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5 Length
The length of listening texts varies according to several factors, not only to the types of listening skill that are practised and the proficiency level of the
students.
B. Theoretical Framework
Listening is a passive language skill which involves a number of different ways in which the listeners can or fail to process incoming speech. There are four
major reasons why the listeners can or fail to process the incoming speech, according to Anderson 1988, namely: first, the listener may not hear adequately
what has been said due to unfamiliarity with th e speaker‟s accent and or
competing background noise. Second, the speech may contain words or phrases that the listeners can hear adequately but is unable to understand due to serious
problem with the syntax or semantic of the foreign language. Third, there are times when the listeners are perfectly able to hear and understand the speaker, but
may have „switched off‟ consciously or unconsciously. Fourth, there are messages which the listener attends to fully and from which he tried to construct coherence
interpretation. In this research, the listening comprehension problems occurred mainly
due to unfamiliarity with the speaker‟s accent, problem with syntax and semantics
of the foreign language. The unfamiliarity with the speaker‟s accent was due to no sufficient time to have listening comprehension practice in class.
Meanwhile, the problem with syntax or semantic of the foreign language deals with the vocabulary, grammar and pronunciation. As Guo 2005 found in the
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28 previous study that students‟ listening comprehension are possible to be
negatively affected if they had insufficient knowledge of pronunciation, grammar and vocabulary.
Comprehensive listening itself is one type of purposeful listening in which the main aim is to understand the content of the message Wolvin Coakely,
1996. The lack of listening comprehension skill usually becomes the obstacle to have successful comprehensive listening. The students are unable to understand
the content of the message and then the listening section took longer time than was expected. As a result, the teaching learning process is ineffective due to time
consuming only on listening session. Based on this learning problem, the researcher conducted classroom action
research CAR in order to improve the students‟ listening comprehension skill by using authentic materials in listening section in classroom. In this CAR, there
were four stages conducted according to Kemmis and McTaggart 1988, namely planning, acting, observing, and reflecting. In addition, due to acting and
observing can be done in tandem, the researcher combine them into one stage. Based on the preliminary observations‟ data, the researcher chose to use
authentic materials to improve listening comprehension skill of the students of XII Kimia Industri
in SMKN 2 Depok Sleman. The reason is because authentic materials enable students to learn from the real discourse to improve their
listening comprehension Martinez, 2002. Besides, using authentic materials offer students to learn more skills, such as analyzing skill.
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29 The researcher uses authentic materials by applying top-down strategy, in
which the focus is understanding the text emphasized on the background knowledge of the students to interpret what they have heard and predict what will
come next. By applying such strategy, it was expected that the students are able to understand the message conveyed by the speaker; the main ideas and supporting
details, and to develop their creative and critical thinking. Moreover, authentic materials can be found almost everywhere. So, the students can improve their
listening comprehension skill both inside and outside the class. In this research, the listening comprehension skills are observed and
divided into five phases as proposed by Goh 2002 namely 1 listening for details, 2 listening for gist, 3 drawing inferences, 4 listening selectively, and
5 making prediction. After implementing top-down strategy using authentic materials in
listening section in classroom, the researcher examined whether the studen ts‟
listening comprehension skill is developed or not. The researcher analyzes the data gained from observation checklist, field notes, stu
dents‟ journal, and the improvement of the result of s
tudents‟ worksheet in every cycle.
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30
CHAPTER III METHODOLOGY
This chapter revealed information about the methodology that was used to accomplish the study. This methodology was used in order to answer the problem
formulation stated in Chapter One. There are six sections discussed in this chapter, namely research method, research participants, research instruments, data
gathering technique, data analysis technique, and research procedure.
A. Research Method
This research was a classroom action research. Action research, according to Carr and Kemmis 1986: 162 a
s cited by Burns 1999: 30 is “simply a form of self-reflective enquiry undertaken by participants in social situations in order to
improve the rationality and justice of their own practices, their understanding of these practices and
the situations in which the practices are carried out.” Ferrance 2000 stated that the idea of action research is that teachers will begin a cycle of
posing questions, gathering data, reflection, and deciding on a course of action. In this research, the action research was conducted in classroom scope. The
researcher employed Classroom Action Research CAR in order to solve the problem in class XII Kimia Industri of SMKN 2 Depok, namely the lack of
listening comprehension skill. There are four major steps in Classroom Action Research CAR
according to Kemmis and McTaggart‟s 1988 cycle namely planning, action,
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