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
The reflection stage of this CAR was aimed at reflecting on what had been done by the researcher during the implementation process. The researcher
reflected on what went well during the first cycle and what need to be improved for the second cycle. The reflection was based on the result of observation
checklist, field notes, students‟ journal, and discussion with the teacher.
From the observation checklist and field notes, the first cycle was considered done well. The researcher did well preparation for the first cycle.
Dealing with the materials, the researcher found that the students still needed time
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59 to be accustomed to listening to authentic materials, and they still found
difficulties in following the speed of the materials. However, seeing that the students were happy learning with authentic materials, the researcher decided to
use authentic materials in different form for the next meeting. In addition to that, the researcher found that the students still had problem in understanding the
vocabulary. Therefore, the researcher decided to add more vocabulary items in the worksheet for next cycle.
During the implementation, the researcher found that the students were quite actively engaged to learning activities. They tried their best to give relevant
response to questions, although sometimes in a long explanation they delivered their ideas in Indonesian language. It was found that the students sometimes
asking questions related to instruction in the worksheet. This became a reminder for the researcher to improve the worksheet quality for the next cycle, particularly
dealing with the instructions, so that the students would not be more confused. Good student-student interactions were shown by sharing ideas in pair works to
obtain better understanding. After the class ended, the researcher had a discussion with the teacher
concerning the first cycle conducted. The teacher realized that the students still needed time to have more listening comprehension practices, since listening
comprehension skills was actually a process. In the process, the teacher played an important role to facilitate the students so that they were able to acquire adequate
listening comprehension skills, but for one and some other reasons, the role could not be fulfilled. However, the teacher also gave suggestion to the researcher. She
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60 suggested giving material related to national examination, as they were
approaching national examination the month after. After discussing the materials, the researcher and the teacher arranged the time for the next cycle. The
researcher then checked students‟ worksheet and gave scores at home. The researcher then analyzed the first worksheet. The class average score
for the first worksheet was 16. 25 out of the total score 30. There were twelve students whose score below the class average score. From the result of the
worksheet, it was found that part B Listening for Gist was the most problematic part for the students to work on. Most of them had a problem in catching
supporting details due to the pronunciation of the speakers and unfamiliarity with vocabulary items they heard, such as artistry and self-empowerment.
The re searcher examined students‟ journal, and found that the
implementation was confusing for them. Most students were still confused with the phases in listening comprehension. Besides, they were not accustomed to
listening to native speakers and there were still a lot of utterances they did not understand, so that they could not grab the idea of the audio material. However,
they still found enjoyment through the use of new material and even suggested using songs for the next meeting.
Those results of reflection were based on observation checklist, field notes, discussion between the researcher and the teacher, and also students‟ journal. The
researcher thus summarized them into three major points. They were; 1
The students responded positively towards the efforts to improve listening comprehension skills through the use of authentic materials.
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61 2
The researcher needed to explain more about the phases of listening comprehension, so that the students would not be confused in following
the activities according to the phases. 3
It was better for the researcher to modify the materials with more appropriate difficulties in accordance with students‟ level. Particularly
dealing with vocabulary exercises, to help them in understanding the speaker‟ utterances.
Table 4.2 The Summary of Learning Activities in the First Cycle
No. Stages
Main Activities
1. Planning
- The researcher planned a set of
learning activities in a lesson plan for the first cycle.
- The researcher planned the action to
be carried
out on
the implementation.
2. Acting and Observing
- The researcher explained the phases
of listening comprehension. -
The students
had listening
comprehension practice phase by phase
along with
worksheet completion.
- The researcher observed what was
going on
during the
implementation. 3.
Reflecting -
The researcher reflected on the every event happened in the class
during the implementation, by examining data from observation
checklist, field notes, discussion with the teacher, the result of
students‟ worksheet, and students‟ journal.
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62
2. The Second Cycle of CAR
