


Allocation

Method Media

Pre-listening

activities (5’)

1. Students are

explained clear

objectives of the

lesson


Worksheet

2. Students are

explained clear

steps of what

students must do


Worksheet

3. Students answer

teacher‟s question

about the

background

knowledge of the

topic

2’ Q&A Whiteboard

Whilst

Listening

activities:

Listening for

details (6’)

1. Students read the

keywords 1’

Individual

Work

Worksheet


the recording.

5’

Individual

work

Audio

recording

3. Students guess the

meaning of the

keywords from the

context in which

they occur

Pair work Worksheet

Listening for

gist (5’)


the recording.

2’

Individual

work

Audio

recording

2. Students take notes

on what they have

heard.

Individual

work

-

3. Students

distinguish the

main idea from the

supporting details.

3’ Individual

work Worksheet

Drawing

inferences (2’)

1. Students use their

background


2’

Individual

work

Worksheet

Listening

selectively (6’)


the recording 5’ Audio

recording


193


Allocation

Method Media

2. Students fill in the

blanks on the

provided sheet.

Individual

work

Worksheet

3. Students mention

what makes the

part of what

they‟ve heard

specific.

1’ Class

discussion Worksheet

Making

Prediction

(2’)

1. Students guess

possible utterances

that may occur.

1’

Pair work Worksheet


the recording to

check the answer.

1’ - Audio

recording

Post Listening

Activities

(4’)

1. Students make

conclusion on

what they have

listened.

1’ Class

discussion -

2. Students ask if

there is any

question related to

the topic.

1’ Class

discussion -

3. Students make

reflection towards

their own learning

progress

2’ Individual

work

Students’

journal

Sources:

„Lessons Learned‟ by Carrie Underwood, from album „Some Hearts‟.

Assessments:

1. Oral assessment: students‟ participation in asking and answering teacher‟s

questions.

2. Written assessment: exercise (worksheet).


194

APPENDIX V Worksheet 1


195

WORKSHEET 1

A. LISTENING FOR DETAILS

Read the keywords below. Listen to recording and then match the keywords

with the possible meanings by drawing arrows from column A to column B!

A B

Candour Penggemar

Famous popularitas

Outrageous terkenal

Fans Luar biasa/mengejutkan

Fame Kejujuran

.

B. LISTENING FOR GIST

Listen to recording carefully, and then answer the questions below. Take notes

if necessary!

1. What is the listening passage about?

____________________________________________________________

2. How long has she been on tour?

____________________________________________________________

3. What is her biggest hit song?

____________________________________________________________

4. What did she study of others?

____________________________________________________________

5. What are Lady Gaga’s general messages to her fans about?

____________________________________________________________

C. DRAWING INFERENCES

Listen to the recording, and then make inferences by answering the

questions below!

1. How was Lady Gaga’s life in the past compared to her life now?

____________________________________________________________


196

2. Why did she want to change her life?

____________________________________________________________

3. In your opinion, is it possible for someone who had bad life in the past to

get a better living in the future? Give an example.

____________________________________________________________

____________________________________________________________

D. LISTENING SELECTIVELY

Listen to the recording carefully, and then answer the questions below!

1. What is special in Lady Gaga’s performances?

____________________________________________________________

____________________________________________________________

2. What is Lady Gaga talked about her performance in MTV Video Music

Awards?

____________________________________________________________

E. MAKING PREDICTION

Listen to the recording carefully, and then answer the questions below!

1. Where was the conversation happen?

___________________________________________________________

2. In your opinion, will the new album of Lady Gaga be succeeded? Why?

__________________________________________________________

3. What is possible utterance to answer this following question?

AC: And you have such a humour about yourself. Do you think that

sometimes people take you…take you too seriously?

____________________________________________________________

-THANK YOU-


197

APPENDIX W Worksheet 2


198

WORKSHEET 2

LIFE’S LITTLE LESSON

A. LISTENING FOR DETAILS

Read the keywords below. Listen to the recording carefully, then match the

keywords with the meaning by drawing arrows from column A to column B!

A B

1. Starts (n) Tanda

2. Endings (n) Kesan yang buruk

3. Damage (n) Awal/permulaan

4. Pages (n) Kerusakan

5. Change (n) Keretakan

6. Break (n) Halaman

7. Scar (n) Perubahan

8. Mistakes (n) Kesalahan

9. Chances (n) Kesempatan

10. Signs (n) akhir

B. LISTENING FOR GIST

Listen to the recording carefully. Work in pairs to answer the questions below!

Take notes if necessary.

1. What is the song about?

___________________________________________________________

2. Mention things from Verse #1 that the singer regrets!

- ______________________________________________________

- ______________________________________________________

3. What is she thankful for?

__________________________________________________________

4. What is she grateful for?

__________________________________________________________


199

C. DRAWING INFERENCES

Write down one life’s little lesson that you experienced in the past and you

still remember it until now. What is the advantage of that lesson for your life?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

D. LISTENING SELECTIVELY

Listen to the recording carefully. Fill in the blanks on the paper given.

E. MAKING PREDICTION

Listen to the recording carefully.

What is the last line of the song?

____________________________________________________________

-THANK YOU-


200

APPENDIX X Test Penjajagan SMK Tahun Pelajaran 2008/2009 (Test Sheet of

Listening Section)


201


202


203


204

APPENDIX Y Listening Quiz


205

Listening Quiz

A. Match the words below with the possible meanings by drawing arrows

from column A to column B!

A B

1. Pretty Beranjak dewasa

2. Handsome Cantik

3. Rich Tampan

4. Grew up Jatuh cinta

5. Sweetheart Dengan lembut

6. Fell in love Masa depan

7. Future Kaya

8. Tenderly Kekasih

B. Answer the questions below by crossing the letter before the correct

answer!

1. To whom the singer asked when she was a little girl?

a. Mother b. Father c. Brother

2. How many people that the singer asked to?

a. One b. Two c. Three

3. What is the song about?

a. A person who got a lot of money.

b. A person who broke up wit her/his fiancé.

c. A person who asked about her future.

4. What is the possible answer for this question: “Will I be rich?”

a. Yes, I do. b. Yes, I can. c. Yes, I will.


206

C. Answer this question briefly!

What do you want to be in the future, and why?

____________________________________________________________

____________________________________________________________

D. Listen to the recording carefully, then fill in the blanks with correct

answer!

When I was just a little girl, I _____ my mother what will I be?

Will I be pretty? Will I be rich?

Here's what she _____ to me

Que sera-sera whatever will be will be

The future's not ours to see, que sera sera, what will be will be


207

APPENDIX Z

Audio Materials Transcript

Z.1 Transcript of Audio Material for Listening Assessment in the

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


208

Appendix Z.1

Transcript of Audio Material for Listening Assessment in the Preliminary

Research

Test Penjajakan UN Kabupaten Sleman 2008/2009

Now listen to the four statements. Look at the sample below.

a. The people are attending a flag ceremony.

b. The woman is clapping her hands.

c. The man in the middle is waving his hand.

d. The boy is shaking the man‘s hand.

Statement (C) ―The man in the middle is waving his hand.‖ Best describes what

you see in the picture. Therefore, you should choose answer (C).

Now let‘s begin with picture number 1.

1. Look at the picture marks number 1 in your test book.

a. The man is talking with his friend.

b. The man is fixing a computer.

c. The man is sitting next to the computer.

d. The man is working on his computer.

2. Look at the picture marks number 2 in your test book.

a. The young man is standing on the patch

b. The mountains are covered with snow.

c. The young man is carrying a cap

d. The young man is taking off his sandal.

3. Look at the picture marked number 3 in your test book.

a. The children are singing on the stage

b. The children are working in the garden

c. The children are having a competition

d. The children are playing hide and seek.


209

Part II

4. Excuse me, could you show me the way to the airport, please?

a. Sure, just take a taxi. It‘s only 5 minutes drive from here.

b. Yes, you can chase a plane at the airport.

c. The airport is full of passengers leaving for Bali.

5. What time does Letto concert begin?

a. Letto is my favourite band. It‘s great.

b. I‘m not sure. Why don‘t you ask Tom?

c. Let‘s have something different for lunch.

6. Do you mind if I use your pen to sign this letter?

a. Certainly, Spain is European country.

b. Oh, I don‘t want to resign from this office.

c. Not at all, here you are.

7. I wonder who has spilled tea on my desk.

a. Well, it wasn‘t me. I didn‘t do it.

b. I don‘t like milk in my tea.

c. The tea plantation in Pangalengan is wonderful.

Part III

8. A: Did you watch the news on TV this morning?

B: Of course, flood happen everywhere.

A: I‘m sorry for the people who suffered from the flood.

B: Me too. They lost everything.

A: Illegal logging must be stopped to prevent it.

9. A: Let‘s go and have some coffee. Boarding time isn‘t for another hour.

B: We could drink it in the waiting area, overlooking the runway.

A: I always enjoy watching a plane taking off.

B: That‘s so nice. Let‘s do

10. A: Good afternoon. May I have your driving license please?

B: Wait, let me see. Oh, I left it home. I‘m sorry, Sir.


210

A: Well, here is a ticket for you. You have broken the traffic regulation.

B: What a bad day!

11. A: Excuse me. Have you found a little girl in pink dress?

B: No. Can‘t you tell me what she‘s like?

A: She‘s thin with a black spot near her nose. She‘s wearing red shoes.

B: Thanks, I shall announce it to find her.

Part IV

12-13. Good morning ladies and gentlemen, before you all meet with your

new department head. I would like you to know that I‘m available to see any

staff member on Monday and Wednesday mornings, between 10 and 11.30 in

my office. And if these times don‘t work for you, just give my secretary a call.

Marry can set up an appointment. My office is room 701 on the 7th

floor.

Thank you for your attention.

14-15.Pondok Cabe Hut will be opened on March 15, 2008 at no. 21 Jl.

Mandala Magelang, for customers who love hot and fast food. A hundred

kinds of food and drinks will be available in our cosy place with low price at

high quality. Our staff are friendly and we have covered parking area, so that

the place is rain free.


211

Appendix Z.2

Transcript of Audio Material for the First Cycle

CBN’S “60 MINUTES” INTERVIEW WITH LADY GAGA

(NARRATOR)

Now, CNN‘s Anderson Cooper on assignment for ‗60 Minutes‘.

(ANDERSON COOPER)

Her real name is Stefani Germanotta. She‘s just 24 years old. Each time we met

her, she surprised us, not just with her candour and her frank talk about drugs may

concerns some parents, but she also surprised us by never appearing the same way

twice.

(Clock sound)

(ANDERSON COOPER)

To understand how Lady Gaga got so famous, we have to start with her music.

She‘s been on tour for much in the past three years. Her biggest hits are ‗Dance

Song‘. Some of the imagery may remind you of Madonna, but Lady Gaga is more

outrageous. She studied the artistry of others, but is a creation all her own. A

classically trained pianist who writes or co-writes all her songs. She says she

never lip-synchs, and alone on stage, her voice packs a powerful punch. It‘s not

just the music her fans respond to; however, it‘s also her message- an uplifting

mantra of self-empowerment and self-acceptance.

(LADY GAGA)

―Tonight I want you to let go off all of your insecurities. I want you to reject

anyone or anything that ever made you feel like you don‘t belong. Free yourself

over these things tonight!‖

(ANDERSON COOPER)

Lady Gaga doesn‘t consider herself just a pop singer. She sees herself as a

performance artist, a living work of art on stage and off. The clothes and wigs are

all part of the production.

(ANDERSON COOPER)


212

Spending time with Lady Gaga, we realized the outfits and transformations are

not just attention getting, but also attention directing. A way for her to keep the

public focused on who worked is supposed to her personal life.

(ANDERSON COOPER)

―You study the fame of other people, how they got it, how they kept it and how

they lost it..‖

(LADY GAGA)

The sociology of fame. I mean, how to maintain a certain privacy without umm..-

feeling like you‘re withholding anything from your fans.

(ANDERSON COOPER)

The pressures of maintaining fame and the deathly price other superstars have

paid for, are frequent themes of Lady Gaga‘s performances. In the MTV video

music awards she shocked the audience by ending her song ―paparazzi‖ drenched

in blood, hanging above the stage. A blond icon, dying before arise.

(LADY GAGA)

That‘s what everyone wants to know, right? What she‘s gonna look like when she

dies, what she‘s gonna look like when she‘s overdosed on, whatever they think

I‘m overdosing on. Everybody wants to see the decay of the superstar.

(ANDERSON COOPER)

She says she was using a lot of cocaine. Her name was Stefani Germanotta then,

she dropped out of New York University, intent on becoming a star. In January

she took us back to the building in New York she lived in before hitting it big.

She had transformed herself once again.

(ANDERSON COOPER)

She grew up in a far more prosperous New York neighbourhood with her parents

and sister. She started piano and dance lesson at age 4, and went to a Catholic girl

school. She was a good student but says she didn‘t feel like she ever fit in. That


213

feeling began to change and her career check off after she adapted the name Lady

Gaga from a Queen‘s song ‗Radio Gaga‘. The new name freed her, she says, to

become a superstar she was meant to be.

(ANDERSON COOPER)

Lady Gaga says she no longer uses cocaine, tough she rarely admit she still

smokes pot.

(LADY GAGA)

… when you asked me about the sociology of fame and what artists do wrong —

what artists do wrong is they lie. And I don‘t lie. I‘m not a liar. I built good will

with my fans. They know who I am. And I‘m just like them in so many ways.

(ANDERSON COOPER)

So you have cyber recording studio with you on the road?

(LADY GAGA)

Yes.

(ANDERSON COOPER)

Wherever you go?

(LADY GAGA)

Yes, I do.

(ANDERSON COOPER)

Her new album‘s coming out in May. The new album‘s content is guarded like

gold. Leak of a song can cost a record company millions.

(ANDERSON COOPER)

This is from the new album.

(LADY GAGA)

Yeah this is from –yeah ‗Born This Way‘ album.


214

(ANDERSON COOPER)

She let us listen to a half dozen of the new songs, but only allow us to record a

few seconds of the title songs. It‘s called ‗Born This Way‘.

(ANDERSON COOPER)

You know when people heard that I..did an interview with you, people obviously

think that you‘re not being who you are because you are…wearing a lot of make

up and always..you know, presenting yourself in a different way.

(LADY GAGA)

This is what I really like. This is exactly what I really like. This..this is the cup I

drink out of everyday, this is the diamond that I put in my coffee when I get

nervous. It‘s not a real diamond, it‘s fake.

(ANDERSON COOPER)

And you have such of humor bout yourself. Do you think that sometimes people

take you-take you too seriously?

(LADY GAGA)

Yes, people ..ah..take me both way- too seriously and not seriously enough.

(ANDERSON COOPER)

In the end what lady gaga says she cares about most is her music. Clothes and the

costumes, even the controversies are all just part of her artistry, part of the

performance for life has become. Mastering the art of fame is one thing,

maintaining that fame is another. The music is what Lady Gaga believes will

allow her to do, just that.


215

Appendix Z.3

Transcript of Audio Material for the Second Cycle

LESSONS LEARNED

Singer: CARRIE UNDERWOOD

Verse 1

There some things that I regret,

Some words I wish had gone unsaid,

Some starts, that had some better endings,

Been some bad times I've been through,

Damage I cannot undo.

Some things, I wish I could do all all over again,

But it don't really matter,

When life gets that much harder,

It makes you that much stronger,

Oh, some pages turned, some bridges burned.

But there were, lessons learned.

Chorus:

And every tear that had to fall from my eyes,

And everyday I wondered how I'd get through the night,

Every change, life has thrown me,

I'm thankful, for every break in my heart,

I'm grateful, for every scar,

Some pages turned,

Some bridges burned,

But there were lessons learned.

Verse 2

There mistakes that I have made,

Some chances I just threw away,

Some roads, I never should have taken,


216

Been some signs I didn't see,

Hearts that I hurt needlessly,

Some wounds, that I wish I could have one more chance to mend,

But it don't make no difference,

The past can't be rewritten,

You get the life you're given,

Oh, some pages turned,

Some bridges burned,

But there were, Lessons learned.

*back to chorus

BRIDGE :

And all the things that break you,

Are the things that make you strong!

You can't change the past,

Cause it's gone.

And you just gotta move on,

Because it's all

Lessons learned

.

*back to chorus

Lessons learned.


217

Appendix Z.4

Transcript of Audio Material for Listening Quiz

QUE SERA SERA

Singer: Doris Day

When I was just a little girl, I asked my mother what will I be?

Will I be pretty? Will I be rich?

Here's what she said to me

Que sera-sera, whatever will be will be


When I grew up and fell in love, I asked my sweetheart, what lies ahead

Will we have rainbows day after day?

Here's what my sweetheart said

Que sera-sera whatever will be will be


Now I have children on my own, they ask their mother ―what will I be?‖

Will I be handsome? Will I be rich?

I tell them tenderly.

Que sera sera whatever will be will be, the future‘s not ours to see

Que sera sera, what will be will be
