can build skills by asking students to focus on their reason for listening each time they listen. This is a form of strategy training. The idea of knowing the purpose of
listening is a very effective first strategy to teach because it helps students organize and reflect on their learning O‟Malley and Chamot, 1990.
c. Post-Listening
When teachers think of listening activities, they have a tendency to think of students listening to a recording and doing a task. Students overhear other
people talk and then react to that conversation. Brown 2006 stated that this sort of task is important because it allows
teachers to isolate students‟ responses and thereby gauge the progress the students are making on listening skills. The
teachers can use post-listening activities to check comprehension, evaluate listening skills and use of listening strategies, and extend the knowledge gained to
other contexts. A post-listening activity might relate to a pre-listening activity, such as predicting; might expand on the topic or the language of the listening text;
or might transfer what had been learned to reading, speaking, or writing activities.
C. Research Weaknesses
The study investigates teachers‟ beliefs on the use of authentic materials to tea
ch listening, factors that affect teachers‟ beliefs and how authentic materials implemented to teach listening. This study was conducted through observation,
questionnaire and interview in relation to obtain teachers‟ belief and perspective toward the phenomenon in which teacher is the main focus of the study. However,
there are several weaknesses in conducting this research. perpustakaan.uns.ac.id
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The first is since the research limited only for listening skill, the researcher has to wait for a long time to match the schedule. Listening skill is taught in
almost the end of the semester. The school regulation makes every skill in English taught separately. The researcher also identifies that it is difficult to match the
schedule with the teachers since they are busy. Second, the data obtained from questionnaire and interviews seem bias. The researcher has to select again which
data that fit to the research questions. Third, the sample of the research is two English teachers in Islamic high school. However, there is no fix rule in
qualitative research about how many participants should be included in the research. The result might not be generalized. Despite the weaknesses, the
researcher believes that the conclusion in this research is focus since the researcher already backed up with the sufficient data obtained from the
participants. perpustakaan.uns.ac.id
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CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION
This chapter presents the conclusion, implication and suggestion derived from the result of the research.
A. Conclusion
The conclusions of this study are: 1.
Teachers‟ Beliefs a.
Teachers who are participants of this research believe that authentic materials are materials produced by a native speaker of the target language
not for a teaching purpose. b.
They believe that authentic materials can introduce English to the students in the real context used by native speaker, improve students‟ knowledge,
Improve students‟ English competence in both spoken and written, improve students‟ vocabulary, introduce the culture of native speaker,
improve students‟ listening ability, motivate students to learn, motivate students to learn autonomously and it is compulsary subject from the
school. c.
They believe that authentic materials are important to use since it is motivating students and providing some aspects of English that students
can learn from, including pronunciation and stressing of words. d.
Teachers consider some criteria in selecting authentic materials. Tacher Fr considered the objectives of the lesson when selecting it and the material
should meet the core competence representing spiritual attitude, social perpustakaan.uns.ac.id
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