75 implementation. One reason revealed by a respondent, that she still confused
about the key ideas in the message.
“Soalnya masih bingung mbak dari awal tu yang diomongin apa, pokok permasalahannya tu dari awal apa, jadi terusannya ya nggak
ngerti.”R2 I was still confused about the key ideas from the beginning. I did not
know what the main idea was, so I did not know the next part.
The researcher assumed confusion about key ideas in the message may occur during the listening process for one and other reason, such as unfamiliarity
of the vocabulary and this problem might make the listeners fail to have a successful listening process, in terms of guessing the meaning of keywords
correctly. Overall, 83.87 of the students agreed that there was improvement in the aspect of listening for details. Most of the students agreed that the provided
keywords helped them to guess the main idea.
2. Listening for Gist
There were also two statements in the second aspect. The first statement for this aspect asked whether they were able to distinguish the main idea from the
supporting details in the materials given. Seven respondents 22.58 agreed they were able to distinguish the main idea from the supporting details in the materials
given. One of the respondents revealed that organized steps during the implementation helped them in distinguishing the main idea from the supporting
details.
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76 “Soalnya, kalau pakai authentic materials kan kemarin udah ada step-
stepnya juga, jadi kita lebih gampang menganalisanya.” R1 Using authentic materials with the steps enabled us to analyze
[distinguish the main idea from the supporting details] more easily
In contrast, twenty four respondents 77.42 stated that they still found difficulties in distinguishing the main idea from the supporting details after
learning using authentic materials. Unfamiliarity of the song and the speech rate were the reasons of one respondent failed to distinguish the main idea from the
supporting details.
“Masih sulit mbak, soalnya lagunya yang pertama kemarin tu kan cepet, terus belum familiar. Kalau lagu yang kedua kan udah agak popular, terus
nggak cepet-cepet banget. Tergantung cepet nggaknya sih mbak. ”R5
I was still difficult to distinguish the main idea from the supporting details because the first song played was fast and I was not familiar with it.
The second song played was a bit popular and not too fast. It depends on the speech rate.
Another reason was revealed by a respondent. She failed to distinguish the main idea from the supporting details due to the lack of the vocabulary knowledge
and being not accustomed to listen to the words she heard.
“Kesulitannya soalnya nggak terbiasa dengerin kata-katanya itu mbak. Sama masih
kurang tahu, kalau ini tu artinya apa, gitu. Vocabnya mbak.” R8
I was not accustomed to listening to the words I heard in the authentic material given, and I was still lacking in knowing the meaning of this and
that. In other words, I was still lacking in vocabulary knowledge.
It could be seen from the opinions revealed by students that there were factors that depressed listening comprehension during the implementation in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77 terms of distinguishing the main idea from the supporting details, namely prior
knowledge and established learning habits Rubin, 1994. The respondents had lack of prior vocabulary knowledge, which caused failure in distinguishing the
main idea from the supporting details. Moreover, they had established learning habits in class, in which the students were habitually accustomed to listening to
textbook materials. The use of authentic materials in listening activities became a new thing for them to adjust.
The second statement asked whether they were able to understand the speaker‟s purpose in the material conveyed. Sixteen respondents 51.61 agreed
that they were able to understand the speaker ‟s purpose in the material conveyed.
No reason was found related to this statement, but the researcher assumed that it was because the text type was already clear enough for the listener to understand
the speaker‟s purpose. The first material was an interview, in which the speaker informed the listener about a public figure‟s life. The second material was a song
in which the lyrics motivated students. On the other hand, fifteen students 48.39 disagreed with the statement.
They claimed that the speaker spoke too fast and the accent of the speaker was different from what they usually heard.
Speaker‟s accent made listening process unique Buck, 2001. As Buck 2001 cited Kennedy 1978, that L2 listeners
were usually much less familiar with the range of common accents, and they sometimes had considerable problems when they heard a new accent for the first
time. Accent was potentially a very important variable in listening comprehension. Buck, 2001
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78 Generally, 37.1 of the respondents agreed that there was improvement in
listening comprehension skills, in terms of listening for gist. They agreed that using authentic materials helped them to distinguish the main idea from the
supporting details, supported by clear steps of doing the tasks. On the other hand, some students still found obstacle to distinguish the main ideas and the supporting
details.
3. Drawing Inferences
