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
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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.
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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
