32 materials in the classroom activities. Then, the researcher reflected whether the
given action improved students‟ listening comprehension skill or not. Revised
plans were made to obtain significant progress in the next cycle.
B. Research Participants
The research was conducted in SMK Negeri 2 Depok Sleman. The participants of this research were grade XII students in SMK Negeri 2 Depok
Sleman in academic year 20102011, with Kimia Industri as the major study. There were 32 students in that class. The participants were taken under the
consideration that they still performed inadequate listening comprehension skill in teaching learning process in classroom. Based on the preliminary research, the
lack of listening comprehension skill was shown by the students that they could not give relevant responses towards t
eacher‟s questions about the recording which had been played previously. Besides, the students needed to listen more than three
times to comprehend the content of the recording and to give relevant responses.
C. Research Instruments
The instruments in this research were used to gather the data needed. The researcher used observation checklist, fieldnotes, questionnaire, interview and
student journal to obtain the data.
1. Observation Checklist
According to Burns 1999, observation refers to the procedures that ensure that the information collected provides a sound basis for answering
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33 research questions and supporting the interpretations that are reached. In this
research, the researcher conducted participant observation using observation checklist to obtain the data. Burns 1999 added that observation enables the
researcher to document and reflect systematically upon classroom interactions and events, as it was really occurred in the classroom. In this research, observation
checklist was used to enable the researcher to observe the interactions and events in listening activities in the class namely pre-listening activities, whilst listening
activities, and post listening activities. The aspects to be observed were based on the phases of listening comprehension skills as proposed by Goh 2002, namely
listening for details, listening for gist, drawing inferences, listening selectively and making prediction.
The researcher conducted participant observation, in which the researcher became the member of the context and participated in the activities planned, in
order to obtain more information through involvement in class activities. The observation checklist was used in two cycles conducted.
2. Field Notes
According to Bogdan and Biklen 1982: 110, “field notes are the written account of what the researcher hears, sees, experiences, and thinks in the course of
collecting and reflecting on the dat a in the qualitative research.” Field notes
consist of two kinds of materials, namely descriptive and reflective. The descriptive part in field
notes represents the researcher‟s best effort to record objectively the details of what has occurred in the field. This part is concerned
with the setting, people, actions, and conversations as observed. Bogdan and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34 Biklen 2003: 112-113 stated that there are six aspects in descriptive part of field
notes, namely: a. Portraits of the subjects, b. Reconstruction of dialogue, c. Description of physical setting, d. Accounts of particular events, e. Depiction of
activities, and f. The ob server‟s behaviour.
The second part of field notes is reflective part. Bogdan and Biklen 2003 stated that the reflective part of field notes contains sentences and paragraphs that
reflect the observer‟s more personal account of the course of the inquiry. It is the subjective side of the research, emphasizing the speculation, feelings, problems,
ideas, hunches, impressions, and prejudices. It contains: a. Reflection on analysis, b. Reflection on method, c. Reflection on ethical dilemmas and conflicts, d.
Reflection on the observer‟s frame of mind, and e. Points of clarification. In this
research, the researcher used the Kemmis and McTaggart‟s CAR cycle model,
where both the descriptive and reflective parts of field notes were used to obtain the data. The researcher wrote field notes from the beginning until the end of the
implementation. 3.
Questionnaire
Burns 1999 stated that questionnaire involves predetermined questions presented in written form and is easy because it is less time-consuming to
administer. In addition to that, questionnaire enables the respondents to respond more rapidly to the questions, as the responses are supplied in written form
Burns, 1999: 129. However, there was a consideration that the questions in the questionnaire can be interpreted independently as well as easily and
unambiguously by the respondents.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35 Anne Burns 1999: 130 explained that there were three types of response
items which are usually employed in questionnaires, namely closed items, scale items, and open-ended items. The researcher employed scale items, in which the
alternative responses were representing degrees of agreement or disagreement. The researcher provided nine closed question items about the learning progress
using authentic materials in classroom for 32 students of XII Kimia Industri Class. The questionnaire was aimed at investigating to what extent authentic materials
improve students‟ listening comprehension skill. The questions in questionnaire were reflected on the phase in listening comprehension using top-down strategy,
namely 1 listening for details, 2 listening for gist, 3 making inferences, 4 listening selectively, and 5 making prediction. The questionnaire was distributed
to every respondent at the end of the cycle.
4. Interview Guide
Interview was one of non-observational data gathering instruments in this CAR. Burns 1999 stated that interview can be a way of investigating and
collecting data on areas one wishes to explore. Furthermore, Burns 1999 added, “Interviews are often characterized according to the degree of control the
interviewer decides to exercise over the interaction, as structured, semi-structured or unstructured.” In this CAR, the researcher conducted semi-structured interview,
in which the researcher worked through a list of prepared guide questions. The reason of conducting semi-
structured interview was based on Burn‟s 1999 statement, that this kind of interview had the advantage of enabling the
interviewee‟s as well as the interviewer‟s perspective to balance in the research
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36 relationship. Also, it allowed for the emergence of themes and topics which may
not have been anticipated when the investigation began and provided greater flexibility.
The interview in this CAR was undertaken with individuals. Burns 1999 stated that this kind of interview enabled the researcher to follow up in more detail
particular cases which have been identified, or observation already made but not fully revealed. There were ten open-ended questions to obtain more information
on students‟ perception and opinion toward the implementation of authentic materials in their comprehension process on listening materials. The researcher
interviewed nine selected students of XII Kimia Industri class as the representatives of the whole students in that class, on April 11
th
, 12
th
, an 13
th
2011. The respondents were chosen randomly to obtain heterogeneous answers and maintain objectivity. It took more or less ten up to thirteen minutes of
interview for each student.
5. Student Journals
In this research, student journals were aimed at providing the researcher feedback responses from the student. As Burns 1999 stated, student journals can
provide valuable insights into classroom interactions and the students‟ responses to their learning experience. The researcher gave this journal to every student in
class, so that they could express their feelings or opinions towards the situation of the teaching and learning process or the materials which were given by the
teacher. Student journals can also be an interesting way of making comparisons amongst the students of perceptions on the topic Burns, 1999. Furthermore,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37 Burns added, employing student journals in CAR is beneficial to both teacher and
students to investigate areas of difficulty in learning, in both a general and individual sense, as well as provide feedback on classroom tasks, learning process
and strategies, or preferences for classroom groupings. Another benefit is that this kind of sharing information can increase student
‟s motivation to write a journal.
D. Data Gathering Technique
The data gathered from the researcher‟s‟ point of view through
observation checklist and field notes. The observation was done in the teaching learning process in classroom. In the preliminary research, the researcher
employed non-participant observation to obtain the data. The researcher observed how the materials were delivered, how the students gave responses to the teaching
learning process, and what problems encountered during the teaching learning process. From the preliminary research, the researcher identified that the materials
used were merely from textbook, which could be demotivating the students to learn. Besides, the students often could not give relevant responses towards the
teacher‟s questions, and they needed to listen to the materials more than three times. As a result, the listening section took longer time than were expected. In
addition, the teacher identified that the students had difficulty to get used to the speaker‟s accent due to their having no adequate time of listening comprehension
practice. Unfamiliarity with the vocabulary items also made them difficult to understand the materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38 The researcher then analyzed the previous students‟ listening test score.
The test score functioned as the comparing t ool between the students‟
achievement before and after the implementation of authentic materials. The researcher then decided the most problematic one over the problems happening in
the class and prepared an action to solve the problem. The researcher then discussed the plan with the teacher. After having agreement about the action
planned, the researcher implemented the action in the teaching learning activities. At the same time, the researcher used observation checklist and field notes to
gather the data. Field notes, in this research functioned as the tool to obtain more data which could not be obtained through observation checklist. Through field
notes, the researcher wrote any events in the research, from the time the researcher arrived in the class until the lesson ended.
Questionnaire, interview guide , and students‟ journal were used to gather
data on the respondents‟ point of view. The questionnaire was distributed to the respondents in the end of the cycle and was collected right after the respondents
answer the questions in the questionnaire. Interview was done to obtain more data from the representative of the respondents and was conducted after the cycle was
over. While students‟ journal was distributed to obtain data on students‟ opinion and perception on the strategy implemented. The respondents were requested to
write the journal about their opinion and reflection as well as their expectation on the learning process using authentic materials. From these research instruments,
the researcher made reflections on what went well and what need to be improved. The researcher could also examine what the students really felt during the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39 implementation, through their opinion, comments, and answers that had been
written or spoken. The researcher then compared the scores achieved in every cycle in order
to see students‟ improvement in listening comprehension skills. The average score in the final test also would be compared to the previous listening test score, as the
indicator of students‟ improvement on listening comprehension skills before and after the implementation.
E. Data Analysis Technique
