teachers' beliefs on the use of authentic materials to teach listening

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TEACHERS’ BELIEFS ON THE USE OF AUTHENTIC

MATERIALS TO TEACH LISTENING

(A Case Study at MAN 1 Surakarta in the Academic Year of 2014/2015)

A THESIS

By:

BERLINDA MANDASARI

S891308009

Written as a Partial Fullfilment of the Requirements for Graduate Education

Degree of English Language Teaching

ENGLISH EDUCATION OF GRADUATE PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

SEBELAS MARET UNIVERSITY

SURAKARTA

2015

perpustakaan.uns.ac.id digilib.uns.ac.id

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ABSTRACT

Berlinda Mandasari, S891308009, 2015. Teachers’ Beliefs on the Use of

Authentic Materials to Teach Listening (A Case Study at MAN 1 Surakarta in the

Academic Year of 2014/2015). A Thesis. First Consultant: Prof. Dr. Sri Samiati

Tarjana; Secod Consultant: Dra. Dewi Roschsantiningsih, M.Ed, Ph.D; English

Education Department, Graduate Program, Sebelas Maret University.

This research is aimed at: (1) identifying teachers‟ beliefs on the use of

authentic materials to teach listening; (2) identifying factors that affect teachers‟

beliefs on the use of authentic materials to teach listening; and (3) describing how

authentic materials are implemented in teaching listening.

This research is a qualitative case study conducted in islamic high school 1

Surakarta. The samples chosen through purposive sampling are two English

teachers who teach listening skill for the tent grade. Data of the research were

collected through questionnaire, observation, interview and teaching learning

documents and were analyzed by using interactive model proposed by Miles and

Huberman.

Finding of this research are: 1. teachers believe that :a) authentic materials

are materials produced by a native speaker of the target language not for a teaching

purpose, b) authentic materials must introduce English in the real context used by

the native speaker, improve students‟ knowledge, Improve students‟ English

competence in both spoken and written, improve students‟ vocabulary, introduce

the culture of native speaker, improve students‟ listening ability, motivate students

to learn, motivate students to learn autonomously, c) authentic materials are

important to use since it is motivating students and providing some aspect of

English that students can learn, d) authentic materials are considered to be carefully

selected before being taught to the students, e) song attracts students‟ interest; 2.

factors that affect teachers‟ beliefs: the challenging point of authentic materials,

easy access to authentic materials, the availability of the equipments, students‟

interest, workshop/training and personal experience; 3. a) there is inconsistancy

between teachers‟ beliefs and the practice in the classroom, b) authentic materials

are implemented well in the classroom. The students are actively involved during

teaching and learning process. Bottom-up processing is applied during listening

activity.

According to the findings of the research, it is noticed that teachers‟s beliefs

strongly shape teachers‟ instructional practices and the selection of the materials

that will be taught to the students. It is considered important to identify the beliefs

of teachers since teachers‟ beliefs are the fundamental concepts to develop fooreign

language teaching.

Keywords: Teachers’ beliefs, authentic materials, listening skill


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ABSTRAK

Berlinda Mandasari, S891308009, 2015. Keyakinan Guru terhadap Penggunaan Materi

yang Otentik untuk Mengajar Kemampuan Mendengarkan (Studi Kasus di MAN 1

Surakarta pada tahun ajaran 2014/2015). Sebuah Tesis. Pembimbing Pertama: Prof. Dr.

Sri Samiati Tarjana; Pembimbing Kedua: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D;

Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Sebelas Maret.

Penelitian ini bertujuan untuk: (1) mengidentifikasi keyakinan guru terhadap

materi otentik terhadap penggunaan materi yang otentik untuk mengajar keterampilan

mendengarkan; (2) mengidentifikasi faktor yang mempengaruhi keyakinan guru terhadap

penggunaan materi yang otentik untuk mengajar keterampilan mendengarkan; (3)

menggambarkan bagaimana materi otentik diimplementasikan untuk mengajar keterampila

mendengarkan.

Penelitian ini merupakan penilitian studi kasus yang dilaksanakan di MAN 1

Surakarta. Sampel yang dipilih melalui purposive sampling adalah dua guru bahasa Inggris

yang mengajar kelas X. Data dari penelitian ini dikumpulkan melalui kuesener, observasi,

wawancara, dan analisi dokumen dan dianalisis dengan menggunakan model interaktif

dengan yang dibuat oleh Miles dan Huberman.

Penemuan dari penelitian ini adalah 1. guru berkeyakinan bahwa: a) materi yang

otentik adalah materi yang dihasilkan oleh penutur bahasa ahli dari bahasa yang ingin

dicapai tidak untuk materi ajar; b) materi yang otentik harus memperkenalkan bahasa

Inggris dalam konteks yang sebenarnya yang digunakan oleh penutur bahasa asli,

meningkatkan pengetahuan siswa, meningkatkan kompetensi bahasa Inggris siswa baik

berbicara maupun menulis, meningkatkan kosa kata siswa, mengenalkan budaya dari

penutur bahasa ahli, meningkatkan kemampuan mendengar siswa, memotivasi siswa untuk

belajar, memotivasi siswa untuk belajar secara mandiri; c) materi yang otentik penting

untuk digunakan selama materi ini memotivasi siswa dan menyediakan beberapa aspek

bahasa Inggris yang dapat dipelajari oleh siswa; d) materi yang otentik dipertimbangkan

untuk diseleksi secara cermat sebelum diajarkan kepada siswa; e) lagu menarik ketertarikan

siswa; 2. faktor-faktor yang dapat mempengaruhi keyakinan guru: hal yang menantang dari

materi yang otentik, kemudahan akses, ketersediaan alat ajar, ketertarikan siswa,

workshop/pelatihan dan pengalaman pribadi; 3 a. adanya ketidakkonsistenan antara

keyakinan guru dan prakteknya dalam mengajar di kelas; b) materi otentik

diimplementasikan secara baik di kelas. Siswa secara aktif terlibat dalam proses belajar

mengajar. Bottom-up proses diaplikasikan selama aktivitas mendengarkan.

Menurut penemuan dari penelitian, dapat diperhatikan bahwa keyakinan guru

secara kuat membentuk instruksi guru dan pemilihan materi yang akan diajarkan kepada

siswa. Hal ini dipertimbangkan penting untuk mengetahui keyakinan dari guru selama

keyakinan guru merupakan konsep yang mendasar untuk mengembangkan pengajaran

bahasa asing.

Kata kunci: keyakinan guru, materi yang otentik, keterampilan mendengarkan


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MOTTO

“Do what you can with what you have where you are”

(Theodore Roosevelt)


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DEDICATION

With deep profound love, this research is fully dedicated to:

My beloved parents Tri Priyono and Tri Wahyuningsih

My lovely sister Norma Lidia Wati

My lovely brother Bayu Triatmojo

My would be husband Yogo Adi Putra

My almamater Sebelas Maret University


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ACKNOWLEDGEMENTS

The researcher would like to acknowledge her countless gratitude to the

Most Gracious and the Most Merciful, Allah SWT, for giving the researcher

strength and courage to complete this thesis. In addition, there are many individuals

who have generously contributed in improving this thesis. So the researcher would

like to express her deep gratitude to the following people:

1. Dean of Faculty of Teacher Training and Education of Sebelas Maret University

for his insights he has shared.

2. Head of English Education Department of Graduate Program for his kindness.

3. Prof. Dr. Sri Samiati Tarjana, the first consultant for her guidance, advice, and

patience during the writing process of this thesis.

4. Dra. Dewi Rochsantiningsih, M.Ed, Ph.D., the second consultant for her

guidance, advice, and patience during the writing process of this thesis.

5. Head Master of Islamic High School 1 Surakarta for his kindness to allow the

researcher to conduct the research.

6. Teachers of Islamic High School 1 Surakarta, Muh. Farhani, S.S and Syarif

Hidayatullah, M.Pd for their help and cooperation during the research.

7. The tenth grade students of Islamic High School 1 in Surakarta in the academic

year 2014/2015 for their participation in the research.

8. All friends and everyone who have helped the researcher in accomplishing this

thesis.

Hopefully, this thesis would give a positive contribution to the educational

development and the readers.

Surakarta, February 2015

Berlinda Mandasari


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TABLE OF CONTENTS

TITLE .................................................................................................................. i

APPROVAL ........................................................................................................ ii

LEGITIMATION ................................................................................................ iii

PRONOUNCEMENT ......................................................................................... iv

ABSTRACT ......................................................................................................... v

MOTTO ............................................................................................................... vi

DEDICATION ..................................................................................................... vii

ACKNOWLEDGEMENT .................................................................................. viii

TABLE OF CONTENTS .................................................................................... ix

LIST OF TABLES .............................................................................................. xii

LIST OF FIGURES ............................................................................................ xiii

LIST OF ABBREVIATION ............................................................................... xiv

LIST OF APPENDICES .................................................................................... xv

CHAPTER I : INTRODUCTION

A. Background of The Study ........................................................ 1

B. Research Questions ................................................................. 7

C. Objectives of the Study ........................................................... 8

D. Significance of the Study ........................................................ 8

CHAPTER II : LITERATURE REVIEW A. Teachers‟ Beliefs ..................................................................... 10

1. The Nature of Teachers‟ Beliefs ....................................... 10

2. The Importance of Teachers‟ Beliefs ................................ 12

3. Factors Influencing Teachers‟ Beliefs ............................... 14

4. Teacher‟s Beliefs toward the Use of Authentic Material ... 16

B. Authentic Materials ................................................................. 17

1. Definitions of Authentic Materials ................................... 17

2. Authenticity ........................................................................ 18

3. Sources of Authentic Materials .......................................... 20

4. The Importance of Authentic Materials ............................. 22

5. Selecting Authentic Materials ............................................ 26

6. Advantages and Disadvantages of Authentic Materials..... 30

a. Advantages of Authentic Materials ................................ 30

b. Disadvantages of Authentic Materials ........................... 32

C. Listening Skill .......................................................................... 34

1. Definition of listening ........ .............................................. 34

2. The Importance of Listening Skill .................................... 36

3. Component of Listening .................................................... 37

4. Listening Strategies ............................................................ 39


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5. The Process of Listening ................................................... 40

6. The Difficulty in Listening Skill ....................................... 42

D. Using Authentic Material to Teach Listening .......................... 44

E. Review of Relevant Studies .................................................... 45

CHAPTER III : RESEARCH METHOD A. Research Design ....................................................................... 52 B. Research Setting ...................................................................... 54

1. Time and Place of the Study ............................................. 54

2. Subject of the Study ........................................................... 54

C. Kind and Sources of Data ........................................................ 55

D. Data Collecting Technique ...................................................... 56

1. Questionnaire ..................................................................... 56

2. Observation ........................................................................ 56

3. Interview ............................................................................ 57

4. Document Analysis ............................................................ 57

E. Trustworthiness ....................................................................... 58

F. Data Analysis ........................................................................... 59

1. Data Collection ................................................................... 59

2. Data Reduction ................................................................... 60

3. Data Display ....................................................................... 60

4. Drawing Conclusion and Verification ................................ 61

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. Research Findings ..................................................................... 64

a. Teachers‟ Beliefs on the Use of Authentic Materials

to Teach Listening ................................................................. 64

1. Teachers‟ Definition about Authentic Materials .............. 64

2. Reasons to Use Authentic Materials ................................ 65

3. The Importance of Authentic Materials ........................... 66

4. Criteria for Selecting Authentic Materials ....................... 67

5. Preference for Particular Authentic Materials .................. 70

b. Factors that Affect Teachers‟ Beliefs on the Use of Authentic

Materials to Teach Listening

1. Teaching Using Authentic Material is Challenging ......... 73

2. Easy Access to Authentic Material .................................. 74

3. The Availability of Equipments ....................................... 75

4. Students‟ Interest .............................................................. 75

5. Workshop/Training .......................................................... 76

6. Personal Experience ......................................................... 76

c. Implementing authentic Materail in Teaching Listening ...... 77

1. Teaching and Learning Documents .................................. 78

2. Teaching and Learning Process ........................................ 82


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B. Discussion ................................................................................. 89

C. Research Weaknesses ............................................................... 112

CHAPTER V: CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion ................................................................................ 114

B. Implication.................................................................................. 116

C. Suggestion ................................................................................ 116

BIBLIOGRAPHY ............................................................................................... 119

APPENDICES ..................................................................................................... 127


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LIST OF TABLES

Table 4.1 Summary of the Research Findings ...................................................... 63

Table 4.2 Reasons to Use Authentic Materials ..................................................... 66

Table 4.3 Criteria for Selecting Authentic Materials ............................................ 68

Table 4.4 Selected Authentic Materials ................................................................ 71

Table 4.5 Equipments............................................................................................ 75

Table 4.6 Basic Competence Used by Teachers Taken from Syllabus................. 78


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LIST OF FIGURES

Figure 3.1. Components of Data Analysis: Interactive Model.............................. 62


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LIST OF ABBREVIATION

1. Teacher Fr Teacher Farhani

2. Teacher Sy Teacher Syarif

3. Interview/teacher/a/b/c

Interview means result of the interview

teacher means participants of interview

a means number of participants

b means when the interview done

c means the number of interview


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LIST OF APPENDICES

Appendix 1 Interview Data with Teacher Fr Session 1 ........................................ 128

Appendix 2 Interview Data with Teacher Fr Session 2 ........................................ 130

Appendix 3 Interview Data with Teacher Sy Session 1 ........................................ 132

Appendix 4 Interview Data with Teacher Sy Session 2 ........................................ 137

Appendix 5 Teacher Fr‟s Questionnaire . ............................................................. 140

Appendix 6 Teacher Sy‟s Questionnaire............................................................... 144

Appendix 7 Syllabus ............................................................................................. 148

Appendix 8 Teacher Fr‟s Lesson Plan ................................................................. 188

Appendix 9 Teacher Sy‟s Lesson Plan................................................................. 193

Appendix 10 Sample of Exercise Given by Teacher Fr ........................................ 198

Appendix 11 Sample of Exercise Given by Teacher Sy ....................................... 200

Appendix 12 Students‟ Score from Teacher Fr..................................................... 201

Appendix 13 Students‟ Score from Teacher Sy .................................................... 202

Appendix 14 Letter of Having Conducted Research ............................................ 203


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CHAPTER 1

INTRODUCTION

This chapter describes background of the study, research questions, objectives of

the study, and significance of the study.

A. Background of the Study

Recent trends in Indonesia‟s educational policy has focused on meeting

the challenges of globalization and internationalization. As English has achieved

the status of a major international language, the government of Indonesia has been

actively expanding the teaching of English as an essential part of the school

curriculum. The implementation of an English curriculum in schools has created a

huge demand for qualified English teachers by placing more importance than ever

on studying the issues related to teacher education. Concerning the learning

English for Indonesia students, teacher takes an important role in helping students

to learn English.

Teachers have something to do with the successful of students‟ learning

English. Virtually all English teachers have certain preconceived ideas or beliefs

about how the best approach in English teaching. They often come into an English

classroom conditioned by their previous educational experiences, cultural

backgrounds, and social interaction, which may further shape their beliefs about

English teaching (Johnson, 1992a; Richards & Lockhart, 1996; Smith, 1996).

Thus, this study is an attempt to examine issues concerning teaching English in

high school with a particular emphasis on the role of teachers‟ beliefs.


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Khader (2012: 74) defines teachers‟ beliefs as a set of ideas rooted in these

psychological and mental content of the teacher and play a central role in guiding

his/her teaching behavior. In this context, beliefs are defined as conceptions,

world views, and mental models that shape learning and teaching practices.

Pajares (1992: 316) defines beliefs as an individual‟s judgment of truth or falsity

of a proposition, a judgment that can only be inferred from a collective

understanding of what human beings say, intend, and do. Other definition about

teachers‟ beliefs is from Borg (2011: 370-371) who says that beliefs are

propositions individuals consider to be true and which are often tacit, have a

strong evaluative and affective component, provide a basis for action, and are

resistant to change. Therefore, teachers need to teach students in their ways by

using understandable teaching materials since what they do in the class affected

the students learning process.

In relation to English teaching, teachers need to provide some teaching

materials. Materials provide the content of the lesson, the balance of skills taught,

and the language practice of the student. Materials support the teacher in teaching

and the student in learning. Cunningsworth (1995:7) summarizes the role of

materials (particularly course books) in language teaching as resources for

presentation materials (spoken and written), resources of activities for learner

practice and communicative interaction, reference source for learners on grammar,

vocabulary, pronunciation, a source of stimulation and ideas for classroom

activities, syllabus (where they reflect learning objectives that have already been


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determined), a support for less experienced teachers who have yet to gain in

confidence. So, materials are considered beneficial for teachers to teach students.

Teaching materials can be in the form of textbook and authentic materials.

What needs to concern in this research is authentic materials. Authentic materials

are materials which are produced by native speakers and used not for teaching

purposes. Adams (1995:4) refers authentic materials as materials which has not

been specifically produced for the purposes of language teaching. In addition,

Gardner and Miller (1999:101) explaine that authentic materials means any texts

(printed or digital) or tape which is produced for a purpose other than teaching the

target language. In short, authentic materials can be a source to teach students by

using materials taken not for teaching purpose. In addition, Lee (1995:324) states

that a text is usually regarded as textually authentics if it is not written for

teaching purposes, but for a real life communicative purpose, where the writer has

a certain massage to pass on to the reader. By this, students are expected to expose

the real language used by native speaker.

In Indonesia, English has been taught in every level of education. English

is learnt as foreign language that support students to use English for

communication. There are four skills that must be learnt by students; listening,

speaking, reading and writing. In the classroom, students listen carefully and

attentively to lectures and class discussions in order to understand and to retain

the information for later recall. In a language classroom, listening ability plays a

significant role in the development of other language arts skills. When students

first learn a language, they generally listen to the words several times before they


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are able to recognize and pronounce those words. In short, listening skill plays a

significant role in communication and in language learning (Dunkel, 1991; Rost,

1990) and is perhaps "the most fundamental language skill" (Oxford, 1993: 205).

Underwood (1990:16) says that listening can also help students to build

vocabulary, develop language proficiency, and improve language usage. Rost

(1994) finds that listening is vital in the language classroom because it provides

input for the learner. Without understanding input at the right level, any learning

simply can not begin. Krashen (1987) in input hypothesis, states that listening

materials plays a great role in “natural” development and moving from one step

to the others, to learn effortlessly. He also argues that learners should be in a

acquisition-rich environment and be in natural exposure to language. Therefore,

listening need to be taught to students comprehensively as the fundamental

language skill.

In many cases, listening skill is considered as difficult skill to learn by

senior high school students. Some reasons beyond this statement are the students

are not accoustomed to listen sounds in English produced by native speaker. They

are provided with the material in the form of created materials that purposely

produced to teach listening. By this condition, the students are not interested in

the materials given by teachers. due to being uninterested, the students are not

motivated in learning English. The other reason is that it is difficult for teachers to

find listening materials. Created material is quite expensive to buy. Besides, it is

also difficult to find the material unless the teachers create it by themselves. It

takes time to create the materials since the making of materials need preparation.


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It is In line with the statement from Hedge (2000:237) who lists some problems

which are internal to the listener such as lack of motivation towards the topic,

negative reaction to the speaker or to the event; anxiety to rehearse one‟s own

contribution to a debate or the next part of a conversation, to the extent of

missing what the current speaker is saying; or distraction by the content of a talk

into thinking about related topic thereby losing the thread of the argument.

One of the way to minimalize the students‟ problem in listening is by

providing them with authentic materials. These materials are inexpensive because

the teachers do not need much money to get the materials. Besides, the access to

the materials is quite easy because they can be obtained from many sources. By

the development of technology, these kinds of materials can be obtained from

internet. Toward this reasons, it is necessary to identify deeply about teachers‟

beliefs on the use of authentic materials to teach listening.

Teachers‟ beliefs have a broad areas to be investigated. Hofer and Pintrich

(1997:117) explore part of beliefs in the terms of belief about schooling,

epistemology, learning and teaching. In relation to it, researcher focused the scope

of teachers‟ beliefs about authentic material to teach listening. The recent research

done by Soliman E. M. Soliman (2013) about Libyan teachers‟ Attitudes and

Believes Regarding the Use of EFL Authentic material within Reading Lessons at

Universities Levels in Libya resulted students‟ achievement in learning an EFL is

heavily influenced by teachers‟ beliefs; thus, understanding teachers‟ perspectives

regarding the use of authentic material in reading instruction was essential for a

successful application of this practice in Libyan university. However, materials


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should introduce students to how language is used in the real world and improve

students‟ overall language proficiency as well as reading and listening

comprehension, communicative competence, cultural awareness, lexical and

stylistic knowledge, and motivation.

There are some factors that affect the implementation of teachers‟ beliefs

in teaching learning activity. It is considered important to investigate some factors

that may affect teachers‟ beliefs on the use of authentic materials to teach

listening. Borg (2003: 94) comments that factors such as parents, principals‟

requirements, the school, society, curriculum mandates, classroom and school lay-

out, school policies, colleagues, standardized tests and the availability of

resources may hinder language teachers‟ ability to carry out instructional practices

reflecting their beliefs. Thus, the researcher also conducted research on it through

interview to teachers. The study of teachers‟ beliefs is rarely found in senior high

school level. Moreover, in this level, students are expected to build up a good

mindset about what they had learnt during learning English. It seems to be crucial

since the students learning English in this level will affect their English skills in

the future.

There are three grade in senoir high school level. The first grade has to be

given more attention in learning English. In this grade, students experince

themselves for the first time as senior high school students. They have to face a

new environment which is totally different from their previous school, that is

junior high school. At this grade, students have more complex material in learning

subject, including English. In building a good mindset, students need to recognize


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a real language that is used by native speaker. By using authentic materials,

students are expected to be accoustomed to deal with native language. At this

point, teacher takes important role on how their beliefs work in teaching students

by using authentic materials.

In this research, the researcher investigated teachers‟ beliefs on the use of

authentic materials in teaching listening at the first grade in one of Islamic High

School in Surakarta. This school has a program for islamic boarding school and

regular class. It has boarding school program that concentrates on the

development of students‟ academic so they can compete in academic contest such

as science olympiad, scientific work, and research. Two teachers are taken as the

participants of this research. Finally, researcher formulates a research about

teachers‟ beliefs on the use of authentic materials to teach listening.

B. Research Questions

Research questions of this study are:

1. What are teachers‟ beliefs on the use of authentic materials to teach

listening?

2. What are factors that affect teachers‟ beliefs on the use of authentic

materials to teach listening?

3. How are authentic materials implemented in teaching listening?

C. Objectives of the Study

Objectives of this study are:

1. To identify teachers‟ beliefs on the use of authentic materials to teach

listening.


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2. To identify factors that affect teachers‟ beliefs on the use of authentic

materials to teach listening.

3. To describe how authentic materials are implemented in teaching listening.

D. Significance of the Study

The significances of the study are:

1. Theoretical

The result of this research can give contribution to provide additional

information to the existing studies about teachers‟ beliefs on the use of

authentic materials to teach listening for senior high school students in

Indonesia in order to make English classroom in listening activity more

effective for the development of students‟ listening skill and teachers‟

teaching development.

2. Practical

a. Teacher

This research can be used as sources for teacher to explore what their

beliefs about teaching material especially authentic materiala to teach

listening, to give reflection to teachers‟ practice in teaching listening,

and to identify the affected factor of teachers‟ beliefs on the use of

authentic materiala to teach listening, so it can facilitate students‟

listening development. Besides, the result of this research can be used

by teacher to learn how to use their belief to increase their performance

in teaching students so that the students can achieve the objectives of

the lesson.


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b. Students

This research provides set of information for the students about the

important of authentic materials in listening skill so that they can use

the materials to learn English inside or outside of the classroom.

Besides, this research provides information about the sources of

authentic materials. It is expected that students can seek any materials

which is authentics.

c. Graduate School of Teacher Training and Education Faculty of

Sebelas Maret University

The result of this research can be used as reference for curriculum

developer in developing the materials for teaching English and choose

any authentic materials which may become the source of teaching

English. It can also be a reference for other researcher who will conduct

research in the same field.


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CHAPTER II

LITERATURE REVIEW

This chapter contains some crucial elements related to the topic under discussion.

They are as the theoretical underpinning which builds the foundations of

understanding to conduct this research. In this part, the concepts that will be

described are teachers‟ beliefs, authentic materials, listening skill, using authentic

materials to teach listening and review of relevant studies.

A. Teachers’ Beliefs

1. The Nature of Teachers’ Beliefs

There are many researchers define belief in different ways. Borg (2001:

186) defines that belief is a proposition which may be consciously or

unconsciously held, is evaluative in that it is accepted as true by the individual,

and is therefore imbued with emotive commitment; further, it serves as a guide to

thought and behavior. In short, belief is defined as the acceptance of something

as true, or thinking that something can be true (Schwitzgebel, 2011). In addition,

Pajares (1992: 316) states belief is as an individual‟s judgment of truth or falsity

of a proposition, a judgment that can only be inferred from a collective

understanding of what human beings say, intend, and do.

According to Borg (2011: 370-371), beliefs are propositions individuals

consider to be true and which are often tacit, have a strong evaluative and

affective component, provide a basis for action, and are resistant to change.

Moreover, Khader (2012: 74) defines teachers‟ beliefs as a set of ideas rooted in

the psychological and mental content of the teacher and play a central role in


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guiding his/her teaching behavior. Kuzborska (2011: 102) says that teachers‟

beliefs influence their goals, procedures, materials, classroom interaction patterns,

their roles, their students, and the schools they work in.

Beliefs are often known as attitudes, values, judgments, axioms, opinions.

They affect not only how people behave but also what they perceive (or pay

attention to) in their environment. Contrary to the old saying “seeing is believing”,

it is more likely that “believing is seeing.” When people believe something is true,

they perceived information supporting that belief. Beliefs alter expectations.

People perceive what they expect to perceive (Tara, 1996). Beliefs are formed

early; remain relatively stable, and are resistant to change (Pajares, 1992).

Nespar (1987: 317-328) describes some characteristics of teacher beliefs.

1. Sometimes containing assumptions about the existence of entities beyond

the teacher‟s control or influence.

2. Including conceptualizations of ideal situations that differ from reality.

3. Relying heavily on affective and evaluative components.

4. Deriving much of their power from memories of specific events.

5. Not opening to critical examination or outside evaluation.

6. Containing the domains to which specific beliefs may apply are undefined.

In short, belief a form of thoughts which may be consciously or

unconsciously held that examine individual‟s judgment of truth or falsity of a

proposition that are considered to be valid containing conceptions, personal

ideologies, world views and values that shape learning and teaching practices


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rooted in psychological and mental content that represent a complex concept

internally associated with their attitudes, expectations and personal experience.

Therefore, teachers‟ beliefs investigated in this research deal with their

beliefs about the use of authentic materials to teach listening skill and the factors

that affect their beliefs.

2. The Importance of Teachers’ Beliefs

Teachers are viewed as important agents of change in the reform effort

currently under way in education and thus are expected to play a key role in

changing schools and classroom. The importance of teacher beliefs within teacher

education rests with the constructivist‟s conception of learning. Some researchers

define the importance of teachers‟ beliefs on their ways. Smylie (1988:23) in his

path analysis study of 56 teachers undergoing a staff development process

concluded that teacher‟s perceptions and beliefs are the most significant predictors

of individual change. Pajares (1992: 307-333) states that the earlier a belief is

incorporated into the belief structure, the more difficult it is to alter.

In addition, Thompson (1992:127-146) suggests that teachers' beliefs and

values about teaching and learning affect their teaching practices. According to

Horwitz (1985: 333), addressing the beliefs of prospective foreign language

teachers should be the first step in their development as foreign language teachers.

In other words, teachers‟ beliefs are the fundamental concepts to develop foreign

language teaching. Williams and Burden (1997: 56–57) propose that teacher

beliefs affect everything that they do in the classroom, influencing classroom

strategies much more strongly than planned curriculum and pedagogies.


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Borg S (2011) states that teachers‟ beliefs strongly shape teachers instructional

practices, and subsequently the learning opportunities that learners receive.

In his review of 16 studies of pre-service teacher beliefs, Pajares (1992:

307-332) concludes that student teachers‟ beliefs play a pivotal role in the way

they interpret and acquire information from their teacher education courses. Their

beliefs act as perceptual, self validating, selective filters which sieve information

presented to them. Richards (1998) says that teachers‟ belief systems, including

their attitudes, values, expectations, theories, and assumptions about teaching and

learning, are considered a primary source of teachers‟ classroom practices. These

beliefs are usually guided by a number of factors: their own experience as learners

in classrooms, prior teaching experience, classroom observations they are exposed

to, and their previous training courses at school.

Pajares (1992: 307-332) summarizes the results of research on teachers‟

beliefs by indicating that there was a strong relationship between pedagogical

beliefs of teachers, their planning for teaching, teaching decisions and classroom

practices. He added that the pedagogical beliefs of teachers before the service play

a central role in the explanation of knowledge and teaching behavior when joining

the teaching profession. In his opinion, these beliefs are the strongest factors

through which we can predict the teaching behavior. Ernest (1998) also says that

teachers‟ beliefs have a strong effect on the teaching practices by converting those

beliefs into a practical reality.

In addition, Clark & Peterson (1986) see that teacher‟s beliefs are a rich

store of knowledge that might affect teaching plans and thoughts. Cronin-Jones


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(1991: 235-250) also find that there are four main categories of teachers‟ beliefs

that strongly affect the curriculum implementation process. These beliefs are:

beliefs on how students acquire knowledge, beliefs about the teacher‟s role in the

classroom, beliefs related to the level of the student‟s ability in a particular age

group and beliefs about the relative importance of the content topics.

To sum up, teachers‟ beliefs are considered as fundamental step in

teaching EFL students in the explanation of knowledge, information and teaching

behavior when joining the teaching profession.

3. Factors Influencing Teachers’ Beliefs

It has been noted that teachers‟ beliefs are coming from different

background. Richardson (1996: 102-119) highlightes three major sources of

teacher beliefs: personal experience, experience with schooling and instruction,

and experience with formal knowledge both school subjects and pedagogical

knowledge. Robson (2002: 95-113) argues that teachers might have been

influenced by the way they themselves acquired work-related knowledge in

their first occupations, although without direct observation of their practice, it

was impossible to confirm this.

In Addition, Kukari (2004: 95-110) also finds that there is a dialectical

and mutually constitutive relationship between cultural and religious practices of

teaching and learning. Holt-Reynolds (1992: 325-349) has suggested that

teachers‟ entry beliefs and perceptions strongly influence both the way they view

the theoretical components of teacher training and the teaching behaviours during

field experience. Lortie (1975) describes this entry beliefs as the apprenticeship of


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observation, wherein one‟s past observations of teachers in the context of the

classroom influence one‟s conception of what it means to be a teacher. Fang

(1996: 47-65) focuses on a group of factors related to school in the formation of

teachers‟ beliefs, the administrative support, attitude of colleagues, school

atmosphere, students‟ abilities and backgrounds in addition to the rules and

regulations that applied in a particular school.

Moreover, Borg (2011: 186-188) asserts that teacher education is more

likely to have an impact on teachers‟ practices when it is based on an

understanding of the beliefs teachers hold. This understanding of beliefs is

necessary at all levels of teaching pre-service teachers, new teachers and older

teachers more set in their teaching practices. Powell et al., (1992: 225-238)

consider entering beliefs and conceptions act as filter for interpreting their teacher

education and classroom experiences. Hsieh (2002) studied indicated that

teachers‟ demographic background, educational background, career banckground

had significant effects on teachers‟ beliefs about EFL learning. Factors influenced

the beliefs system including individual‟s learning experiences, public opinions

and examples of other people, motivation of EFL learning, and knowledge of

educational theory.

To sum up, factors influencing teachers‟ beliefs can be from personal

experience, experience with schooling and instruction, and experience with

formal knowledge both school subjects and pedagogical knowledge that influence

practices of teaching and learning.


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4. Teachers’ Beliefs toward the Use of Authentic Materials

Teachers‟ beliefs toward the use of authentic materials in the classes are an

issue that have not received the attention it deserves. It seems that only few

studies have reported some ideas regarding teachers‟ beliefs about authentic

materials, in general. Soliman (2013) conducted a research about Libyan teachers‟

Attitudes and Believes Regarding the Use of EFL Authentic Materials within

Reading Lessons at Universities Levels in Libya. In his study, he found that

Libyan teachers had a positive attitudes towards the use of authentic material.

Almost of teachers believed that the ideal class used both authentic texts and

textbook. They thought that using only textbook in the class was ineffective way.

The teachers also indicated the types of authentic texts they preferred for use in

their reading classes. They believed that short stories were the most preferred,

whereas poems were the least preferred. The majority of teachers believed that

exposure to authentic texts should start at the intermediate levels of language

learning.

However, Kienbaum et al., (1986: 1) in their study of the effectiveness of a

communicative approach using authentic materials reported that the program's

teachers found that selection and planning for using the authentic materials

required considerable extra preparation time, and that they needed to minimize

their role of authority to encourage the students' direct contact with the culture.

Since there is only a few study that examine teachers‟ beiefs on the use of

authentic materials, the researcher was interested in examining it in the field of

senior high school teachers.


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B. Authentic Materials

1. Definitions of Authentic Materials

There are some researchers that define authentic materials. Richards et al

(1985: 22) suggest the following definition; the degree to which language

teaching materials have the quality of natural speech and writing. Harmer (1983:

146) defines authentic texts, either written or spoken, are those which are

designed for native speakers: they are real texts designed not for language

students, but for the speakers of the language. In addition, Gardner and Miller

(1999: 101) explain that authentic materials mean any text (printed or digital) or

tape which is produced for a purpose other than teaching the target language.

Nunan (1989: 54) views authentic materials as samples of spoken and written

language that have not been specifically produced for the purpose of language

teaching.

In the same line of thought, Widdowson (1979: 80) sees authentic

materials as language samples not constructed for the purpose of language

learning. Forman cited in Underwood (1989:58) gives a clear definition of

authentic materials when she said that any text is „authentic‟ if it is produced in

response to real life communicative needs rather than an imitation of real life

communicative needs. The term can be applied to any sort of text, written or

spoken. Rogers and Medley (1988:468) use the term "authentic" to refer to

language samples that reflect a naturalness of form, and an appropriateness of

cultural and situational context that can be found in the language as used by the

native speakers.


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Another definition suggested by Peacock (1997) is that authentic

materials are materials that have been produced to fulfill some social purpose in

the language community. Bacon and Finnemann (1990:469) define authentic

materials as texts produced by and for native speakers of the target language.

Adams (1995:4) refers to authentic materials as any materials which have not

been specifically produced for the purposes of language teaching. Guariento &

Morley (2001:347) defines authentic materials as authentic texts created to fulfill

some social purpose in the language community where it is produced. Lee

(1995:324) states that a text is usually regarded as textually authentic if it is not

written for teaching purposes, but for a real life communicative purpose, where

the writer has a certain massage to pass on to the reader.

To conclude, authentic materials can be said to be the kind of materials

which are used by native speakers, communicating orally or in writing, and which

are not simplified for FL/SL learning purposes.

2. Authenticity

There are some researchers define authenticity on their own ways.

According to Tatsuki (2006:17-21), authenticity is taken as being synonymous

with genuineness, realness, truthfulness, validity, reliability, undisputed

credibility, and legitimacy of materials or practices. Mishan (2005:18) prefers to

set some criteria for authenticity rather than defining the term. According to her,

Authenticity is a factor of the:

1. Provenance and authorship of the text.

2. Original communicative and socio-cultural purpose of the text.


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3. Original context (e. g. its source, socio-cultural context) of the text.

4. Learning activity engendered by the text.

5. Learners‟ perceptions of and attitudes to, the text and the activity

pertaining to it

MacDonald et al., (2006) introduce four types of authenticity. Authenticity

of text (like what Guariento and Morley, 2001 suggest), authenticity of

competence (proposed by Canale and Swain, 1980), learner authenticity (by

Widdowson, 1979), and authenticity of classroom (proposed by Breen, 1985 and

Taylor, 1994). The first three types of authenticity, as MacDonald et al.,

(2006:251) propose, pertain to correspondence while the last type relates to

genesis. McDonough and Shaw (2003:40) define authenticity as:

“a term which loosely implies as close an approximation as possible to the world

outside the classroom, in the selection of both language material and of the

activities and methods used for practice in the classroom.”

In other words, authenticity refers to material and method which reflect the real

world of target language.

Breen (1985:61) distinguishes four types of authenticity which must be in

continual interrelation with one another during any language lesson:

1. Authenticity of the texts which we may use as input data for our learners.

2. Authenticity of the learners‟ own interpretations of such texts.

3. Authenticity of tasks conductive to language learning.

4. Authenticity of the actual social situation of the language classroom

Taylor (1994) similarly states authenticity was not a characteristic of a text

in itself: it was a feature of a text in a particular context. Therefore, a text can only


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be truly authentic in the context for which it is originally written. In summary,

authenticity refers to the genuineness, realness, truthfulness, validity, reliability,

undisputed credibility, and legitimacy of materials or practices.

3. Sources of Authentic Materials

Widdowson (1990) differentiates between the terms authentics and

genuine materials. Authentic materials are designed for native speakers of English

and used in the classroom in the same way they are designed for. For instance, a

TV news report, a movie, a newspaper, a magazine article, pictures, and so on

used as a basis for discussion. Carefully selected YouTube video clips might

become an efficient web-based listening tool as a language teaching resource to

assist students in listening activities, and the goal of improving listening

comprehension may be more easily reached.

Currently, the use of a variety of genuine short video clips is believed to

be a pedagogical resource to benefit and enrich language teaching, and this

practice is becoming a new edge tendency in the classroom. (Beare, 2008; Duffy,

2007; Harmer, 2007; O‟Dowd, 2007). According to Hedge (2000), examples of

authentic materials include newspapers, magazines, TV programs, radio talks,

menus, brochures, comics, novels, short stories, weather forecasts, and recipes.

Moreover, it is suggested by Berardo (2006) that internet is considered the most

useful source. While printed materials date very quickly, the internet is

continuously updated, is interactive, and provides visual stimulation. It provides

easy access to endless amounts of different types of material. Moreover, the


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internet can be the portal to other sources. For example, teachers can obtain

articles, audio clips, and videos from the internet.

However, despite the useful qualities of the internet, Miller (2003: 16)

claims that in order to use radio programs with learners, teachers need to decide

on some global listening tasks for the learners due to the fact that all non-verbal

information is missing. Unlike radio, TV and video allow learners to access

paralinguistic features of the spoken text; as a result, TV and video may be easier

for the students to comprehend.

Gebhard (1996) gives more examples of authentic materials that EFL/ESL

teachers had used. Some of his examples, which might serve as source materials

for lesson planning are:

1. Authentic Listening-Viewing Materials: TV commercials, quiz shows,

cartoons, news clips, comedy shows, movies, soap operas, professionally

audio taped short stories and novels, radio ads, songs, documentaries, and

sales pitches.

2. Authentic-Visual Materials: slides, photographs, paintings, children‟s

artwork, stick-figure drawings, wordless street signs, silhouettes, pictures

from magazines, ink blots, postcard pictures, wordless picture books,

stamps, and X-rays.

3. Authentic-Printed Materials: newspaper articles, movie, advertisements,

astrology columns, sports reports, obituary columns, advice columns,

lyrics to songs, restaurant menus, street signs, cereal boxes, candy

wrappers, tourist information brochures, university catalogs, telephone


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books, maps, TVguides, comic books, greeting cards, grocery coupons,

pins with messages, and bus schedules.

4. Realia (Real world objects) Used in EFL/ESL Classrooms: coins and

currency, folded paper, wall clocks, phones, Halloween masks, dolls, and

puppets, to name a few. (Realia were often used to illustrate points very

visually or for role-play situations)

To sum up, the sources of authentic materials are classified into Authentic

Listening-Viewing Materials, Authentic-Visual Materials, Authentic-Printed

Materials and realia.. The literature indicates that researchers have investigated

the impact of authentic materials on language comprehension and performance at

various levels. Some studies provided insights about learners‟ attitudes toward

authentic input. In addition, pedagogical research sought to provide

recommendations for material selection and sources. However, no study has been

conducted with the aim of eliciting teachers‟ beliefs toward using authentic

materials in their classes. Because of the importance of the teachers‟ role in

providing authentic input for the students, the present study attempts to address

this issue.

4. The Importance of Authentic Materials

Several experts claim that authentic materials are important to use.

According to Shrum and Glisan (2000: 133), authentic materials provide an

effective means for presenting real language, integrating culture, and heightening

comprehension. They bring two reasons for believing that authentic materials are

beneficial. Firstly, by exposure to such materials, students will be provided with


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the opportunity to see language as it is used in real world to serve a real purpose.

Secondly, such materials can be considered as a rich source of cultural content.

Bacon and Finnemann (1990) indicate that the use of authentic materials are

recommended for both cognitive and affective reasons.

The author, Jane Crawford (1995: 28) explains the importance of effective

teaching materials in her article; „The Role of Materials in the Language

Classroom: Finding the balance‟. According to Crawford, language is functional

and must be contextualised. The author believes that it is impossible to understand

the real meaning of any interaction without knowing who the participants are or

their social distance from the event refers to. For instance, a video drama needs to

assist language in a meaningful way. Hence, the teacher is responsible for the

balance achieved between input and reapplication.

Authentic materials refer to oral and written language materials used in

daily situations by native speakers of the language (Rogers & Medley, 1988).

Some examples of authentic materials are newspapers, magazines, and television

advertisements. In addition, it is necessary for students who are going to study in

an English-speaking environment to learn how to listen to lectures and take notes,

to comprehend native speakers in various kinds of speech situations, as well as to

understand radio and television broadcasts (Paulston & Bruder, 1976).

Gilmore (2004:367) believes that if the goal in the classroom is to prepare

learners for independent language use, then surely we were obliged at some stage

to present them with realistic models of discourse. Swaffar (1981:188) contends

that the sooner the students are exposed to authentic language, the more rapidly


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they will learn that comprehension is not a function of understanding every word,

but rather of developing strategies which is essential in both oral and written

communication (cited in Maher Salah, 2008). Guariento & Morley (2001:347)

also value using authentic materials since they believe that extracting real

information from a real text in a new or different language can be extremely

motivating.

Oguz and bahar (2008: 330-331) see the advantage of authentic materials

in the fact that they engage both the learners‟ and teachers‟ attention in the

language being taught. They have high interest value because of their relevance to

the real world keeping the students informed about what is happening in the world

they live in. Burns and Seidlhofer (2002: 226) suggest that authentic texts can

introduce students to a full range of transactional and interpersonal speech.

Paltridge (2001) states that in order to produce awareness of language and its

related skills, authentic materials must be used. Chavez (1998: 277-306) in the

same way agrees that using authentic materials are to the benefit of the students

because they are more enjoyable and students find a chance to interact with the

language and its use.

Velazquez (2007: 133-138) encourages the use of authentic texts since

they believe that such texts can provide a connection between the students on one

hand and the target language and culture on the other hand. Also the teacher is

provided with more opportunities to bring the real world aspects into the class.

Underwood (1989: 100) states that authentic materials allow the students to hear

as much more real act of communication with all the interactional features which


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are not normally found in scripted materials. It gives them a true representation of

real spontaneous speech with its hesitations, false starts and mistakes, which will

make them more able to cope with „Real Life‟ speech when they meet it outside

the learning situation.

Brosnan et al., (1984) justify the importance of the use of authentic

language in the classroom in this way:

1. Language is natural. By simplifying language or altering it for teaching

purposes (limiting structures, controlling vocabulary, etc.), it risked

making the task more difficult. We might, in fact, be removing clues to

meaning.

2. Authentic language offered students the chance to deal with a small

amount of material which, at the same time, contains complete and

meaningful messages.

3. Authentic printed materials provided students with the opportunity to

make use of non-linguistic clues (layout, pictures, colors, symbols, the

physical setting in which it occurs) to help them discover the meaning

more easily.

4. Adults needed to be able to see the immediate relevance of what they do in

the classroom to what they need to do outside it, and real-life material

treated realistically makes the connection obvious.

To sum up, the use of authentic materials to teach English is very

beneficial for the students since they are introduced to the real language used by

native speaker.


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5. Selecting Authentic Materials

Selecting authentic materials was suggested. Oguz and Bahar (2008:331)

did not encourage random selection of authentic materials. To be used effectively

they mention that when choosing materials, there should always be an aim in

using them and chosen materials should meet the objectives of the lesson. They

pointed out that criteria such as learners‟ age, level, interests, needs, goals, and

expectation must always be met. Considering the level as Spelleri (2002)

mentioned the complexity level of the materials should be slightly beyond

learners‟ level if there is an aim in increasing motivation, awareness, and

curiosity.

Fei and Yu-feng (2008) also mention the importance of level of the

learners as a determining factor in choosing appropriate authentic materials.

According to Spelleri Cited in Oguz and Bahar (2008:33), the focus of authentic

materials is not on full understanding but on the message which is to be conveyed,

hence, the teacher mignt act as an interpreter of the materials by using techniques

such as paraphrasing, providing synonyms, miming, and using pictures in order to

get the message across and enhance learners‟ comprehension.

In choosing authentic materials, three other factors have been introduced

by Nuttal (in Berardo, 2006:62) as suitability, exploitability, and readability. The

most important criterion, suitability, refer to the idea that texts have be chosen

based on learners‟ interest and they must be relevant to their needs. By

exploitability he means the way through which learners‟competence as readers


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may be developed. Readability means choosing texts‟ difficulty based on learners‟

language level with reference to learners‟ background.

According to Guariento and Morely (2001:348), authentic materials can

bridge the gap between the classroom and the real world as a result like what

happens in real world partial comprehension of text and is no longer considered to

be necessarily problematic. However, considering the early stages of learning and

for low proficiency learners, Jordan (1997) claims that it is still possible to use

such materials if they are chosen from the learners‟ own subject area and if they

are used according to the learners‟ ability by designing appropriate tasks modified

to their understanding level.

Khaniya (2006:21) mentions three aspects in materials selection. The first

is the linguistic background which influences classroom management, the

selection of tasks, the sequencing and execution of tasks, and the focus of micro-

skill instruction. The second is the conceptual background which determines the

need for specificity or generality of information in the selected materials and the

last aspect is cultural aspect which affects trainee instructor interaction, the

formality or informality of classroom interaction, and expectations of traditional

instructor and trainee/student roles. He further adds two other criteria which are

important in materials selection as applicability and adaptability. By applicability

he means that the tasks and texts must be selected based on the learners‟ field of

employment or professional reality. By adaptability he means easy in task design

and text manipulation.


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Guariento & Morley (2001: 348) also state that for lower-level learners

authentic texts which are going to be selected must be studied carefully for the

issues of lexical and syntactic simplicity and also content familiarity or

predictability because as far as these criteria are not met using authentic texts even

with simple tasks might not only be frustrating but also demotivating for learners.

Similarly, Dunkel cited in Shomoossi and Ketabi (1995) argue that to develop

materials which are authentic, care had to be taken on finding appropriate levels

of authentic texts concerning the group of learners and the activities that are going

to be carried out in their group.

Karpova (1999:18) provides a list of the criteria which need to be

considered when using authentic materials.

1. Content: the content of authentic materials had to be appropriate for

learners‟ age, interest, needs and goals.

2. Tasks: tasks must be sequenced and differentiated and must include

communicative and cognitive procedures so that the learners‟ background

and new knowledge can be integrated.

3. Teacher-learner relationship: the materials must be structured in a way that

a reciprocal interaction between the instructor and the learner takes place.

4. Learning strategies: cognitive abilities of the learners must be improved by

paying attention to learning strategies.

5. Learning environment: the environment provided must in a way encourage

risk taking and idea sharing.


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6. Social Values and Attitudes: authentic materials must be a reflection of

social values and attitudes.

7. Culture issue: authentic materials must further learners‟ cultural,

sociolinguistic, and paralinguistic awareness.

Galloway Cited in Haley and Austin (2004: 160-161) recommend the criteria in

authentic material selection.

1. Topic should be accessible to learners.

2. Length of text should not be intimidating to beginning readers.

3. Linguistic level should be slightly above the reader‟s own level unless the

tasks are closely structured to involve focused reading.

4. Clues to meaning should be abundant such as contextual, verbal, pictorial,

and linguistic.

In conclusion, selecting authentic materials should meet the objectives of

the lesson, determine the level of learners, cover linguistic background which

influences classroom management, the selection of tasks, the sequencing and

execution of tasks.


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6. Advantages and Disadvantages of Authentic Materials

a. Advantages of Authentic Materials

Martinez (1998) identifies the advantages of authentic materials.

Students are exposed to real discourse, as in videos of interviews with

famous people where intermediate students listen for gist.

Authentic materials keep students informed about what is happening in the

world, so they have an intrinsic educational value. As teachers, we are

educators working within the school system, so education and general

development are part of our responsibilities (Sanderson, 1999).

Textbooks often do not include incidental or improper English.

They can produce a sense of achievement, e.g., a brochure on England

given to students to plan a 4-day visit.

The same piece of material can be used under different circumstances if

the task is different.

Language change is reflected in the materials so that students and teachers

can keep abreast of such changes.

Reading texts are ideal to teach/practise mini-skills such as scanning, e.g.

students are given a news article and asked to look for specific information

(amounts, percentages, etc.) . The teacher can have students practice some

of the micro-skills mentioned by Richards (1983), e.g. basic students

listen to news reports and they are asked to identify the names of

countries, famous people, etc. (ability to detect key words).


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Books, articles, newspapers, and so on contain a wide variety of text types,

language styles not easily found in conventional teaching materials.

They can encourage reading for pleasure because they are likely to contain

topics of interest to learners, especially if students are given the chance to

have a say about the topics or kinds of authentic materials to be used in

class.

Some experts (Phillips and Shettlesworth 1978, Clarke 1989; peacock 1997 cited

in Richard 2001) identify the advantages of authentic materials.

They have a positive effect on learner motivation because they are

intrinsically more interesting and motivating than created materials.

They provide authentic cultural information about target culture. Material

can be selected to explain many aspects of the target culture both linguistic

and non linguistic behavior.

They provide exposure to real language rather than the artificial texts

found in created materials that have been specially written to illustrate

particular grammatical rules or discourse types.

They related more closely to learner‟ needs and hence provide a link

between the classroom and students‟ needs in the real world.

The support a more creative approach to teaching. Teacher can develop

their potential, developing activities and tasks based on their teaching style

and student learning styles.

Hanson-Smith (2001: 109-110) believe that when text is read on the

computer, learners‟ motivation and learning skills improved. Another claim is that


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the computers can determine whether students‟ answers are right or wrong after

each test. It is believed that computers could provide lectures and tutorials a lot

better than teachers in four major areas including phonology and phonetics. Susan

Cornish (1994: 25), a curriculum officer, supports Hanson-Smith‟s opinion. She

tought thereare great advantages of video use in class activities. She implied

videos could model spoken language as well as developing listening skills without

making demand on reading skills. Students could hear crucial information, pauses

and even understand emotions by watching.

Larimer and Schleicher (1999: 21) experience that students need exposure

to samples of everyday authentic culture presented on television. Therefore, both

authors believe that television commercials are excellent sources because they are

short, focusing on music, family relationships and colloquial English. The

authors‟ second observation is about newspapers and magazines. As they explain,

these materials are ideal sources for students to discuss current issues while

broadening their vocabulary limits. Other documents such as maps, mail and

brochures can be used as authentic materials in the classroom. These materials let

students understand the language of materials written for tourists.

b. Disadvantages of Authentic Materials

On the one hand, authentic materials proposed some advantages to be used

in teaching foreign language. On the other hand, there are some significant

disadvantages of using authentic materials in comparison with textbooks. The

main criticism made to these materials is that they are sometimes too difficult for

learners of a foreign language whose ears have been accustomed to an


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oversimplified and enunciated language. A mismatch between the material being

presented and the learners‟ learning styles results in a complete loss of interest

and motivation. This is mainly due to the fact that authentic materials contain less

guidance, an infinite variety of new terminology and structures. Moreover,

learners whose level of proficiency is low or who favour more traditional

methodologies may find authentic materials difficult, and irrelevant for their

needs and motivations.

The other disadvantages of authentic materials are some authentic

materials reflected certain cultural aspects which constitute taboos in the learners‟

culture. This too culturally biased situation might lead to a feeling of hatred or

repulsion towards the target language It is also true that some teachers are

reluctant to exploit authentic materials. The main reason they give for not using

them is that such materials are too difficult to be graded and adapted to the

learners‟levels or needs. In spite of this, teachers can achieve a certain grading by

using criteria such as topic, number of speakers, accent, etc.

Underwood (1997:100) as he posited that teachers might find the text

with suitable language but spoken in a way which is difficult to follow, or they

may have tapes on which the delivery is good, but the language is far too

difficult. Guariento and Morley (2001: 348-351) remind us that the use of

authentic materials make especially lower level students confused and

demotivated by the complexity of language and performance conditions unless the

simplest authentic texts are carefully selected by the teachers. Hence, the selected

material should maintain sense of learner‟s response and it should engage the


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learner‟s interest. As mentioned by both authors, it appears to be hard while

simplification of any text is justified. It is also believed that while some texts lend

themselves to competence training, all textual inputs needed to be successfully

done by teachers because it might reduce opportunities for students‟

comprehensible input and cause frustration between lower level learners. So, the

preparation stage often demanded time consumption for instructors (Martinez,

A.). Ruddock (2000: 1-2) gives an example about when to use authentic texts in

teaching the grammatical structure of Japanese. The author said authentic texts are

only used when students reach intermediate level in the teaching of grammar.

Because it is considered that authentic texts are difficult for beginners.

To sum up, using authentic material in the classroom might have time

consuming since it needs time to prepare and select the material. Moreover, the

language used in the material might be very difficult to understand by beginners.

This difficulty lead students to be demotivated and frustrated during the learning

process. However, techers‟ role in selecting suitable authentic material is very

important. It must meet the learners‟ need and situation.

C. Listening Skill

1. Definition of Listening

Listening is one of the fundamental language skills and crucial in the

development of the second language competence so there are many definitions of

listening which presented different views of scholars towards the concept.

According to Brown (2004: 138) listening is a process that is done by test-takers


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to identify the gist, main idea, supporting points, and/or conclusion to show full

comprehension. In addition, Smith and Fitt (1992: 247) state when use at the

reference desk, active listening is a way to discover the patron‟s real information

needs, at time when request at assisstance are vague or unclear. It means in active

learning, the listener involves the process of getting the reference in order to

comprehend the whole meaning of text.

Rost (1994) says that listening refers to a complex process that enables the

listeners to understand spoken language. It is an invisible mental process, so it is

very difficult to describe. It involves understanding the speaker‟s accent or

pronunciation, grammar and vocabulary, and grasping the meaning. Listening is

not simply hearing or perceiving speech sounds. It can be concluded from

reviewing a number of proposed definitions, that listening is an active process.

Listening implies more than just perception of sounds; a listening process also

requires an act of attending to the speech sounds and trying to understand the

message.

Meanwhile, Purdy (1997:8) defines listening as the active and dynamic

process of attending, perceiving, interpreting, remembering, and responding to the

expressed (verbal and nonverbal), needs, concerns, and information offered by

other human beings. In addition, Krashen (2008:48) defines listening as the ability

to understand the spoken language of native speakers. On the other hand, Chamot

(2005:19) offers a useful and more extensive definition that listening is an active

and conscious process in which the listener constructs meaning by using cues


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from contextual information and from existing knowledge, while relying upon

multiple strategic resources to fulfill the task requirement.

In summary, listening is an active process of attaching meaning to the

speech sounds. As a listener performs a variety of tasks in a comprehension

process, he or she has to rely upon various types of knowledge such as

grammatical knowledge and sociocultural knowledge.

2. The Importance of Listening Skill

It is true that we spend much of our time to listen any sounds as a verbal

communication. However, in the past, reading and grammar skills were paid much

attention to while speaking and listening skills were taken for granted. As a result,

language learners did not recognize its importance in developing language skills.

Rost (1993) recognition of listening as complex activity and of its critical role in

the language acquisition process has greatly influenced contemporary language

teaching practice. The view that listening as an active and interactive process has,

for example, cast the learner in a role other than the passive receiver of aural

input.

Rost (1994) emphasizes the importance of listening for several reasons.

1. Listening is vital in the language classroom because it provides input for

the learner. Without understandable input at the right level, any learning

simply cannot begin.

2. Spoken language provides a means of interaction for the learner. Since the

learners must interact to achieve understanding, access to speakers of the


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language is essential. Moreover, learners‟ failure to understand the

language they hear is impetus, not an obstacle, to interaction and learning.

3. Authentic spoken language presents a challenge for the learner to attempt

to understand language as it is actually used by native speakers.

4. Listening exercises provide teachers with a means for drawing learners‟

attention to new forms (vocabulary, grammar, interaction patterns) in the

language.

To sum up, listening skill has taken a very important part in learning

English. It is the most communicative and practiced skill that needs to be

developed as much as possible.

3. Components of Listening

Richards in Brown (2004:121) provides a list of micro skills attending to

the smaller bits and chunks of language, in more of a bottom-up process, and

macro skills focusing on the larger elements involved in top-down approach to a

listening task.

Brown (2004:121-122) adapted the micro skills from Richards.

1. Discriminate among the distinctive sound of English.

2. Retain chunks of language of different lengthd in short-term memory.

3. Recognize English stress patterns, word in stressed and unstressed

positions, rhythmic structure, intonation contours, and their role in

signaling information.

4. Recognized reduced forms of words.


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5. Distinguish words boundaries, recognize a core ofwords, and interpret

word order pattern and their significance.

6. Process speech at different rate of delivery.

7. Process speech containing pauses, errors, corrections, and other

performance variables.

8. Recognize grammatical word classes (noun, verb,etc), systems (e.g., tense,

agreement, pluralization), patterns, rules, elliptical forms.

9. Detect sentence constituents and distingush between major and minor

constituents.

10. Recognize a particular meaning which may be expressed in different

grammatical forms.

11. Recognize cohesive devicesin spoken discourse.

macro skills, the skill focusing on the larger elements are involved in top-

down approach. These are adapted from Richards in Brown (2004:121) as well.

1. Recognize the communicative function of utterances, according to

situations, participants, and goals.

2. Infer situations, participants, goals using real-world knowledge.

3. From event, idea, and so on, described, predict outcomes, infer links and

connection between events, deduce causes and effect, and detect such

relations as main idea, supporting idea, new information, given

information, generalization, and exemplification.

4. Distinguish between literal and implied meaning.


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5. Use facial, kinesics, body language, and other nonverbal clues to deciper

meaning.

6. Develop and use battery of listening strategies, such as detecting key

words, guessing the meaning of words from contexts, appealing for help,

and signalling comprehension or lack there of.

4. Listening Strategies

Successful listening can also be looked at in terms of the strategies the

listener uses when listening (Richards, 2008: 11). Strategies can be thought of as

the ways in which a learner approaches and manages a task and listeners can be

taught effective ways of approaching and managing their listening. These

activities involved listeners actively in the process of listening. Buck (2001:104)

identifies two kinds of strategies in listening:

1. Cognitive strategies: Mental activities related to comprehending and

storing input in working memory or long-term memory for later retrieval.

Comprehension processes: Associated with the processing of linguistic

and nonlinguistic input.

Storing and memory processes: Associated with the storing of linguistic

and nonlinguistic input in working memory or long-term memory.

Using and retrieval processes: Associated with accessing memory, to be

readied for output.

2. Metacognitive strategies: Those conscious or unconscious mental

activities that perform an executive function in the management of

cognitive strategies.


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Assessing the situation: Taking stock of conditions surrounding a

language task by assessing one‟s own knowledge, one‟s available

internal and external resources, and the constraints of the situation

before engaging in a task.

Monitoring: Determining the effectiveness of one‟s own or another‟s

performance while engaged in a task.

Self-evaluating: Determining the effectiveness of one‟s own or

another‟s performance after engaging in the activity.

Self-testing: Testing oneself to determine the effectiveness of one‟s

own language use or the lack thereof.

5. The Process of Listening

Nunan (1998:25) states that successful listeners use both bottom-up and

top-down strategies. Richards (2008:4) classifies the process of listening into two.

a. The Bottom-Up Processing

Bottom-up processing refers to using the incoming input as the basis for

understanding the message. Comprehension begins with the received data that is

analyzed as successive levels of organization sounds, words, clauses, sentences,

texts until meaning is derived. Comprehension is viewed as a process of decoding.

The listener‟s lexical and grammatical competence in a language provides the

basis for bottom-up processing. The input is scanned for familiar words, and

grammatical knowledge is used to work out the relationship between elements

of sentences.


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Clark and Clark (1977:49) summarized this view of listening.

1. Listeners take in raw speech and hold a phonological representation of it in

working memory.

2. They immediately attempt to organize the phonological representation into

constituents, identifying their content and function.

3. They identify each constituent and then construct underlying propositions,

building continually onto a hierarchical representation of propositions.

4. Once they have identified the propositions for a constituent, they retain

them in working memory and at some point purge memory of the

phonological representation. In doing this, they forget the exact wording

and retain the meaning.

In the classroom, examples of the kinds of tasks that develop bottom-up listening

skills require listeners to do the kinds of things:

1. Identify the referents of pronouns in an utterance

2. Recognize the time reference of an utterance

3. Distinguish between positive and negative statements

4. Recognize the order in which words occurred in an utterance

5. Identify sequence markers

6. Identify key words that occurred in a spoken text

7. Identify which modal verbs occurred in a spoken text


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b. Top-Down Processing

Top-down processing, on the other hand, refers to the use of background

knowledge in understanding the meaning of a message. It goes from meaning to

language. The background knowledge required for top-down processing may be

previous knowledge about the topic of discourse, situational or contextual

knowledge, or knowledge in the form of “schemata” or “scripts” plans about the

overall structure of events and the relationships between them.

Exercises that require top-down processing develop the learner‟s ability to

do:

1. Use key words to construct the schema of a discourse

2. Infer the setting for a text

3. Infer the role of the participants and their goals

4. Infer causes or effects

5. Infer unstated details of a situation

6. Anticipate questions related to the topic or situation

In real-world listening, both bottom-up and top-down processing

generally occur together. The extent to which one or the other dominates depends

on the listener‟s familiarity with the topic and content of a text, the density of

information in a text, the text type, and the listener‟s purpose in listening.

6. The Difficulty in Listening Skill

All language learners face difficulties when listening to the target

language. Listening requires considerable training because it‟s a difficult skill

requiring multiple sub-skills and stages, which have to be undertaken


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simultaneously. Anderson and Lynch (1988: 4) have identified the stages in the

process of listening:

1. The spoken signals have to be identified from the midst of surrounding

sounds.

2. The continuous stream of speech has to be segmented into units, which

have to be recognized as known words.

3. The syntax of the utterance has to be grasped and the speaker‟s intended

meaning has to be understood.

4. Listeners also have to apply our linguistic knowledge to formulating a

correct and appropriate response to what has been said.

Listening, therefore, requires the ability to understand phonology, syntax,

lexis and information content within real time. Apart from time pressure, there are

also problems stemming from inexplicit information given by the speaker and

environmental obstructions such as distracting noise in the background, unclear

voice or soundof recording, and lack of visual support to assist listening. Hedge

(2000:237) lists some problems which are internal to the listener such as lack of

motivation towards the topic, negative reaction to the speaker or to the event;

anxiety to rehearse one‟s own contribution to a debate or the next part of a

conversation, to the extent of missing what the current speaker is saying; or

distraction by the content of a talk into thinking about a related topic thereby

losing the thread ofthe argument.


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D. Using Authentic Materials to Teach Listening

The main function of the second-language classroom is be to provide

learners with authentic language (Ciccone, 1995: 203-215). According to Herron

and Seay (1991: 487-495), the teacher should exploit more authentic texts in all

levels of language instruction in order to involve students in activities that reflect

real-life listening. Morrison (1989: 14-18) also believes that authentic listening

materials could and should be used at all levels from beginners to advanced. Even

beginning students needed exposure to authentic language since it is the medium

of everyday communication (Oxford, Lavine, & Crookall, 1989; Porter &

Roberts, 1981; Scarcella & Oxford, 1992)

Classroom listening should prepare students for real listening; aural

authentic texts would expose students to real language from the beginning of their

language study (Bacon, 1992; Morton, 1999). Students working with authentic

materials gained valuable practice in the specific skill of making sense of live

speech without necessarily understanding every word of structure; then, an

increase in listening comprehension is a natural consequence of this practice

(Herron & Seay, 1991). Herron and Seay (1991: 487-495) believe that students,

with proper instructional planning by the teacher, can be led to extract general and

specific meaning from oral authentic texts while improving general listening-

comprehension skills. Using authentic materials allowed students to experience

early in their study the rewards of learning a language.

Bacon and Finnemann (1990: 459-473) find that when students are

properly prepared, authentic materials had a positive effect on both


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comprehension and motivation. The challenge for the second-language teacher,

therefore, is to identify authentic materials of potential interest to students and to

prepare the students for dealing with these texts in a meaningful way. Lund (1990:

105-115) even recommends a trend toward bringing classroom-listening

instruction and practice as close to real world listening as is possible.

In conclusion, since a goal of classroom listening is to prepare students for

reallife listening outside the classroom, it is necessary to implement authentic

materials at all levels of language instruction and listening-comprehension

training. Finally, the researcher observed teachers‟ beliefs on the use of authentic

materials to teach listening.

E. Review of Relevant Studies

There are many studies that are in line with the case of teachers‟ beliefs on

the use of authentic materials to teach listening.

1. Libyan teachers’ Attitudes and Believes Regarding the Use of EFL

Authentic Materials within Reading Lessons at Universities Levels in Libya

done by Soliman (2013)

In this research, the researcher was interested in conducting research to

recognize Libyan EFL teachers‟ attitudes and beliefs regarding the use of

authentic reading materials at university level in Libya. Researcher used

quantitative research whereby questionnaire was distributed to the target sample

in order to find out the amount of attitudes and believes that Libyan EFL teachers

hold regarding the use of authentic materials within their English lessons. Thus,


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the questionnaire made up of selected-response items and open-response items.

Both types of items may collect information on personal profile (including years

of experience, nationality, academic degree), opinions about the currently used

EFL reading textbooks, and attitudes toward using authentic input in class.

Researcher found that Libyan teachers had positive attitudes towards the

use of authentic material. Almost of teachers assumed that the ideal class used

both authentic texts and textbook. They thought that using only textbook in the

class was ineffective way. The teachers also indicated the types of authentic texts

they preferred for use in their reading classes. Short stories were the most

preferred, whereas poems were the least preferred. The majority of instructors

believed that exposure to authentic texts should start at the intermediate levels of

language learning.

2. Developing Young Learners’ Listening Skills through Songs by Mustafa

ŞEVİK (2012)

Listening skill is regarded as the most important outcome of early

language teaching and songs are regarded as one of the best ways for practicing

and developing the listening skills of especially young learners. Therefore, any

syllabus designed for teaching foreign languages to young learners specifically

focuses on the listening skill in general and contains songs as effective listening

materials. The purpose of this theoretical study was to present a theoretical

structure by reviewing the relevant literature in relation to the importance of the

listening skill for young foreign language learners and to discuss the importance,

advantages, and teaching procedures of songs as listening activities.


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Research showed that the necessary time was not being devoted to

listening comprehension activities in the teaching of modern foreign languages in

Turkey and students were unable to reach the targets about listening

comprehension mentioned in the curriculum. Therefore it was concluded in this

study that the development of listening skills should be given priority in the

Turkish context as in many European countries and that the use of songs as

listening materials should be promoted.

3. Authentic Material: Toward a Rational Selection and Effective

Implementation by Segni Laamri (2009)

There is no doubt that the pedagogical materials, the textbooks, and the

“sheltered” language they provided have their place in the classroom, yet they

might hamper communication and create gaps reflected in the real language and

the language proposed by such materials. In the classroom or in the language

laboratory, teachers exploited various types of supporting materials in an attempt

to enliven their classes and contextualize their teaching to go beyond the artificial

classroom setting. Do the materials we generally incorporate in our teaching

really develop our learner‟s proficiency in using the target language? What other

extra curricular sources could reinforce our learners' communicative competence

and trigger the process of natural language acquisition?

This paper discussed the benefits that could be derived from the

incorporation of authentic materials into the EFL classroom. It was believed that a

substantial input of authentic materials adapted to the learners' levels and interests

would increase the sensitivity to and competence in the target language.


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Furthermore, current authentic materials such as clips from mass media, movies,

and cartoons, newpaper articles, plays, short stories, if properly selected and

efficiently implemented would certainly enhance the process of language

learning.

4. Using Authentic Aural Materials to Develop Listening Comprehension in

the EFL Classroom Leila Ghaderpanahi (2012)

The purpose of this study was to examine the influences of authentic aural

materials on listening ability of thirty female undergraduate psychology majors

studying English as a foreign language. It basically focused on using authentic

materials and real-life situations as part ofthe communicative approach. The

results of the listening comprehension post test were compared to that of the

pretest using a 2-tailed t-test (P< .05). Analysis of the interviews and the

questionnaire revealed that the use of authentic materials in the EFL classroom

enhanced EFL students' listening comprehension ability. Results showed a

statistically significant improvement in listening ability of the EFL students.

Recommendations were offered to ease students‟ frustration that resulted from the

speed of authentic speech. Pedagogical implications of the results were discussed

along with the impact on EFL students‟ listening comprehension development.

5. Using Authentic Materials to Develop Listening Comprehension in the

English as a Second Language Classroom done by metinee thanajaro (2000)

Listening, the most frequently used form of language skill, played a

significant role in daily communication and educational process. In spite of its

importance, listening ability development had received only slight emphasis in


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language instruction. Nevertheless, U.S. college classrooms, where

comprehensive listening serves as a primary channel for learning, required that

students function effectively as listeners. It was therefore important for ESL

programs to prepare students for successful listening in academic lectures by

implementing authentic listening materials in the ESL classes.

The fundamental purpose of this study was to examine the influences of

aural authentic materials on listening ability in students of English as a second

language. The secondary purposes of the study were to identify the learning

strategies used by ESL students experiencing authentic listening texts and to

determine the influences of authentic materials on ESL students' attitudes towards

learning English. ESL students attending the High Intermediate Academic

Listening and Vocabulary Development class at a language training center

participated in this study. The sources of data for this descriptive study included

interviews, questionnaires, and class observation.

Analysis of the interviews and the self-evaluation questionnaire revealed

that the use of authentic materials in this ESL classroom helped increase students'

comfort level and their self-confidence to listen to the target language. Analysis of

the class observation and the learning strategy questionnaire revealed that ESL

students usually paid attention when someone was speaking English. Students

also relied on outside sources such as dictionaries, or other people such as

relatives to understand unfamiliar words. Finally, analysis of the class observation

and the interview with students revealed that the use of aural authentic materials

in ESL classroom had a positive effect on ESL students' motivation to learn the


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language. Recommendations are offered to ease learners' frustration that resulted

from the use of unfamiliar vocabulary and the speed of authentic speech.

The researcher found that there were five previous research that seemed to

be relevant with this study. The variables focused in the study were teachers‟

beliefs, authentic material and listening skill. The previous research had deeply

concerned toward the use of authentic material in teaching listening in general in

the form of qualitative study. The result of the research could be as reference for

this research since it investigated teachers‟ beliefs on the use of authentic material

to teach listening.

The previous studies had explained clearly of what the purpose of the

study, the samples of the study, supporting theories, and clear analysis toward the

findings that obtained clear conclusion which relevant to the objectives of the

research. The previous studies provided various reference concerning how to

conduct qualitative research especially in finding more information about

teachers‟ beliefs on the use of authentic material to teach listening. Though the

result of the research could not be generalized, it could be used as comparison

among other studies. Below was the summary of the results of previous studies:

1) Soliman (2013) in his study found that teachers had a positive attitudes

towards the use of authentic material. Almost of teachers assumed that the

ideal class used both authentic texts and textbook. They thought that using

only textbook in the class was ineffective way. The teachers also indicated

the types of authentic texts they preferred for use in their reading classes.


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2) Mustafa ŞEVİK (2012) found that necessary time was not being devoted

to listening comprehension activities in the teaching of modern foreign

languages in Turkey and students were unable to reach the targets about

listening comprehension mentioned in the curriculum.

3) Segni Laamri (2009) found that substantial input of authentic materials

adapted to the learners' levels and interests would increase the sensitivity

to and competence in the target language. Furthermore, current authentic

materials such as clips from mass media, movies, and cartoons, newpaper

articles, plays, short stories, if properly selected and efficiently

implemented would certainly enhance the process of language learning.

4) Leila Ghaderpanahi (2012) findings of her study indicated that listening

comprehension in EFL students appeared to have improved after they had

experienced authentic listening materials in class. A conclusion for this is

that authentic materials should be implemented in any foreign-language

classroom.

5) Metinee Thanajaro (2000) found that the use of authentic materials in ESL

classroom helped increase students' comfort level and their self-confidence

to listen to the target language. ESL students usually paid attention when

someone was speaking English. Students also relied on outside sources

such as dictionaries, or other people such as relatives to understand

unfamiliar words. The use of aural authentic materials in ESL classroom

had a positive effect on ESL students' motivation to learn the language.


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CHAPTER III

RESEARCH METHOD

This chapter contains some crucial elements of research method related to the

topic under discussion. It consists of research design, research setting, kinds and

sources of data, data collecting technique, trustworthiness, and data analysis.

A. Research Design

Merriam (1998: 1) believes that choosing the research focused on

discovery, insight, and understanding from the perspectives of those being studied

offers the greatest promise of making significant contributions to the knowledge

base and practice at education. Choosing a study design requires understanding

the phylosophical foundations underlying the type of research, taking stock of

whether there is a good match between the type of the research and your

personality, attributes, and skills, and becoming informed as to the design choices

available to you within the paradigm. The qualitative, interpretative, or

naturalistic research paradigm defines methods and techniques most suitable for

collecting and analyzing data. Qualitative inquiry, which focuses on meaning in

context, requires a data collection instrument that is sensitive to underlying

meaning when gathering and interpreting data.

This study focues on identifying teachers‟ beliefs on the use of authentic

materials to teach listening, the effect of teachers‟ beliefs and the implementation

of authentic materials to teach listening. Qualitative case study is chosen as the

design of this study. According to Merriam (1998: 19), a case study design is

employed to gain in-depth understanding of the situation and meaning for those


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involved. The interest is in process rather than confirmation. It was an empirical

inquiry that investigates a contemporary phenomenon within its real-life context,

especially when the boundaries between phenomenon and context are not clearly

evident. In addition, Cresswell (2008: 476) defines that case study is an in-depth

exploration of a bounded system (e.g. an activity, event, process, or individuals)

based on extensive data collection.

Merriam (1998: 27) reveals that a qualitative case study is an intensive,

holistic description and analysis of a single instance, phenomenon or social unit.

The researcher aims to uncover the interaction of significant factors characteristic

of the phenomenon by concentrating on a single phenomenon or entity (the case).

The case study focuses on holistic description and explanation. Yin in Merriam

(1998: 29) adds that case study is a design particularly suited to situations in

which it is impossible to separate the phenomenon‟s variables from their context.

Since the data of this research appeared in words rather than numbers, the

data are collected through some variety of ways (observation, interview,

questionnaire, and document analysis). Miles and Hubberman (1984: 21) propose

the interactive model of data analysis to analyze the data that is in form of words.

Therefore, the variables in this research will be analyzed by using interactive

model that consists of data collection, data reduction, data display, and

conclusion.


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B. Research Setting

1. Time and Place of the Study

This research was conducted in one of Islamic high school in Surakarta in

the academic year of 2014/2015 from August to November. The school is located

in Jl. Sumpah Pemuda No.25 Kadipiro, Surakarta. The English teachers in this

school consist of twelve English teachers. This research is addressed to all English

teachers who teach listening skill for the tenth grade students.

2. Subject of the Study

The subject of this research is the teachers of the tenth grade in one of

Islamic high school 1 Surakarta. There are two teachers who were the participants

in this research. As what has been stated before, this research is conducted to

investigate teachers‟ beliefs and the factors that affect teachers‟ beliefs of all

teachers who teach in the tenth grade class. This research also investigates the

implementation of authentic materials to teach listening.

In this research, the researcher used theoretical sample of non–probability

sampling in determining the sample of the research. Theoretical sample or

purposive sample has purpose that person or case that is chosen can represent the

answer of research questions (Setiyadi, 2006: 44). Thus, by considering the

purpose of this research, the subject of this research are the teachers that handle

each class especially in the tenth grade to gain a more variative data. Besides

investigating teachers‟ beliefs about authentic materials, this research will also

investigate factors that affect teachers‟ beliefs and the implementation of authentic

materials in teaching listening.


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C. Kinds and Sources of Data

In the research, the researcher collected the data from the phenomenon or

subject of the research in order to answer the research questions. The data are in

the form of raw information that needed to be analyzed and interpreted. In

qualitative research, the data are usually collected from what people have said or

done in the phenomenon being investigated. Data are collected through

questionnaire, observation, interviews and documents. The product of qualitative

study is richly descriptive. Words adn pictures rather than numbers are used to

convey what the researcher has learned about the phenomenon.

The data collected through questionnaire explore about teachers‟ personal

information, teachers‟ educational background, teachers‟ teaching experience,

teachers‟ reasons to use authentic materials, techers‟ criteria for selecting

authentic materials and how teachers‟ opinion about the students‟ competence

during carrying out the teaching process by using authentic materials.

For the purpose of this research, the kind of the data are in the form of

interview transcription, the answer of open-ended and close-ended questionnaire,

and the documents of teaching learning. Meanwhile, the source of the data are the

answer of in-depth interview to English teachers who teach the tenth grade, the

events of teaching learning activity in listening and the documents of teaching

learning activity.


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D. Data Collecting Technique

For the purpose of this study, the data are collected and analyzed by using

some data collecting techniques. In this study the process of data collecting

technique and analysis are conducted in a synchronized and simultaneous manner.

There are four techniques that are used to collect data for the purpose of this

research. They consist of:

1) Questionnaire

Questionnaire used in this research is close-ended and open-ended

questionnaire. Cresswell (2008: 228) reveals that the open-ended

responses permit the researcher to explore reasons for the closed-ended

responses and identify any comments people might have that are beyond

the responses of the close-ended questions. The questionnaire is developed

from the components of beliefs investigated in this research. The

respondents of this questionnaire are the teachers who teach the tenth

grade. The questionaire includes questions about teachers‟ personal

information, teachers‟ educational background, teachers‟ teaching

experience, teachers‟ reasons to use authentic materials, techers‟ criteria

for selecting authentic materials and how teachers‟ opinion about the

students‟ competence during carrying out the teaching process by using

authentic materials.

2) Observation

Cresswell (2008: 221) defines observation as the process of gathering

open-ended, first hand information by observing people and places at a


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research site. In the context of this study, the role of passive participant

observer is chosen (Gobo, 2008) in which the researcher observed and

recorded notes without being involved in the activities of the participants,

acts as a spectator of the scene under study and maintain a certain distance

from it and never intervening. Each teacher was be observed until the data

needed were saturated.

3) Interview

Cresswell (2008: 225) states that a qualitative interview occured when

researchers asked one or more participants open-ended and general

questions and record their answers. The teachers who participate in this

research were interviewed in an in-depth interview. Interview guide

consisted of questions about their beliefs on the use of authentic materials

to teach listening, the factors that affect their beliefs on the use of authentic

materials to teach listening and the implementation of teaching listening

by using authentic materials.

4) Document Analysis

Cresswell (2008: 230) reveals that documents consist of public and private

records of qualitative researchers obtain about a site or participants in a

study. The documents represent public and private documents. Examples

of public documents were minutes from meetings, official memos, records

in the public domains, and archival materials in the library. Private

documents consist of personal journal and diaries, letters, personal notes,

and jotting individual write to themselves. The documents analyzed in this


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research include teachers‟ teaching materials which use authentic

materials, lesson plan, and listening test. The documents were important in

describing the historical background and current situation of where the

research was be conducted.

E. Trustworthiness

If there are validity and reliability in quantitative research, it is not a bit

different in a qualitative case study. Firestone in Merriam (1998:199) explores

how the quantitative and qualitative paradigms employ different rhetoric to

persuade consumers of their trustworthiness. The qualitative study provides the

reader with a depiction in enough detail to show that the author‟s conclusion

makes sense. The applied nature of educational inquiry thus makes it imperative

that researchers and others have confidence in the conduct of the investigation and

in the results of any particular study. Assessing the validity and reliability of

qualitative study involves examining it‟s component parts.

Concerning to the validity of this study, the researcher used some basic

strategies to enhance the data which was proposed by Merriam (1998: 204). The

first is triangulation. In triangulation, researcher uses multiple investigators,

multiple sources of data, or multiple methods to confirm the emerging findings.

By using multiple investigators, the researcher establishes validity through pooled

judgment and validate case study materials by using outside sources. Multiple

source means that the researcher use many source in collecting the same data. For

example, in order to get the comprehensive conclusion about teachers‟ belief, the

researcher used field note, audio recording of interview, and documents of


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teaching learning as the source of data. Those multiple sources of data can be used

to lead the researcher to the conclusion of the case being investigated. Meanwhile,

multiple methods can be used by the researcher to collect the data by using

multiple methods of data collection such as questionnaire, observation, interview,

and document analysis.

The second is member checks. Member checking strategy means that the

researcher takes data and tentative interpretations back to the people from whom

they are derived and asking them if the results are plausible. In member checking,

the researcher sends back the result of interview transcription to the subject of the

research. It isused to clarify whether what the researcher obtains from the

interview is appropriate or not to what the subject of the research means.

F. Data Analysis

The data collected through data collecting technique are analyzed by using

Interactive Model proposed by Miles and Huberman (Miles and Huberman, 1984:

21-22). This type of data analysis is divided into four parts, namely data

collection, data reduction, data displays and drawing conclusion and verification.

1. Data collection

In data collection period, all the data needed are gathered together. The

data are collected and gathered by using techniques of collecting data that

have been mentioned. In this research, the techniques of collecting data

will be interview, observation, questionnaire, and document analysis. From

interview and questionnaire, the teachers‟ beliefs about authentic materials

to teach listening will be obtained. Meanwhile, the teaching practice in


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listening class will be obtained through observation in the classroom. In

addition, documents analysis will be used to collect the data about the

manifestation of teachers‟ beliefs on the use of authentic materials to teach

listening. Interview to students will be used to collect the factors affected

teachers beliefs on the use of authentic materials to teach listening.

2. Data reduction

Data reduction refers to the process of selecting, focusing, simplifying,

abstracting and transforming the raw data that appear in written-up field

notes (Miles and Huberman, 1984: 21). The data reduction is not only the

process of selecting the data, but also further activities, such as making

summary, coding, teasing out theme, making clusters, making partitions,

writing memos, etc. Data reduction is a form of analysis that sharpens,

sorts, focuses, discards, and organizes data in such a way that final

conclusion can be drawn and verified. In data reduction, the researcher

will select the points that depict teachers‟ beliefs on the use of authentic

materials to teach listening. From the points that are suitable to answer the

research questions, the researcher will list what components include

teachers‟ beliefs, how the beliefs apply in teaching, and what factors

affected beliefs.

3. Data displays

After the data is sorted in data reduction, the data is displayed as an

organized assembly of information leading the conclusion drawing and

action taking. It is considered that the better displays are a major avenue to


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valid qualitative analysis. The types of data display can be put in form of

matrices, tables, charts, graphs, etc (Miles and Huberman, 1984: 21).

Therefore, the researcher will make chart about how beliefs and practice

related, and what factors affected the implementation of them.

4. Drawing conclusion and verification

The last stage of data analysis is drawing conclusion and doing

verification. From the beginning of analysis activities, the researcher has

decided what things mean. It refers to noting regularities, patterns,

explanations, possible configurations, causal flows, and propositions

(Miles and Huberman, 1984: 22). Thus, the conclusion can be drawn

clearly. Furthermore, the conclusion should be verified in order to make it

valid. The result should be tested to find their conformability and validity.

Therefore, in drawing the conclusion, the researcher will verify the data to

the theory and previous researches. Besides, the consistency of data can be

verified through authentic data that will be collected through triangulation.


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Figure 1. Components of Data Analysis: Interactive Model

Data Collection

Data Reduction Conclusion:

Drawing/ verifying

Data Display


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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This research consists of three parts. The first part is about the findings of

the research. It is presented in accordance with the problems stated in the chapter

I, they are : 1) Teachers‟ beliefs on the use of authentic materials to teach

listening, 2) factors that affect teachers‟ beliefs on the use of authentic materials to

teach listening, and 3) how authentic materials are implemented in teaching

listening. The second part is about the discussion of the findings and issues arising

from the result. The third part is about the weaknesses of the research.

The summary of research findings obtained from questionnaire and

interview is presented in table 4.1.

Table 4.1. Summary of the Research Findings

Research questions Issues Arising

1. What are teachers‟ beliefs on the use of

authentic materials to teach listening?

1. Belief about definition of authentic

materials

2. Reasons to use authentic materials

3. The importance of authentic materials

4. Criteria for selecting authentic materials

5. Preference for particular authentic materials

2. What are the factors that affect teachers‟

beliefs on the use of authentic materials to teach

listening?

1. Teaching using authentic material is

challenging

2. Easy access to authentic materials

3. The availability of equipments

4. Students‟ interest

5. workshop/training

6. Personal experience

3. How are authentic materials implemented in

teaching listening?

1. Teaching and Learning Documents

2. Teaching and Learning Process


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A. Research Findings

a. Teachers’ beliefs on the Use of Authentic Materials to Teach Listening

Five main issues related to teachers‟ beliefs on the use of authentic materials to

teach listening are obtained from the data. These are; 1) belief about what

authentic materials; 2) Reasons to use authentic materials; 3) the importance of

authentic materials; 4) criteria for selecting authentic materials and 5) preference

for particular authentic materials.

1. Teachers’ Definition about Authentic Materials

The first issue is what the participants‟ definition about authentic

materials. Data are obtained from interview to the teachers by asking them a

question about what authentic materials according to them. The teachers‟

responses toward the questions show various definitions about authentic materials.

Teacher Fr emphasizes authenticity toward the materials and focus that authentic

materials are produced by native speaker of the target language. Teacher Sy

relates authentic materials as the materials used by native speaker. The responses

illustrate the teachers‟ definitions about authentic materials by using their own

words. Teacher Fr defines authentic materials which are summarized in the result

of interview.

“Yang jelas authentic material itu materi-materi yang diambil dari berbagai

sumber yang awalnya tidak untuk mengajar. Ngambilnya bisa dari internet.

Pokoknya sifatnya otentik. Asli dari native speaker dan authentic material itu kan

butuh extra menantang untuk mencarinya dan sifatnya lebih fresh tidak mudah

ditebak ama murid.” [“Any materials taken from many sources not for teaching

purposes. It can be taken from internet in which it is authentic from the native

speaker of target language. Authentic material is very challenging to obtain and it

is fresh for students so that it is hard to predict”. (Interview/Teacher Fr/1/1/1)]


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In line with the statement given by teacher Fr, teacher Sy also states his definition

about authentic materials.

“Materi yang dikembangkan oleh native speaker kalau disini kan bahasa inggris

berarti kan asli origin dari yang ngomong. Setiap harinya ngomong pake bahasa

inggris”. [“the materials which are developed by native speaker. English is

the target language used in authentic material in which it is spoken as daily

conversation by the native speaker”. (Interview/Teacher Sy/2/1/1)]

There are various definitions proposed by experts about authentic

materials. No fixed definition is proposed. But the point is that authentic materials

can be defined as any visual, audio or audio visual produced by native speaker not

for teaching purposes. As it is supported by Gardner and Miller (1999: 101) who

explained that authentic materials mean any text (printed or digital) or tape which

was produced for a purpose other than teaching the target language. Responding

to the question, the teachers tend to use the terms of “material”, “authentic” and

“native speaker” to refer to authentic material. Generally, they believe that

authentic materials are produced by native speaker of the target language not for

teaching purposes. Knowing the teachers‟ understanding about the definition of

authentic materials is in accordance to their beliefs toward the materials.

2. Reasons to Use Authentic Materials

The next issue relating to teachers‟ beliefs on the use of authentic

materials to teach listening is the teachers‟ reasons to use authentic materials. The

data are obtained from questionnaire in which the teachers are asked to choose the

reasons on the provided table containing any possible reasons that might be

chosen by teachers. The data show that those two teachers, teacher Fr and teacher

Sy, state that they use authentic materials because they want to introduce English

in the real context used by native speaker, improve students‟ knowledge, Improve


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students‟ English competence in both spoken and written, improve students‟

vocabulary, introduce the culture of native speaker, improve students‟ listening

ability, motivate students to learn, motivate students to learn autonomously and it

is compulsory subject from the school. The response can be seen in the table 4.2.

Table 4.2. Reasons to Use Authentic Materials

From the responses above, it can be inferred that teachers see the advantages of

authentic material as their reasons to use it. Some advantages are proposed by

Berardo (2006:64) that state the advantages of using authentic materials, namely

having a positive effect on student motivation, giving authentic cultural

information, exposing students to real language, relating more closely to students‟

needs and supporting a more creative approach to teaching

3. The Importance of Authentic Materials

The third issue of teachers‟ beliefs on the use of authentic materials to

teach listening is the importance of authentic materials. Teachers believe that

authentic materials are important in teaching target language. The participants

show positive attitude toward authentic materials. Teacher Fr believes that

Reasons to Use Authentic materials Teacher

Fr

Teacher

Sy

Introduce students with language used by native speaker in real context √ √

Improve students‟ knowledge √ √

Improve students‟ English competence in both spoken and written √ √

Improve students‟ vocabulary √ √

Introduce the culture of the native speaker √ √

Improve students‟ listening ability √ √

Motivate students to learn √ √

Motivate students to learn autonomously √ √

Compulsory subject from the school √ √

......................


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authentic materials are motivated in which teacher should bring something new in

the classroom in order to motivate students. He explains:

“Yang jelas penting untuk menambah wawasan murid. Kalau saya

cenderung tantangan itu tadi. Authentic material is fully motivated. Sangat

memotivasi. Yang jelaskan kalau belajar bahasa kan belajar culture, belajar

budaya. Ya kalau misalnya kita bisa memberikan sumber yang asli kenapa

tidak. Masa percakapan contohnya di buku, percakapan bahasainggris kok

namanya joko sama bandi. Joko sama bandi ya wagu mbak. Minimalnya kan

kalo percakapan bahasa inggris kan george dan richard. Mosok percakapan

bahasa inggris, joko, where are you? jadinya kan gak sesuai”. [“Authentic

material is clearly important to improve students‟ knowledge. I thought that

authentic material is fully motivated. If we learn a language then we learn it‟s

culture. It is possible for us to teach students by using authentic materials in

which it is truly genuine. Doing conversation, for example, must use any names

that indicate the real conversation between or among native speakers. How can

the persons in doing conversation use the word Joko or Bandi? That sounds

awkward. It must use George or Richard that indicate the names of native

speaker. It sounds inappropriate to use local names”. (Interview/teacher Fr/1/1/9)]

Otherwise, teacher Sy believes that authentic materials contain some

aspects that students can learn from, including pronunciation and stressing. The

result of the interview describes that authentic materials are very important. He

said that:

“Ya penting banget. Anak-anak langsung belajar dari native itu. Pronunciation

bagaimana, stressingnya ngomongnya bagaimana, banyak banget”. [“It is very

important. The students can directly learn from native speaker including how to

pronounce the words, the way to stress the words and many others”.

(Interview/teacher Sy/2/2/5)]

Generally, the teachers believe that authentic materials are important in

teaching English. It provides cultural information and real language used by

native speaker so that students can learn how they pronounced and stressed words.

4. Criteria for Selecting Authentic Materials

The fourth issue of the research is criteria for selecting authentic materials.

The data showed on the questionnaire and interview describe that the teachers

have almost the same criteria in selecting authentic materials to teach listening.


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Criteria mean standards or any considerations that the teachers used in choosing

authentic materials before being taught to the students. From the questionnaire,

the teachers indicate some considerations that need to be involved in authentic

materials. The considerations in which authentic materials should be used are

summarized in table 4.3.

Table 4.3. Criteria for Selecting Authentic Materials

Criteria for Selecting Authentic Materials Teacher

Fr

Teacher

Sy

The level of the students √ √

Students‟ needs √ √

The objectives of teaching √ √

Students‟ interest √ √

Students‟ age

Social value √ √

Moral value √ √

Learning environment √

Classroom condition √ √

Students‟ character √ √

School culture √ √

The easiness to implement the materials √ √

Accessibility to the material √ √

The availability of the equipments √ √

Looking at the result of interview, the teachers emphasizes on the criteria

that they consider to use. Teacher Fr confirmed from the interview.

“Sesuai dengan KI. Itu kan sudah dituntut oleh kurikulum”. [“authentic

materials should cover all core competence required in 2013 of

curriculum”. (Interview/Teacher Fr/1/2/6)]

More specifically, teacher Sy considers some criteria that come to his

consideration. Data obtained from the interview show that he considers some

points.

“Ya kalo pertama kan tingkat kemampuan siswa, terus kalo kita liat kemampuan

siswa kan levelnya itu kan ada yang sedang biasa trus yang bagus. Kita

combinekan levelnya anak-anak yang levelnya pinter agak pinter dan pinter


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sekali kan nanti kita masukkan ke yang paling tengah-tengah. Banyak. Banyak

banget. Ada tujuan pembelajaran agar siswa itu mampu menguasai mampu apa

ya penguasaan materi listening trus dikembangkan jadi speaking. Habis tujuan

kan ada minat siswa kan apa kalo minat siswa kan kalo yang ngomong dari

pengguna bahasa kedua kan biasanya kan wah itu suaranya kan kalo sama

pronunciationnya kan agak gimana gtu kan beda sama yang first language yang

nativenya itu kan mereka lebih aware lebih semangat kalo hasratnya lebih

semangat kalo make materi yang dari nativenya. Lebih keren dan lebih enak juga

ngomongnya bisa dibuat contoh how to pronunce. Trus habis itu kan nilai sosial

dan nilai moral kan kita bisa ambil keuntungan mungkin dari lirik lagunya dan

anak-anak bisa ambil keuntungan dari mungkin lirik lagunya yang membuat

anak-anak termotivasi trus bagaimana nantinya bisa dari lirik tersebut mungkin

membuat anak-anak menjadi kuat dan semangat dan lingkungan belajar sama

kondisi kelas kan ada LCDnya, ada sound systemnya kan lebih enak kita

langsung pake laptop trus kita kasih ke LCD sama kita Ke sound systemnya lebih

enak menggunakan authentic kayak yang tadi tadi itu. Kemudian pembentukan

karakter siswa, mungkin kita ambil satu contoh dengan lirik lagu apa ya dari song

yang tadi kemarin. Kita kan nanti kan bisa membentuk karakter siswa contohnya

ya mungkin membuat siswa itu dengan lagu atau kata-kata dari native itu kan

mesti ada kata-kata yang baik dalam lagu tersebut atau conversationnya trus kan

nanti membuat anak itu mempunyai pikiran yang positive. [“the first is the level

of the students‟ competence. The level of the students is sometimes from the

basic to intermediate. We combine the level from basic to intermediate then we

take in between of them. There is also the objective of the teaching in which

students have to master listening skill then followed by speaking skill. Then

students‟ interest comes to consideration in which students will be more

motivated to listen any sounds produced by native speaker so that the students

can learn how to pronounce the words from it. The social value and moral value

can be taken from the lyric of songs that makes students motivated and happy to

learn. Besides, the equipments support students to learn including LCD, sound

system and laptop. The selected lyrics of song encouraged students to learn new

vocabulary and make students think positively”. (Interview/teacher Sy/2/2/13)]

The teachers elaborate some criteria that they consider might involve in

authentic materials. At this response, teacher Fr selects authentic materials in line

with his consideration. He thought that any authentic materials should cover some

aspects that fit to the KI required by 2013 of curriculum. As it is taken from

Permendikbud No. 69 Tahun 2013 that KI should cover spiritual domain, social

domain, knowledge domain and skill domain. Meanwhile teacher Sy explains that

each part of authentic materials should fit to students‟ level in which the students

are all at the intermediate level. He also considers the purpose of teaching in


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which the materials should lead students to learn listening skill from the materials

which are followed by speaking skill. Students‟ interest toward authentic

materials comes to his criteria in which he identifies that students are much more

interested in the materials produced by native speaker. Moreover, social value and

moral value which implicitly emerged on the materials are taken as his criteria. He

chooses any songs lyric that motivates students to learn English. Then the last

consideration is the availability of any equipment that supports his teaching. The

classroom is equipped with LCD and teacher provides Laptop and sound system

by himself. Those tools enable him to play any audio visual authentic material for

the students.

Generally, teacher Fr and teacher Sy believe that any authentic materials

should be able to provide something that students can learn from it. There are no

best criteria in selecting authentic materials. However, the teachers have almost

the same criteria for selecting authentic materials. The criteria mentioned by the

teachers depend on the level of the students, students‟ need, the objectives of

teaching, students‟ interest, social value, moral value, learning environment,

classroom condition, students‟ character, cultural value, the easiness to implement

the materials, accessibility to the material and the availability of the equipments.

5. Preference for Particular Authentic Materials

The fifth issue emerged from the research is preference for particular

authentic materials. The data are obtained from questionnaire and interview.

Given the lists of authentic materials in questionnaire, the teachers choose any


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authentic materials that they used in teaching English. The materials are listed in

table 4.4.

Table 4.4. Selected Authentic Materials

Authentic Materials Teacher

Fr

Teacher

Sy

TV commercials √

Quiz shows √

Cartoons √ √

News clips √ √

Movies √ √

Short stories and novels √ √

Radio ads √

Songs √ √

Documentaries √

Slides √

Photographs √ √

Paintings √

Wordless street signs √

Pictures from magazines √

Wordless picture books √

Newspaper articles √

Movie advertisements √ √

Sport reports √

Lyric to songs √ √

Restaurant menus √

Street signs √

Tourist information brochures √

Maps √ √

Greeting cards √ √

Table 4.4 shows some authentic materials that are used by teacher Fr and teacher

Sy in teaching English. Those materials are taken from visual-viewing material,

visual material and printed material. Teacher Fr uses TV commercials, quiz

shows, cartoon, news clips, movies, short story and novels, radio ads, songs,

documentaries, slides, photographs, wordless street signs, pictures from

magazines, wordless picture books, newspaper articles, movie advertisements,

sport reports, lyric to songs, restaurant menus, street signs, tourist information

brochures, maps and greeting cards. Teacher Sy uses cartoon, news clips, movies,


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short story and novels, songs, photographs, paintings, movie advertisements, sport

reports, lyric to songs, maps and greeting cards. Interview is administered to ask

teachers which materials that they preferred to use especially in teaching listening.

Teacher Fr believes that teaching by using authentic materials should

cover the four English language skill; listening, speaking, reading and writing. He

uses those selected materials in teaching English. The materials depend on what

topic that students need to learn. He believes that any authentic materials should

fit to the topic that students need to achieve. No particular authentic material is

preferred. He emphasized it during being interviewed.

“Semuanya. Ada empat skill yang mencakup pembelajaran bahasa itu. Saya pakai

semuanya. Enggak hanya video tok, lagu tok. Tergantung nemunya apa. Ya

tentunya kan menyesuaikan dengan ini mbak, topiknya kita kan mau membahas

tentang description atau descriptive text otomatis nyari teks yang sifatnya

descriptive. Kalo pas misalnya kelas XII ketemu dengan materi discussion,

nyarinya lagu yang discussion, kayak father and son”. [“I use all, depending on

what I find. When I am going to teach descriptive text, then I look for the text in

the form of descriptive. Teaching in the twelve grades, for example, I use song

entitled Father and Son to teach discussion text”. (Interview/teacher Fr/1/1/2)]

On the other hand, teacher Sy prefers song to teach listening to the

students. He believes that students pay more attention to songs compared to

others. Beside that, he believes that songs did not take time in the teaching process

compared to movie.

“Song. Karena apa ya lebih enak dan lebih anak-anak itu lebih suka cenderung

intes banget ke lagu daripada percakapan atau kalau movie ya bagus tapi kan

kepanjangan. Waktunya nanti gak keburu. Iya. Kalo kan cuma untuk tarolah satu

lagu kan nanti bisa dikembangkan jadi dua jam. Langsung hasilnya kan jadi.

Kalau film kan butuh beberapa pertemuan”. [“I prefer songs because the students

prefer to study through songs to other materials. Movie is one of the preferable

but it takes time because it can not be taught in one meeting”. (Interview/teacher

Sy/2/1/7-8)]

At this point, the findings show that teacher Fr points out that no particular

authentic materials are preferred. It is just because teaching English at school


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should be integrated to four skills of English. The selection of materials depends

on what objectives that the students need to achieve. However, students are likely

to enjoy the class when they are taught by using songs. Meanwhile, teacher Sy

believe that song is preferable because students are more interested in learning

English through songs. He also believe that teaching by using songs does not take

time. It can be only done in one meeting.

b. Factors that Affect Teachers’ Beliefs on the Use of Authentic Materials to

Teach Listening

The second part of research finding explores the factors that affect

teachers‟ beliefs. Somefactors are noticed; teaching using authentic material is

challenging, easy access to authentic materials, the availability of equipments,

students‟ interest, workshop/training and personal experience.

1. Teaching Using Authentic Material is Challenging

The data taken from interview describes that one from two participants

believes that teaching using authentic materials is challenging. The belief system

of the teacher is reflected during the interview section. Teacher Fr confirms his

beliefs on the interview.

“Challenging. Authentic material is challenging. For me, teacher is a motivator.

Jadi buat saya guru adalah motivator. Kalau kita dateng selalu membawa barang

baru buat mereka itu luar biasa. Itu aja. kalau kita masuk kelas itu bagaimana cara

memotivasi anak. seng paling abot itu kan guru kan itu ya mbak. memotivasi

siswa”. [“teacher is a motivator. When a teacher comes to the class, she/he

should bring something new for the students. It can make the students

motivated. The challenging part of teaching by using authentic materials is

how the teachers motivated the students since giving motivation is not that

easy”. (Interview/teacher Fr/1/2/7)]


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Teacher Fr describes that teacher is a motivator. Motivating students to be

interested in learning English is challenging to him since giving motivation is not

that easy. Thus, he points out that teaching listening by using authentic materials

is challenging becomes factor that affects his belief.

2. Easy Access to Authentic Materials

Accessibility is the second factors that affect the teachers to use authentic

materials. The data taken from questionnaire and interview describes that the

easiness to the access of authentic materials is the factors they use it. The data

from the questionnaire show that the teachers take authentic materials from some

sources. Teacher Fr adopts authentic materials from internet, mass media, audio

recording and video recording. The two teachers agree that authentic materials are

quite accessible. The result from the interview supports the teachers‟ belief toward

the accessibility to authentic materials.

“So far, selama ini saya nggak kesulitan karena mungkin di rumah materialnya

sudah banyak banget. Jadi tinggal bongkar-bongkar. Authentic material itu

mudah. Tinggal browsing di internet, trus browsing-browsing. Yang jelas

aksesnya mudah”. [ “So far, there is no such obstacles to get the materials since I

have it all at my house. I just need to find it out. Not that difficult to find since I

can browse from the internet. Moreover, the access to the internet is very easy”.

(Interview/Teacher Fr/1/2/8)]

On the other hand, teacher Sy looks for authentic materials from internet.

He confirmed:

“Ya kita tinggal cari dari internet saja kan banyak banget”. [“There are a lot of

materials taken from the internet”. (Interview/teacher Sy/2/2/10)]

Furthermore, easy access to authentic materials is considered as factors that affect

their beliefs in using authentic materials to teach listening.


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3. The Availability of Equipments

The third issue of the research about factors that affect teachers‟ beliefs is

the availability of equipments. The data are obtained from questionnaire and

interview which result that the equipments support the teaching and learning in

the classroom. The specific equipments provided in the classroom are summarized

in table 4.5.

Table 4.5. Equipments

Equipments Teacher

Fr

Teacher

Sy

OHP

Computer/Laptop √ √

LCD √ √

Koneksi Internet √ √

Video player √

Audio player √

Lingkungan sekolah √ √

From the questionnaire, teacher Fr notices that the equipments that support

his teaching are laptop, LCD, internet connection and school environment. While

teacher Sy notices Laptop, LCD, internet connection, video player, audio player

and school environment are equipped at school. Both teachers indicate that the

mentioned equipments affect their beliefs in teaching. The teachers believe that

these tools enable them to teach listening. Since the materials are in the form of

audio-visual material, the equipments are quite helpful.

4. Students’ Interest

The next factors that clearly affect teachers‟ beliefs on the use of authentic

materials are students‟ interest. The data from the questionnaire show that the

students are getting enthusiastically to learn English in the classroom. The


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teachers believe that when they have to teach the class, they have to bring

something new that attract the students‟ interest toward the material being learnt.

At this point, students feel like they are facilitated by any materials that originally

taken from native speaker. The teachers identify that the students are interested in

authentic materials since they actively involve the teaching and learning process.

Besides, the interview done to student show that she is motivated during learning

English through authentic materials, especially song. She confirmed:

“Lebih enak lagu. Ya kan soalnya lebih asyik dan bisa sekalian refreshing. Saya

bisa jadi lebih bisa fasih ngomongnya, bisa terbiasa dengan kata-kata Bahasa

Inggris gitu” [“More interested in song. It is more fun and is as refreshment. I can

speak more fluently, I am used to hear vocabulary produced by native speaker”]

From this point, students‟ interest is considered as factor that affect teachers‟

beliefs.

5. Workshop/Training

Teacher Sy considers workshop as factor that affect his belief. He believes

that since attending the workshop when he was a college student, he got

experience on how to teach students in a good way, how to conduct good teaching

and learning at the classroom and how to apply any methods in the class. He

believes that the workshop gave benefits to him until he correlated his teaching

method by using authentic material. He describes that his knowledge works with

authentic materials.

6. Personal Experience

Both teachers (teacher Fr and teacher Sy) agree that personal experience

is the factor that affect their belief. Teacher Fr has teaching experience for 14

years. During 14 years, he identifies the changing of rule in teaching English in


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which listening materials involved in national examination in 2003 has brought

him to a consideration that authentic materials is the helpful material that can help

him. From this point, he describes that his past experience affects his belief.

“Dulu awalnya, awal-awal listening dipakai di SMA itu belum ada mbak. Belum

ada buku yang pakai listening. Ya pertama kali diterapkan ujian nasional di tahun

2003 itu kita kan hunting material kan untuk listening. Kita ngumpulin buku-

buku itu. Saya dulu cari kayak misalnya active listening, task listening, ya kan

termasuk itu penggunaan encharta dan ensiklopedia”. [“Listening skill was not

used in senior high school before 2003. Since national examination in 2003

required listening skill, I find out listening materials from books, active listening,

task listening, encharta kids and enciklopedia”. (Interview/teacher Fr/1/2/2)]

Teacher Sy also points out that his teaching experience affects his belief.

By having 4 years experience in teaching, he keeps renewal his teaching style,

including the materials that he uses. He indicates that his experience has just

shaped his belief.

c. Implementing Authentic Materials in Teaching Listening

This issue of the research explains how authentic materials taught in the

class. The activity of teachers in teaching students by using authentic materials

reflects their beliefs. The data are gained from the observation and teaching and

learning document. In the previous section, it is mentioned that teacher Fr believes

that authentic materials are chosen concerning to the topic required by KD. He

assumes that any authentic materials can be exploited to explain the materials. On

the other hand, teacher Sy believes that any authentic materials can be used to

teach not only listening skill but also other skill, like speaking and vocabulary

mastery. He does not concern to the topic required by syllabus, but he does on the

students‟ skill. At this point, this issue describes deeply about how teachers

implemented authentic materials to teach listening. It includes teaching and


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learning documents (Syllabus, lesson plan, material and evaluation) and teaching

learning process (Pre-activity, while-activity and post-activity)

1. Teaching and Learning Documents

Some documents that support teachers in teaching listening by using

authentic materials are analyzed by the researcher. These documents include

syllabus, lesson plan, material and evaluation sheet.

a. Syllabus

Teacher Fr and teacher Sy use syllabus developed from 2013 of

curriculum. It contains core competence, basic competence, main material,

teaching process, evaluation, time allocation and the sources that needed to

be developed in lesson plan. Based on the analysis, both teachers; teacher

Fr and teacher Sy use the same syllabus. The syllabus is for the tenth grade

students. The core competence they used is taken from core competence 3

and 4 namely cognitive aspect and skill respectively. Both of them use

three basic competence which are summarized in the table 4.6.

Table 4.6. Basic Competence Used by Teachers Taken from Syllabus

Basic Competence

3.7. Analyzing social function, text structure and language feature of descriptive text

about people, tourism place, famous historical building based on the context used.

4.11. Finding the meaning of announcement.

4.12. Arranging the written announcement text, short and simple by considering social

function, text structure and language feature based on the context used.

There are three basic competence used by teachers to teach listening in one

meeting. They then develop the basic competence as the indicators in

teaching listening. A more detail information is presented in the appendix

8


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b. Lesson plan

Lesson plan is the teaching procedure used by teachers during

teaching in the classroom. The documents of lesson plan from both

teachers; teacher Fr and teacher Sy, are quite the same. They make the

lesson plan for one meeting. The four core competence are included in the

lesson plan while three basic competence are included in the lesson plan.

The objectives of lesson are to analyze the meaning of lyrics of song

confidently, honestly and responsibly through listening the song and

reading the lyrics. The material of teaching used by teacher Fr is the song

entitled Aubrey while teacher Sy uses the song entitled I Have A Dream.

The media used by both teachers in teaching is VCD and power point

presentation supported by laptop, LCD and speaker active.

The steps in teaching consists of three steps;pre-activity, while-

activity and post-activity. While-activity is divided into some steps,

namely observing, asking, exploring, negotiating and communicating. The

steps in while-activity are explained the detailed procedure of teaching the

students. Teacher Fr and teacher Sy have different steps in while-activity.

In observing step, teacher Fr begins the activity by giving first task

containing questions about the message of the songs. He then plays the

song 2-3 times while the students keep listening. The students then are

given the second task in the form of missing lyrics of song. He then plays

the song again. He instructs the students to do the task by themselves. At

the end, he and students discuss the song. Students are asked to pronounce


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the words and memorize them. To close the class, teacher together with

students sing the song. In asking step, students are guided to find the

meaning and the message of song lyrics. while in exploring step, students

report the result of peer discussion and are respoded by other groups.

Feedback is given by teacher in associating step. The last step is

communicating in which the students report the result of peer work. In

closing the teaching, teacher Fr gives feed back and informs the next

material for the next meeting.

Teacher Sy begins the activity in observing step by playing the

song and identify the new vocabulary while asking the students to

memorize it. In asking step, students are guided to find the meaning and

the message of song lyrics. while in exploring step, students report the

result of peer discussion and are respoded by other groups. Feedback is

given by teacher in associating step. The last step is communicating in

which the students report the result of peer work. In closing the teaching,

teacher Fr gives feed back and informs the next material for the next

meeting.

What makes different from the lesson plan written by teacher Fr

and teacher Sy is the while-activity in observing step and the material

being taught to the students. The other parts of lesson plan they make is

totally the same, including assessment. A more detail information is

presented in the appendix 9.


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c. Material

Teacher Fr and teacher Sy use song as the material in teaching

listening. Teacher Fr uses the song entitled Aubrey sung by Bread while

teacher Sy uses the song entitled I Have A Dream sung by Westlife. They

provide the song to the students in the form of missing lyric tasks in which

the students have to complete the missing words from the words they

heard from the song. A more detailed material is presented in appendix 11.

d. Evaluation

Not much information given by teachers about how the evaluate

the students‟ competence. Teacher Fr just provides evaluation sheet that

evaluate the students‟ competence in listening skill through tasks that he

gives to the students. The students‟ score in doing the tasks is considered

as the main score that indicate the succeefulness of the students in

listening skill. He puts the score as cognitive domain. Given 75 for the

standard minimum of the score of cognitive, almost of the students got

score more than 75. However, scoring system applied in the school

consists of cognitive aspect, affective and psychomotor aspect. The

teachers assumes that they also observe the students‟ participation in the

class during the teaching and learning process. Students are actively

involved in the classroom and they can respond what the teachers asked. A

more detailed material is presented in appendix 12 and 13.


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2. Teaching and Learning Process

In this issue, the researcher observes teachers and students activity during

the class. The observation is done through recording the teaching and learning

process and taking note the activity. From the result of the observation, the

researcher identifies that teacher Fr and teacher Sy have different types of activity

in teaching by using authentic materials. Teacher Fr tends to choose particular

authentic materials to teach English. It is noticed that the material being taught is

about descriptive text. He selects a song that tells about the description of a

person. At this point, he elaborates the song by providing any tasks for the

students in the form of missing lyric and completing task in the form of true false.

He sets up the task in the form of descriptive. He believes that the song fit to

descriptive text so that the students can learn from the song.

On the other hand, teacher Sy tends to use authentic materials to teach

listening in general and vocabulary. During teaching, the teacher uses song as the

material and provides an activity in which the students have to learn English from

song. He taught listening through missing lyric from the song and asked the

students to fill the missing words from the lyric. After that, he explained the

meaning of some words, identify the meaning and identify any words that have

similar sounds. He believes that teaching listening should not be in separated way,

but it relates to other skill.

Teacher Fr begins the class by giving short greeting to the students and

explaining about what teaching activity that they will have. He prepares laptop

and mini sound system on his desk. He tells the students that they will have


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listening task by listening to a song. He deliveres the worksheet in the form true-

false task and missing lyric to every student. The song entitled “Aubrey”, an old

song that the students might not know. Then he instructs the students to listen

carefully to the song and ask them to answer the tasks individually. The first

activity that the students need to do is to fill the tasks in the form of true-false

task. The teacher plays the music three times in order that the students can catch

the whole information in the song. During the music is played, he keeps

monitoring students activity. When the music is stopped, he points out some

students by mentioning their names and asked if they have finished the tasks. It

aims to ensure that the students can follow his class. After the students finish

doing the task, he instructs the students to change their works to their friends.

The second activity is to complete the missing words in the song‟s lyric.

At this point, the teacher instructs the students to listen carefully to choose the

best words that fit to the lyric. He again plays the music twice. After finishing the

task, the teacher together with the students correct the students‟ work. He explains

the phrase which he write on the board:

“Very ordinary girl or name”

He explains that the word “Very” is grammatically incorrect to be put before noun

phrase. He said that “Very” should be put before adjective phrase. He then

explains the function of the word “Very”. The function is to strengthen the word

after it. In the process of correcting the students‟ work, the teacher tells every lyric

of the song. It seems like a story lies in the song. Then he writes any words that


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will be the answer of missing words. The words are around, rhyme, knew,

reasons, and learned. He also explains other participle from learn, that is learnt.

At the end of the second activity, the teacher tells the singer of the song. It

is Bread who is a boy band who sings the song. He tells any other singers who

“berdakwah” through the songs. He mentions the name of Yusuf Islam, Opic,

Rhoma Irama. It indicates that he chooses the song which have religious aspect in

it. At the end of the teaching activity, the students reread the answer of the tasks.

Then he asks the students to submit their works. He then closes the class.

From the explanation above, it can be said that the teacher does not

directly explain the material about descriptive text. He constructs tasks that lead

the students to a kind of descriptive text. He thinks that it is because of the time

allocation that is not enough to explain the material. Yet, he implicitly teaches the

students how to construct descriptive text through the students‟ worksheet.

To strengthen teacher‟s belief that reflected on his teaching activity, the

researcher conducts interview to get more data. The questions are about the

teaching process occured in the class, including the selected materials. In the

response to the materials, teacher Fr uses the old song entitled “Aubrey”. This old

song makes students possible not to access it since it is not that familiar for them.

It aims in order that they obtain new experience from the song because they never

hear it before. Besides, they can learn new vocabulary from the song. He confirms

it from the interview.

“Pertama kita milih lagu lama karena lagu lama old song itu kan penuh dengan

muatan ataupun kalo kita ngomongin bahasa penuh dengan muatan yang banyak

yang bisa diangkat terutama vocab-vocab baru yang mungkin mereka belum

pernah denger. Tapi kadang juga kita juga menggunakan lagu-lagu baru,

misalnya kayak...kebetulan aja kemarin kita milih lagu lama. Buat mereka kan itu


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baru tapi buat kita kan jadi lagu lama. Kadang kita juga ngambil lagu baru,

misalnya lagu thousand years, kan itu itungannya belum lama banget, tahun

90.” [“We choose an old song because it contains vocabulary that the students

never hear before. To me, it is an old song. However, the students will

experience to listen the song as a new song for them. Sometimes I use the song

entitled Thousand Years that belongs to a new song which released in 90”.

(Interview/Teacher Fr/1/1/1)

In selecting the song, teacher Fr comes to a consideration that the song

should fit to the topic being learnt. Descriptive text is the selected topic learnt

through the song. He confirms that case during interview.

“Ya tentunya kan menyesuaikan dengan ini mbak, topiknya kita kan mau

membahas tentang description atau descriptive text otomatis nyari teks yang

sifatnya descriptive. Kalo pas misalnya kelas 12 ketemu dengan materi

discussion, nyarinya lagu yang discussion, kayak father and son”. [“the selection

of song depend on the topic being taught. When descriptive text comes to a

discussion, the text must be in the form of descriptive. In teaching twelve grade,

for example, I use the song entitled Father and Son to teach discussion text”.

(Interview/teacher Fr/1/1/2)]

Analyzing the field note of the observation, the researcher notes that

teacher Fr uses missing words tasks during teaching listening. Some words are

chosen to be missed in that way. He believes that the missed words are the new

words and any words that can come to a discussion. He confirms it in the

interview.

“Yang diutamakan prioritasnya tetap vocabulary yang baru. New vocab.

Kosakata baru terus ya tadi termasuk prertimbangan-pertimbangan kata yang

mungkin memunculkan diskusi-diskusi”. [“The priority of the missing words is

new vocabulary by considering the vocabulary that can comes to a discussion”.

(Interview/Teacher Fr/1/1/4)

On the other hand, teacher Sy opens the lesson through short greeting and

checks the students‟ attendance list by asking students if there is an absent

student. He then prepares laptop, mini sound system and LCD before starting the

lesson. He begins the lesson by saying that they are going to listen to a song

entitled “I have a dream”. He instructs the students to complete the missing words


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on the song lyric that he shows from the LCD. He does not give any worksheet to

the students. So he emphasizes the students to pay attention to the slide. He plays

the song twice. While students are listening to the song, the teacher writes number

on the board which assume that the students should write the answer directly on

the board. The students do little discussion in pair to find any possible answer for

the missing lyric. After listening to the song, the teacher directly gives board

marker to the students. He randomly asks the students to write their answers for

one number on the board. The students are quite excited in the response to the

teacher. After all has been finished, the teacher together with the students corrects

their answers. The students sing the song together while they correct the answer.

The teacher shows the lyric on the slide. It enables them in correcting it. He writes

the words on the board including cope, wonder, fairy, future, angel, see, right,

fantasy, through, darkness and cross.

After finishing in identifying the answers, the teacher asks the students to

pronounce some words and identify the meaning of them. He starts from the first

word. He asks the students how to pronounce the first word “cope”. He then

shows the correct pronunciation of the given words. After that, he asks the

meaning of the word. None of students know it. Then he identifies a word that has

similar meaning with the word “cope” that is “face”. The next words are

“wonder” and “fairy tale”. He explains “wondernya fairy tale”. Some students can

guess the meaning of the words.

The teacher then instructs the students to identify the meaning of the song.

Almost of the students know the meaning of it. There are only several words that


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they do not know the meaning. Coming to the word “Fate”, the teacher looks for

other words that have similar in pronouncing. He writes “fat, faith, fight” then

asks the students to pronounce them. Then he notes the word “pushing”. He tries

to catch the meaning of the word by showing the opposing word. He then

mentions “pull” so that the students can know the meaning of the word. Another

word that comes to the discussion is “mile”. The teacher again identifies the word

“male” and asks the students to distinguish how to pronounce those two words.

During the teaching, the teacher asks the students to create sentence by

using the word “future”. He then points one student to write it down on the board.

A male student wrote:

*“My dream in the future is physic teacher”

In the process of correcting the sentence, the teacher gives a chance to

students to identify mistake in it. He then guides the students by correcting the

sentences into:

“My dream in the future is as a physics teacher”

The next activity is he asked his students to create sentence by using the

word “dark”. As he does before, he chooses one student to write the sentence. A

student writes:

*“This room very dark”

The problem arising from the sentence is that there is no “to be” in

between word. He then explains where “to be” should be put. At the end of the

teaching, the teacher asks whether there is question for him. Knowing that no

question is addressed, he then ends up the class.


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From the observation, it is noted that teacher Sy tends to teach listening

followed by pronouncing vocabulary. Interview is conducted to gain the data on

why the teacher did particular thing. When researcher asks about material taught

in listening, he clarifies that he teaches listening skill to the students from the

song; whether or not the students can catch the point of the song. He also adds

that pronunciation is emphasized through introducing new vocabulary. He

responds:

“Dua-duanya. Listening sama vocabulary jadi satu. Speaking juga kan tadi

pronounciation”. [ “I teach both; listening and vocabulary. Speaking skill

is also included;pronouncing words”. (Interview/teacher Sy/2/1/2)]

The next issue is the use of equipments in teaching. During observation,

teacher Sy uses LCD to display the students‟ tasks. Different from teacher Fr

teacher Sy avoides to use printed task for the reason of effectiveness. He thinks

that printed tasks takes time in preparation. He confirmed that:

“Menghemat waktu trus biar practice kan kalo pake worksheet kan harus

fotocopy bolak balik gitu kan kalo ini kan langsung tulis anaknya juga

praktis”.[“Preparing the worksheet for students can take time since I have

to make copy of it. The students will directly work on the excercises

displayed from LCD”. (Interview/teacher Sy/2/2/3)]

Teacher Sy tends to give the board marker to the students when they are

asked to answer the task. It indicates that it is a must for the students to answer it.

When the researcher asks this case, he answers that he consider those students

who do not pay attention during studying. That‟s why this technique work to

make students aware that they have to follow the class well. Being asked the

reasons of randomly giving board marker to students, teacher Sy confirms:

“Biasanya kan tak taruh di depan trus anak-anak maju sendiri ambil board

markernya. Terus karena ini liat kondisi anaknya kan ada yang aware ada


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yang enggak. Ya kita kasih yang aware sama yang enggak. Kita cari apa

orangnya pas perhatian apa dia sama listening dia mampu apa enggak.

Dikasihnya ke dua-duanya. Dilihat mana yang kan banyak tadi kan yang

sebagian besar kan yang aware kan cuma yang agak-agak bisa menguasainya.

Yang gak aware kan yang biasa-biasanya aja. Hasilnya kan beda juga”. [“I

usually put it on the desk then students take it by themselves. Since the active

students dominate the class, I decide to directly point out the students by

considering the students who aware and not. It is expected that the students will

pay attention to the teaching process”. (Interview/teacher Sy/2/1/3-4)]

B. Discussions

This part discusses the research findings of the research and interpretes the

findings based on the theoretical point of view and limited by research questions.

It will be presented in integrated way.

Concerning to the result of the previous section, it can be explained

theoretically that teachers‟ teaching activity in the classroom is influenced by their

beliefs. The results show that teachers have strong belief toward the use of

authentic materials in teaching listening reflected to their ways of teaching. At this

point, their ways of teaching depend on how they believe about the definition of

authentic materials itself, what their reasons in using authentic materials, how

they see the importance of authentic materials in general, what criteria for

selecting authentic materials that they choose and what particular authentic

materials they prefer. In addition, it is identified that their ways of teaching are

affected by several factors, they are: teaching using authentic material is

challenging, easy access to authentic materials, the availability of equipments,

students‟ interest, workshop/training and personal experience. Authentic materials

are implemented well in the classroom. However, there is inconsistancy between


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teaching and learning documents and the practice of teaching. Bottom-up

processing is applied in learning activity through tasks obtained by teachers.

The researcher identifies one aspect that shapes teachers‟ beliefs. The

identified aspect is teachers‟ understanding toward authentic materials. From the

findings, teachers believe that authentic materials are any materials given by

native speaker not for teaching purposes. The materials can be adapted from many

sources as long as it is directly quoted from the native speaker of target language.

Authentic materials can be in the form of text, audio, video and recording of an

events. These kind of materials can be used to teach students in the term of

language, culture and etc which is in line with the students‟ needs. Nunan (1989:

54) views authentic materials as samples of spoken and written language that have

not been specifically produced for the purpose of language teaching. Harmer

(1991) cited in Matsuta when he says: „Authentic texts are materials which are

designed for native speakers; they are real text, designed not for language

students, but for the speaker of the language‟. It is believed that teachers‟

understanding about the term of authentic materials has been the main aspect that

shaped their beliefs.

The other aspect that shapes teachers‟ beliefs is reasons to use authentic

materials. Given the table of reasons to use authentic materials, the teachers

identify several reasons to use the materials. Since authentic materials are

beneficial to teach the students, they consider using authentic materials to obtain

the advantages of authentic materials. To exposure students with real language

used by native speaker in real context, improve students‟ knowledge, Improve


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students‟ English competence in both spoken and written, improve students‟

vocabulary, introduce the culture of native speaker, improve students‟ listening

ability, and motivate students to learn autonomously are several advantages using

uathentic materials to teach students. Some of these reasons are in line with the

advantages of authentic materials proposed some experts, (Phillips and

Shettlesworth 1978, Clarke 1989; peacock 1997 cited in Richard 2001):

They have a positive effect on learner motivation because they are

intrinsically more interesting and motivating than created materials.

They provide authentic cultural information about target culture. Material

can be selected to explain many aspects of the target culture both linguistic

and non linguistic behaviour.

They provide exposure to real language rather than the artificial texts

found in created materials that have been specially written to illustrate

particular grammatical rules or discourse types.

They related more closely to learner‟ needs and hence provide a link

between the classroom and students‟ needs in the real world.

The support a more creative approach to teaching. Teacher can develop

their potential, developing activities and tasks based on their teaching style

and student learning styles.

The main function of the second-language classroom should be to provide

learners with authentic language (Ciccone, 1995: 203-215). Authentic language,

in this case is English, should be given to the students by viewing the real

language used by native speaker. Authentic materials are considered as materials

that provide students with authentic language. Some reasons underlying the use of

authentic materials are to exposure students with real language and cultural

context embedded in the language. Underwood (1989:100) proposed some

reasons:

“Authentic material allows the students to hear as much more real act of

communication with all the interactional features which are not normally found in

scripted materials. It gives them a true representation of real spontaneous speech


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with its hesitations, false starts and mistakes, which will make them more able to

cope with „Real Life‟ speech when they meet it outside the learning situation”.

Generally, the teachers believe that authentic materials are important to be

used as a source to teach listening. It contains the genuine language used by native

speaker of target language. Another important aspect of authentic materials are

their significant impact on learners‟ motivation; with motivation defined here as

the willingness to persevere in a learning task (Papalia. A, 1986: 23-24). Indeed,

as both traditional and more current methods fail to involve the learner in the

learning process, authentic materials are believed to enliven the classroom, being

a powerful motivating factor, by providing motivation through enjoyment

(Karpova, 1999: 18). By exposing to the real language, the teachers believe that

students can be motivated in learning English and they would be exposure to the

culture of who used the language. Giving as a material to teach listening, the

teachers conclude that the students can easily catch the point of the audio-

authentic material, in this case, song. They believe that the real language input can

lead the students to learn English easily. As Shrum and Gilsan (2000: 133) say in

which authentic materials provide an effective means for presenting real language,

integrating culture and heightening comprehension.

In the same way, Bacon and Finnemann (1990: 459-473) find that when

students are properly prepared, authentic materials have positive effect on both

comprehension and motivation. Lund (1990: 105-115) even recommends a trend

toward bringing classroom-listening instruction and practice as close to real world


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listening as is possible. At this point, authentic materials are valuable resource in

language teaching and in enhancing students‟ language comprehension.

Teaching using authentic materials is such a new technique to apply since

the needs of students in getting new experience to learn the real language of the

native speaker are higher. The findings describe that the teachers tend to use

authentic materials for some consideration. Accessibility is one of the

considerations. By the development of technology, the teachers can easily access

any authentic materials from the internet. It provides all things that teachers‟ need.

Besides, teacher Fr emphasized that he can easily access authentic materials from

mass media, audio recording and video recording. Students‟ need also comes to

consideration in selecting authentic materials. Substantial input of authentic

materials that are adapted to the learners‟ level and interests certainly increased

their sensitivity to and competence in the target language. As Laamri (2009: 16)

pointed out that authentic materials should be:

Authenticity: The selected material should serve communicative

goals.

Accessibility: The material should be easy for the learner to understand

and suitable for the teacher.

Appropriateness: It should suit the learner‟s age, level needs and

interest.

Applicability: It should suit the teaching context and makes the

objectives attainable.

Adaptability: It should be adapted to the learners‟ level, needs and

interests.

However, Claire Kramsch had a different view on authentic materials. In her book

Context and Culture in Language Teaching, she devoted one chapter to authentic

texts and contexts. She agrees with Widdowson‟s definition:


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“It is probably better to consider authenticity not as a quality residing in

instances of language but as a quality which is bestowed upon them,

created by the response of the receiver. Authenticity in this view is a

function of the interaction between the reader/hearer and the text which

incorporates the intentions of the writer/speaker… Authenticity has to do

with appropriate response.”

Another consideration in selecting authentic materials is the objectives of

the lesson. Before teaching, the teachers must determine the objectives of the

lesson and the competence that the students are expected to achieve. The findings

show that the teachers consider the objectives of the lesson in choosing the

materials. It clearly states that particular authentic materials can be used to assist

students to achieve the objective of the lesson. Lee (1995) states that the materials

must be in harmonious with the course objectives, i.e. it can improve the

language skills educators want the learners to practice. Besides, both the length of

the text and teaching approach must be considered by the teachers. Further,

a variety of genres must be selected, such as articles, advertisements, interviews,

poems, application forms, train timetables, and brochures.

There are many kinds of authentic materials which are classified into

visual-viewing material, visual material and printed material. When choosing

authentic materials, the teachers should make sure whether the materials meet the

students‟ need, the objectives of the lesson, students‟ language level and students‟

interest. The findings show that teachers use song as audio material to be taught in

the class. It is a great language package that bundles culture, vocabulary, listening,

grammar and a host of other language skills in just a few rhymes. Orlova (2003)

states that it is possible to suggest that among the methodological purposes with

songs used in class, it is possible to rank the practicing the rhythm, stress and the


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intonation patterns of the English language, teaching vocabulary and grammar,

developing listening comprehension, writing skills, and speaking. Medina (1993)

says it is currently a common practice to use songs in the classroom to support

second language acquisition because music can stimulate and motivate students to

learn a new language. For this last purpose, songs and mainly their lyrics are

employed as a stimulus for class discussion.

Teachers believe that song can motivate students to learn English. As

stated by Lynch (2005), “when we task, when we work, when we play, when we

worship and even when we die, music is there to reinforce or alter every mood

and emotion”. Bringing from the statement, song leads somebody‟s mood and

emotion. Logically, when students are happy, they can learn happily. The

repetitive nature of songs, the joy songs imposed to the learning activity and the

associative power between the melody and the content of the word reinforce the

attainment of the language to be internalized. In short, a song promotes an

atmosphere in which the class activity can be more enjoyable, facilitates students‟

listening comprehension and emerges learning involving the sense of happiness.

By learning English through song, students involve in the learning process

well. Students can take a part in the class while listening to the song carefully and

notice some difficult words, phrases and the way to pronounce certain words and

how to interpret the message. It provides the process in which the students do the

communicative competence. Through song, students can be motivated to learn

English.


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Particular song is chosen as material to teach listening. Teacher Fr believe

that authentic materials should fit to the objective of the lessons. Since he taught

descriptive text, he tended to choose song that leads him to create tasks that reflect

the feature of descriptive text. Eken (1996) stated that songs can be utilized in

foreign language teaching for many purposes. According to him, songs can be

used:

To present a topic, a language point, lexis, etc.

To practice a language point, lexis, etc.

To focus on common learner errors in more direct way.

To encourage extensive and intensive listening.

To stimulate discussion of attitudes and feelings.

To encourage creativity and use of imagination.

To provide a relaxed classroom atmosphere.

To bring variety and fun to learning.

Learning a foreign language means learning a culture of the target

language. Language serves as an expression of culture without being entirely

synonymous with it. In most cases, a language forms a basis for ethnic, regional,

national or international identity. Language is a part of culture and a culture is a

part of a language. The two are intricately interwoven so that one cannot separate

the two without losing the significance of either language or culture (Brown

1994:164). In relation to listening, authentic materials provide many sources that

students can learn, including culture. As the material presented the full English,

students can know the characteristics of language and vocabulary they use. Even

it tells how they use the language. Teacher Fr believe that teaching English to the

students should involve the culture of people of the target language. In the small

area in teaching, the teacher should put any names that generally used by


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foreigner. It indicated that naming the object emerged the culture. He confirmed

his belief through interview.

“Authentic material is fully motivated. Sangat memotivasi. Yang jelaskan

kalau belajar bahasa kan belajar culture, belajar budaya. Ya kalau

misalnya kita bisa memberikan sumber yang asli kenapa tidak. Masa

percakapan contohnya di buku, percakapan bahasa inggris kok namanya joko

sama bandi. Joko sama bandi ya wagu mbak. Minimalnya kan kalo percakapan

bahasa inggris kan george dan richard. Mosok percakapan bahasa inggris,

joko, where are you? jadinya kan gak sesuai,” [“Authentic material is clearly

important to improve students‟ knowledge. I thought that authentic material is

fully motivated. If we learn a language then we lean it‟s culture. It is possible for

us to teach students by using authentic materials in which it is truly genuine.

Doing conversation, for example, must use any names that indicate the real

conversation between or among native speakers. How can the persons in doing

conversation use the word Joko or Bandi? That sounds awkward. It must use

George or Richard that indicate the names of native speaker. It sounds

inappropriate to use local names”. (Interview/teacher Fr/1/1/9)]

In a broad area, the culture of people refers to all aspects of shared life in a

community. Rivers (1982) identifies the reasons for familiarizing learners with the

cultural components which should be to:

develop the communicative skills,

understand the linguistic and behavioural patterns both of the target

and the native culture at a more conscious level,

develop intercultural and international understanding,

adopt a wider perspective in the perception of the reality,

make teaching sessions more enjoyable to develop an awareness of the

potential mistakes that might come up in comprehension,

interpretation, and translation and communication.

Authentic materials are the perfect means that can create opportunities for

learners‟ participation. The use of authentic sources leads to greater interest and

variety in the materials that learners deal with in the classroom. As a matter of

fact, it improves their motivation and contributed in lowering their affective filter

and soliciting their active participation in activities. Shrum and Glisan (1994) state

„Students process information in meaningful ways, take responsibility for their


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own learning, and become independent learners‟. Listeners are exposed to how

people speak, how they display hesitations, pauses, false starts, topic shifting,

incomplete structures and the like. On such impact of the use of authentic

materials, Nunan (1997:36) argued that learners should be fed as rich a diet of

authentic data as possible, because ultimately if they only ever encounter specially

written dialogues and listening texts, the language learning exchange will be made

more difficult.

There are six factors that influence teachers‟ beliefs; they are teaching

using authentic materials is challenging, easy access to authentic materials, and

the availability of equipments, students‟ interest, workshop/training and personal

experience. These are obtained from questionnaire and interview. Four of them

(accessibility, the availability of equipments, students‟ interest and personal

experience) are commonly used by all teachers while one of them (authentic

material is challenging) is explained by teacher Fr and workshop/training is

explained by teacher Sy.

To some condition, authentic materials are considered as difficult

materials to be implemented in the classroom. They are sometimes too difficult

for learners of a foreign language whose ears has been accustomed to an

oversimplified and enunciated language. On the other hand, a mismatch between

the material being presented and the learners‟ learning styles result in a complete

loss of interest and motivation. Moreover, learners whose level of proficiency is

low or who favour more traditional methodologies may find authentic materials

difficult, and irrelevant for their needs and motivations as it is emphasised by


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Guariento and Morley (2001: 348-351) that remind us that the use of authentic

materials make especially lower level students confused and unmotivated by the

complexity of language and performance conditions unless the simplest authentic

materials are carefully selected by the teachers.

Toward the disadvantages of authentic materials, teacher Fr describes that

teaching by using authentic materials is challenging. The challenging aspect of it

is on how to motivate students to learn English. He assumed that being a teacher

is the same like being motivator. Knowing that authentic materials are difficult for

students, the teacher thinks an idea of how to make students motivated. He

stimulates students to be curious on what material being taught then. He assumes

that teacher should bring something new in the classroom in order that the

students could be motivated. Not only concerning on how to motivate students,

teacher also focuses on how to select materials. The challenging point is what

consideration he chooses to select particular authentic materials. Given a question

about factors that influence his belief, his response is describes in the quoted

interview.

“Challenging. Authentic material is challenging. For me, teacher is a

motivator. Jadi buat saya guru adalah motivator. Kalau kita dateng selalu

membawa barang baru buat mereka itu luar biasa. Itu aja”. [“Challenging.

Authentic material is challenging. For me, teacher is a motivator. If we bring

something new in the classroom,the the students will feel amazed”.

(Interview/teacher Fr/1/2/7)]

In the same way, Berardo (2006:64) mentions that selected authentic

materials will:

have positive effect on students‟ motivation

give authentic cultural information

expose students to real language


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relate more closely to students‟ needs

support a more creative approach to teaching

Oguz and Bahar (2008) also contend that if learners‟ interaction with authentic

materials is established with interest and without difficulty, they can participate

actively in learning and in the same way their motivation levels may raise.

Therefore, the researcher assumes that the challenging aspect of using authentic

materials is how to lead unmotivated students to be motivated students.

The teachers believe that accessibility become one of the factors that

affects their beliefs on the use of authentic materials. They think that it is easy to

access authentic materials. The easy access is viewed from teacher and students.

The teachers can find more authentic materials from many sources. The sources

can be from internet, mass media, video recording and audio recording. By having

more types of materials, teachers can easily select which materials are appropriate

for the students. On the other hand, students can be easy to access the materials.

The development of technology enables them to search any authentic materials

from the internet since the internet connection itself can be easily obtained from

their mobile phone, WiFi in the school or other media to connect to the internet

that provides unlimited resources. It is supported by Harmer (2007: 303) who

states that authentic materials cover wide ranges of ideal sources of materials

for extensive listening . That is why the more we pay attention to authentic

materials, the better and easily we will find listening in the Macro strategies of

post method that promote learner autonomy.

Easily accessible websites can help students to find relevant authentic

materials. The role of the learner as provider in this case is important, because in


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the day to day learning/teaching the exposure to authentic materials can make the

task more interesting and motivating. Toward this, students can learn English

inside or outside the classroom. They can learn English at home which then lead

them to be an independent learner. Authentic materials keep students informed

about what is happening in the world around us so they have educational value.

“Extracting information from a real text in a new/different language can be

extremely motivating, therefore increasing students‟ motivation for learning by

exposing them to “real” language” (Guariento and Morley, 2001).

Located in the suburb of Surakarta, the school where the teachers work is

quite developed school. The school brings the concept of Islamic school that

provide a boarding for students in order to focus on academic improvement that

can lead students to cope with the competition in enrolment in high-acreditated

University in Indonesia. The teaching and learning process in the school is under

the vision and mission of the school in which to prepare students for future

demands by exposing knowledge development, technology and preparing them in

facing globalization era.

From the point presented in the previous paraghraph, the school is

equipped with some tools that help them during teaching and learning, they are

LCD and internet connection. Moreover, most of the teachers have laptop, video

player and audio player on their own. In relation to the teaching listening by using

authentic materials, these tools are very helpful to support teachers to enlarge their

teaching. Teachers can make use the tools when they have to teach by using

particular authentic materials. It can be assumed that these tools facilitate teachers


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in teaching and lead students to be more familiar on the technology that might

support their learning. Thus, the availability of equipments comes as factors that

affect teachers‟ beliefs.

Being motivated and being interested is closely related. It can be assumed

that people will be motivated when they are interested. In short, being motivated

comes after being interested. As Melvin and Stout (1987: 44-56) found an overall

increased motivation to learn in students, as well as a renewed interest in the

subject matter when students used authentic materials for the study of culture in

the language classroom. Related to the finding of the research, students‟ interest is

considered as factors that affect teachers‟ belief. The teachers found that the

indicators of being interested in subject matter are whether students actively take a

part the learning process. It can be said that when students actively involved in

teaching process, they unconsciously motivates themselves in learning the subject

matter.

One from six factors that affect teachers‟ beliefs which are identified from

research findings is workshop/training. workshop/training is a type of interactive

discussion where participants carry out a number of activities rather than

passively listen to a lecture or presentation. This forum facilitates people to get

informations from the speaker and discuss them with other poeple. At the end of

discussions, the people have to do activities which is in line with the topic in the

workshop/training. Teacher Sy agrees that educational workshop/training affects

his beliefs in using authentic materials to teach listening. He got this experience

since he studied in undergraduate program of teacher training and education. The


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researcher assumes that the workshop/training was addressed to the students who

belong to pre-service teachers so that this workshop/training is quite helpul to

enrich their knowledge about teaching including selecting the materials for

teaching. Borg (2011) asserts that teacher education is more likely to have an

impact on teachers‟ practices when it is based on an understanding of the beliefs

teachers hold. This understanding of beliefs is necessary at all levels of teaching

pre-service teachers, new teachers and older teachers more set in their teaching

practices.

Beside workshop/training, personal experience also affects teachers‟

beliefs. The findings describes that teacher Fr and teacher Sy agree that personal

experience affect their beliefs. The finding is supported by Richardson (1996:

102-119) who highlights three major sources of teachers belief; personal

experience, experience with schooling and instruction and experience with formal

knowledge both school subjects and pedagogical knowledge. It includes teacher‟s

educational background and their beliefs during learning. It can be explained that

each teacher has differences on educational background, on how long they have

been teaching, on who is being taught, where they teach, what they teach, etc.

These kind of experiences are personally experienced by each teacher. Teachers

will teach different students with different ability in different

method/technique/materials with different tools in different era year to year.

Teachers need to update their teaching method/technique/materials since students

have different needs by the changing of year. Thus, it can be assumed that

teachers‟ personal experience has affected their beliefs.


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Beside identifying teachers‟ beliefs and the factors that affect teachers‟

beliefs, the researcher also describes how authentic materials are implemented in

teaching listening. The implementation of authnetic materials is divided into two

points; teaching learning documents and teaching learning process. Teaching

learning documents include some documents that support the teaching, namely

syllabus, lesson plan, material and evaluation while teaching learning process

includes the process of teaching listening from the beginning to the end. What will

come first to discuss is teaching learning documents.

In relation to teaching learning documents, it is necessary to identify the

curriculum used in the school. Curriculum is the most important point in teaching.

In Indonesia, the new curriculum, Kurikulum 2013, is the development of

Kurikulum Tingkat Satuan Pendidikan (KTSP) which emphasizes the character

building. It maps into core competence (locally called as Kompetensi Inti) and

basic competence (locally called as Kompetensi Dasar). Core competence is

defined as competence that should be achieved at the end of the academic year

(Kementrian Pendidikan Nasional dan Kebudayaan, 2013b). Being analogous to

the stairs, core curriculum can be considered as steps to reach the standards of

graduate competence (locally called as Standar Kompetensi Lulusan). In practice,

core competence is divided into four groups (labeled as KI-1, KI-2, KI-3, and

KI-4) representing spiritual attitude, social attitude, cognitive aspect, and skill

respectively. The school where the teachers work has just implemented the

curriculum of 2013 in the last six month and is only implemented in the tenth

grade. Since the teachers taught the tenth grade, it can be assumed that they have


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already used the concept of K13 in teaching students. The teachers assume that

they have already taught required on the standard of Kurikulum 2013.

At school, the teachers teach English in accordance with syllabus. They

then develop syllabus and create such lesson plan. The syllabus they use is

developed from 2013 0f curriculum. The teachers identify three basic

competences to be developed. These three basic competences taken from core

competence 3 and core competence 4. The three of them are then developed in the

lesson plan. Lesson plan is a procedure of teaching. It is aimed to guide teachers

in teaching. It contains the objectives of the lesson, the steps of teaching, the

material and how to evaluate the students‟ skill. Lesson plan is constructed by

teachers. It reflects teachers‟ beliefs about teaching. Scholars agree that beliefs are

the most valuable psychological construct to teacher education (Pintrich, 1990).

As it is explained that the designing of lesson plans, pedagogical practices (choice

of normative, communicative or constructive practices) and behaviour in the

classroom are all directly influence by the beliefs systems held by the teacher

(Borg S. , 2003; Farrell, 2008).

Practically, the researcher identifies an inconsistancy between teachers‟

beliefs and the practice of teaching authentic materials. The lesson plan should

aimed as the procedure in teaching the students. teacher Fr and teacher Sy have

almost the same lesson plan. What make it different is the while-activity. During

implementing authentic materials in teaching listening, teachers tend to give

individual tasks to the students. It assumes that the students can learn

independently in the classroom. However, the step of teaching in lesson plan


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made by teacher Fr and teacher Sy is to allow students to work in pair and group

discussion. The teachers‟ beliefs reflected on the lesson plan is different with the

process of teaching in the classroom. Some reasons underlying this phenomenon

are the students interest and time allocation. Students are more interested to learn

individually rather than in group. Besides, since the time is quite restricted, the

learning process can be more effective if it is done into individual task.

What next come to a discussion is how teachers assess the students

achievement. In 2013 of curriculum, there are four aspects in core competence

representing spiritual attitude, social attitude, cognitive aspect and skill

respectively. These are actually the actualization of affective, cognitive, and

psychomotor domains. In line with the Decree of the Ministry of Education and

Culture number 66/2013 about standards of assessment; these three domains are

assessed in a number of ways. For affective domain, the assessment is conducted

through observation, self-assessment, peer-assessment, as well as journal. Related

to cognitive domain, the learners‟ competence is measured through spoken and

written test, as well as homework and tasks. The document analysis relating to the

assessment of the students identifies that there is only score for cognitive domain.

It is taken from the score after students finish doing the tasks provided by

teachers.. The teachers assume that the students have achieved score above the

minimum score. They conclude that the students have good listening competence.

However, the assessment should cover the other two of the domains. Cognitive

domain can not represent the students‟ achievements in listening skill.


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The next point to discuss is the teaching learning process. Borg (2011)

says that teachers‟ beliefs strongly shape teachers instructional practices, and

subsequently the learning opportunities that learners receive. The researcher

describes that teacher Fr has well-managed in teaching listening by using

authentic materials. He selects any materials that required by syllabus. He makes

use of authentic materials (in this case, song) to train students‟ listening skill and

provided some tasks that students can identify what they have heard. He relates

authentic materials to achieve the objectives of the lesson. He believes that any

authentic materials can be used in teaching as long as it fit to the objectives that

need to achieve during the lesson.

Particular consideration in selecting authentic materials has to take into

account to succeed the teaching and learning process occurred in the class. Since

the class observation is held, it is noticed that teacher Fr taught descriptive text by

using song. He selects song which contains the process of describing someone. As

what Oguz and Bahar (2008: 331) confirms that there should be always an aim in

using authentic materials and a well-selected material that meet the objectives of

the lesson by considering the learners‟ age, learners‟ level, interest, needs, goals,

and expectation.

On the other hand, the researcher concludes that teacher Sy considers to

teach listening by using authentic materials by the purpose in which the students

can learn the message from the song and new vocabulary from the lyric.

Procedurally, he teaches listening by providing missing lyric of the song and

played the song twice while asking students to complete the missing words from


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on the words they have heard. He then discusses the students‟ answer and

identifies difficult words from the lyric. It is done until the end of the class. He

seems to teach vocabulary through listening to song. From this point, the teaching

process is merely about teaching vocabulary.

Teachers provide authentic materials to teach listening with different

materials. The material is provided with some tasks that the students should work

on. This task aims to measure students‟ competence after taught through listening.

It also leads students to understand spoken discourse that they heard. The tasks are

designed to enable students to use certain process in listening. Richards (2008:4)

said that there are two process of listening; bottom-up processing and top-down

processing. Bottom-up processing refers to using the incoming input as the basis

for understanding the message. Comprehension begins with the received data that

is analyzed as successive levels of organization sounds, words, clauses, sentences,

texts until meaning is derived. Comprehension is viewed as a process of decoding.

Top-down processing, on the other hand, refers to the use of background

knowledge in understanding the meaning of a message. Whereas bottom-up

processing goes from language to meaning, top-down processing goes from

meaning to language. The background knowledge required for top-down

processing may be previous knowledge about the topic of discourse, situational or

contextual knowledge, or knowledge in the form of “schemata” or “scripts” plans

about the overall structure of events and the relationships between them.

Listening is not just hearing the sounds; it requires comprehension to catch

the message of what have been heard. In other words, it requires all types of


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knowledge during listening activity. Relating to the implementation of authentic

materials to teach listening, the teachers provide any tasks in the form of missing

lyric of song while the students have to complete the missing words. From this

point, the students work with their knowledge in catching the best words to

complete it. Reading the lyric and guess what might be the lyric talk about are the

students‟ activity. Besides, guessing the meaning of the unfamiliar words is also

the activity. At the end, the students attempt to get the overall meaning of the song

by relating the lyric one to another. From this, teachers have just put their beliefs

by providing any activity for the students to integrate some competence in

language teaching. Listeners also relied on other types of knowledge as they

perform a listening comprehension process.

During listening activity, the students must have several competences that

help students to do the tasks. The first competence is socio-cultural competence,

which is the listeners' degree of familiarity with the socio-cultural content of the

message and knowledge of the social as well as cultural expectations of native

speakers of the language. Another is strategic competence, which is listeners'

ability to guess meanings of unfamiliar words heard and to use strategies to

compensate for their missing knowledge. The other is discourse competence,

which is listeners' ability to use cohesive devices to link meaning across sentences

and ability to recognize how coherence is used to maintain the unity of the

message (Douglas, 1988; Dunkel, 1991b; Faerch & Kasper, 1986; Robinett, 1978;

Scarcella & Oxford, 1992; Shrum & Glisan, 1999).


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During the observation, it is noticed that teacher Fr provides task that lead

students to use bottom-up processing to gain the message from the song. He

creates task in the form of true-false statement and missing lyric. In the true-false

task, the students have to carefully listen to the song in order to get the message of

it. While in the missing lyric task, the students also need to complete the missing

words from the song they heard. Teacher thinks that these two tasks stimulate

students to learn English well. In short, teacher has used bottom-up processing to

be used by the students. As Richards (2008:5) says that learners need a large

vocabulary and a good working knowledge of sentence structure to process texts

bottom-up. Tasks that develop bottom-up processing help the learner to do such

things.

Retain input while it is being processed

Recognize word and clause divisions

Recognize key words

Recognize key transitions in a discourse

Recognize grammatical relationships between key elements in

sentences

Use stress and intonation to identify word and sentence function

Many traditional classroom listening activities focus primarily on

bottom-up processing, with tasks such as dictation, cloze listening, the use of

multiple choice questions after a text, and similar activities that require close and

detailed recognition, and processing of the input. They assume that everything

the listener needs to understand is contained in the input. In the classroom,

Richards (2008:7) proposes examples of the kinds of tasks that develop bottom-up

listening skill required listeners to do the following kinds of things:

Identify the referents of pronouns in an utterance

Recognize the time reference of an utterance


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Distinguish between positive and negative statements

Recognize the order in which words occurred in an utterance

Identify sequence markers

Identify key words that occurred in a spoken text

Identify which modal verbs occurred in a spoken text

To make the teaching and learning process done well, the teaching

procedure is considered as important thing. Therefore, Brown (2006) proposed

procedure of any listening activity by using authentic materials which can be done

by activating prior knowledge, helping students organize their learning by

thinking about their purposes for listening.

a. Activating Prior-Knowledge

Prior knowledge is organized in schemata: abstract, generalized mental

representations of students‟ experience that are available to help them understand

new experiences. The processes of the information they hear are both top-down

and bottom-up. Top-down means using prior knowledge and experiences.

Bottom-up processing means using the information people had about sounds,

word meanings, and discourse markers like first, then assemble their

understanding of what they read or hear one step at a time.

b. While-Listening

Having a purpose for listening helps students to listen more effectively.

For example, when listening to a weather report, if the purpose is to decide

whether to wear a coat, the focus is on the temperature. In the listening activities,

teachers should explain students which the purpose of the activity is. Students can

listen for the main idea, for details, and for making inferences. Therefore, students

develop a sense of why they listen and which skill to use to listen better. Teachers


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can build skills by asking students to focus on their reason for listening each time

they listen. This is a form of strategy training. The idea of knowing the purpose of

listening is a very effective first strategy to teach because it helps students

organize and reflect on their learning (O‟Malley and Chamot, 1990).

c. Post-Listening

When teachers think of listening activities, they have a tendency to think

of students listening to a recording and doing a task. Students overhear other

people talk and then react to that conversation. Brown (2006) stated that this sort

of task is important because it allows teachers to isolate students‟ responses and

thereby gauge the progress the students are making on listening skills. The

teachers can use post-listening activities to check comprehension, evaluate

listening skills and use of listening strategies, and extend the knowledge gained to

other contexts. A post-listening activity might relate to a pre-listening activity,

such as predicting; might expand on the topic or the language of the listening text;

or might transfer what had been learned to reading, speaking, or writing activities.

C. Research Weaknesses

The study investigates teachers‟ beliefs on the use of authentic materials to

teach listening, factors that affect teachers‟ beliefs and how authentic materials

implemented to teach listening. This study was conducted through observation,

questionnaire and interview in relation to obtain teachers‟ belief and perspective

toward the phenomenon in which teacher is the main focus of the study. However,

there are several weaknesses in conducting this research.


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The first is since the research limited only for listening skill, the researcher

has to wait for a long time to match the schedule. Listening skill is taught in

almost the end of the semester. The school regulation makes every skill in English

taught separately. The researcher also identifies that it is difficult to match the

schedule with the teachers since they are busy. Second, the data obtained from

questionnaire and interviews seem bias. The researcher has to select again which

data that fit to the research questions. Third, the sample of the research is two

English teachers in Islamic high school. However, there is no fix rule in

qualitative research about how many participants should be included in the

research. The result might not be generalized. Despite the weaknesses, the

researcher believes that the conclusion in this research is focus since the

researcher already backed up with the sufficient data obtained from the

participants.


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CHAPTER V

CONCLUSION, IMPLICATION AND SUGGESTION

This chapter presents the conclusion, implication and suggestion derived from the

result of the research.

A. Conclusion

The conclusions of this study are:

1. Teachers‟ Beliefs

a. Teachers who are participants of this research believe that authentic

materials are materials produced by a native speaker of the target language

not for a teaching purpose.

b. They believe that authentic materials can introduce English to the students

in the real context used by native speaker, improve students‟ knowledge,

Improve students‟ English competence in both spoken and written,

improve students‟ vocabulary, introduce the culture of native speaker,

improve students‟ listening ability, motivate students to learn, motivate

students to learn autonomously and it is compulsary subject from the

school.

c. They believe that authentic materials are important to use since it is

motivating students and providing some aspects of English that students

can learn from, including pronunciation and stressing of words.

d. Teachers consider some criteria in selecting authentic materials. Tacher Fr

considered the objectives of the lesson when selecting it and the material

should meet the core competence representing spiritual attitude, social


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attitude, cognitive aspect and skill respectively required by curriculum. On

the other hand, teacher Sy considered students‟ level, the purpose of

teaching, students‟ interest, social value, moral value, easy access to the

materials and the availability of the equipments as criteria for selecting

authentic materials. Thus, They believe that authentic materials are

considered to be carefully selected before being taught to the students.

e. Teacher Fr prefers to use all kind of authentic materials since the materials

meet the students‟ need and is easy to access. Teacher Sy prefers to use

song in teaching listening. However, both teachers believe that song

attracts students‟ interest.

2. Factors that affect teachers‟ beliefs

Factors that affect teachers‟ beliefs on the use of authentic materials

included: teaching using authentic material is challenging, easy access to

authentic materials, the availability of the equipments, students‟ interest,

workshop/training and personal experience.

3. Implementing authentic materials

a. Teaching and Learning Documents

There is inconsistancy between teachers‟ beliefs and the practice of

teaching authentic materials in the classroom.

b. Teaching and Learning Process

Authentic materials are implemented well in the classroom. The students

are actively involved during teaching and learning process. Bottom-up

processing is applied during listening activity.


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B. Implication

1. The result of this study show that teaching students by using authentic

materials remains interesting which is few research conducted in investigating

this materials especially which relates to teachers‟ beliefs. Since this research

is far from become perfect, it is expected that a more deeply research is

administered to investigate the importance of knowing teachers‟ beliefs

toward all teachers in Indonesia context. Thus, it implies that it is necessary

to conduct more study.

2. The result of this research show that there are some factors that affect

teachers‟ beliefs on the use of authentic materials to teach listening. Another

findings result that authentic materials are well implemeted by the teachers.

However, there is an inconsistancy between teachers‟ beliefs and the practice

of implementing it. It implies that belief is not always reflected in the

practice. The teachers are not always teaching procedurally the same with the

lesson plan they made. There must be some reasons on why it happens. It is

teachers who create the lesson plan and know in detail the content of it.

C. Suggestion

The findings of this study suggest a more deeply investigation related to

the issue of this study. Future researchers can investigate students‟ beliefs toward

using authentic materials in the classroom and it‟s effect to their process of

learning English. Larger number of sample is suggested to obtain more various

data related to teachers‟ beliefs adn it‟s effect. This kind of research can be

applied in some other junior and senior high school teachers with different


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samples since it might yield different result. It is important to know teachers‟

beliefs since belief itself represents the actual teaching of the teachers. Arranging

good instruments of collecting the data is suggested to make the data are reliable.

During the observation, it is important to seek for teachers‟ obstacles related to

this study and their ways to defend their beliefs.

This research is expected to be useful for institutions, teachers, students as

well as future researchers:

1. For educational institutions

Educational institution must lead the teachers to be more creative and

innovative in using any materials to achieve the objective of teaching

foreign language. Facilitating teachers to explore themselves concering

teaching materials is what the educational institution should do. The

institution must provide some trainings toward teaching materials

whether authentic or non-authentic materials in order the teachers can be

more knowledgeable and creative in enhancing students language skills.

Huge attention have to be paid attention toward teachers‟ beliefs on the

use of teaching material in all language skills.

2. For Teachers

Teachers are suggested to always use authentic materials in their teaching

process as the material that lead students to experience the real language

used by native speaker instead of textbook. Carefully selected materials

improve students‟ interest and motivation that support them to achieve

communicative skill toward target language and cultural knowledge.


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Teachers take role as a motivator in the classroom and provide students

new experience from the target language. The technique used in teaching

must be different from one to another in order that students can experience

different circumstances in learning language.

3. For students and future researchers

The successful learning of English indicated that the students can use the

language communicatively. It is assumed that students need to learn hard

to be a successful learner. Authentic materials are considered as materials

which can be easily accessed by students. Knowing that authentic

materials are accessible, students can learn from it inside or outside the

classroom. They should make use of authentic materials to improve their

competence in studying English. There is no doubt in using it since

authentic materials offer a lot of benefit that bring them to achieve

communicative competence. For future researchers, it is one of the

challenging to explore more deeply toward this study in Indonesia. It

provides a useful resources for researchers, teachers and students.


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BIBLIOGRAPHY

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APPENDICES


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APPENDIX 1

Data : Interview Data

Respondent : Muh. Farhani (Teacher Fr)

No. respondent : 1

Interview : 1st

Interview

1. Mengapa milih lagu Aubrey?

Pertama kita milih lagu lama karena lagu lama old song itu kan penuh dengan

muatan atapun kalo kita ngomongin bahasa penuh dengan muatan yang banyak

yang bisa diangkat terutama vocab-vocab baru yang mungkin mereka belum

pernah denger. Tapi kadang juga kita juga menggunakan lagu-lagu baru,

misalnya kayak...kebetulan aja kemarin kita milih lagu lama. Buat mereka kan

itu baru tapi buat kita kan jadi lagu lama. Kadang kita juga ngambil lagu baru,

misalnya lagu thousand years, kan itu itungannya belum lama banget, tahun

90.

2. Untuk pertimbangannya, mengapa mister memilih lagu Aubrey?

Ya tentunya kan menyesuaikan dengan ini mbak, topiknya kita kan mau

membahas tentang description atau descriptive text otomatis nyari teks yang

sifatnya descriptive. Kalo pas misalnya kelas 12 ketemu dengan materi

discussion, nyarinya lagu yang discussion, kayak father and son.

3. Apa menurut mister lagu itu sudah memenuhi standar di Kompetensi inti

ini?

Iya.

4. Nah kemarin mister memberikan exercises. yang pertama menjawab

pertanyaan dan yang kedua menjawab missing lyric. Di missing lyric, pasti

ada vocab yang dihilangkan. Pertimbangan apa yang bapak gunakan

untuk menghilangkan kata yang ada di missing lyric?

Yang diutamakan prioritasnya tetap vocabulary yang baru. New vocab.

Kosakata baru terus ya tadi termasuk prertimbangan-pertimbangan kata yang

mungkin memunculkan diskusi-diskusi.

Interview Data with Teacher Fr Session 1


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5. Bagaimana mister menilai kemampuan listening siswa?

Secara umum mereka bagus. Taunya dari hasilnya. Dari nilai yang kemarin itu

secara umum bagus artinya untuk menangkap pesan dari lagu tersebut

kemudian menangkap vocab-vocab baru mereka gak begitu kesulitan dan

lagunya pun kita sesuaikan untuk level mereka. Sengaja menggunakan lagu

mellow. Itu tergantung levelnya. Pernah kita kasih lagunya One Direction.

Kalau kelas 12 gak masalah, tapi kalau kelas 10 agak susah.

6. Apakah mister setuju song termasuk authentic material?

Setuju. Saya melihatnya lebih ke nilai authenticnya itu kan kayak

dipengambilan materi misalnya kayak langsung dari youtube jadi bukan dari

buku paket dsb, trus kita buat questions sendiri versi kita kemudian nyari

liriknya. Bener-bener authentic. Ya nilai authenticnya disitu.


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APPENDIX 2


Respondent : Muh. Farhani (Teacher Fr)

No. respondent : 1

Interview : 2nd

Interview

1. Menurut mister, apa definisi dari authentic material?

Yang jelas authentic material itu materi-materi yang diambil dari berbagai

sumber yang awalnya tidak untuk mengajar. Ngambilnya bisa dari internet.

Pokoknya sifatnya otentik, asli dari native speaker dan authentic material itu

kan butuh extra menantang untuk mencarinya dan sifatnya lebih fresh tidak

mudah ditebak ama murid.

2. Kenapa mister menggunakan authentic material di listening?

Dulu awalnya, awal-awal listening dipakai di SMA itu belum ada mbak. Belum

ada buku yang pakai listening. Ya pertama kali diterapkan ujian nasional di

tahun 2003 itu kita kan hunting material kan untuk listening. Kita ngumpulin

buku-buku itu. Saya dulu cari kayak misalnya active listening, task listening,

ya kan termasuk itu penggunaan encharta dan ensiklopedia.

3. Untuk manfaatnya buat murid apa mister?

Untuk muridnya yang jelas manfaatnya ya itu tadi. Dia lebih fresh setiap guru

yang masuk itu murid kan pasti bertanya-tanya ada kejutan apa ya. Nah kalau

buku-buku kan mereka bisa belajar di rumah. Kalau authentic materialnya kan

mereka tidak punya.

4. Seberapa penting authentic material diajarkan?

Yang jelas penting untuk menambah wawasan murid. Kalau saya cenderung

tantangan itu tadi.

5. Mana yang lebih sering digunakan mister?

Semuanya. Ada empat aspek yang mecakup pembelajaran bahasa itu. Aaya

pakai semuanya. Enggak hanya video tok, lagu tok. Tergantung nemunya apa.

6. Kriteria untuk memilih materi itu apa mister?

Sesuai dengan KI dan KD. Itu kan sudah ditntut oleh kurikulum.

Interview Data with Teacher Fr Session 2


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7. Faktor apa yang mempengaruhi mister menggunakan authentic material?

Personal experience. Sejak dulu kalau kita mengajar awal-awal kita ngajar

sampai sekarang itu intinya kalau kita mengajar miss, Intinya kalau kita masuk

kelas itu bagaimana cara memotivasi anak. Seng paling abot itu kan guru kan

itu ya mbak. Memotivasi siswa. Challenging. Authentic material is

challenging. For me, teacher is a motivator. Jadi buat saya guru adalah

motivator. Kalau kita dateng selalu membawa barang baru buat mereka itu luar

biasa. Itu aja.

8. Untuk mendapatkan authentic material, susah atau mudah?

So far, selama ini saya nggak kesulitan karena mungkin di rumah materialnya

gak banyak banget. Jadi tinggal bongkar-bongkar. Authentic material itu

murah. Tinggal browsing di internet, trus browsing-browsing. Yang jelas

aksesnya mudah.

9. Bagaimana mister menilai authentic material sebagai materi untuk

mengajar listening?

Authentic material is fully motivated. Sangat memotivasi. Yang jelaskan kalau

belajar bahasa kan belajar culture, belajar budaya. Ya kalau misalnya kita bisa

memberikan sumber yang asli kenapa tidak. Masa percakapan contohnya di

buku, percakapan bahasa inggris kok namanya joko sama bandi. Joko sama

bandi ya wagu mbak. Minimalnya kan kalo percakapan bahasa inggris kan

george dan richard. Mosok percakapan bahasa inggris, joko, where are you?

jadinya kan gak sesuai.


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APPENDIX 3


Respondent : Syarif Hidayatullah (Teacher Sy)

No. respondent : 2

Interview : 1st

Interview

1. Secara umum mister sudah memnggunakan authentic material ya untuk

mengajar listening. Sebenarnya menurut mister apa authentic material

itu?

Materi yang dikembangkan oleh native speaker kalau disini kan bahasa inggris

berarti kan asli origin dari yang ngomong. Setiap harinya ngomong pake

bahasa inggris.

2. Sebenarnya tadi mengajarkan materi untuk listening atau vocabulary?

Dua-duanya. Listening sama vocabulary jadi satu. Speaking juga kan tadi

pronounciation.

3. Ketika siswa diminta siswa untuk mengisi missing words, saya perhatian

mister memberikan board marker to each student. Itu indikasinya

bagaimana mister?

Biasanya kan tak taruh di depan trus anak-anak maju sendiri ambil board

markernya. Terus karena ini liat kondisi anaknya kan ada yang aware ada yang

enggak. Ya kita kasih yang aware sama yang enggak. Kita cari apa orangnya

pas perhatian apa dia sama listening dia mampu apa enggak.

4. Jadi sambil mister mengajar sambil mister memperhatikan mana yang

aware sama yang enggak. Jadi board marker itu diberikan kepada yang..?

Dua-duanya. Dilihat mana yang kan banyak tadi kan yang sebagian besar kan

yang aware kan cuma yang agak-agak bisa menguasainya. Yang gak aware

kan yang biasa-biasanya aja. Hasilnya kan beda juga.

5. Itu harapannya seperti apa?

Biar anak memusatkan perhatiannya untuk listening.

Interview Data with Teacher Sy Session 1


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6. Dari sekian banyak authentic material yang dipakai oleh mister, materi

apa yang paling sering digunakan?

Song.

7. Kenapa?

Karena apa ya lebih enak dan lebih anak-anak itu lebih suka cenderung intes

banget ke lagu daripada percakapan atau kalau movie ya bagus tapi kan

kepanjangan. Waktunya nanti gak keburu.

8. Jadi berarti dengan song itu hemat juga waktunya?

Iya. Kalo kan cuma untuk tarolah satu lagu kan nanti bisa dikembangkan jadi

dua jam. Langsung hasilnya kan jadi. Kalau film kan butuh beberapa

pertemuan.

9. Kriteria mister untuk memilih authentic material itu pertimbangannya

apa?

Ya kalo pertama kan tingkat kemampuan siswa, terus kalo kita liat kemampuan

siswa kan levelnya itu kan ada yang sedang biasa trus yang bagus. Kita

combinekan levelnya anak-anak yang levelnya pinter agak pinter dan pinter

sekali kan nanti kita masukkan ke yang paling tengah-tengah.

10. Itu melihat kemampuan siswa bagaimana?

Dari hasil kita kasih conversation tadi terus kita suruh maju trus hasil tesnya

dipertemuan sebelumnya.

11. Trus apa lagi mister?

Kebutuhan siswa. Siswa kan butuh contoh dari native itu bagaimana yang

benar-benar native itu bagaimana.

12. Bagaimana dengan vocabulary?

Vocabularynya ya dari hasil listening kan banyak vocab-vocab yang baru, trus

nanti kita artikan trus kita cari hey ini termasuk kata apa, kata benda kata sifat

itu apa nah itu nanti kan dikelompok-kelompokkan.

13. Ada lagi?

Banyak. Banyak banget. Ada tujuan pembelajaran agar siswa itu mampu

menguasai mampu apa ya penguasaan materi listening trus dikembangkan jadi


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speaking. Habis tujuan kan ada minat siswa kan apa kalo minat siswa kan kalo

yang ngomong dari pengguna bahasa kedua kan biasanya kan wah itu suaranya

kan kalo sama pronounciationnya kan agak gimana gtu kan beda sama yang

first language yang nativenya itu kan mereka lebih aware lebih semangat kalo

hasratnya lebih semangat kalo make materi yang dari nativenya. Lebih keren

dan lebih enak juga ngomongnya bisa dibuat contoh how to pronounce. Trus

habis itu kan nilai sosial dan nilai moral kan kita bisa ambil keuntungan

mungkin dari lirik lagunya dan anak-anak bisa ambil keuntungan dari mungkin

lirik lagunya yang membuat anak-anak termotivasi trus bagaimana nantinya

bisa dari lirik tersebut mungkin membuat anak-anak menjadi kuat dan

semangat dan lingkungan belajar sama kondisi kelas kan ada LCDnya, ada

sound systemnya kan lebih enak kita langsung pake laptop trus kita kasih ke

LCD sama kita Ke sound systemnya lebih enak menggunakan authentic kayak

yang tadi tadi itu. Kemudian pembentukan karakter siswa, mungkin kita ambil

satu contoh dengan lirik lagu apa ya dari song yang tadi kemarin. Kita kan

nanti kan bisa membentuk karakter siswa contohnya ya mungkin membuat

siswa itu dengan lagu atau kata-kata dari native itu kan mesti ada kata-kata

yang baik dalam lagu tersebut atau conversatuionnya trus kan nanti membuat

anak itu mempunyai pikiran yang positive.

14. Contohnya kalau dilagu I have a dream bagaimana?

Kemarin yang i’ll cross the stream. kan makna harfiahnya kan aku akan

menyeberangi arus tersebut. Kan arti sesungguhnya kan apa ya tetap semangat

apapun yang terjadi kita akan hidapi semua rintangan. Trus kultur sekolah.

dengan mudahnya pengaksesan atau pencarian materi authentic itu kan mudah

banget kita ambil ya kita downloadnya. Ratusan ribuan.

15. Nah untuk strategi belajarnya bagaimana? individu atau kelompok?

individu

16. Kira-kira sejauh ini bagaimana respon siswa?

Ya lumayan seneng apalagi kalo film.


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17. Kesulitan atau tantangan apa yang dihadapi?

Ya kan kalo dari nativenya kan ngomongnya kan gak begitu jelas, itu kan salah

satu tantangan bagaimana kita bisa memberitahu anak itu ngomongnya gini ya

pelafalannya terlalu cepet.

18. Bagaimana mister memecahkan masalah/kesulitan itu sendiri?

Ya kita apa ya kasih pelan-pelan sama anaknya nanti yang sulit itu trus nanti

kita ambil vocabnya yang sulit trus pelan-pelan kita ajarkan kepada anak ini

bagaimana ini lho ternyata ngomongnya ini apa kita ajari untuk ngomong yang

kayak native.

19. Nah kalau untuk song sendiri bagaimana?

Kalo song ya hampir sama. Kalo kan ada vocab yang sulit ada yang gampang

biasanya kalo ada vocab yang agak sulit kita puter-puter beberapa kali kita

ulangi lagi biar jelas.

20. Itu berapa kali?

Tergantung anaknya siyh. Ya kalo anaknya yang gak bisa atau apa ya yang gak

pernah denger apa ya mungkin kalo anaknya yang gak ngeh itu mungkin bisa 3

atau 4 kali.

21. Bagaimana bapak mengevaluasi kemampuan belajar siswa?

Dengan tes.

22. Tes itu diberikan kapan?

Tes itu setelah kita menyampaikan materi trus ngasih contoh terus mungkin

satu dua pertemuan kita kasih conversation dari native langsung kita kasih tes.

23. Apakah tes itu sudah bisa merepresentasi kemampuan siswa?

Iya.

24. Bagaimana mister, pendektan apa yang digunakan di kelas?

Ya pas kita datang kita ke kelas kita kasih greeting kita cari pemanasan dulu

pengenalan materi terus nanti kita kasih tau kita mau ngapain kita mau

listening apa. trus habis itu setelah anak tau kita kasih materinya kita kasih soal

suruh mendengarkan trus anak suruh jawab. Trus kita kasih pre-test.


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25. Apa? Pre-test?

Diakhir pelajaran.

26. Post-test?

Iya.


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APPENDIX 4


Respondent : Syarif Hidayatullah (Teacher Sy)

No. respondent : 2

Interview : 2nd

Interview

1. Mister mengajar dengan menggunakan monolog. Kenapa?

Kemarin kan udah pake lagu trus kan sekarang gantian lagi biar anak tau

bagaiamana yang real percakapan native sama native bagaimana yang monolog

oleh native bagaimana.

2. Apakah materi itu sudah ada di silabus belum?

Belum. Kita kembangkan dari silabus. Pokoknya kan ada yang listening dan

speaking kan trus kita cari kita kembangkan lagi.

3. Dari observasi pertama sampe observasi kedua mister cenderung

menggunakan LCD dan menampilkan soal itu di LCD tanpa memberikan

worksheet ke siswa jadi siswa langsung attention. Itu kenapa?

Menghemat waktu trus biar practice kan kalo pake worksheet kan harus

fotocopy bolak balik gitu kan kalo ini kan langsung tulis anaknya juga praktis.

4. Kenapa mister menggunakan authentic dibandingin dengan materi lain?

Karena banyak dan mudah banget untuk mengakses authentic material

daripada materi yang dari indonesia sendiri. Lebih enaknya cari mudahnya cari

yang authentic.

5. Kira-kira manfaatnya apa mister?

Manfaatnya banyak banget. Anak-anak langsung belajar dari native itu.

Pronounciation bagaimana, stressingnya ngomongnya bagaimana, banyak

banget.

6. Kemudian apa yang mister harapkan setelah siswa diajarkan dengan

menggunakan authentic material?

Anak lebih bisa kemampuan skillnya yang listening itu lebih terasah karena

kan kalau nanti anak-anak nonton film atau mendengarkan lagu ohh ini udah

pernah dengar kosakata yang kayak gni, ini artinya kayak gini.

Interview Data with Teacher Sy Session 2


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7. Bagaimana mister menilai authentic material dari sudut pandang mister

sebagai guru?

Ya bagus. Banyak banget manfaatnya yang diambil dari authentic material.

sangat efektif trus langsung berguna dan sangat langsung bisa diaplikasikan

mengajar siswa kemudian how to pronounce contohnya tadinya kan bedanya

heart sama hurt. kan langsung nanti kan bedanya kalau baca yang heart itu apa

yang hurt itu apa.

8. Faktor apa yang mempengaruhi mister menggunakan authentic material?

Manfaat sama faktor manfaat trus habis itu kemudahan pengaksesan.

9. Faktor manfaat yang seperti apa?

Manfaat yang dari native kan kita langsung tahu bagaimana ngomongnya itu

bagaimana pelafalannya bagaimana intonasinya juga bagaimana.

10. Kalau kemudahan akses?

Ya kita tinggal cari dari internet saja kan banyak banget.

11. Untuk pelatihan pengembangan materi pernah ikut?

pernah

12. Kapan itu sir?

Udah lama. Beberapa tahun yang lalu.

13. Hasilnya bagaimana?

Ya lumayan. Bisa diterapkan di kelas.

14. Apakah itu salah satu faktor yang mempengaruhi bapak menggunakan

authentic material?

Iya karena kan dari hasil yang didapatkan dari seminar atau apapun itu kan

salah satu belajar bahasa kan dari nativenya sendiri. Mungkin authentic

material benar-benar dari aslinya kan dari nativenya kan ya udah kita ambil

aja.

15. Sekolah ini kan sudah menggunakan kurikulum 2013, Apakah authentic

material itu sudah fit dengan kebijakan yang di kurikulum 2013 apa

belum?

Iya karena kan saya disini ngajarnya kan yang dipeminatan, bukan yang wajib.

Kalo peminatan kan langsung ke proses pengaplikasiannya atau apa ya

langsung ke practicenya. kita langsung ngomongnya langsung yang penting

langsung ke prakteknya.


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1. Bagaimana setelah diajar dengan menggunakan song?

Bisa jadi lebih bisa fasih ngomongnya, bisa terbiasa dengan kata-kata bahasa

Inggris gitu.

2. Apakah lebih termotivasi belajar dengan menggunakan song?

Iya. Semakin termotivasi.

3. Apakah bapak ini selalu memberikan soal latihan yang didisplay di LCD

atau pakai worksheet?

Sering di layar dari LCD.

4. Apakah pak Syarif kalau mengajar sering memnjelaskan satu kata dan

meminta siswa untuk membuat kalimat atau bagaimana?

Iya. Seperti itu.

5. Soal yang diberikan mudah atau susah?

Ya mudah. Bisa lebih dipahami.

6. Lebih senang mana diajar dengan menggunakan lagu atau materi lain?

Lebih enak lagu. Ya kan soalnya lebih asyik dan bisa sekalian refreshing.

7. Apakah materi yang diajarkan sesuai dengan lagu atau tidak?

Ya kadang sesuai. Tapi biasanya kadang enggak pake lagu.

8. Seberapa sering pak syarif mengajar dengan menggunakan materi seperti

ini?

Ya sering.

9. Lebih milih diajar dengan materi asli dari native atau materi yang dibuat

oleh guru sendiri?

Lebih enak listening. soalnya kan kalo sering mungkin kalau ketemu orang

asing kan akan terbiasa. jadi kan lebih enak.

10. Manfaatnya apa?

Lebih mengetahui pelafalannya. Terus bisa berusaha mengikuti.

11. Vocabnya nambah gak?

Ya cukup nambahnya.

12. Bagaimana cara guru mengevaluasi hasil belajar kalian?

Ya diulang semua dari awal. Misalnya ada yang tidak memperhatikan, nanti

dites di suruh maju.

13. Bagaimana menurut kalian ketika belajar dengan menggunakan materi

yang diambil dari orang yang menggunakan bahasa inggris asli atau

materia yang tidak?

Lebih milih yang dari orang inggris asli.

Interview with Student


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SILABUS SMA/MA

Mata Pelajaran : BAHASA INGGRIS - WAJIB Kelas : X

Kompetensi Inti :

KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi

secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan

peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi

Waktu Sumber Belajar

Mensyukuri kesempatan

dapat mempelajari bahasa

Inggris sebagai bahasa

pengantar komunikasi internasional yang

diwujudkan dalam

semangat belajar.

2.1. Menunjukkan

perilaku santun dan

peduli dalam melaksanakan

komunikasi

interpersonal dengan

guru dan teman.

Syllabus

Appendix 7


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2.2. Menunjukkan

perilaku jujur,

disiplin, percaya diri,

dan bertanggung jawab dalam

melaksanakan

komunikasi

transaksional dengan

guru dan teman.

2.3. Menunjukkan perilaku tanggung

jawab, peduli,

kerjasama, dan cinta

damai, dalam

melaksanakan komunikasi

fungsional.

3.1. Menganalisis fungsi

sosial, struktur teks,

dan unsur

kebahasaan dari teks

pemaparan jati diri, sesuai dengan

konteks

penggunaannya.

4.1. Menangkap makna

pemaparan jati diri lisan dan tulis.

4.2. Menyusun teks lisan

dan tulis sederhana,

untuk memaparkan,

menanyakan, dan

merespon pemaparan jati diri, dengan

Teks lisan dan tulis

sederhana untuk

memaparkan dan

menanyakan jati diri,

serta responnya

Fungsi sosial

Mengenalkan,

menyebutkan identitas,

untuk saling mengenal

dan menjalin hubungan antar

pribadi dengan teman

dan guru.

Struktur teks

Alex: My My name is

Mengamati

Siswa melihat, mendengar, dan dan menyaksikan guru

memaparkan dan

menanyakan jati diri dalam

bahasa Inggris secara benar sesuai kenyataan, untuk

dapat dikenal siswa secara

lebih dekat.

Guru mengulanginya berkali-kali, dan secara interaktif

mengajak siswa untuk

mengamati secara jelas, kalimat demi kalimat, isi

pesan dan unsur kebahasaan

yang digunakan dalam

memaparkan dan

KRITERIA PENILAIAN

Tingkat ketercapaian fungsi sosial

memaparkan dan

menanyakan jati diri.

Tingkat kelengkapan dan keruntutan dalam memaparkan dan


Tingkat ketepatan unsur kebahasaan:

tata bahasa, kosa

kata, ucapan, tekanan

kata, intonasi, ejaan, tanda baca, tulisan

4 JP Buku Teks wajib

Keteladanan ucapan dan

tindakan guru

menggunakan

setiap tindakan komunikasi

interpersonal/

transaksional

dengan benar

dan akurat

Contoh peragaan dalam bentuk

rekaman

CD/VCD/


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memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan, secara benar dan

sesuai dengan

konteks.

Alex. I live on Jln. Kenari. Vina: Near SMAN 2?

Alex: Yes, only 100 m to the north. I have 2 brothers, Ferry and Bima. Aldi: I know Ferry

Alex: Really.

Aldi: Yes, we play badminton together every Friday.

Unsur kebahasaan

(1) Kosakata: nama

status hubungan

keluarga,

kekerabatan,

teman, tetangga

(2) Nama profesi

pekerjaan, hobi.

(3) Kata tanya Who?

Which? How? Dst.

(4) Kata kerja dalam

simple present tense.

(5) Penggunaan

nominal singular

dan plural secara

tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara

tepat dalam frasa


Siswa menirukan guru mengatakan setiap kalimat.

Menanya

Dengan bimbingan dan arahan guru, siswa menanyakan dan

mempertanyakan antara lain

tentang perbedaan antara

ungkapan memaparkan dan

menanyakan jati diri dalam

bahasa Inggris dan dalam bahasa Indonesia, kemungkinan

menggunakan ungkapan lain,

dsb.

Mengumpulkan Informasi

Siswa mendengarkan dan menyaksikan banyak contoh

interaksi memaparkan dan menanyakan jati dalam

bahasa Inggris dari film,

kaset, buku teks, dsb.

Siswa mengikuti dan menirukan contoh-contoh

interaksi memaparkan dan menanyakan jati diri dengan

ucapan, tekanan kata,

intonasi, dan sikap yang

benar.

Dengan bimbingan dan arahan guru, siswa

mengidentifikasi ciri-ciri (fungsi sosial, struktur teks,

tangan.

Sikap tanggung jawab, kerjasama, peduli, dan

percaya diri yang

menyertai tindakan memaparkan dan


CARA PENILAIAN:

Kinerja (praktik)

Simulasi dan/atau bermain peran (role play)

dalam bentuk interaksi

dengan memaparkan dan


Observasi:

(penilaian yang bertujuan untuk memberikan

balikan secara lebih cepat)

Observasi terhadap tindakan siswa

menggunakan bahasa

Inggris untuk

memaparkan dan menanyakan jati diri,

ketika muncul

kesempatan, di dalam

dan di luar kelas.

Observasi terhadap kesungguhan,

DVD/kaset

Contoh interaksi

tertulis

Contoh teks tertulis

Sumber dari internet, seperti:

- www.dailyengl

ish.com

- http://americanenglish.stat

e.gov/files/ae

/resource_file

s

- http://learnenglish.britishc

ouncil.org/en

/


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http://americanenglish.state.gov/files/ae/resource_files





http://learnenglish.britishcouncil.org/en/




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nominal

(6) Ucapan, tekanan

kata, intonasi

(7) Ejaan dan tanda baca

(8) Tulisan tangan.

Topik

Diri sendiri, orang tua,

kakak, adik, famili,

tetangga, dan orang terdekat lainnya,

dengan memberikan

keteladanan tentang

perilaku santun,

peduli, jujur, disiplin, percaya diri,

kerjasama, dan

bertanggung jawab.

dan unsur kebahasaan)

interaksi memaparkan dan


Secara kolaboratif, siswa berusaha menggunakan bahasa Inggris untuk

memaparkan jati diri dalam

konteks pembelajaran, simulasi, role-play, dan

kegiatan lain yang terstruktur.

Mengasosiasi

Siswa membandingkan

ungkapan untuk memaparkan dan menanyakan diri yang

telah dikumpulkan dari

berbagai sumber tersebut di

atas.

Siswa membandingkan antara ungkapan untuk memaparkan dan menanyakan diri yang

telah dipelajari tersebut di

atas dengan yang ada di

sumber-sumber lain, atau

dengan yang digunakan

dalam bahasa lain.

Siswa memperoleh balikan (feedback) dari guru dan

teman tentang fungsi sosial

dan unsur kebahasaan yang

digunakan.

Mengkomunikasikan

tanggung jawab, dan

kerja sama siswa

dalam proses

pembelajaran di setiap tahapan.

Observasi terhadap kepedulian dan

kepercayaan diri

dalam melaksanakan

komunikasi, di dalam

dan di luar kelas.

Penilaian diri:

Pernyataan siswa secara

tertulis dalam jurnal

belajar sederhana

berbahasa Indonesia tentang pengalaman

belajar memaparkan dan

menanyakan jati diri,

termasuk kemudahan dan

kesulitannya.

Tes tertulis

Membaca dan menulis

teks yang menuntut

pemahaman dan

kemampuan

menghasilkan teks yang di

dalamnya termasuk tindakan memaparkan

dan menanyakan jati diri.


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Siswa menggunakan bahasa Inggris untuk saling

memaparkan jati diri agar

saling mengenal secara lebih

dekat.

Siswa berupaya berbicara

secara lancar dengan ucapan, tekanan kata, intonasi yang

benar dan menulis dengan

ejaan dan tanda baca yang

benar, serta tulisan yang jelas

dan rapi.

Siswa membicarakan permasalahan yang dialami

dalam memaparkan jati diri

dalam bahasa Inggris dan

menuliskannya dalam jurnal

belajar sederhana dalam

bahasa Indonesia.

3.2. Menganalisis fungsi sosial, struktur teks,

dan unsur

kebahasaan pada

ungkapan memuji bersayap (extended)

serta responnya, sesuai dengan

konteks

penggunaannya.


dan tulis untuk mengucapkan dan

merespon pujian bersayap (extended),

Teks lisan dan tulis untuk memuji

bersayap (extended)

serta responnya

Fungsi sosial

Menjaga hubungan interpersonal dengan

guru, teman dan orang

lain.

Struktur teks

Tuti: Is this your new bag?

Mengamati

Siswa terbiasa atau sering mendengar dan menyaksikan

guru dan warga sekolah lain memuji bersayap (extended)

serta meresponnya, dalam

bahasa Inggris, bahasa

Indonesia, dan bahasa lain, dengan unsur kebahasaan

yang dipilih untuk

mendekatkan hubungan

interpersonal dengan siswa

(keteladanan).

Siswa dituntut untuk

KRITERIA PENILAIAN

Tingkat ketercapaian fungsi sosial memuji bersayap (extended),

serta responnya.

Tingkat kelengkapan dan keruntutan

struktur ungkapan

memuji bersayap (extended), serta

responnya.




tindakan guru

menggunakan

setiap tindakan

komunikasi

interpersonal/ transaksional

dengan benar

dan akurat

Contoh peragaan dalam


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dengan

memperhatikan

fungsi sosial,

struktur teks, dan unsur kebahasaan

yang benar dan

sesuai konteks.

Tibo: Yes.

Tuti: It looks strong. It must be expensive.

Wina: You did it well. You must be very happy. Susi: Yes, I am. Thank

God, I could finish it.

Unsur kebahasaan

(1) Kosa kata

adjektiva terkait dengan kualitas

pekerjaan,

penampilan,

prestasi.

(2) Tata bahasa: simple past tense,

present perfect

tense, present

perfect continuous

tense.

(3) Penggunaan nominal singular

dan plural secara

tepat, dengan atau tanpa a, the, this, those, my, their,

dsb secara tepat dalam frasa

nominal

(4) Ucapan, tekanan

kata, intonasi

(5) Ejaan dan tanda

baca

mencontoh keteladanan

tersebut dengan memuji bersayap (extended) serta

meresponnya, dalam bahasa

Inggris dan bahasa lainnya.

Menanya

Dengan bimbingan dan arahan

guru, siswa menanyakan dan


tentang perbedaan antara ungkapan memuji bersayap

(extended), dalam bahasa Inggris

dengan yang ada dalam bahasa

Indonesia, kemungkinan


akibat jika tidak melakukan, dsb.



interaksi dengan memuji bersayap (extended) serta

responnya dalam bahasa

Inggris dari film, kaset, buku teks, dsb.

Siswa menirukan contoh-contoh interaksi dengan

memuji bersayap (extended),

serta responnya dalam bahasa

Inggris dengan ucapan,

tekanan kata, intonasi, dan sikap yang benar.

Dengan bimbingan dan

tata bahasa, kosa


kata, intonasi, ejaan,

tanda baca, tulisan tangan.

Sikap santun, peduli, percaya diri dan cinta

damai yang menyertai

ungkapan memuji bersayap (extended),

serta responnya.

CARA PENILAIAN:

Kinerja (praktik)


untuk memuji bersayap (extended), serta

responnya.

Observasi:

(penilaian yang bertujuan

untuk memberikan


Observasi terhadap

tindakan siswa menggunakan bahasa

Inggris untuk memuji bersayap (extended)

ketika muncul

kesempatan di dalam

bentuk

rekaman

CD/VCD/

DVD/kaset

Contoh interaksi

tertulis



- www.dailyenglish.com

- http://americ

anenglish.stat

e.gov/files/ae/resource_file

s

- http://learne

nglish.britishc

ouncil.org/en/


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(6) Tulisan tangan

Topik

Berbagai hal terkait

dengan interaksi siswa dengan guru, teman,

adik, kakak, dsb.

terkait dengan kegiatan

siswa sehari-hari di

rumah, sekolah, di

dalam maupun di luar kelas, dengan

memberikan keteladan

tentang perilaku

santun, peduli, percaya

diri, dan cinta damai.

arahan guru, siswa

mengidentifikasi ciri-ciri

(fungsi sosial, struktur teks,

dan unsur kebahasaan) interaksi memuji bersayap

(extended), serta responnya.

Secara kolaboratif, siswa berusaha menggunakan

bahasa Inggris untuk memuji

bersayap (extended), serta

responnya dalam konteks pembelajaran, simulasi, role-play, dan kegiatan lain yang

terstruktur.

Mengasosiasi

Siswa membandingkan ungkapan memuji bersayap

(extended), serta responnya

yang telah dikumpulkan dari berbagai sumber tersebut di

atas.

Siswa membandingkan ungkapan memuji bersayap

(extended), serta responnya

yang telah dipelajari tersebut di atas dengan yang ada di



dalam bahasa lain.


teman tentang fungsi sosial dan unsur kebahasaan yang

dan di luar kelas.

Observasi terhadap kesungguhan siswa

dalam proses

pembelajaran di setiap tahapan.

Observasi terhadap kesantunan dan

kepedulian dalam

melaksanakan

komunikasi di dalam

dan di luar kelas.

Penilaian diri:



belajar sederhana bahasa

Indonesia tentang

pengalaman belajar berinteraksi dengan

memuji bersayap (extended), termasuk

kemudahan dan

kesulitannya.


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digunakan.

Mengkomunikasikan

Siswa menggunakan bahasa Inggris setiap kali muncul

kesempatan memuji bersayap (extended), serta

responnya, di dalam dan di

luar kelas, dengan unsur

kebahasaan yang dapat


interpersonal.

Siswa berupaya berbicara secara lancar dengan ucapan,

tekanan kata, intonasi yang




dan rapi.


dalam menggunakan bahasa

Inggris untuk memuji

bersayap (extended), serta

responnya dan menuliskannya dalam jurnal


bahasa Indonesia.



dan unsur

kebahasaan pada ungkapan

menunjukan


untuk menunjukkan

perhatian (care) serta

responnya

Mengamati


guru dan warga sekolah lain menunjukkan perhatian (care)

KRITERIA PENILAIAN

Tingkat ketercapaian fungsi sosial ungkapan

untuk menunjukkan



tindakan guru


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perhatian (care), serta

responnya, sesuai

dengan konteks

penggunaannya.

4.4. Menyusun teks lisan dan tulis untuk

mengucapkan dan

merespon ungkapan perhatian (care),

dengan

memperhatikan fungsi sosial,

struktur teks, dan

unsur kebahasaan,

yang benar dan

sesuai konteks.

Fungsi sosial

Menjaga hubungan


guru, teman dan orang lain.

Struktur teks

Dewi: You look pale. Are you alright?

Indra: Not really. I have a bad headache. Dewi: You need to take a good rest. Indra: I think so. Thanks.

Emi: I failed my English test.

Lia: That’s okay. Just work harder, and you will get a good mark next time.

Unsur kebahasaan

(1) Kosa kata terkait dengan kondisi

kesehatan,

kekerhasilan,

kegagalan.

(2) Tata bahasa: have, have got, need, may, can, will, dsb.

(3) Frasa nominal


bahasa Inggris, bahasa

Indonesia, dan bahasa lain,

dengan unsur kebahasaan yang dipilih untuk


interpersonal dengan siswa

(keteladanan).

Siswa dituntut untuk mencontoh keteladanan

tersebut dengan menunjukkan perhatian (care)


bahasa Inggris dan bahasa

lainnya.

Menanya



tentang perbedaan antara

ungkapan menunjukkan perhatian (care), dalam bahasa

Inggris dengan yang ada dalam bahasa Indonesia, kemungkinan





interaksi dengan menunjukkan perhatian (care)


Inggris dari film, kaset, buku

perhatian (care), serta

responnya.


struktur ungkapan

untuk menunjukkan perhatian (care), serta

responnya.


tata bahasa, kosa



tangan.

Sikap santun, peduli, percaya diri dan cinta

damai yang menyertai

ungkapan untuk

menunjukkan perhatian (care), serta

responnya.

CARA PENILAIAN:

Kinerja (praktik)


dalam menggunakan

ungkapan untuk

menunjukkan perhatian

menggunakan

setiap tindakan

komunikasi

interpersonal/ transaksional

dengan benar

dan akurat


bentuk

rekaman CD/VCD/

DVD/kaset

Contoh interaksi

tertulis



- www.dailyengl

ish.com


e.gov/files/ae

/resource_file

s


ouncil.org/en

/


commit to user












157



dengan adjective: a bad headache, a good rest;

(4) Penggunaan

nominal singular

dan plural secara tepat, dengan atau tanpa a, the, this,

those, my, their,

dsb secara tepat

dalam frasa

nominal (5) Ucapan, tekanan

kata, intonasi

(6) Ejaan dan tanda

baca

(7) Tulisan tangan

Topik


dengan interaksi siswa

dengan guru, teman,

adik, kakak, dsb.

terkait dengan kegiatan siswa sehari-hari di

rumah, sekolah, di

dalam maupun di luar

kelas, dengan

memberikan

keteladanan tentang perilaku perilaku

santun, peduli, jujur,

disiplin, percaya diri,

cinta damai,

kerjasama, dan

teks, dsb.


menunjukkan perhatian (care), serta responnya dalam

bahasa Inggris dengan ucapan, tekanan kata,


benar.



(fungsi sosial, struktur teks, dan unsur kebahasaan)

interaksi menunjukkan perhatian (care), serta

responnya.


bahasa Inggris untuk menunjukkan perhatian (care), serta responnya dalam

konteks pembelajaran, simulasi, role-play, dan


Mengasosiasi

Siswa membandingkan ungkapan menunjukkan perhatian (care), serta

responnya yang telah

dikumpulkan dari berbagai

sumber tersebut di atas.

(care), serta responnya.

Observasi:


untuk memberikan



menggunakan bahasa

Inggris untuk

menggunakan

ungkapan untuk menunjukkan perhatian (care) ketika

muncul kesempatan di

dalam dan di luar

kelas.

Observasi terhadap kesungguhan siswa

dalam proses pembelajaran di setiap

tahapan.


kepedulian dalam

melaksanakan komunikasi di dalam

dan di luar kelas.

Penilaian diri:



belajar sederhana bahasa Indonesia tentang


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bertanggung jawab. Siswa membandingkan ungkapan menunjukkan perhatian (care), serta

responnya yang telah

dipelajari tersebut di atas

dengan yang ada di sumber-sumber lain, atau dengan

yang digunakan dalam bahasa

lain.



dan unsur kebahasaan yang digunakan.

Mengkomunikasikan


kesempatan menunjukkan perhatian (care), serta

responnya, di dalam dan di luar kelas, dengan unsur



interpersonal.


tekanan kata, intonasi yang benar dan menulis dengan



dan rapi.


pengalaman belajar

berinteraksi dengan

menunjukkan perhatian (care), termasuk

kemudahan dan kesulitannya.


commit to user

159




Inggris untuk menunjukkan perhatian (care), serta

responnya dan

menuliskannya dalam jurnal belajar sederhana dalam

bahasa Indonesia.



dan unsur

kebahasaan untuk menyatakan dan

menanyakan tentang

niat melakukan

sesuatu, sesuai

dengan konteks

penggunaannya


dan tulis untuk

menyatakan dan

menanyakan tentang

niat melakukan sesuatu, dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan,

yang benar dan sesuai konteks


menyatakan dan

menanyakan niat

melakukan suatu tindakan/kegiatan

Fungsi sosial

Menyatakan rencana,

menyarankan, dsb.

Struktur teks

I’d like to show you my recipe collection. I’m sure you will like it.; During the semester break I will paint my bedroom.Ok. That’s my big boy!; May we have your attention, please. Shanti is going to explain the design of

our wall magazine., dan semacamnya.

Unsur kebahasaan

(1) Kata kerja bantu modal: I’d like to

Mengamati


guru dan warga sekolah lain

menyatakan dan menanyakan niat melakukan suatu

tindakan, dalam bahasa

Inggris, dengan unsur

kebahasaan yang sesuai

dengan fungsi sosialnya.

Siswa dituntut untuk mencontoh kebiasaan tersebut dengan menyatakan

dan menanyakan niat

melakukan suatu tindakan,

dalam bahasa Inggris, dengan

unsur kebahasaan yang

sesuai dengan fungsi sosialnya.

Menanya



mempertanyakan antara lain tentang perbedaan antara cara

menyatakan dan menanyakan

niat melakukan suatu tindakan,

KRITERIA PENILAIAN


menyebutkan dan

menanyakan tentang niat melakukan suatu

tindakan/kegiatan.

Tingkat kelengkapan dan keruntutan dalam

menyebutkan dan

menanyakan tentang

niat melakukan suatu tindakan/kegiatan.


tata bahasa, kosa





percaya diri yang

menyertai tindakan

menyebutkan dan menanyakan tentang



tindakan guru

menggunakan setiap tindakan

komunikasi

interpersonal/

transaksional

dengan benar

dan akurat


bentuk

rekaman

CD/VCD/

DVD/kaset

Contoh interaksi tertulis




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…, will …, be going to …

(2) Kosa kata: kata

kerja yang terkait dengan kegiatan

siswa di kelas,

sekolah, rumah,

dan sekitarnya

(3) Penggunaan

nominal singular dan plural secara


tepat dalam frasa nominal

(4) Ucapan, tekanan

kata, intonasi,

(5) Ejaan dan tanda

baca

(6) Tulisan tangan.

Topik

Tindakan yang

dilakukan di kelas,

sekolah, rumah, dan

sekitarnya yang memberikan

keteladanan tentang

perilaku santun,

peduli, jujur, disiplin,

percaya diri,

dalam bahasa Inggris dengan

yang ada dalam bahasa


menggunakan ungkapan lain, akibat jika tidak melakukan, dsb.



interaksi dengan menyatakan

dan menanyakan niat

melakukan suatu tindakan dalam bahasa Inggris dari

film, kaset, buku teks, dsb.



niat melakukan suatu

tindakan dalam bahasa Inggris dengan ucapan,

tekanan kata, intonasi, dan

sikap yang benar.


mengidentifikasi ciri-ciri (fungsi sosial, struktur teks,


interaksi menyatakan dan

menanyakan niat melakukan

suatu tindakan.

Secara kolaboratif, siswa berusaha menggunakan bahasa Inggris untuk



tindakan/kegiatan.

CARA PENILAIAN:

Kinerja (praktik)



dengan menyebutkan dan


tindakan/kegiatan.

Observasi:


untuk memberikan



menggunakan bahasa

Inggris untuk

menyebutkan dan


tindakan/kegiatan,

ketika muncul


dan di luar kelas.

Observasi terhadap kesungguhan, tanggung jawab, dan

kerja sama siswa

- www.dailyengl

ish.com


e.gov/files/ae

/resource_file

s

- http://learne

nglish.britishc

ouncil.org/en

/


commit to user












161



kerjasama, dan

bertanggung jawab.


tindakan dalam konteks pembelajaran, simulasi, role-play, dan kegiatan lain yang

terstruktur.

Mengasosiasi

Siswa membandingkan ungkapan menyatakan dan


suatu tindakan yang telah



Siswa membandingkan ungkapan menyatakan dan


suatu tindakan yang telah


dengan yang ada di sumber-

sumber lain, atau dengan yang digunakan dalam bahasa

lain.




digunakan.

Mengkomunikasikan


kesempatan untuk



dalam proses

pembelajaran di setiap

tahapan.

Observasi terhadap kepedulian dan kepercayaan diri

dalam melaksanakan


dan di luar kelas.

Penilaian diri:

Pernyataan siswa secara tertulis dalam jurnal

belajar sederhana

berbahasa Indonesia

tentang pengalaman

belajar menyebutkan dan menanyakan tentang niat

melakukan suatu

tindakan/kegiatan,


kesulitannya.

Tes tertulis

Membaca dan menulis

teks yang menuntut

pemahaman dan

kemampuan

menghasilkan teks yang di

dalamnya termasuk tindakan menyebutkan

dan menanyakan tentang


tindakan/kegiatan.


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162



tindakan, di dalam dan di luar

kelas, dengan unsur


dengan fungsi sosialnya.






dan rapi.



Inggris untuk menyatakan

dan menanyakan niat

melakukan suatu tindakan

dan menuliskannya dalam jurnal belajar sederhana

dalam bahasa Indonesia.



dan unsur

kebahasaan dari ungkapan ucapan

selamat bersayap (extended), sesuai

dengan konteks

penggunaannya.

4.6. Menyusun teks lisan dan tulis untuk

mengucapkan dan

merespon ucapan

selamat bersayap


untuk memberi

ucapan selamat

bersayap (extended) serta reponnya.

Fungsi Sosial

Menjaga hubungan


guru, teman, dan orang

lain.

Struktur text

Mengamati



memberi ucapan selamat bersayap (extended), serta

responnya dalam bahasa

Inggris, bahasa Indonesia,

dan bahasa lain (keteladanan), dengan unsur


menjaga hubungan interpersonal.

KRITERIA PENILAIAN

Tingkat ketercapaian fungsi sosial ucapan

selamat bersayap (extended), serta

responnya.


struktur ucapan


responnya.

4 JP

Buku Teks wajib


tindakan guru


komunikasi

interpersonal/

transaksional

dengan benar

dan akurat

Contoh


commit to user

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(extended), dengan

memperhatikan

tujuan, struktur teks,

dengan

memperhatikan tujuan, struktur teks,

dan unsur

kebahasaan, secara

benar dan sesuai

dengan konteks.

Gamal: You passed your test to enter the best school in town? Congratulations! I’m happy for you. Siti: Thanks. What about you?

Evi: Congratulations! You won the first prize in the story telling competition. We are proud of you! Johan: Thank you.

Unsur kebahasaan

(1) Kosa kata terkait

dengan kualitas pekerjaan,

kekerhasilan,

prestasi.

(2) Tata bahasa:

simple past tense, simple present

tense present

perfect tense

(3) Ungkapan baku

yang lazim

digunakan. (4) Penggunaan

nominal singular

dan plural secara

tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat

Siswa dituntut untuk mencontoh keteladanan

tersebut dengan memberi

ucapan selamat bersayap (extended) serta meresponnya,

dalam bahasa Inggris dan bahasa lainnya, dengan unsur


menjaga hubungan

interpersonal.

Menanya




tentang perbedaan ucapan

selamat bersayap, serta

responnya, dalam bahasa Inggris dengan yang ada dalam bahasa





Siswa mendengarkan dan

menyaksikan banyak contoh interaksi dengan ucapan selamat bersayap (extended)


Inggris dari film, kaset, buku

teks, dsb.

Siswa menirukan contoh-contoh interaksi dengan ucapan selamat bersayap (extended), serta responnya


tata bahasa, kosa



tangan.

Sikap santun, peduli, dan percaya diri yang

menyertai ucapan


responnya.

CARA PENILAIAN:

Kinerja (praktik)



responnya.

Observasi:


untuk memberikan



menggunakan bahasa

Inggris untuk memberi

ucapan selamat bersayap (extended)

peragaan dalam

bentuk

rekaman

CD/VCD/ DVD/kaset

Contoh interaksi

tertulis




- http://americ

anenglish.state.gov/files/ae

/resource_file

s

- http://learne

nglish.britishcouncil.org/en

/


commit to user












164



dalam frasa

nominal

(5) Ucapan, tekanan

kata, intonasi (6) Ejaan dan tanda

baca

(7) Tulisan tangan

Topik


dengan interaksi siswa dengan guru, teman,

adik, kakak, dsb.

terkait dengan kegiatan

siswa sehari-hari di

rumah, sekolah, di dalam maupun di luar

kelas, dengan

memberikan

keteladanan tentang

perilaku santun dan

peduli.

.




benar.





interaksi dengan ucapan selamat bersayap (extended),

serta responnya.


bahasa Inggris untuk


responnya dalam konteks pembelajaran, simulasi, role-play, dan kegiatan lain yang

terstruktur.

Mengasosiasi

Siswa membandingkan ucapan selamat bersayap (extended), serta responnya

yang telah dikumpulkan dari

berbagai sumber tersebut di atas.

Siswa membandingkan ucapan selamat bersayap (extended), serta responnya

yang telah dipelajari tersebut

di atas dengan yang ada di

ketika muncul

kesempatan di dalam

dan di luar kelas.

Observasi terhadap kesungguhan siswa dalam proses


tahapan.


kepedulian dalam

melaksanakan komunikasi di dalam

dan di luar kelas.

Penilaian diri:



belajar sederhana bahasa Indonesia tentang

pengalaman belajar

berinteraksi dengan

memberi ucapan selamat bersayap (extended),

termasuk kemudahan dan kesulitannya.


commit to user

165





dalam bahasa lain.


teman tentang fungsi sosial dan unsur kebahasaan yang

digunakan.

Mengkomunikasikan


kesempatan untuk memberi

ucapan selamat bersayap (extended), serta responnya, di

dalam dan di luar kelas,

dengan unsur kebahasaan

yang dapat menjaga

hubungan interpersonal.

Siswa berupaya berbicara secara lancar dengan ucapan, tekanan kata, intonasi yang




dan rapi.



Inggris untuk memberi

ucapan selamat bersayap (extended), serta responnya



commit to user

166






dan unsur

kebahasaan pada pernyataan dan

pertanyaan

tindakan/kejadian

yang dilakukan/

terjadi di waktu

lampau yang merujuk waktu terjadinya

dengan yang merujuk

pada kesudahannya,

sesuai dengan

konteks penggunaannya.


dan tulis untuk

menyatakan dan

menanyakan tentang

tindakan/kejadian yang

dilakukan/terjadi di

waktu lampau yang

merujuk waktu

terjadinya dengan yang merujuk pada

kesudahannya,

dengan

memperhatikan

fungsi sosial,

struktur teks, dan unsur kebahasaan,

yang benar dan


untuk menyatakan

dan menanyakan

tindakan/kejadian yang dilakukan/

terjadi di waktu

lampau yang merujuk

waktu terjadinya

dengan yang merujuk

pada kesudahannya

Fungsi sosial

Melaporkan,

menceritakan,

menjelaskan

Struktur teks

I have been to the lake once. I went there in 2005.; He has left for Sorong. He left the office half an hour ago.; Indonesia has experienced many tsunamis. The biggest one happened in Aceh in 2004.; dan

semacamnya.

Unsur kebahasaan

(1) Kosa kata terkait

dengan kegiatan,

tindakan,

Mengamati



menyebutkan dan menanyakan


dilakukan/terjadi di waktu

lampau yang merujuk waktu

terjadinya dengan yang

merujuk pada kesudahannya, dalam bahasa Inggris, dengan


sesuai dengan fungsi

sosialnya.

Siswa dituntut untuk mencontoh kebiasaan

tersebut dengan menyebutkan dan menanyakan




terjadinya dengan yang merujuk pada kesudahannya,



sesuai dengan fungsi

sosialnya.

Menanya




KRITERIA PENILAIAN


menyebutkan dan

menanyakan tentang tindakan/kejadian

yang dilakukan/terjadi

di waktu lampau yang

merujuk waktu

terjadinya dengan

yang merujuk pada kesudahannya.


menyebutkan dan

menanyakan tentang

tindakan/kejadian

yang dilakukan/terjadi di waktu lampau yang

merujuk waktu

terjadinya dengan

yang merujuk pada

kesudahannya.


tata bahasa, kosa



tanda baca, tulisan

tangan.




tindakan guru


komunikasi

interpersonal/

transaksional

dengan benar

dan akurat


bentuk

rekaman

CD/VCD/

DVD/kaset

Contoh interaksi tertulis




- http://americ

anenglish.stat

e.gov/files/ae


commit to user






167



sesuai konteks.

kejadian,

peristiwa


Simple Past Tense, Present

Perfect Tense.

(3) Penggunaan

nominal singular

dan plural secara


tepat dalam frasa

nominal

(4) Ucapan, tekanan kata, intonasi,

(5) Ejaan dan tanda

baca

(6) Tulisan tangan.

Topik

Kegiatan, tindakan, kejadian, peristiwa,

yang relevan dengan

kehidupan siswa

sebagai pelajar dan

remaja, dengan memberikan

keteladanan tentang

perilaku santun,


percaya diri,

tentang perbedaan antara cara



dilakukan/terjadi di waktu lampau yang merujuk waktu

terjadinya dengan yang merujuk

pada kesudahannya, dalam

bahasa Inggris dengan yang ada

dalam bahasa Indonesia,

kemungkinan menggunakan ungkapan lain, akibat jika

menyebutkan waktunya, dsb.



interaksi dengan menyebutkan dan

menanyakan


dilakukan/ terjadi di waktu


terjadinya dengan yang merujuk pada kesudahannya

dalam bahasa Inggris dari

film, kaset, buku teks, dsb.


menyebutkan dan

menanyakan tindakan/kejadian yang




merujuk pada kesudahannya

percaya diri yang

menyertai tindakan

menyebutkan dan




merujuk waktu

terjadinya dengan

yang merujuk pada kesudahannya.

CARA PENILAIAN:

Kinerja (praktik)



dengan menyebutkan dan

menanyakan tentang


dilakukan/terjadi di waktu lampau yang merujuk

waktu terjadinya dengan

yang merujuk pada

kesudahannya.

Observasi:




/resource_file

s


ouncil.org/en

/


commit to user







168



kerjasama, cinta

damai, dan

bertanggung jawab.




benar.





interaksi menyebutkan dan

menanyakan tindakan/kejadian yang




merujuk pada kesudahannya.

Secara kolaboratif, siswa

berusaha menggunakan bahasa Inggris untuk

menyebutkan dan

menanyakan


dilakukan/terjadi di waktu lampau yang merujuk waktu



dalam konteks pembelajaran, simulasi, role-play, dan


Mengasosiasi

Siswa membandingkan ungkapan menyebutkan dan

menanyakan


menggunakan bahasa

Inggris untuk

menyebutkan dan




merujuk waktu

terjadinya dengan

yang merujuk pada kesudahannya, ketika

muncul kesempatan,

di dalam dan di luar

kelas.

Observasi terhadap kesungguhan, tanggung jawab, dan

kerja sama siswa

dalam proses


tahapan.

Observasi terhadap kepedulian dan kepercayaan diri

dalam melaksanakan


dan di luar kelas.

Penilaian diri:

Pernyataan siswa secara tertulis dalam jurnal

belajar sederhana

berbahasa Indonesia

tentang pengalaman

belajar menyebutkan dan


commit to user

169






merujuk pada kesudahannya yang telah dikumpulkan dari

berbagai sumber tersebut di

atas.

Siswa membandingkan ungkapan menyebutkan dan

menanyakan

tindakan/kejadian yang dilakukan/terjadi di waktu




yang telah dipelajari tersebut di atas dengan yang ada di



dalam bahasa lain.




Mengkomunikasikan


kesempatan untuk





menanyakan tentang



lampau yang merujuk waktu terjadinya dengan

yang merujuk pada

kesudahannya, termasuk

kemudahan dan

kesulitannya.

Tes tertulis

Membaca dan menulis

teks yang menuntut

pemahaman dan

kemampuan

menghasilkan teks yang di dalamnya termasuk

tindakan menyebutkan

dan menanyakan tentang



lampau yang merujuk waktu terjadinya dengan

yang merujuk pada

kesudahannya.


commit to user

170




merujuk pada kesudahannya,

di dalam dan di luar kelas,

dengan unsur kebahasaan yang sesuai dengan fungsi

sosialnya.




ejaan dan tanda baca yang benar, serta tulisan yang jelas

dan rapi.



Inggris untuk menyebutkan

dan menanyakan tindakan/kejadian yang




merujuk pada kesudahannya dan menuliskannya dalam

jurnal belajar sederhana




dan unsur

kebahasaan pada teks deskriptif

sederhana tentang

orang, tempat wisata,

dan bangunan

Teks deskriptif lisan

dan tulis, sederhana,

tentang orang, tempat

wisata, dan bangunan bersejarah terkenal

Fungsi sosial

Membanggakan,

Mengamati

Siswa menyalin dengan tulisan tangan yang rapi

beberapa teks deskriptif

tentang orang, tempat wisata, dan bangunan bersejarah

terkenal dari berbagai sumber,

dengan menggunakan ejaan

KRITERIA PENILAIAN

Tingkat ketercapaian fungsi sosial teks

deskriptif tentang

orang, tempat wisata, dan bangunan

bersejarah terkenal



tindakan guru


komunikasi


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171



bersejarah terkenal,

sesuai dengan

konteks

penggunaannya.


dalam teks deskriptif,

lisan dan tulis,

sederhana, tentang


dan bangunan bersejarah terkenal.

4.9. Menyunting teks

deskriptif lisan dan

tulis, sederhana,

tentang orang, tempat wisata, dan

bangunan bersejarah

terkenal, dengan

memperhatikan

fungsi sosial,


yang benar dan

sesuai konteks.

4.10. Menyusun teks

deskriptif lisan dan tulis sederhana

tentang orang,

tempat wisata, dan

bangunan bersejarah

terkenal, dengan

memperhatikan tujuan, struktur teks,

dan unsur

kebahasaan, secara

menjual, mengagumi,

mengenalkan,

mengidentifikasi,

mengkritik, dsb.

Struktur text

(gagasan utama dan

informasi rinci)

a. Menyebutkan nama

orang, tempat

wisata, dan bangunan

bersejarah terkenal

dan nama bagian-

bagiannya yang

dipilih untuk dideskripsikan

b. Menyebutkan sifat

orang, tempat

wisata, dan

bangunan

bersejarah terkenal dan nama bagian-

bagiannya, dan

c. Menyebutkan

tindakan dari atau

terkait dengan orang, tempat

wisata, dan

bangunan

bersejarah terkenal

dan nama bagian-

bagiannya yang semuanya sesuai

dengan fungsi sosial

dan tanda baca dengan benar.

Siswa membaca dan mendengarkan teks-teks

tersebut untuk memahami isi

pesannya.

Dengan bimbingan guru,

siswa mengidentifikasi fungsi sosialnya, struktur teks

(termasuk a.l. gagasan utama

dan informasi rinci), dan

unsur kebahasaan dari setiap

teks tersebut.

Menanya



mempertanyakan tentang fungsi

sosial, struktur teks, dan unsur

kebahasaan dari setiap teks tersebut.


Secara kolaboratif, siswa mencari dan mengumpulan

beberapa teks deskriptif

tentang orang, tempat wisata, dan bangunan bersejarah

terkenal dari berbagai sumber,

termasuk dari internet, film,

koran, majalah, buku teks,

dsb.

Siswa membaca rujukan dari berbagai sumber, termasuk buku teks, untuk mengetahui

sederhana.


menyebutkan dan

menanyakan tentang orang, tempat wisata,

dan bangunan

bersejarah terkenal

dalam teks deskriptif.


tata bahasa, kosa kata, ucapan, tekanan


tanda baca, kerapihan

tulisan tangan.

Sikap tanggung jawab, kerjasama, cinta

damai, dan percaya diri yang menyertai


dan menanyakan

tentang orang, tempat

wisata, dan bangunan bersejarah terkenal

dalam teks deskriptif.

CARA PENILAIAN:

Kinerja (praktik)

Tugas menganalisis, menyunting, dan

interpersonal/

transaksional

dengan benar

dan akurat

Contoh teks dari sumber

otentik


- www.dailyengl

ish.com

- http://americ

anenglish.stat

e.gov/files/ae

/resource_files

- http://learne

nglish.britishc

ouncil.org/en/

- https://www.

google.com/


commit to user












https://www.google.com/


172



benar dan sesuai

dengan konteks.

.

yang hendak

dicapai.

Unsur kebahasaan

(1) Kata benda yang terkait dengan

orang, tempat

wisata, dan

bangunan

bersejarah

terkenal, dengan atau tanpa a dan

the, plural (-s), this, that, those, my, his, dst.

(2) Kata sifat tentang

orang, binatang,

benda dalam kehidupan siswa

di rumah,

sekolah, dan

sekitarnya,

dengan atau tanpa kata keterangan quite,

very, extremely, dst..

(3) Kata kerja untuk

menyatakan

keadaan dan tindakan rutin

dalam simple

present tense.

(4) Penggunaan

fungsi sosial, struktur teks,

dan unsur kebahasaan dari

teks deskriptif tentang orang,

binatang, dan benda.

Siswa membaca semua teks deskriptif tentang orang,

tempat wisata, dan bangunan

bersejarah terkenal yang telah

terkumpul tsb., secara lebih

cermat dengan cara

mengidentifikasi dan menyebutkan:

- fungsi sosial setiap teks

- nama orang, tempat


bersejarah terkenal yang dideskripsikan

- sifat orang, tempat wisata,

dan bangunan bersejarah

terkenal yang

dideskripsikan

- tindakan orang, tempat wisata, dan bangunan

bersejarah terkenal yang

dideskripsikan

- kosa kata, tata bahasa,


ejaan, tanda baca yang digunakan

Secara kolaboratif siswa meniru contoh-contoh yang

ada untuk membuat teks

deskriptif sangat pendek dan

menghasilkan teks

deskriptif tentang orang,

tempat wisata, dan

bangunan bersejarah terkenal nyata di

lingkungan sekitar.

Observasi:


untuk memberikan



menggunakan bahasa

Inggris untuk

menyebutkan dan

menanyakan tentang orang, tempat wisata,

dan bangunan

bersejarah terkenal,

ketika muncul


dan di luar kelas.


tanggung jawab, dan

kerja sama siswa

dalam proses


tahapan.


kepercayaan diri

dalam melaksanakan



commit to user

173



nominal singular

dan plural secara


tepat dalam frasa

nominal

(5) Ucapan, tekanan

kata, intonasi

(6) Ejaan dan tanda baca

(7) Tulisan tangan

Topik


dan bangunan bersejarah terkenal

relevan dengan

kehidupan siswa

sebagai remaja dan

pelajar SMA, dengan

memberikan keteladanan tentang

perilaku santun,


percaya diri,

kerjasama, cinta damai, dan

bertanggung jawab.

sederhana tentang orang,


bersejarah terkenal untuk

mencapai fungsi sosial yang berbeda-beda, dengan

struktur teks, dan unsur


konteks.

Mengasosiasi

Siswa membandingkan fungsi sosial, struktur teks (termasuk a.l. gagasan utama dan

informasi rinci), dan unsur

kebahasaan dari beberapa

teks deskriptif tentang orang,

tempat wisata, dan bangunan bersejarah terkenal yang telah




teman tentang fungsi sosial,


kebahasaan yang digunakan dalam teks deskriptif yang

mereka hasilkan.

Mengkomunikasikan

Siswa membuat beberapa teks deskriptif sangat pendek dan

sederhana tentang orang, tempat wisata, dan bangunan

bersejarah terkenal yang ada

dalam kehidupan siswa,

dan di luar kelas.

Penilaian diri:


tertulis dalam jurnal belajar sederhana

berbahasa Indonesia

tentang pengalaman

belajar memahami dan

menghasilkan teks

deskriptif tentang orang, tempat wisata, dan

bangunan bersejarah

terkenal, termasuk

kemudahan dan

kesulitannya.

Tes tertulis

Membaca dan menulis

teks deskriptif yang

menuntut pemahaman

dan pemaparan tentang

orang, tempat wisata, dan bangunan bersejarah

terkenal.

Portofolio

a. Kumpulan karya teks

deskriptif tentang orang, tempat wisata,

dan bangunan

bersejarah terkenal

yang telah dibuat.

b. Kumpulan hasil


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struktur teks dan unsur


dengan fungsi sosial nyata yang hendak dicapai

(membanggakan,

mengenalkan,

mengidentifikasi, memuji,

mengkritik, dsb).

Siswa berupaya berbicara secara lancar dengan ucapan, tekanan kata, intonasi yang




dan rapi.

Siswa membicarakan

permasalahan yang dialami dalam membuat teks

deskriptif tentang orang,


bersejarah terkenal dan

menuliskannya dalam jurnal belajar sederhana dalam

bahasa Indonesia.

suntingan beberapa

teks deskriptif yang

dibuat sendiri atau

temannya tentang orang, orang, tempat


bersejarah terkenal.

c. Kumpulan hasil

analisis tentang

beberapa teks deskriptif tentang

orang, orang, tempat


bersejarah terkenal.

d. Lembar soal dan hasil tes



dan unsur

kebahasaan dari teks

pemberitahuan (announcement),

sesuai dengan

konteks

penggunaannya.

Teks tulis

pemberitahuan

(announcement)

Fungsi sosial

Menjalin kedekatan emosional antar

kerabat, rekan kerja,

staf kantor, pengusaha

Mengamati

Siswa mencari teks tulis berbentuk pemberitahuan (announcement), termasuk

yang menggunakan bahasa

Indonesia.

Siswa mengumpulkan gambar dan foto teks tulis berbentuk

KRITERIA PENILAIAN


pemberitahuan (announcement).

Tingkat kelengkapan dan keruntutan pemberitahuan



tindakan guru

menggunakan


interpersonal/


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175





4.12. Menyusun teks

tulis pemberitahuan (announcement),

sangat pendek dan

sederhana, dengan

memperhatikan

fungsi sosial,


yang benar dan

sesuai konteks.

dan pelanggan dsb.

dengan cara menulis

pemberitahuan tentang

peristiwa penting, seperti kelahiran,

perkawinan, wisuda,

pindah ke gedung

baru, dsb.

Struktur text

(gagasan utama dan informasi rinci)

a. Menyebutkan

tujuan announcement

(pemberitahuan).

b. Menyebutkan

informasi rinci dari announcement

(pemberitahuan).

Unsur kebahasaan

(1) Ungkapan dan kosa kata yang

lazim digunakan announcement

(pemberitahuan)

(2) Penggunaan nominal singular

dan plural secara


pemberitahuan (announcement) dari berbagai

sumber termasuk internet,

buku teks, dsb.

Siswa memberikan komentar dan pandangannya tentang fungsi teks tulis berbentuk

pemberitahuan (announcement), ketepatan

unsur kebahasaannya,

format, tampilan, dsb.

Menanya




tentang perbedaan dalam hal

fungsi sosial, struktur teks, dan unsur kebahasaan, antara teks

tulis berbentuk pemberitahuan (announcement) dalam bahasa

Inggris dengan yang ada dalam

bahasa Indonesia, kemungkinan

menggunakan ungkapan lain, akibat jika tidak ada, dsb.


Siswa membaca rujukan dari berbagai sumber, termasuk

buku teks, untuk mengetahui


dan unsur kebahasaan dari teks tulis berbentuk

pemberitahuan

(announcement).


tata bahasa, kosa



tangan.


percaya diri yang

menyertai tindakan

memahami dan membuat


CARA PENILAIAN:

Kinerja (praktik)

Tugas menganalisis dan

membuat pemberitahuan (announcement) untuk

fungsi nyata.

Observasi:




memahami dan

transaksional

dengan benar

dan akurat

Contoh teks dari sumber otentik


- www.dailyengl

ish.com


e.gov/files/ae

/resource_file

s

- http://learne

nglish.britishc

ouncil.org/en

/

- https://www.

google.com/


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176



tepat dalam frasa

nominal

(3) Ucapan, tekanan

kata, intonasi

(4) Ejaan dan tanda

baca

(5) Tulisan tangan

Topik

Peristiwa atau kegiatan

penting yang terkait dengan hidup siswa di

sekolah, rumah, dan

masyarakat, dengan

memberikan

keteladanan tentang perilaku jujur, disiplin,

percaya diri, kerjasama

dan bertanggung jawab

Multimedia:

Layout dan dekorasi

yang membuat tampilan teks lebih

menarik.

(announcement).

Siswa membaca secara lebih cermat semua teks tulis

berbentuk pemberitahuan (announcement) yang telah

terkumpul dalam bentuk gambar dan foto tersebut di

atas, untuk memberikan

komentar dan pandangannya

tentang fungsi sosial, struktur

teks, dan unsur

kebahasaannya.


ada untuk membuat teks tulis

berbentuk pemberitahuan (announcement) untuk fungsi

nyata di lingkungan kelas,

sekolah, rumah, dan sekitarnya.

Mengasosiasi

Siswa membandingkan fungsi sosial, struktur teks, dan

unsur kebahasaan dari

berbagai teks tulis berbentuk

pemberitahuan (announcement) yang telah



Siswa menganalisis perbedaan dan persamaan dalam hal


dan unsur kebahasaan dari

menghasilkan

pemberitahuan (announcement) sesuai

fungsi sosialnya, di

dalam dan di luar kelas.


tanggung jawab, dan

kerja sama siswa


tahapan.


kepercayaan diri

dalam melaksanakan

komunikasi, di dalam dan di luar kelas.

Penilaian diri:



belajar sederhana

berbahasa Indonesia tentang pengalaman

belajar memahami dan

membuat pemberitahuan (announcement), termasuk

kemudahan dan

kesulitannya.

Portofolio

Kumpulan karya


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177



berbagai teks tulis berbentuk

pemberitahuan (announcement) yang telah


dengan yang ada di sumber-sumber lain, atau dengan

yang digunakan dalam bahasa

lain.




Mengkomunikasikan

Siswa membuat lebih banyak teks tulis berbentuk

pemberitahuan (announcement) dalam bahasa

Inggris untuk fungsi sosial nyata di kelas, sekolah, dan

rumah.





dan rapi.


dalam membuat teks tulis

berbentuk pemberitahuan (announcement) dan

berbagai

pemberitahuan (announcement) yang

telah dibuat.

Kumpulan hasil analisis tentang beberapa berbagai



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178





bahasa Indonesia.



kebahasaan pada teks recount

sederhana tentang

pengalaman/kejadian

/peristiwa, sesuai dengan konteks

penggunaannya.

4.13. Menangkap makna dalam teks recount

lisan dan tulis,

sederhana, tentang pengalaman,

kegiatan, kejadian,

dan peristiwa.

4.14. Menyusun teks recount lisan dan

tulis sederhana tentang pengalaman/

kegiatan/kejadian/pe

ristiwa, dengan

memperhatikan

fungsi sosial,

struktur teks, dan unsur kebahasaan,

secara benar dan

sesuai dengan

konteks

Teks recount lisan

dan tulis, sederhana, tentang pengalaman/

kegiatan/kejadian/

peristiwa

Fungsi sosial

Melaporkan,

meneladani, membanggakan,

mengagumi, berbagi

pengalaman, dsb.

Struktur text


a. Memberikan

pendahuluan

(orientasi) dengan

menyebutkan

orang(-orang) yang terlibat, tempat,

waktu, dsb dari

peristiwa/kejadian/

pengalaman yang

akan disampaikan

b. Menguraikan

urutan kejadian

secara kronologis,

urut dan runtut

Mengamati

Siswa menyalin dengan tulisan tangan yang rapi beberapa teks tentang

pengalaman/kegiatan/

kejadian/peristiwa dari

berbagai sumber, dengan

menggunakan ejaan dan tanda

baca dengan benar.

Siswa membaca dan mendengarkan teks-teks


pesannya.

Dengan bimbingan guru, siswa mengidentifikasi fungsi

sosialnya, struktur teks

(termasuk a.l. gagasan utama dan informasi rinci) dari setiap

teks tersebut.

Menanya


guru, siswa menanyakan dan mempertanyakan tentang fungsi


kebahasaan dari setiap teks

tersebut.


Secara kolaboratif, siswa

KRITERIA PENILAIAN

Tingkat ketercapaian fungsi sosial teks recount tentang


kejadian/peristiwa

sederhana.


menyebutkan dan menanyakan tentang


kejadian/peristiwa dalam teks recount.


tata bahasa, kosa

kata, ucapan, tekanan kata, intonasi, ejaan,

tanda baca, kerapihan

tulisan tangan.


damai, dan percaya diri yang menyertai


dan menanyakan

tentang


kejadian/peristiwa


Keteladanan ucapan dan tindakan guru

menggunakan

setiap tindakan

komunikasi

interpersonal/

transaksional dengan benar

dan akurat

Contoh teks dari sumber

otentik



- http://americ

anenglish.state.gov/files/ae

/resource_file

s


ouncil.org/en

/


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179



c. Menutup dengan

memberikan

komentar atau

penilaian umum tentang

peristiwa/kejadian/

pengalaman yang

telah disampaikan

(opsional)

Unsur kebahasaan


Simple Past tense,

Past Continuous

Tense

(2) Kosa kata: kata kerja yang

menunjuk

tindakan atau

kegiatan

(3) Adverbia

penghubung waktu: first, then, after that, before, when, at last, finally, dsb.

(4) Adverbia dan

frasa preposisional

penujuk waktu: yesterday, last month, on Monday, an hour ago, immediately,

mencari dan mengumpulan

beberapa teks tentang

peristiwa/kejadian/

pengalaman dari berbagai sumber, termasuk dari

internet, film, koran, majalah,

buku teks, dsb.

Siswa membaca rujukan dari berbagai sumber, termasuk


fungsi sosial, struktur teks, dan unsur kebahasaan dari

teks tentang

peristiwa/kejadian/

pengalaman.

Siswa membaca semua teks tentang peristiwa/kejadian/

pengalaman yang telah terkumpul tsb., secara lebih

cermat dengan cara

mengidentifikasi dan

menyebutkan:


- orang(-orang) yang terlibat,

tempat, waktu, dsb dari

peristiwa/kejadian/

pengalaman yang akan

disampaikan

- urutan kejadian secara kronologis, urut dan

runtut

- komentar atau penilaian

umum tentang

dalam teks recount.

CARA PENILAIAN:

Kinerja (praktik)

Tugas menganalisis dan menghasilkan teks recount

tentang


kejadian/peristiwa nyata

di lingkungan sekitar.

Observasi: (penilaian yang bertujuan

untuk memberikan



menggunakan bahasa Inggris untuk

menyebutkan dan

menanyakan tentang


kejadian/peristiwa,

ketika muncul kesempatan, di dalam

dan di luar kelas.


tanggung jawab, dan

kerja sama siswa


- https://www.

google.com/


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180



dsb.

(5) Penggunaan

nominal singular

dan plural secara tepat, dengan atau tanpa a, the, this, those, my,

their, dsb secara

tepat dalam frasa

nominal

(6) Ucapan, tekanan kata, intonasi

(7) Ejaan dan tanda

baca

(8) Tulisan tangan

Topik

Peristiwa, kejadian,

pengalaman yang

relevan dengan

kehidupan siswa

sebagai pelajar dan

remaja, dengan memberikan

keteladanan tentang

perilaku santun,


percaya diri, kerjasama, cinta

damai, dan

bertanggung jawab.

peristiwa/kejadian/pengal

aman yang telah

disampaikan (opsional,

jika ada)



ejaan, tanda baca yang

digunakan


ada untuk membuat teks tentang peristiwa/kejadian/

pengalaman untuk mencapai

fungsi sosial yang berbeda-

beda, dengan struktur teks,

dan unsur kebahasaan yang sesuai konteks.

Mengasosiasi


unsur kebahasaan dari beberapa teks recount tentang

peristiwa/kejadian/

pengalaman yang telah dikumpulkan dari berbagai



teman tentang fungsi sosial,


kebahasaan yang digunakan dalam teks-teks yang mereka

hasilkan.

tahapan.


kepercayaan diri

dalam melaksanakan komunikasi, di dalam

dan di luar kelas.

Penilaian diri:



belajar sederhana berbahasa Indonesia

tentang pengalaman

belajar memahami dan menghasilkan teks recount

tentang

pengalaman/kegiatan/ kejadian/peristiwa,


kesulitannya.

Tes tertulis

Membaca dan menulis teks recount yang

menuntut pemahaman

dan pemaparan tentang


kejadian/peristiwa.

Portofolio

a. Kumpulan karya teks recount tentang



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181



Mengkomunikasikan

Siswa membuat beberapa teks tentang

peristiwa/kejadian/

pengalaman yang ada dalam kehidupan siswa di rumah,

kelas, sekolah, dan

sekitarnya dalam bahasa

Inggris, dengan struktur teks


sesuai dengan fungsi sosial nyata yang hendak dicapai

(melaporkan, meneladani,

membanggakan, berbagi

pengalaman, dsb).


tekanan kata, intonasi yang benar dan menulis dengan



dan rapi.

Siswa membicarakan permasalahan yang dialami dalam membuat teks tentang

peristiwa/kejadian/

pengalaman dan



bahasa Indonesia.

kejadian/peristiwa

yang telah dibuat.

b. Kumpulan hasil

analisis tentang beberapa teks recount

tentang orang,


kejadian/peristiwa.

c. Lembar soal dan hasil

tes

3.10. Menganalisis fungsi sosial,

struktur teks, dan

unsur kebahasaan

Teks naratif, berbentuk legenda

sederhana

Mengamati

Siswa menyalin dengan tulisan tangan yang rapi

KRITERIA PENILAIAN

Tingkat pemahaman fungsi sosial teks teks


Keteladanan


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182



pada teks naratif

sederhana berbentuk

legenda rakyat,

sesuai dengan konteks

penggunaannya.

4.15. Menangkap

makna teks naratif

lisan dan tulis berbentuk legenda,

sederhana

Fungsi sosial

Memperoleh hiburan,

menghibur dan

mengajarkan nilai-nilai luhur, meneladani

nilai-nilai moral, cinta

tanah air, menghargai

budaya lain, dsb.

Struktur text


a. Pendahuluan

(orientasi) dengan

memperkenalkan

tokoh, tempat, waktu, terjadinya

cerita.

b. Penilaian

(evaluasi) tentang

situasi dan kondisi

terjadinya cerita.

c. Krisis yang terjadi

terhadap tokoh

utama

(komplikasi)

d. Akhir cerita di mana krisis

berakhir (resolusi)

dengan bahagia

atau sedih

e. Ulasan atau

komentar umum

beberapa teks naratif

berbentuk legenda, pendek

dan sederhana dari berbagai

sumber, dengan menggunakan ejaan dan

tanda baca dengan benar.

Siswa membaca dan mendengarkan legenda


pesannya.

Dengan bimbingan guru, siswa mengidentifikasi fungsi sosialnya, struktur teks

(termasuk a.l. gagasan utama

dan informasi rinci) dari

setiap legenda tersebut.

Menanya


mempertanyakan tentang fungsi


kebahasaan dari setiap legenda

tersebut.


Secara kolaboratif, siswa mencari dan mengumpulan

beberapa legenda pendek dan

sederhana dari berbagai

sumber, termasuk dari

internet, film, koran, majalah, buku teks, dsb.

Siswa membaca rujukan dari

naratif berbentuk

legenda rakyat, pendek

dan sederhana.

Tingkat kelengkapan dan keruntutan pemahaman isi pesan

legenda rakyat.


tata bahasa, kosa


kata, intonasi, ejaan, tanda baca, kerapihan

tulisan tangan.


damai, dan percaya

diri yang menyertai

tindakan memahami isi pesan legenda

rakyat.

CARA PENILAIAN:

Kinerja (praktik)

Menganalisis isi pesan

legenda rakyat.

Observasi:


untuk memberikan


ucapan dan

tindakan guru

menggunakan


interpersonal/

transaksional

dengan benar

dan akurat

Contoh teks dari sumber otentik


- www.dailyengl

ish.com

- http://americ

anenglish.stat

e.gov/files/ae

/resource_file

s

- http://learne

nglish.britishc

ouncil.org/en

/

- https://www.

google.com/


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(reorientasi),

opsional.

Unsur kebahasaan

(1) Tata bahasa: Simple Past tense,

Past Continuous

Tense

(2) Kosa kata: terkait

karakter, watak,

dan setting dalam legenda

(3) Adverbia

penghubung waktu: first, then, after that, before, at last, finally,

dsb.

(4) Adverbia dan

frasa

preposisional

penunjuk waktu: a long time ago, in 1776, during the war, immediately after the dry season, dsb.

(5) Penggunaan

nominal singular dan plural secara


berbagai sumber, termasuk



dan unsur kebahasaan dari legenda.

Siswa membaca semua legenda yang telah terkumpul

tsb., secara lebih cermat

dengan cara mengidentifikasi

dan menyebutkan:


- tokoh, tempat, waktu,

terjadinya cerita

- krisis yang terjadi

terhadap tokoh

- akhir cerita di mana krisis berakhir

- komentar atau penilaian

umum tentang legenda

(opsional, jika ada)


ucapan, tekanan kata, ejaan, tanda baca yang

digunakan

Mengasosiasi


unsur kebahasaan dari

beberapa legenda yang telah dikumpulkan dari berbagai



berusaha memahami

dan menganalisis isi

pesan legenda rakyat pendek dan

sederhana.


tanggung jawab, dan

kerja sama siswa


tahapan.

Penilaian diri:



belajar sederhana berbahasa Indonesia

tentang pengalaman

belajar menganalisis

legenda rakyat, termasuk

kemudahan dan kesulitannya.

Tes tertulis

Membaca teks yang

menuntut pemahaman

tentang legenda rakyat.

Portofolio

Kumpulan hasil analisis tentang


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184



tepat dalam frasa

nominal

(6) Ucapan, tekanan

kata, intonasi

(7) Ejaan dan tanda

baca

(8) Tulisan tangan

Topik

Cerita legenda yang

memberikan keteladanan tentang

perilaku santun,


percaya diri,

kerjasama, cinta damai, dan

bertanggung jawab.


teman tentang hasil analisis

mereka tentang fungsi sosial,


kebahasaan yang digunakan dalam legenda yang mereka

baca.

Mengkomunikasikan

Siswa menyampaikan beberapa legenda pendek dan

sederhana yang telah

dibacanya kepada teman-temannya, dengan cara antara

lain membacakan, menyalin

dan menerbitkan di majalah

dinding, bertanya jawab,

membahas pandangan masing-masing tentang isi

legenda, dsb.

Siswa berupaya membaca secara lancar dengan ucapan,




dan rapi.


dalam memahami legenda



beberapa legenda

rakyat yang telah

dibuat.

Lembar soal dan hasil tes


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185



3.11. Menyebutkan

fungsi sosial dan

unsur kebahasaan

dalam lagu.


lagu sederhana.

Lagu sederhana

Fungsi sosial

Memahami pesan

moral lagu dan menghargai lagu

sebagai karya seni

Unsur kebahasaan

(1) Kata, ungkapan,

dan tata bahasa

dalam karya seni berbentuk lagu.

(2) Penggunaan

nominal singular

dan plural secara


tepat dalam frasa

nominal

(3) Ucapan, tekanan

kata, intonasi

(4) Ejaan dan tanda

baca.

(5) Tulisan tangan

Topik

Hal-hal yang memberikan

keteladanan dan

inspirasi untuk

Mengamati

Siswa menyalin dengan tulisan tangan beberapa lagu

berbahasa Inggris sangat

sederhana yang memberikan keteladanan atau

menginspirasi di dalam buku

koleksi lagunya.

Siswa berusaha memahami isi pesan lagu dengan menguasai

unsur kebahasaan di

dalamnya.

Hanya jika memungkinkan semuanya, siswa

menyanyikan lagu-lagu

tersebut.

Menanya


guru, siswa menanyakan dan mempertanyakan isi pesan dan


digunakan.


Siswa membaca (dan jika memungkinkan, mendengarkan) salah satu

lagu yang telah disalin.

Siswa menirukan membaca nyaring (dan jika

memungkinkan, menyanyikan)

KRITERIA PENILAIAN

Tingkat ketercapaian fungsi sosial lagu.


memahami isi pesan

lagu.


tata bahasa, kosa





percaya diri yang

menyertai pemaparan

tentang isi pesan serta

pendapat dan perasaan siswa

tentang isi pesan lagu.

CARA PENILAIAN:

Kinerja (praktik)

Tugas untuk

menyebutkan isi pesan

lagu secara singkat dan

menyatakan kesan atau


Contoh lagu dalam

CD/VCD/

DVD/kaset

Kumpulan lirik lagu


- www.dailyengl

ish.com


e.gov/files/ae

/resource_file

s

- http://learne

nglish.britishc

ouncil.org/en

/

- http://www.myenglishpag

es.com/site_p

hp_files/lyrics

_and_songs.php


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186



berperilaku peduli dan

cinta damai.

lagu tsb.


mengidentifikasi ciri-ciri (isi

pesan dan unsur kebahasaan) lagu tsb.

Siswa menuliskan pendapat dan perasaannya tentang isi

lagu tsb. dalam buku koleksi

lagunya.

Mengasosiasi

Siswa membandingkan isi pesan dan unsur kebahasaan yang terdapat dalam beberapa

lagu dalam buku koleksi

lagunya tersebut di atas atau

dengan lagu-lagu lain.


teman tentang pendapat dan perasaanya tentang lagu-lagu

tersebut.

Mengkomunikasikan

Siswa membacakan dan melaporkan analisisnya

tentang satu lagu lain pilihan

sendiri dalam kerja kelompok, dengan cara menyebutkan isi

pesan serta pendapat dan

perasaannya tentang lagu

tersebut.

pendapatnya.

Observasi:


untuk memberikan balikan secara lebih cepat)

Observasi terhadap interaksi siswa

berusaha memahami

fungsi sosial dan

unsur kebahasaan

dalam lagu.


tanggung jawab, dan

kerja sama siswa

dalam proses


tahapan.


kepercayaan diri

dalam melaksanakan

komunikasi tentang

lagu.

Penilaian diri:



belajar sederhana

berbahasa Indonesia

tentang pengalaman belajar memahami fungsi

sosial dan unsur


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Siswa berupaya membaca secara lancar dengan ucapan,




dan rapi.


dalam memahami isi lagu dan


belajar sederhana dalam bahasa Indonesia.

kebahasaan dalam lagu,


kesulitannya.

Tes tertulis

Membaca pemahaman

tentang isi pesan lagu.

Portofolio

Kumpulan lagu yang ditulis tangan

Kumpulan hasil analisis tentang

beberapa lagu yang telah dibuat.

Lembar soal dan hasil tes


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188

APPENDIX 8

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama satuan pendidikan : MA Negeri 1 Surakarta

Mata Pelajaran : Bahasa Inggris

Kelas/semester : X/1

Materi pokok : Listening

Alokasi waktu : 2 x 45 menit

A. Kompetensi Inti (KI)

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli

(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan

menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam

menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi dasar dan indicator pencapaian kompetensi:

3.7. Menganalisis makna yang terkandung, struktur teks dan unsur kebahasaan dari

lirik lagu AUBREY, sesuai dengan konteks penggunaannya.

4.11. Menangkap makna lirik.

4.12. Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan sederhana,

dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang

benar dan sesuai konteks.

C. Tujuan pembelajaran :

Melalui proses mendengar lagu, membaca lirik dan menalar peserta didik mampu,

menganalisis dan menangkap makna yang terkandung dalam lirik lagu dengan percaya

diri, jujur dan bertanggung-jawab.

D. Materi Pembelajaran

Lagu AUBREY

Teacher Fr’s Lesson Plan


commit to user

189

E. Media, Alat, dan Sumber Pembelajaran:

1. Media : MP4 dan Power Point Presentation

2. Alat : Laptop, LCD, dan Speaker Active

3. Sumber Belajar : Lagu dan Lirik Lagu AUBREY (Bread)

F.Langkah-langkah pembelajaran

1. Kegiatan Pendahuluan

menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses

pembelajaran

memberi motivasi belajar

mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan sebelumnya

dengan materi yang akan dipelajari:

menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan

menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.

2. Kegiatan Inti

Mengamati

Guru membagikan lembar tugas pertama berisi pertanyaan tentang pesan di

dalam lagu tersebut;

Guru memutarkan lagu sesi pertama 2-3x;

Siswa mendengarkan lagu AUBREY (Bread)

Siswa mengerjakan lembar tugas pertama sesuai dengan lirik lagu yang mereka

dengarkan;

Guru memutarkan lagu sesi kedua 2-3x;

Siswa mengerjakan lembar tugas kedua yaitu mengisi tempat-tempat yang

kosong sesuai lirik yang mereka dengarkan;

Guru dan siswa bersama-sama diskusi mengerjakan tugas;

Siswa menirukan contoh pengucapan kata-kata dalam lirik tersebut dengan

bimbingan guru.

Siswa belajar melafalkan kosakata baru;

Siswa menyanyikan bersama-sama lagu AUBREY.

Menanya

Dengan bimbingan dan arahan guru, siswa mencoba untuk mencari makna dan

pesan atau nilai yang terkandung dalam lirik lagu.

Mengeksplorasi

Siswa melaporkan hasil diskusi dengan teman sebangku pada tahap mengamati

dan ditanggapi oleh kelompok lain


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Mengasosiasi

Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang

dia sampaikan dalam kerja kelompok.

Mengomunikasikan

Menyampaikan hasil kerja kelompok tentang kegiatan/kejadian/peristiwa sesuai

dengan panduan yang disiapkan guru.

3. Penutup

memberikan umpan balik terhadap proses dan hasil pembelajaran

melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individual

menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya

G. Penilaian hasil pembelajaran

Kriteria penilaian Kinerja dan Tugas

Pencapaian fungsi sosial

Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata,

intonasi, ejaan, dan tulisan tangan

observasi:

Lembar Pengamatan Sikap Peserta didik

No

Indikator Sikap.

Nama Peserta didik.

Bertanggung

jawab

Jujur Santun dalam

berkumunikasi

Percaya

diri

Kedisiplinan

dalam tugas

Nilai rata-rata

(kualitatif/huruf).

1

2

3

4

Note: Setiap aspek menggunakan skala 1 s.d. 5

1 = Sangat Kurang 3 = Cukup 5 = Amat Baik

2 = Kurang 4 = Baik

KRITERIA PENILAIAN KETERAMPILAN BERBAHASA LISTENING


commit to user

191

N0 Aspek yang dinilai Skor

Membedakan fonem (phonem discrimination):

Dapat membedakan fonem dengan sangat baik dan akurat.

Dapat membedakan fonem dengan cukup baik dan akurat.

Dapat membedakan fonem dangan cukup baik dan akurat.

Tidak apat membedakan fonem.

4

3

2

1

2.

Mengidentifikasi tekanan dan intonasi:

Dapat mengidentifikasi tekanan dan intonasi engan sangat baik dan

akurat.

Dapat mengidentifikasi tekanan dan intonasi dengan baik dan akurat.

Dapat mengidentifikasi tekanan dan intonasi dengan cukup baik dan

akurat.

Tidak dapat mengidentifikasi tekanan dan intonasi.

4

3

2

1

3.

Mengidentifikasi makna kata, kalimat dan ujaran:

Dapat mengidentifikasi makna kata, kalimat dan ujaran dengan

sangat baik dan akurat.

Dapat mengidentifikasi makna kata, kalimat, dan ujaran yang cukup

baik dan akurat.

Dapat mengidentifikasi makna, kalimat, dan ujaran dengan cukup

baik dan akurat.

Tidak dapat mengidentifikasi makna , kalimat dan ujaran.

4

3

2

1

4.

Merespon ujaran dalam wacana interpersonal atau transaksional:

Dapat merespon ujaran dalam wacana interpersonal atau

transaksional dengan sangat baik dan akurat.


transaksional dengan baik dan akurat.


transaksional dengan cukup baik dan akurat.

Tidak dapat merespon ujaran dalam wacana interpersonal atau

transaksional.

4

3

2

1

5.

Mengidentifikasi makna wacana dialog pendek (5-6 pertukaran dengan dua

orang penutur)

Dapat mengidentifikasi makna wacana dialog pendek dengan sangat

baik dan akurat.

Dapat mengidentifikasi makna wacana dialog pendek dengan baik

dan akurat.

Dapat mengidentifikasi makna wacana dialog pendek dengan cukup

baik dan akurat.

4

3

2

1


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Tidak dapat mengidentifikasi makna wacana dialog pendek.

6.

Merespon wacana monolog:

Dapat mengidentifikasi pikiran utama, pendukung, dan informasi

rinci dalam wacana monolog dengan sangat baik dan akurat.

Dapat menidentifikasi pikiran utama, pendukung, dan informasi rinci

dalam wacana monolog dengan baik dan akurat.


dalam wacana monolog dengan cukup baik dan akurat.

Tidak dapat mengidentifikasi pikiran utama, pendukung, dan

informasi rinci dalam monolog.

4

3

2

1

Surakarta,

Juli 2014

Mengetahui:

Kepala Sekolah Guru Mata Pelajaran

Drs.M.Hariyadi Purwanto,M.Ag. Muhammad Farhani


commit to user

193

APPENDIX 9

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama satuan pendidikan : MA Negeri 1 Surakarta

Mata Pelajaran : Bahasa Inggris

Kelas/semester : X/1

Materi pokok : Listening (Song)

Alokasi waktu : 2 x 45 menit

A. Kompetensi Inti (KI)

5. Menghayati dan mengamalkan ajaran agama yang dianutnya

6. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli

(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan

menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam

menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia

7. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

8. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi dasar dan indicator pencapaian kompetensi:

3.7. Menganalisis makna yang terkandung, struktur teks dan unsur kebahasaan dari

lirik lagu I have a Dream, sesuai dengan konteks penggunaannya.

4.11. Menangkap makna lirik.

4.12. Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan sederhana,

dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan

sesuai konteks

C. Tujuan pembelajaran :

Melalui proses mendengar lagu, membaca lirik dan menalar peserta didik mampu,

menganalisis dan menangkap makna yang terkandung dalam lirik lagu dengan percaya

diri, jujur dan bertanggung-jawab.

D. Materi Pembelajaran

Lagu I Have a Dream oleh West Life

Teacher Sy’s Lesson Plan


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E. Media, Alat, dan Sumber Pembelajaran:

4. Media : VCD dan Power Point Presentation

5. Alat : Laptop, LCD, dan Speaker Active

6. Sumber Belajar : Lagu dan Lirik Lagu I Have a Dream (West Life)

F.Langkah-langkah pembelajaran

2. Kegiatan Pendahuluan

menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses

pembelajaran

memberi motivasi belajar

mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan sebelumnya

dengan materi yang akan dipelajari:

menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan

menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.

2. Kegiatan Inti

Mengamati

Siswa mendengarkan lagu I Have a Dream (West Life)

Siswa menirukan contoh pengucapan kata-kata dalam lirik tersebut dengan

bimbingan guru.

Siswa belajar melafalkan kosakata baru

Menanya

Dengan bimbingan dan arahan guru, siswa mencoba untuk mencari makna atau

nilai yang terkandung dalam lirik lagu.

Mengeksplorasi

Siswa melaporkan hasil diskusi kelompok pada tahap mengamati dan ditanggapi

oleh kelompok lain

Mengasosiasi

Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang

dia sampaikan dalam kerja kelompok.

Mengomunikasikan

Menyampaikan hasil kerja kelompok tentang kegiatan/kejadian/peristiwa sesuai

dengan panduan yang disiapkan guru.


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3. Penutup

memberikan umpan balik terhadap proses dan hasil pembelajaran

melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individual

menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya

G. Penilaian hasil pembelajaran

Kriteria penilaian Kinerja dan Tugas

Pencapaian fungsi sosial

Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata,

intonasi, ejaan, dan tulisan tangan

observasi:

Lembar Pengamatan Sikap Peserta didik

No

Indikator Sikap.

Nama Peserta didik.

Bertanggung

jawab

Jujur Santun dalam

berkumunikasi

Percaya

diri

Kedisiplinan

dalam tugas

Nilai rata-rata

(kualitatif/huruf).

1

2

3

4

Note: Setiap aspek menggunakan skala 1 s.d. 5

1 = Sangat Kurang 3 = Cukup 5 = Amat Baik

2 = Kurang 4 = BaiK

KRITERIA PENILAIAN KETERAMPILAN BERBAHASA LISTENING

N0 Aspek yang dinilai Skor

Membedakan fonem (phonem discrimination):

Dapat membedakan fonem dengan sangat baik dan akurat.

Dapat membedakan fonem dengan cukup baik dan akurat.

Dapat membedakan fonem dangan cukup baik dan akurat.

Tidak apat membedakan fonem.

4

3

2

1


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2.

Mengidentifikasi tekanan dan intonasi:

Dapat mengidentifikasi tekanan dan intonasi engan sangat baik dan

akurat.

Dapat mengidentifikasi tekanan dan intonasi dengan baik dan akurat.

Dapat mengidentifikasi tekanan dan intonasi dengan cukup baik dan

akurat.

Tidak dapat mengidentifikasi tekanan dan intonasi.

4

3

2

1

3.

Mengidentifikasi makna kata, kalimat dan ujaran:

Dapat mengidentifikasi makna kata, kalimat dan ujaran dengan

sangat baik dan akurat.

Dapat mengidentifikasi makna kata, kalimat, dan ujaran yang cukup

baik dan akurat.

Dapat mengidentifikasi makna, kalimat, dan ujaran dengan cukup

baik dan akurat.

Tidak dapat mengidentifikasi makna , kalimat dan ujaran.

4

3

2

1

4.

Merespon ujaran dalam wacana interpersonal atau transaksional:


transaksional dengan sangat baik dan akurat.


transaksional dengan baik dan akurat.


transaksional dengan cukup baik dan akurat.

Tidak dapat merespon ujaran dalam wacana interpersonal atau

transaksional.

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3

2

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5.

Mengidentifikasi makna wacana dialog pendek (5-6 pertukaran dengan dua

orang penutur)

Dapat mengidentifikasi makna wacana dialog pendek dengan sangat

baik dan akurat.

Dapat mengidentifikasi makna wacana dialog pendek dengan baik

dan akurat.

Dapat mengidentifikasi makna wacana dialog pendek dengan cukup

baik dan akurat.

Tidak dapat mengidentifikasi makna wacana dialog pendek.

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6.

Merespon wacana monolog:


rinci dalam wacana monolog dengan sangat baik dan akurat.

Dapat menidentifikasi pikiran utama, pendukung, dan informasi rinci

dalam wacana monolog dengan baik dan akurat.


dalam wacana monolog dengan cukup baik dan akurat.

4

3

2

1


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Tidak dapat mengidentifikasi pikiran utama, pendukung, dan

informasi rinci dalam monolog.

Surakarta,

Mengetahui:

Kepala Sekolah Guru Mata Pelajaran

……………….. …..………………..

APPENDIX 10 Sample of Exercise Given by Teacher Fr


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Sample of Exercise

AUBREY

And Aubrey was her _____

A not so very _____ girl or name

But who's to ______?

For a love that wouldn't ________

For the hearts that never played in ______

Like a lovely _____ that everyone can sing

Take away the words that ________, it doesn't mean a thing

And Aubrey was her _______

We _______ the light and danced together to the moon

But where was _______

No, it never came _______

If it did it never made a _______

Maybe I was _______ or was listening too fast

______ all the words but then the meaning going past

But God I ______ the girl

And I'd go a thousand times _______ the world just to be

_______ to her than to me

And Aubrey was her _______

I never ______ her but I loved her just the same

I loved her name

_______ that I had found the way

And the _______ that would make her stay

I have learned to lead a life _______ from all the rest

If I can't have the one I want, I'll do _______ the best

But how I ______ the girl

And I'd go a ______ times around the world just to say

She had been ________ for a day


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Name : _________________

Student Number :_________________

STATE WHETHER THESE STATEMENTS TRUE (T) OR FALSE (F)

1. _______ Her name is Audrey.

2. _______ She is an ordinary girl.

3. _______ The story is about the love that wouldn‟t bloom.

4. _______ It‟s like a memory everyone can sing.

5. _______ It‟s only a fantasy to trip to the light and dance to the moon.

6. _______ The girl misses the boy.

7. _______ He would go a thousand miles around the world.

8. _______ He tried to stay away from the girl.

9. _______ He thought that she had been his for a day.

10. _______ The girl might have died.

APPENDIX 11 Sample of Exercise Given by Teacher Sy


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I Have A Dream Lyrics

I have a dream, a song to sing

To help me ___1__ with anything

If you see the __2___ of a __3__ tale

You can take the __4___ even if you fail

I believe in ___5__

Something good in everything I __6__

I believe in angels

When I know the time is __7___ for me

I'll cross the stream, I have a dream

I have a dream, a ____8___

To help me ______9___ reality

And my __10____ makes it worth the while

Pushing through the __11__ still another mile

I believe in angels

Something good in everything I see

I believe in angels

When I know the time is right for me

I'll __12__ the stream, I have a dream

I'll __13__ the stream, I have a dream

I have a dream, a song to sing

To help me cope with anything

If you see the wonder of a fairy tale

You can take the future even if you fail

I believe in angels

Something good in everything I see

I believe in angels

When I know the time is right for me




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Appendix 12


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Appendix 13


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Appendix 14


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