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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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86 along with observation during the implementation in teaching learning activities.
From this stage, the researcher obtained the data to be analyzed. The last stage was reflecting stage, in which the researcher reflected on what has been done in
acting and observing stage. The reflection gained from observation checklist, field notes
, students’ journal, the result of assessment, and the discussion with the teacher. Reflecting stage was aimed to give reference to revise the next cycle, and
seeing what went well and what went wrong in the implementation. From the whole data gained through field notes and observation checklist,
it was shown that the students gave positive response on the use of authentic materials to improve their listening comprehension skills. Besides, the use of
authentic materials supported them to be more actively involved in teaching learning activities, and to reduce tension in learning activities in class. From the
students’ journal, the researcher summed up that the students assumed authentic materials were appropriate to be applied in listening session, due to the different
atmosphere created and it broaden their knowledge. The listening comprehension skills were also improved, shown by the result of assessment in every end of the
cycle. The results showed significant progress, from the class average score 23.87 increased to 26.20 out of the total score 30. However, there will be more
significant improvement if the researcher used the same genre of materials. Questionnaire and interview were administered to gain data from students’
point of view. In accordance with the aspects of listening comprehension skills proposed by Goh 2002, the listening comprehension skills improvement was
examined. In listening for details, by applying authentic materials, the students
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87 were helped to recognize the keywords use in the materials. By applying authentic
materials, the students enabled to distinguish the main idea from the supporting details in listening for gist. The students were able to draw inferences from
between two events described; also they were able to make connection between the materials given and the real life, using their background knowledge by using
authentic materials. The students were able recognize the specific part, especially in using songs for their learning materials. In making prediction, the students were
able to predict the possible event that may occur next, and guess the closest answers for the next utterances that may occur related to the previous questions.
However, based on the questionnaire, the use of authentic materials still needed to be improved since many of the students thought that it was rather ineffective.
For those five aspects, 83.87 students declared that using authentic materials helped them in listening for details. It was also found that 37.1 of the
students stated that authentic materials helped them to improve the skills in listening for gist aspect. The questionnaire result showed that 50 of the
respondents stated that their listening comprehension skills in term of drawing inferences were improved by using authentic materials. Related to listening
selectively aspect, 46.78 of the respondents thought that there was improvement by using authentic materials. Improvement in making prediction was also
approved by 54.83 of the students.
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B. Suggestions
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