yang enggak. Ya kita kasih yang aware sama yang enggak. Kita cari apa orangnya pas perhatian apa dia sama listening dia mampu apa enggak.
Dikasihnya ke dua-duanya. Dilihat mana yang kan banyak tadi kan yang sebagian besar kan yang aware kan cuma yang agak-agak bisa menguasainya.
Yang gak aware kan yang biasa-biasanya aja. Hasilnya kan beda juga”. [“I
usually put it on the desk then students take it by themselves. Since the active students dominate the class, I decide to directly point out the students by
considering the students who aware and not. It is expected that the students will pay attention to
the teaching process”. Interviewteacher Sy213-4]
B. Discussions
This part discusses the research findings of the research and interpretes the findings based on the theoretical point of view and limited by research questions.
It will be presented in integrated way. Concerning to the result of the previous section, it can be explained
theoretically that teachers‟ teaching activity in the classroom is influenced by their beliefs. The results show that teachers have strong belief toward the use of
authentic materials in teaching listening reflected to their ways of teaching. At this point, their ways of teaching depend on how they believe about the definition of
authentic materials itself, what their reasons in using authentic materials, how they see the importance of authentic materials in general, what criteria for
selecting authentic materials that they choose and what particular authentic materials they prefer. In addition, it is identified that their ways of teaching are
affected by several factors, they are: teaching using authentic material is challenging, easy access to authentic materials, the availability of equipments,
s tudents‟ interest, workshoptraining and personal experience. Authentic materials
are implemented well in the classroom. However, there is inconsistancy between perpustakaan.uns.ac.id
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teaching and learning documents and the practice of teaching. Bottom-up processing is applied in learning activity through tasks obtained by teachers.
The researcher identifies one aspect that shapes teachers‟ beliefs. The identified aspect is teachers‟ understanding toward authentic materials. From the
findings, teachers believe that authentic materials are any materials given by native speaker not for teaching purposes. The materials can be adapted from many
sources as long as it is directly quoted from the native speaker of target language. Authentic materials can be in the form of text, audio, video and recording of an
events. These kind of materials can be used to teach students in the term of language, culture and etc which is in line with the students‟ needs. Nunan 1989:
54 views authentic materials as samples of spoken and written language that have not been specifically produced for the purpose of language teaching. Harmer
1991 cited in Matsuta when he says: „Authentic texts are materials which are
designed for native speakers; they are real text, designed not for language students, but for the speaker of the
language‟. It is believed that teachers‟ understanding about the term of authentic materials has been the main aspect that
shaped their beliefs. The other
aspect that shapes teachers‟ beliefs is reasons to use authentic materials. Given the table of reasons to use authentic materials, the teachers
identify several reasons to use the materials. Since authentic materials are beneficial to teach the students, they consider using authentic materials to obtain
the advantages of authentic materials. To exposure students with real language used by native speaker in real context
, improve students‟ knowledge, Improve perpustakaan.uns.ac.id
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students‟ English competence in both spoken and written, improve students‟ vocabulary, introduce the culture of native speaker, improve students‟ listening
ability, and motivate students to learn autonomously are several advantages using uathentic materials to teach students. Some of these reasons are in line with the
advantages of authentic materials proposed some experts, Phillips and Shettlesworth 1978, Clarke 1989; peacock 1997 cited in Richard 2001:
They have a positive effect on learner motivation because they are intrinsically more interesting and motivating than created materials.
They provide authentic cultural information about target culture. Material can be selected to explain many aspects of the target culture both linguistic
and non linguistic behaviour. They provide exposure to real language rather than the artificial texts
found in created materials that have been specially written to illustrate particular grammatical rules or discourse types.
They related more closely to learner‟ needs and hence provide a link between the classroom and stud
ents‟ needs in the real world. The support a more creative approach to teaching. Teacher can develop
their potential, developing activities and tasks based on their teaching style and student learning styles.
The main function of the second-language classroom should be to provide learners with authentic language Ciccone, 1995: 203-215. Authentic language,
in this case is English, should be given to the students by viewing the real language used by native speaker. Authentic materials are considered as materials
that provide students with authentic language. Some reasons underlying the use of authentic materials are to exposure students with real language and cultural
context embedded in the language. Underwood 1989:100 proposed some reasons:
“Authentic material allows the students to hear as much more real act of communication with all the interactional features which are not normally found in
scripted materials. It gives them a true representation of real spontaneous speech
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with its hesitations, false starts and mistakes, which will make them more able to cop
e with „Real Life‟ speech when they meet it outside the learning situation”.
Generally, the teachers believe that authentic materials are important to be used as a source to teach listening. It contains the genuine language used by native
speaker of target language. Another important aspect of authentic materials are their significant impact on learners‟ motivation; with motivation defined here as
the willingness to persevere in a learning task Papalia. A, 1986: 23-24. Indeed, as both traditional and more current methods fail to involve the learner in the
learning process, authentic materials are believed to enliven the classroom, being a powerful motivating factor, by providing motivation through enjoyment
Karpova, 1999: 18. By exposing to the real language, the teachers believe that students can be motivated in learning English and they would be exposure to the
culture of who used the language. Giving as a material to teach listening, the teachers conclude that the students can easily catch the point of the audio-
authentic material, in this case, song. They believe that the real language input can lead the students to learn English easily. As Shrum and Gilsan 2000: 133 say in
which authentic materials provide an effective means for presenting real language, integrating culture and heightening comprehension.
In the same way, Bacon and Finnemann 1990: 459-473 find that when students are properly prepared, authentic materials have positive effect on both
comprehension and motivation. Lund 1990: 105-115 even recommends a trend toward bringing classroom-listening instruction and practice as close to real world
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listening as is possible. At this point, authentic materials are valuable resource in language teaching and in enhancing students‟ language comprehension.
Teaching using authentic materials is such a new technique to apply since the needs of students in getting new experience to learn the real language of the
native speaker are higher. The findings describe that the teachers tend to use authentic materials for some consideration. Accessibility is one of the
considerations. By the development of technology, the teachers can easily access any authentic materials from the internet. It pro
vides all things that teachers‟ need. Besides, teacher Fr emphasized that he can easily access authentic materials from
mass media, audio recording and video recording. Students‟ need also comes to consideration in selecting authentic materials. Substantial input of authentic
materials that are adap ted to the learners‟ level and interests certainly increased
their sensitivity to and competence in the target language. As Laamri 2009: 16 pointed out that authentic materials should be:
Authenticity: The selected material should serve communicative goals.
Accessibility: The material should be easy for the learner to understand and suitable for the teacher.
Appropriateness: It should suit the learner‟s age, level needs and interest.
Applicability: It should suit the teaching context and makes the objectives attainable.
Adaptability: It should be adapted to the learners‟ level, needs and interests.
However, Claire Kramsch had a different view on authentic materials. In her book Context and Culture in Language Teaching, she devoted one chapter to authentic
texts and contexts. She agr ees with Widdowson‟s definition:
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“It is probably better to consider authenticity not as a quality residing in instances of language but as a quality which is bestowed upon them,
created by the response of the receiver. Authenticity in this view is a function of the interaction between the readerhearer and the text which
incorporates the intentions of the writerspeaker… Authenticity has to do with appropriate re
sponse.” Another consideration in selecting authentic materials is the objectives of
the lesson. Before teaching, the teachers must determine the objectives of the lesson and the competence that the students are expected to achieve. The findings
show that the teachers consider the objectives of the lesson in choosing the materials. It clearly states that particular authentic materials can be used to assist
students to achieve the objective of the lesson. Lee 1995 states that the materials must be in harmonious with the course objectives, i.e. it can improve the
language skills educators want the learners to practice. Besides, both the length of the text and teaching approach must be considered by the teachers. Further,
a variety of genres must be selected, such as articles, advertisements, interviews, poems, application forms, train timetables, and brochures.
There are many kinds of authentic materials which are classified into visual-viewing material, visual material and printed material. When choosing
authentic materials, the teachers should make sure whether the materials meet the students‟ need, the objectives of the lesson, students‟ language level and students‟
interest. The findings show that teachers use song as audio material to be taught in the class. It is a great language package that bundles culture, vocabulary, listening,
grammar and a host of other language skills in just a few rhymes. Orlova 2003 states that it is possible to suggest that among the methodological purposes with
songs used in class, it is possible to rank the practicing the rhythm, stress and the perpustakaan.uns.ac.id
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intonation patterns of the English language, teaching vocabulary and grammar, developing listening comprehension, writing skills, and speaking. Medina 1993
says it is currently a common practice to use songs in the classroom to support second language acquisition because music can stimulate and motivate students to
learn a new language. For this last purpose, songs and mainly their lyrics are employed as a stimulus for class discussion.
Teachers believe that song can motivate students to learn English. As stated by Lynch 2005, “when we task, when we work, when we play, when we
worship and even when we die, music is there to reinforce or alter every mood and emotio
n”. Bringing from the statement, song leads somebody‟s mood and emotion. Logically, when students are happy, they can learn happily. The
repetitive nature of songs, the joy songs imposed to the learning activity and the associative power between the melody and the content of the word reinforce the
attainment of the language to be internalized. In short, a song promotes an atmosphere in which the class activity can be more enjoyable, facilitates
students‟ listening comprehension and emerges learning involving the sense of happiness.
By learning English through song, students involve in the learning process well. Students can take a part in the class while listening to the song carefully and
notice some difficult words, phrases and the way to pronounce certain words and how to interpret the message. It provides the process in which the students do the
communicative competence. Through song, students can be motivated to learn English.
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Particular song is chosen as material to teach listening. Teacher Fr believe that authentic materials should fit to the objective of the lessons. Since he taught
descriptive text, he tended to choose song that leads him to create tasks that reflect the feature of descriptive text. Eken 1996 stated that songs can be utilized in
foreign language teaching for many purposes. According to him, songs can be used:
To present a topic, a language point, lexis, etc. To practice a language point, lexis, etc.
To focus on common learner errors in more direct way. To encourage extensive and intensive listening.
To stimulate discussion of attitudes and feelings. To encourage creativity and use of imagination.
To provide a relaxed classroom atmosphere. To bring variety and fun to learning.
Learning a foreign language means learning a culture of the target language. Language serves as an expression of culture without being entirely
synonymous with it. In most cases, a language forms a basis for ethnic, regional, national or international identity. Language is a part of culture and a culture is a
part of a language. The two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture Brown
1994:164. In relation to listening, authentic materials provide many sources that students can learn, including culture. As the material presented the full English,
students can know the characteristics of language and vocabulary they use. Even it tells how they use the language. Teacher Fr believe that teaching English to the
students should involve the culture of people of the target language. In the small area in teaching, the teacher should put any names that generally used by
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foreigner. It indicated that naming the object emerged the culture. He confirmed his belief through interview.
“Authentic material is fully motivated. Sangat memotivasi. Yang jelaskan kalau belajar bahasa kan belajar culture, belajar budaya. Ya kalau
misalnya kita bisa memberikan sumber yang asli kenapa tidak. Masa percakapan contohnya di buku, percakapan bahasa inggris kok namanya joko
sama bandi. Joko sama bandi ya wagu mbak. Minimalnya kan kalo percakapan bahasa inggris kan george dan richard. Mosok percakapan bahasa inggris,
joko, where are you? jadinya kan gak sesuai ,” [“Authentic material is clearly
i mportant to improve students‟ knowledge. I thought that authentic material is
fully motivated. If we learn a language then we lean it‟s culture. It is possible for us to teach students by using authentic materials in which it is truly genuine.
Doing conversation, for example, must use any names that indicate the real conversation between or among native speakers. How can the persons in doing
conversation use the word Joko or Bandi? That sounds awkward. It must use George or Richard that indicate the names of native speaker. It sounds
inappropriate to use local names”. Interviewteacher Fr119]
In a broad area, the culture of people refers to all aspects of shared life in a community. Rivers 1982 identifies the reasons for familiarizing learners with the
cultural components which should be to: develop the communicative skills,
understand the linguistic and behavioural patterns both of the target and the native culture at a more conscious level,
develop intercultural and international understanding, adopt a wider perspective in the perception of the reality,
make teaching sessions more enjoyable to develop an awareness of the potential mistakes that might come up in comprehension,
interpretation, and translation and communication.
Authentic materials are the perfect means that can create opportunities for learners‟ participation. The use of authentic sources leads to greater interest and
variety in the materials that learners deal with in the classroom. As a matter of fact, it improves their motivation and contributed in lowering their affective filter
and soliciting their active participation in activities. Shrum and Glisan 1994 state „Students process information in meaningful ways, take responsibility for their
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own learning, and become i ndependent learners‟. Listeners are exposed to how
people speak, how they display hesitations, pauses, false starts, topic shifting, incomplete structures and the like. On such impact of the use of authentic
materials, Nunan 1997:36 argued that learners should be fed as rich a diet of authentic data as possible, because ultimately if they only ever encounter specially
written dialogues and listening texts, the language learning exchange will be made more difficult.
There are six factors that influence te achers‟ beliefs; they are teaching
using authentic materials is challenging, easy access to authentic materials, and the availability of
equipments, students‟ interest, workshoptraining and personal experience. These are obtained from questionnaire and interview. Four of them
accessibility, the availability of equipments, students‟ interest and personal
experience are commonly used by all teachers while one of them authentic material is challenging is explained by teacher Fr and workshoptraining is
explained by teacher Sy. To some condition, authentic materials are considered as difficult
materials to be implemented in the classroom. They are sometimes too difficult for learners of a foreign language whose ears has been accustomed to an
oversimplified and enunciated language. On the other hand, a mismatch between the material being presented and the
learners‟ learning styles result in a complete loss of interest and motivation. Moreover, learners whose level of proficiency is
low or who favour more traditional methodologies may find authentic materials difficult, and irrelevant for their needs and motivations as it is emphasised by
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Guariento and Morley 2001: 348-351 that remind us that the use of authentic materials make especially lower level students confused and unmotivated by the
complexity of language and performance conditions unless the simplest authentic materials are carefully selected by the teachers.
Toward the disadvantages of authentic materials, teacher Fr describes that teaching by using authentic materials is challenging. The challenging aspect of it
is on how to motivate students to learn English. He assumed that being a teacher is the same like being motivator. Knowing that authentic materials are difficult for
students, the teacher thinks an idea of how to make students motivated. He stimulates students to be curious on what material being taught then. He assumes
that teacher should bring something new in the classroom in order that the students could be motivated. Not only concerning on how to motivate students,
teacher also focuses on how to select materials. The challenging point is what consideration he chooses to select particular authentic materials. Given a question
about factors that influence his belief, his response is describes in the quoted interview.
“Challenging. Authentic material is challenging. For me, teacher is a motivator. Jadi buat saya guru adalah motivator. Kalau kita dateng selalu
membawa barang baru buat mereka itu luar biasa. Itu aja”. [“Challenging. Authentic material is challenging. For me, teacher is a motivator. If we bring
something new in the classroom,the the students will feel amazed”. Interviewteacher Fr127]
In the same way, Berardo 2006:64 mentions that selected authentic materials will:
have positive effect on students‟ motivation give authentic cultural information
expose students to real language perpustakaan.uns.ac.id
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relate more closely to students‟ needs support a more creative approach to teaching
Oguz and Bahar 2008 also contend that if learners‟ interaction with authentic
materials is established with interest and without difficulty, they can participate actively in learning and in the same way their motivation levels may raise.
Therefore, the researcher assumes that the challenging aspect of using authentic materials is how to lead unmotivated students to be motivated students.
The teachers believe that accessibility become one of the factors that affects their beliefs on the use of authentic materials. They think that it is easy to
access authentic materials. The easy access is viewed from teacher and students. The teachers can find more authentic materials from many sources. The sources
can be from internet, mass media, video recording and audio recording. By having more types of materials, teachers can easily select which materials are appropriate
for the students. On the other hand, students can be easy to access the materials. The development of technology enables them to search any authentic materials
from the internet since the internet connection itself can be easily obtained from their mobile phone, WiFi in the school or other media to connect to the internet
that provides unlimited resources. It is supported by Harmer 2007: 303 who states that authentic materials cover wide ranges of ideal sources of materials
for extensive listening . That is why the more we pay attention to authentic materials, the better and easily we will find listening in the Macro strategies of
post method that promote learner autonomy. Easily accessible websites can help students to find relevant authentic
materials. The role of the learner as provider in this case is important, because in perpustakaan.uns.ac.id
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the day to day learningteaching the exposure to authentic materials can make the task more interesting and motivating. Toward this, students can learn English
inside or outside the classroom. They can learn English at home which then lead them to be an independent learner. Authentic materials keep students informed
about what is happening in the world around us so they have educational value. “Extracting information from a real text in a newdifferent language can be
extremely motivating, therefore increasing students‟ motivation for learning by exposing them to
“real” language” Guariento and Morley, 2001. Located in the suburb of Surakarta, the school where the teachers work is
quite developed school. The school brings the concept of Islamic school that provide a boarding for students in order to focus on academic improvement that
can lead students to cope with the competition in enrolment in high-acreditated University in Indonesia. The teaching and learning process in the school is under
the vision and mission of the school in which to prepare students for future demands by exposing knowledge development, technology and preparing them in
facing globalization era. From the point presented in the previous paraghraph, the school is
equipped with some tools that help them during teaching and learning, they are LCD and internet connection. Moreover, most of the teachers have laptop, video
player and audio player on their own. In relation to the teaching listening by using authentic materials, these tools are very helpful to support teachers to enlarge their
teaching. Teachers can make use the tools when they have to teach by using particular authentic materials. It can be assumed that these tools facilitate teachers
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in teaching and lead students to be more familiar on the technology that might support their learning. Thus, the availability of equipments comes as factors that
affect teachers‟ beliefs. Being motivated and being interested is closely related. It can be assumed
that people will be motivated when they are interested. In short, being motivated comes after being interested. As Melvin and Stout 1987: 44-56 found an overall
increased motivation to learn in students, as well as a renewed interest in the subject matter when students used authentic materials for the study of culture in
the language classroom. Related to the finding of the research, students ‟ interest is
considered as factors that affect teachers‟ belief. The teachers found that the indicators of being interested in subject matter are whether students actively take a
part the learning process. It can be said that when students actively involved in teaching process, they unconsciously motivates themselves in learning the subject
matter. One from six factors that affect teachers‟ beliefs which are identified from
research findings is workshoptraining. workshoptraining is a type of interactive discussion where participants carry out a number of activities rather than
passively listen to a lecture or presentation. This forum facilitates people to get informations from the speaker and discuss them with other poeple. At the end of
discussions, the people have to do activities which is in line with the topic in the workshoptraining. Teacher Sy agrees that educational workshoptraining affects
his beliefs in using authentic materials to teach listening. He got this experience since he studied in undergraduate program of teacher training and education. The
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researcher assumes that the workshoptraining was addressed to the students who belong to pre-service teachers so that this workshoptraining is quite helpul to
enrich their knowledge about teaching including selecting the materials for teaching. Borg 2011 asserts that teacher education is more likely to have an
impact on teachers‟ practices when it is based on an understanding of the beliefs teachers hold. This understanding of beliefs is necessary at all levels of teaching
pre-service teachers, new teachers and older teachers more set in their teaching practices.
Beside workshoptraining, personal experience also affects teachers‟ beliefs. The findings describes that teacher Fr and teacher Sy agree that personal
experience affect their beliefs. The finding is supported by Richardson 1996: 102-119 who highlights three major sources of teachers belief; personal
experience, experience with schooling and instruction and experience with formal knowl
edge both school subjects and pedagogical knowledge. It includes teacher‟s educational background and their beliefs during learning. It can be explained that
each teacher has differences on educational background, on how long they have been teaching, on who is being taught, where they teach, what they teach, etc.
These kind of experiences are personally experienced by each teacher. Teachers will
teach different
students with
different ability
in different
methodtechniquematerials with different tools in different era year to year. Teachers need to update their teaching methodtechniquematerials since students
have different needs by the changing of year. Thus, it can be assumed that teachers‟ personal experience has affected their beliefs.
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Beside identif ying teachers‟ beliefs and the factors that affect teachers‟
beliefs, the researcher also describes how authentic materials are implemented in teaching listening. The implementation of authnetic materials is divided into two
points; teaching learning documents and teaching learning process. Teaching learning documents include some documents that support the teaching, namely
syllabus, lesson plan, material and evaluation while teaching learning process includes the process of teaching listening from the beginning to the end. What will
come first to discuss is teaching learning documents. In relation to teaching learning documents, it is necessary to identify the
curriculum used in the school. Curriculum is the most important point in teaching. In Indonesia, the new curriculum, Kurikulum 2013, is the development of
Kurikulum Tingkat Satuan Pendidikan KTSP which emphasizes the character building. It maps into core competence locally called as Kompetensi Inti and
basic competence locally called as Kompetensi Dasar. Core competence is defined as competence that should be achieved at the end of the academic year
Kementrian Pendidikan Nasional dan Kebudayaan, 2013b. Being analogous to the stairs, core curriculum can be considered as steps to reach the standards of
graduate competence locally called as Standar Kompetensi Lulusan. In practice, core competence is divided into four groups labeled as KI-1, KI-2, KI-3, and
KI-4 representing spiritual attitude, social attitude, cognitive aspect, and skill respectively. The school where the teachers work has just implemented the
curriculum of 2013 in the last six month and is only implemented in the tenth grade. Since the teachers taught the tenth grade, it can be assumed that they have
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already used the concept of K13 in teaching students. The teachers assume that they have already taught required on the standard of Kurikulum 2013.
At school, the teachers teach English in accordance with syllabus. They then develop syllabus and create such lesson plan. The syllabus they use is
developed from 2013 0f curriculum. The teachers identify three basic competences to be developed. These three basic competences taken from core
competence 3 and core competence 4. The three of them are then developed in the lesson plan. Lesson plan is a procedure of teaching. It is aimed to guide teachers
in teaching. It contains the objectives of the lesson, the steps of teaching, the material and how to evaluate the students‟ skill. Lesson plan is constructed by
teachers. It reflects tea chers‟ beliefs about teaching. Scholars agree that beliefs are
the most valuable psychological construct to teacher education Pintrich, 1990. As it is explained that the designing of lesson plans, pedagogical practices choice
of normative, communicative or constructive practices and behaviour in the classroom are all directly influence by the beliefs systems held by the teacher
Borg S. , 2003; Farrell, 2008. Practically, the researcher identifies an inconsistancy between teachers‟
beliefs and the practice of teaching authentic materials. The lesson plan should aimed as the procedure in teaching the students. teacher Fr and teacher Sy have
almost the same lesson plan. What make it different is the while-activity. During implementing authentic materials in teaching listening, teachers tend to give
individual tasks to the students. It assumes that the students can learn independently in the classroom. However, the step of teaching in lesson plan
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made by teacher Fr and teacher Sy is to allow students to work in pair and group discussion. The teachers‟ beliefs reflected on the lesson plan is different with the
process of teaching in the classroom. Some reasons underlying this phenomenon are the students interest and time allocation. Students are more interested to learn
individually rather than in group. Besides, since the time is quite restricted, the learning process can be more effective if it is done into individual task.
What next come to a discussion is how teachers assess the students achievement. In 2013 of curriculum, there are four aspects in core competence
representing spiritual attitude, social attitude, cognitive aspect and skill respectively. These are actually the actualization of affective, cognitive, and
psychomotor domains. In line with the Decree of the Ministry of Education and Culture number 662013 about standards of assessment; these three domains are
assessed in a number of ways. For affective domain, the assessment is conducted through observation, self-assessment, peer-assessment, as well as journal. Related
to cognitive domain, the learners‟ competence is measured through spoken and written test, as well as homework and tasks. The document analysis relating to the
assessment of the students identifies that there is only score for cognitive domain. It is taken from the score after students finish doing the tasks provided by
teachers.. The teachers assume that the students have achieved score above the minimum score. They conclude that the students have good listening competence.
However, the assessment should cover the other two of the domains. Cognitive domain can not represent the students‟ achievements in listening skill.
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The next point to discuss is the teaching learning process. Borg 2011 says
that teachers‟ beliefs strongly shape teachers instructional practices, and subsequently the learning opportunities that learners receive. The researcher
describes that teacher Fr has well-managed in teaching listening by using authentic materials. He selects any materials that required by syllabus. He makes
use of authentic materials in this case, song to train students‟ listening skill and
provided some tasks that students can identify what they have heard. He relates authentic materials to achieve the objectives of the lesson. He believes that any
authentic materials can be used in teaching as long as it fit to the objectives that need to achieve during the lesson.
Particular consideration in selecting authentic materials has to take into account to succeed the teaching and learning process occurred in the class. Since
the class observation is held, it is noticed that teacher Fr taught descriptive text by using song. He selects song which contains the process of describing someone. As
what Oguz and Bahar 2008: 331 confirms that there should be always an aim in using authentic materials and a well-selected material that meet the objectives of
the lesson by considering the learners‟ age, learners‟ level, interest, needs, goals, and expectation.
On the other hand, the researcher concludes that teacher Sy considers to teach listening by using authentic materials by the purpose in which the students
can learn the message from the song and new vocabulary from the lyric. Procedurally, he teaches listening by providing missing lyric of the song and
played the song twice while asking students to complete the missing words from perpustakaan.uns.ac.id
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on the words they have heard. He then discusses the students‟ answer and
identifies difficult words from the lyric. It is done until the end of the class. He seems to teach vocabulary through listening to song. From this point, the teaching
process is merely about teaching vocabulary. Teachers provide authentic materials to teach listening with different
materials. The material is provided with some tasks that the students should work on. This task aims
to measure students‟ competence after taught through listening. It also leads students to understand spoken discourse that they heard. The tasks are
designed to enable students to use certain process in listening. Richards 2008:4 said that there are two process of listening; bottom-up processing and top-down
processing. Bottom-up processing refers to using the incoming input as the basis for understanding the message. Comprehension begins with the received data that
is analyzed as successive levels of organization sounds, words, clauses, sentences, texts until meaning is derived. Comprehension is viewed as a process of decoding.
Top-down processing, on the other hand, refers to the use of background knowledge in understanding the meaning of a message. Whereas bottom-up
processing goes from language to meaning, top-down processing goes from meaning to language. The background knowledge required for top-down
processing may be previous knowledge about the topic of discourse, situational or contextual knowledge, or knowledge in the form of “schemata” or “scripts” plans
about the overall structure of events and the relationships between them. Listening is not just hearing the sounds; it requires comprehension to catch
the message of what have been heard. In other words, it requires all types of perpustakaan.uns.ac.id
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knowledge during listening activity. Relating to the implementation of authentic materials to teach listening, the teachers provide any tasks in the form of missing
lyric of song while the students have to complete the missing words. From this point, the students work with their knowledge in catching the best words to
complete it. Reading the lyric and guess what might be the lyric talk about are the students‟ activity. Besides, guessing the meaning of the unfamiliar words is also
the activity. At the end, the students attempt to get the overall meaning of the song by relating the lyric one to another. From this, teachers have just put their beliefs
by providing any activity for the students to integrate some competence in language teaching. Listeners also relied on other types of knowledge as they
perform a listening comprehension process. During listening activity, the students must have several competences that
help students to do the tasks. The first competence is socio-cultural competence, which is the listeners degree of familiarity with the socio-cultural content of the
message and knowledge of the social as well as cultural expectations of native speakers of the language. Another is strategic competence, which is listeners
ability to guess meanings of unfamiliar words heard and to use strategies to compensate for their missing knowledge. The other is discourse competence,
which is listeners ability to use cohesive devices to link meaning across sentences and ability to recognize how coherence is used to maintain the unity of the
message Douglas, 1988; Dunkel, 1991b; Faerch Kasper, 1986; Robinett, 1978; Scarcella Oxford, 1992; Shrum Glisan, 1999.
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During the observation, it is noticed that teacher Fr provides task that lead students to use bottom-up processing to gain the message from the song. He
creates task in the form of true-false statement and missing lyric. In the true-false task, the students have to carefully listen to the song in order to get the message of
it. While in the missing lyric task, the students also need to complete the missing words from the song they heard. Teacher thinks that these two tasks stimulate
students to learn English well. In short, teacher has used bottom-up processing to be used by the students. As Richards 2008:5 says that learners need a large
vocabulary and a good working knowledge of sentence structure to process texts bottom-up. Tasks that develop bottom-up processing help the learner to do such
things. Retain input while it is being processed
Recognize word and clause divisions Recognize key words
Recognize key transitions in a discourse Recognize grammatical relationships between key elements in
sentences Use stress and intonation to identify word and sentence function
Many traditional classroom listening activities focus primarily on bottom-up processing, with tasks such as dictation, cloze listening, the use of
multiple choice questions after a text, and similar activities that require close and detailed recognition, and processing of the input. They assume that everything
the listener needs to understand is contained in the input. In the classroom, Richards 2008:7 proposes examples of the kinds of tasks that develop bottom-up
listening skill required listeners to do the following kinds of things: Identify the referents of pronouns in an utterance
Recognize the time reference of an utterance perpustakaan.uns.ac.id
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Distinguish between positive and negative statements Recognize the order in which words occurred in an utterance
Identify sequence markers Identify key words that occurred in a spoken text
Identify which modal verbs occurred in a spoken text
To make the teaching and learning process done well, the teaching procedure is considered as important thing. Therefore, Brown 2006 proposed
procedure of any listening activity by using authentic materials which can be done by activating prior knowledge, helping students organize their learning by
thinking about their purposes for listening.
a. Activating Prior-Knowledge
Prior knowledge is organized in schemata: abstract, generalized mental representations of students‟ experience that are available to help them understand
new experiences. The processes of the information they hear are both top-down and bottom-up. Top-down means using prior knowledge and experiences.
Bottom-up processing means using the information people had about sounds, word meanings, and discourse markers like first, then assemble their
understanding of what they read or hear one step at a time.
b. While-Listening
Having a purpose for listening helps students to listen more effectively. For example, when listening to a weather report, if the purpose is to decide
whether to wear a coat, the focus is on the temperature. In the listening activities, teachers should explain students which the purpose of the activity is. Students can
listen for the main idea, for details, and for making inferences. Therefore, students develop a sense of why they listen and which skill to use to listen better. Teachers
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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
