42 2 listening for gist, 3 drawing inferences, 4 listening selectively, and 5
making prediction. The researcher then used interview guide as the third technique to gather
the data. The interview was aimed at clarifying the students‟ opinion in the questionnaire. If the data from the questionnaire and interview showed that
students had positive responses towards their listening comprehension skills improvement, it meant that the use of authentic materials enabled them to improve
listening comprehension skills. Additionally, in order to obtain more convincing data, the researcher used the students‟ listening comprehension test score before
and after the implementation, as a comparing tool to see the improvement. If the result of the score after the implementation was higher than before, it indicated
an y improvement on students‟ listening comprehension skills.
F. Research Procedure
There were ten major steps in conducting this classroom action research, namely obtainin
g school‟s consent, conducting preliminary research, finding the problem and deciding the action, planning, acting and observing, testing,
collecting the data, reflecting, revising plan for the next cycle, and writing up the report. The elaboration of the research procedure is as follows.
1. Obtaining
School’s Consent
The researcher asked for permission from the school to conduct the research. In this step, the researcher explained to SMK Negeri 2 Depok principal
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43 about the background of the research and the purpose of the researcher conducted
the research in SMK Negeri 2 Depok.
2. Conducting Preliminary Research
After obtaining the consent, the researcher started doing preliminary observation to observation the general situation of XII Kimia Industri class,
including how teacher organized the materials, how teacher delivered the materials, and how students responded to the teaching and learning process. In
this preliminary observation, the researcher identified the problematic factors which were encountered in the teaching and learning process.
3. Finding the Problem and Deciding the Action
The third step was after having a list of the problematic factors which occurred in the teaching learning process, the researcher chose the most
problematic one and discussed it with the teacher. The researcher found that inadequate listening comprehension skills were the most problematic one. The
causes were due to their having no enough time of listening comprehension practice and unfamiliarity with the speaker accent. Then, the researcher tried to
find the most appropriate action to solve it. The action which was chosen was using authentic materials in the listening section of the English subject.
4. Planning
Fourth, the researcher planned a learning activity in which the authentic materials were implemented in listening comprehension learning through listening
activities. At this step, the researcher also prepared the materials as well as
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44 arranged the teaching and learning activities in form of lesson plans which should
be administered by the researcher.
5. Acting and Observing
