65 check students‟ understanding and students‟ progress. These were the summary of
lesson plan for the second cycle which would be implemented in the research.
b. Acting and Observing the Second Cycle
The acting and observing stage in the second cycle was more or less the same as in the first cycle. The researcher conducted the acting and observing stage
for the second cycle in three main activities, namely pre-listening activities, whilst-listening activities, and post-listening activities, which is explained in
details as follows.
1 Pre-listening activities
The teacher and researcher came earlier. Unfortunately, there was a proficiency test for school staffs in a room where the research should be
conducted. The teacher then looked for alternative room available, and found the room a couple of minutes before the class begun. The researcher then prepared all
the things for the research. The students came after a few minutes. One student did not come due to illness, so the total respondents for the second cycle was 31
students. The researcher started the listening session by reviewing a little about
authentic materials and phases in listening comprehension to remind the students. The researcher asked whether the students still remembered the authentic
materials used in the last meeting and the phases in listening comprehension or not. Some students mentioned what they could remember about last meeting
materials, some others were just busy with themselves. The researcher then asked the „busy students‟ to pay attention to her and then explained briefly once more to
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66 remind the students about authentic materials and phases in listening
comprehension. Afterwards, the researcher told the students what was going to be learnt in
the second meeting, and they started to pay attention to the researcher‟s
explanation. Moreover, when the researcher told them that in songs would be used for the second meeting, they yelled happily. The researcher wrote down the name
of the singer and the titl e of the song. It was „Lessons Learned‟ by Carrie
Underwood. The song was unfamiliar, yet it matched with the topic to be learnt. The reason why the researcher chose this song was because the song matched
with the topic to be learnt, the pronunciation of the singer was quite clear, the song has upbeat tempo which can encourage students to study in class.
2 Whilst- listening Activities
For the second cycle, students did listening practice and worksheet completion as well. The researcher then distributed to the students the second
worksheet to work on, and explained part by part of the worksheet in brief. The students were given two minutes to read the whole worksheet.
Working with part A, the students guessed the meaning of the keywords listed on the table, by drawing arrows from column A and column B. There were
ten keywords in part A and all was noun. The reason for choosing nouns for part A was due
to students‟ problem in vocabulary mastery, especially nouns. After finishing part A, the students were invited to discuss the answer together. In the
discussion, all students were actively involved and performed high correctness.
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67 They assumed that the vocabulary items used were quite familiar, so that they can
guess the meaning precisely. The students then were asked to read part B of the worksheet. There were
four questions dealing with the main idea and supporting details of the song. The students were expected to work in pairs, so that they were able to complete the
answer more quickly and easily with one another if they found difficulties. The students were also allowed to take notes on what had been heard from the
recording. The researcher then invited the students to discuss the answer of part B. Mostly the students found difficulties to figure out supporting details, such as
mentioning parts of the verse. Moreover, due to the unfamiliarity with the song, they had to be accustomed to the song first.
The next part of the worksheet was part C, in which the students were asked to draw inferences from the topic, related to their personal experience. The
students had to reveal the advantages of life‟s lesson they had in the past for today‟s life. Mostly their answers were about life‟s lesson related to religion and
moral values, such as politeness. In part D, the students had to listen to the song and fill in the blanks as
well. The researcher gave a separated paper containing the song lyric with some blanks to be filled in. There were seventeen items to figure out by listening to the
song, and all the items were nouns. The researcher then invited the students to discuss the answers. The researcher wrote down the numbers of item on the board,
and asked the students to write down the answers voluntarily. This strategy successfully made the students to be more active in learning activities, by
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68 expressing their idea in front of the class through writing. Most students could
write the answer with correct spelling. Items number 14 and 15 seemed to be the most difficult items to figure out, because most of the students fail to answer it
correctly. The correct answer for number 14 and 15 were „roads‟ and „wounds‟.
The students failed to answer the questions correctly because they heard the singer pronounced the lyrics differently from what they usually heard. The pronunciation
was considered unclear which led students to the wrong words. The last part of the worksheet was part E, in which the students had to
make prediction on the next utterances which may occur. The students had to predict the last line of the song. When it came to discussion, it was found that
none of the students successfully gave the exact correct answer. It was acceptable since they had not heard the song until the end yet, and this was the first time for
them to listen to the song. However, their prediction was still related to the song and the topic. Mostly the students gave answers such as
„Lesson in life‟, „Life‟s Lesson‟, and ‟Lesson to live‟. Only few of them had no idea about the answer.
3 Post-listening Activities
After completing the worksheet, the researcher asked the students if there was any question, suggestion, and or comments. The students gave suggestion to
use a more familiar song with slower speed. The researcher then told the students that due to time constraint, the listening quiz which was formerly planned to be
done in separated day would be conducted that day. The students were surprised for a moment, but then the researcher convinced them that it was an easy listening
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69 quiz with only few items of question. The researcher then distributed the quiz
sheet, which consisted four parts to work on. Part A of the worksheet consisted of eight vocabulary items, in which the
students were to match the vocabulary by drawing arrows to the meanings provided. In part B, the students were to choose the correct answers about the
main idea, supporting details of the song played, and to predict the possible utterances that may occur by crossing the letter in the option provided. In part C,
the students were to draw inferences by answering the question about their future plan and the reason. The last part of the quiz was part D, in which the students
were to fill in the blanks in the space provided. The song used was „Que Sera-
Sera‟ by Doris Day. This listening quiz was aimed at checking students‟ skill in comprehending new listening material.
After accomplishing the listening quiz, the researcher invited the students to make a reflection by writing a journal as what they did in the first cycle, and
then they also were asked to respond to questionnaire given, by putting a tick to the statements in accordance with their own condition.
At the end of the implementation, the researcher thanked all the students in class for their willingness to be involved in the research and for providing
conducive atmosphere during the implementation. The researcher then did a leave taking to end up the research in class.
c. Reflection of the Second Cycle
