Listening for Details Authentic Materials Improved Listening Comprehension Skills of

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B. Authentic Materials Improved Listening Comprehension Skills of

Grade XII Kimia Industri Students in SMKN 2 Depok Sleman The process of the research was described in the previous sub-chapter. However, to answer the research question, it was not sufficient to see only the process of the research. The researcher thus also examined students‟ opinions, which were taken from the result of the questionnaire. The questionnaire was distributed to 31 respondents; 27 female students and 4 male students, all was grade XII students of Kimia Industri in SMKN 2 Depok Sleman. T he questionnaire was aimed at knowing students‟ opinion towards their listening comprehension skills improvement after using authentic materials in teaching learning process. The statements in the questionnaire were based on aspects of listening comprehension skill proposed by Goh 2002. Those aspects are 1 listening for details, 2 listening for gist, 3 listening for specific, 4 drawing inferences, and 5 making prediction. Furthermore, to ensure students‟ opinion in each statement, the researcher also conducted interviews with nine respondents who were chosen randomly, as the representative of the whole respondents.

1. Listening for Details

There were two statements about the skill improvement in listening for details. The first statement asked whether the students were able to recognize keywords in the materials. Twenty eight respondents 90.32 agreed that they were able to recognize keywords in the material. Furthermore, the respondents PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 74 revealed that the skill improvement in recognizing keywords in the materials made them understand the materials more easily. “Kalau ada kata-kata kuncinya kan kita bisa jadi lebih memfokuskan kalimat mana, eh kata mana yang mau dicari. Trus dari kata-kata itu kan bisa dicari, intinya kira- kira apa.”R1 Keywords enabled us to more focus on the intended sentence, I mean the intended word. From the words found, we could guess what the main idea was. “Kita jadi tahu ceritanya kira-kira tentang apa. Paling nggak, kalau tahu kata kuncinya kan kita jadi tahu sedikit ceritanya. Biar nggak terlalu kemana-mana, gitu..kan keywordsnya bisa jadi acuan. ” R4 It enabled us to know what the story material was about. At least, if we knew the keywords, we knew a little about the story, so that we can focus on the materials referring to the keywords. On the contrary, three students 9.64 stated negative. They disagreed that their skill in recognizing keywords in a material was improving. The reason was because they were not familiar with the vocabulary items in the keywords. It showed that vocabulary knowledge played an important role for the learners to help them understand the materials they heard. The second statement asked whether the students were able to guess the meanings of keywords in the materials correctly during the listening activities. Twenty four respondents 77.42 agreed that they were able to guess the meanings of keywords in the materials correctly. This opinion might appear due to the clarity of the task. In guessing the meanings of keywords, the students‟ task was only to match the keywords with the meaning provided. In contrast, seven respondents 22.58 disagreed that they were able to guess the meanings of keywords in the materials correctly after the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 75 implementation. One reason revealed by a respondent, that she still confused about the key ideas in the message. “Soalnya masih bingung mbak dari awal tu yang diomongin apa, pokok permasalahannya tu dari awal apa, jadi terusannya ya nggak ngerti.”R2 I was still confused about the key ideas from the beginning. I did not know what the main idea was, so I did not know the next part. The researcher assumed confusion about key ideas in the message may occur during the listening process for one and other reason, such as unfamiliarity of the vocabulary and this problem might make the listeners fail to have a successful listening process, in terms of guessing the meaning of keywords correctly. Overall, 83.87 of the students agreed that there was improvement in the aspect of listening for details. Most of the students agreed that the provided keywords helped them to guess the main idea.

2. Listening for Gist