52 activities and express their ideas in a forum, for example through question and
answer session. Post-listening activities would be the closing phase in the teaching
learning process, which mainly contained summary of the lesson and reflection on what was being learnt. The researcher would invite students to sum up the lesson,
in order to ch eck students‟ understanding on the materials and to check students‟
progress. These were the summary of lesson plan for the first cycle which would be
implemented in the research. The researcher discussed with the teacher before implementing the learning methods, the learning materials, and the learning
assessment that would be employed.
b. Acting and Observing the First Cycle
In this subsection, the researcher described the detailed information of the second stage in this CAR, namely acting and observing. In this stage, the
researcher herself conducted the research by carrying out the learning activities into three phases, namely pre-listening activities, whilst-listening activities, and
post-listening activities. The teacher supervised the implementation and helped the researcher when was needed. The elaboration of the three phases is as follows.
1 Pre-listening Activities
In pre-listening activities, the researcher started the pre-listening activities with greetings and re-self introduction; because it has been quite long time not
meeting them. The researcher started the list ening section after the teacher‟s
explanation.
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53 The researcher began by explaining what the meaning of authentic
materials was and listening comprehension phases, in order to give background knowledge for the students. When the researcher explained about authentic
materials, mostly the students gave a sign of understanding by nodding their heads. They even could give other examples of authentic materials instead of what the
researcher stated. Afterwards, the researcher explained about listening comprehension phases. This time, the students paid attention to the explanation
since it was something new for them. After explaining about authentic materials and listening comprehension
phases, the researcher went to the topic of the day, namely „Past and Future‟.
According to the syllabus, the topic for listening was related to historical facts of public figures. So, the researcher started to go to the topic by asking the students
about their idol. The students smiled and answered enthusiastically, since it seemed an interesting topic for them. The researcher gave specific clues about the
public figure they were going to discuss at that day, and the students found out the answer, namely Lady Gaga.
2 Whilst-listening Activities
In whilst-listening activities, the students learned how to comprehend a material according to listening comprehension phases. Each part of the first
worksheet represented phases of listening comprehension skills, namely listening for details, listening for gist, drawing inferences, listening selectively, and making
prediction.
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54 The researcher distributed the worksheet for the students to work on. After
all the students received the worksheet, the researcher invited the students to start learning the first phase of listening comprehension skills, namely listening for
details. In this phase, the students were to listen to the keywords related to the passage. Before listening to the details, the researcher gave an opportunity to read
and do part A of the first worksheet. Part A consisted of five vocabulary items which were supposed to be the keywords to learn the topic that day. The students
individually drew arrows to match the vocabulary items with the meanings using their own background knowledge. The researcher gave about three minutes for
students to work on part A. Afterwards, the researcher invited the students to discuss their own answers, and found that the students were good enough in this
part. Most of them were even able to guess the meaning even for words they rarely heard, such as candour
which meant „kejujuran‟ and outrageous which meant „luar biasa‟. The researcher then played the recording twice, and found
some students frowned as they listened to the recordings. It might be because they were
confused by the speakers‟ accent. This part was aimed to see their ability to achieve the first indicator, namely to guess the meaning of keywords from the
context. After discussing part A with the students for a couple of minutes, the
researcher invited the students to read part B of the worksheet. This part was aimed at achieving the second indicator, namely to distinguish the main idea from
supporting details. The researcher then asked the students to listen carefully to the recording and may take notes on what was being heard. After that, the researcher
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55 asked the students to do the worksheet on part B. When it came to discussion,
there were various answers related to the questions. Some students answered the questions correctly, some others did not. Also, some students remembered how to
pronounce the answer, but they did not know how to write the words, such as the word artistry.
There was a part of the recording which attracted students‟ attention, when Lady Gaga was about to shout. This part made the students paid too much
attention to it, so they less concentrated on the rest of recording for this part. In part B, students were allowed to take notes to help them in distinguishing the
main idea from supporting details. The researcher invited students to work in pairs, to create more alive atmosphere and to help students to convey their ideas to each
other. The class became noisy for a while, yet it was still tolerable since it was part of their learning process in class.
The researcher continued the activities with part C of the worksheet. In this part, students had to listen to the audio and then make inferences between the
topic and real life. Still the researcher asked the students to work in pair because it might be a difficult task for students at their level to do it individually. Some
students looked confused and did not know what to do. When I asked them why, they answered because the recording was too fast, so that they could not capture
the ideas. Then the researcher re-explained about what to do with the questions. On the other hand, it was easier for them to draw inferences between the topic and
reality using the background knowledge because there were many examples related to the topic. In class discussion, some students actively participated by
conveying their ideas about the link between the topic and reality using their
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56 background well, so that the researcher gave reinforcement by saying “very good”,
and giving thumb up. The next activities were related to listening selectively. The researcher
played the audio material, and then invited the students into class discussion. Students were asked to distinguish the specific part of the material, and to
mention what made the part specific. In this part, the researcher played only the part approaching the specific part intended, in order to minimize fatigue due to
long listening. The specific part was about special theme in Lady Gaga‟s performance and her message through her performance on a certain event. The
students found some difficulties in this part, due to some unfamiliar vocabulary such as drenched and deathly price. They were also confused how to ask because
they did not know how to spell the words. Finally they asked me to play the recording and told me the part where the difficult words heard, and then the
researcher explained them about the meaning of the words so that they could understand.
The last part of whilst-listening activities was making prediction. They were asked to make prediction about outcomes from the event described and the
next utterances that may occur. The students listened to a short conversation between Lady Gaga and Anderson Cooper in a certain place, and they were about
to answer where the conversation possibly took place. There were various answers, such as on the road, in a studio, and in a café. The correct answer was in a music
studio.
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57 Afterwards, the students listened to a conversation about Lady Gaga‟s
new album, and were asked to predict whether the new album would be succeeded or not, using their background knowledge. The last activity was answering the
next possible utterances from a dialog between Lady Gaga and Anderson Cooper. The question was a Yes No question, so the researcher only expected the students
to answer the question using the basic pattern of a Yes No question, and not necessarily had to answer the question precisely correct. The question was “Do
you think that sometimes people take you…take you too seriously?” To avoid too much different prediction, the researcher arranged the activities for this phase in
pair works. After all the questions had been discussed, the researcher asked the students to submit the worksheet to be checked and scored.
3 Post-listening Activities
After discussing all parts of the worksheet and having long listening practice, the researcher came to post-listening activities. The researcher invited
students to sum up the materials had been learnt, and to have a short question and answer session if there was anything to ask. The researcher invited the students to
recall what they had learnt that day, about phases in listening comprehension skills and authentic materials. Some students conveyed that completing worksheet
according to listening comprehension skills enabled them to learn the material in a more organized way, because they knew what to do first and what to do next.
Some others said that it was fun to have a listening section with authentic materials because it broadened their knowledge and motivated them to engage in
class activities. On the other hand, some students were still confused about the
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58 phases in listening comprehension skills. They found that some activities were
still difficult to do and needed extra time to grasp the ideas of the materials. They also considered the materials were too fast for them, and wanted to have slower
audio material for next time. The researcher asked if there was any question, but none of the students asked. Knowing that there was no question from the students,
the researcher then asked the students to mak e a reflection by writing students‟
journal. Since there were only three short questions, the students were only given two minutes to complete the journal. The journal was about their learning
experience that day and their expectations for the next meeting. This journal writing activity was aimed at helping the students to share their learning
experience and helping the researcher to employ a better strategy for better teaching learning process next meeting. After having the students‟ journal
completed, the researcher asked the students to submit the journal, and close the section to be continued by the teacher.
c. Reflection of the First Cycle
