81 specific part of the materials. As it was stated by Goh 2002, listening selectively
could lead to ineffective understanding if the listeners‟ purpose was influenced by their bias. The researcher already decided the specific part to listen, but the task
might not be clear enough for the students. The second statement asked whether the students were able to mention
specific part of the authentic materials given. Eleven respondents 35.48 agreed with the statement. Contrarily, twenty respondents 64.52 disagreed that they
were able to mention specific part of the authentic materials given. This opinion may occur due to confusion towards specific part concept.
Overall, 46.78 of the students agreed that there was improvement of listening comprehension skills, in terms of listening selectively. They found that
using authentic materials helped them to differentiate specific parts of a passage. Conversely, more than a half of the respondents found that it was not really
effective to use authentic materials to improve their skill in listening selectively, since the concept of listening to the specific part was still confusing.
5. Making Prediction
The last part of the listening comprehension phase was making prediction. The first statement asked whether the students were able to predict outcomes from
events described in authentic materials given. Nineteen respondents 61. 29 stated that they agreed with the statement. One of the respondents stated that
sometimes the back sound helped them to predict the answer.
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82 “Membantu, Miss. Misalnya, tempat terjadinya percakapan itu di mana.
Trus, kadang back soundnya itu membantu kita memperkirakan jawabannya.” R3
It helped, Miss. For example, to predict where the conversation took place was. Sometimes, the back sound [in the authentic materials] helped
us to predict the answer.
Contrarily, twelve respondents 38.71 opposed the statement. They conveyed that it was difficult to predict outcomes from the event described
because they did not know how to express it in English. The second statement asked whether they were able to predict next words,
utterances, or expressions which may occur in a dialog. Fifteen students 48.38 responded by agreeing this statement.
“Iya. Kan, misalnya kalimat pertama apa, terus selanjutnya kan bisa dikira-kira. Karena kalimat selanjutnya biasanya kan berkaitan sama
kalimat sebelumnya.” R8 Yes, it helped. For instance, we knew the first sentence, and then we
would be able to predict what the next sentence is. Usually the next sentence is related to the previous sentence.
“Membantu mbak, soalnya dari pertanyaan sebelumnya atau kata-kata sebelumnya kan kita bisa memperkirakan selanjutnya speakernya itu
ngomong apa. ” R5
It helped us to predict what the speaker would say next, referring to the previous questions or utterances.
On the contrary, sixteen students 51.61 disagreed with the statement. It
was revealed by one of the respondents, that he was difficult to make prediction because he forgot the previous part.
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83 “… biasanya nganu mbak, suka kehilangan yang depan-depannya tu lho
mbak, kan keburu buat dengerin yang selanjutnya. Suka lupa depannya tadi ngomong apa, gitu. Sebenernya udah nangkep, tapi susah nginget-
ingetnya lagi.”R5 Usually we lost the previous parts as we listened to the next part. We
forgot the previous message. Actually, we were able to capture the [previous] message, but it was difficult to remember.
From this opinion, it can be seen that the respondent still had a problem to
parse the idea due to short-term memory problem, namely quickly forgot what was heard Rubin, 1994. Overall, 54.83 of the students agreed that authentic
materials helped them to improve their skill in making prediction of the outcomes from the events described and of the next possible utterance.
The analyzed data from the questionnaire show ed that the students‟ gave
positive response through their opinion on the use of authentic materials to improve their listening comprehension skills. It was found that 83.87 of the
students agreed there was improvement in listening for details aspect. Meanwhile, only 37.1 of the students thought that there was improvement in listening for
gist aspect. 50 of the students conveyed that there was improvement in drawing inferences aspect. 46.78 of the students declared that there was improvement
in listening selectively aspect. Improvement in making prediction aspect was agreed by 54.83 of the students.
From the students‟ point of view, the use of authentic materials might not be very helpful to improve their listening
comprehension skills. Nevertheless, the researcher accepted this result and made this as a reflection.
The researcher also compared the test score after the implementation to the test score before the implementation in order to ensure the improvement. Before
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84 the implementation, the class average score of a listening comprehension test was
23.87. After the implementation, the average score of a listening comprehension test approached 26.29. It can be seen from the increasing class average score, that
there was a significant improvement on t he students‟ listening comprehension
skills. From all the analyzed data, it can be concluded that the use of authentic
materials was able to improve listening comprehension skills of XII Kimia Industri
students of SMKN 2 Depok Sleman, in 20102011 academic year.
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85
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presented conclusions of the research and suggestions for improvement. From the analyzed data and the result discussed, the researcher
concluded two points and proposed suggestions for English teacher, students, and future researchers who are interested in similar research.
A. Conclusions
This research was conducted to examine how authentic materials improved the listening comprehension skills of grade XII students of SMKN 2
Depok Sleman. The researcher used listening comprehension skills phases proposed by Goh 2002 in applying the authentic materials to help the students
improving their listening comprehension skills. There were five phases which were conducted in order, namely 1 listening for details, 2 listening for gist, 3
drawing inferences, 4 listening selectively, and 5 making prediction. The conclusions thus covered the description of materials implementation process and
the students’ listening comprehension skills improvement. Authentic materials were used during the teaching learning process in
Kimia Industri class of SMKN 2 Depok Sleman. The implementation was
conducted into two cycles, in which each cycle divided into three stages, namely planning, acting and observing, and revising. In the planning stage, the researcher
prepared the lesson plan, the materials to be used, the learning methods, and the assessment. Then, the researcher implemented what was planned in acting stages,
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