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 thi s point, students‟ interest is considered as factor that affect teachers‟
beliefs.
5. WorkshopTraining
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 perpustakaan.uns.ac.id
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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”. Interviewteacher Fr122]
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 perpustakaan.uns.ac.id
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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 stude
nts‟ 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 i s 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 enti tled “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 ”.
InterviewTeacher Fr111
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”. Interviewteacher Fr112]
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”. InterviewTeacher Fr114
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 perpustakaan.uns.ac.id
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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 f
irst 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 mean
ing 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 perpustakaan.uns.ac.id
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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 write s “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 i
s “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 th
e 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
wor d “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 i s 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”. Interviewteacher Sy212]
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”. Interviewteacher Sy223]
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”. Interviewteacher Sy213-4]
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,
s tudents‟ interest, workshoptraining and personal experience. Authentic materials
are implemented well in the classroom. However, there is inconsistancy between perpustakaan.uns.ac.id
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