5 Action Research and English learning in classroom, especially about listening
comprehension skill.
F. Definition of Terms
In order to avoid misinterpretation, there were some terms in this research that need to be clarified. The terms were:
1. Listening Comprehension Skill
Listening comprehension was the result of an interaction between a number of information sources, which included the acoustic input, different types
of linguistic knowledge, details of the context, and general world knowledge, and so forth, and listeners use whatever information they already had in their mind, or
whatever relevant information to help them interpret what the speaker was saying Buck, 2001: 3. Rost 2002 referred complete comprehension to the listeners
having a clear concept in memory for every referent used by the speaker. Goh 2002 pointed out the key of listening comprehension skills are
listening for details, listening for gist, drawing inferences, listening selectively and making predictions. Listening for details involved listening for specific
information. While listening for gist meant to listen for main ideas or global listening. Drawing inferences was the ability to fill in gaps in the input. In
listening selectively, listeners are to listen only to the specific parts of the input. Making predictions was the ability to anticipate before and during listening what
one is going to hear.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6 In this research, what was meant by listening comprehension skills were the
skills to listen to the native speaker especially in one way tasks and understand what was heard, in accordance with the aspects of comprehensive listening. The
researcher examined the progress of listening comprehension skills using those five detailed aspects, after implementing a learning process using authentic
materials in listening session.
2. Authentic Materials
Authentic materials were materials that have not been specifically produced for the purpose of language teaching Nunan, 1989: 54. Nunan 1989
added that most everyday objects in the target language qualify as authentic materials. The authentic materials could be in form of audio materials, visual
materials, printed materials, or multimedia materials. In this research, the authentic materials used were materials that have not
been specifically produced for the purpose of language teaching, and were everyday objects that can easily be found in daily life. The authentic materials
used were authentic audio materials, such as songs and interview. The use of authentic audio materials was aimed at helping students to be more focused on the
sound, and not on other things.
3. XII Kimia Industri students in SMK Negeri 2 Depok Sleman
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