80 the inference making process. Since inferences were based on information that
people had, it was important to choose authentic materials with suitable topic for the students.
All in all, 50 of the students agreed that using authentic materials improved their listening comprehension skills in terms of drawing inferences. The
students found that using authentic materials could reinforce for students the direct relationship between the classroom and outside the world.
4. Listening Selectively
The resear cher also asked about students‟ opinion on listening selectively
part. The first statement asked whether they were able to distinguish specific part of the authentic materials given. Thirteen respondents 41.93 agreed the
statement. Furthermore, the students revealed the advantage of listening to specific part of the passage.
“Jadi kita bisa memfokuskan diri pada bagian itu, jadi nggak kemana- mana, nggak bingung, dan nggak capek karena nggak terlalu
panjang.”R1 We can focus on the specific part, so that we can catch the idea more
easily. It also was not tiring because we did not need to listen to a too long material.
“Ada Miss, dikit-dikit tapi. Hehe…ya kan kalau dengerin bagian khusus kan jadi tambah tau tentang inti ceritanya pas bagian itu, sedikit-
sedikit.”R7 Yes, Miss. A little. When we listen to the specific part, we know a little
bit more about the main idea in the specific part we heard.
On the other hand, eighteen students 58.07 disagreed with the statement. The students claimed that they were still confused about the concept of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
