the questionnaire made up of selected-response items and open-response items. Both types of items may collect information on personal profile including years
of experience, nationality, academic degree, opinions about the currently used EFL reading textbooks, and attitudes toward using authentic input in class.
Researcher found that Libyan teachers had positive attitudes towards the use of authentic material. Almost of teachers assumed that the ideal class used
both authentic texts and textbook. They thought that using only textbook in the class was ineffective way. The teachers also indicated the types of authentic texts
they preferred for use in their reading classes. Short stories were the most preferred, whereas poems were the least preferred. The majority of instructors
believed that exposure to authentic texts should start at the intermediate levels of language learning.
2. Developing Young Learners’ Listening Skills through Songs by Mustafa
ŞEVİK 2012
Listening skill is regarded as the most important outcome of early language teaching and songs are regarded as one of the best ways for practicing
and developing the listening skills of especially young learners. Therefore, any syllabus designed for teaching foreign languages to young learners specifically
focuses on the listening skill in general and contains songs as effective listening materials. The purpose of this theoretical study was to present a theoretical
structure by reviewing the relevant literature in relation to the importance of the listening skill for young foreign language learners and to discuss the importance,
advantages, and teaching procedures of songs as listening activities. perpustakaan.uns.ac.id
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Research showed that the necessary time was not being devoted to listening comprehension activities in the teaching of modern foreign languages in
Turkey and students were unable to reach the targets about listening comprehension mentioned in the curriculum. Therefore it was concluded in this
study that the development of listening skills should be given priority in the Turkish context as in many European countries and that the use of songs as
listening materials should be promoted.
3. Authentic Material: Toward a Rational Selection and Effective Implementation by Segni Laamri 2009
There is no doubt that the pedagogical materials, the textbooks, and the “sheltered” language they provided have their place in the classroom, yet they
might hamper communication and create gaps reflected in the real language and the language proposed by such materials. In the classroom or in the language
laboratory, teachers exploited various types of supporting materials in an attempt to enliven their classes and contextualize their teaching to go beyond the artificial
classroom setting. Do the materials we generally incorporate in our teaching really
develop our learner‟s proficiency in using the target language? What other extra curricular sources could reinforce our learners communicative competence
and trigger the process of natural language acquisition? This paper discussed the benefits that could be derived from the
incorporation of authentic materials into the EFL classroom. It was believed that a substantial input of authentic materials adapted to the learners levels and interests
would increase the sensitivity to and competence in the target language. perpustakaan.uns.ac.id
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Furthermore, current authentic materials such as clips from mass media, movies, and cartoons, newpaper articles, plays, short stories, if properly selected and
efficiently implemented would certainly enhance the process of language learning.
4. Using Authentic Aural Materials to Develop Listening Comprehension in the EFL Classroom Leila Ghaderpanahi 2012
The purpose of this study was to examine the influences of authentic aural materials on listening ability of thirty female undergraduate psychology majors
studying English as a foreign language. It basically focused on using authentic materials and real-life situations as part ofthe communicative approach. The
results of the listening comprehension post test were compared to that of the pretest using a 2-tailed t-test P .05. Analysis of the interviews and the
questionnaire revealed that the use of authentic materials in the EFL classroom enhanced EFL students listening comprehension ability. Results showed a
statistically significant improvement in listening ability of the EFL students. Recommendations were offered to ease students‟ frustration that resulted from the
speed of authentic speech. Pedagogical implications of the results were discussed along wi
th the impact on EFL students‟ listening comprehension development.
5. Using Authentic Materials to Develop Listening Comprehension in the English as a Second Language Classroom done by metinee thanajaro 2000
Listening, the most frequently used form of language skill, played a significant role in daily communication and educational process. In spite of its
importance, listening ability development had received only slight emphasis in perpustakaan.uns.ac.id
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language instruction.
Nevertheless, U.S.
college classrooms,
where comprehensive listening serves as a primary channel for learning, required that
students function effectively as listeners. It was therefore important for ESL programs to prepare students for successful listening in academic lectures by
implementing authentic listening materials in the ESL classes. The fundamental purpose of this study was to examine the influences of
aural authentic materials on listening ability in students of English as a second language. The secondary purposes of the study were to identify the learning
strategies used by ESL students experiencing authentic listening texts and to determine the influences of authentic materials on ESL students attitudes towards
learning English. ESL students attending the High Intermediate Academic Listening and Vocabulary Development class at a language training center
participated in this study. The sources of data for this descriptive study included interviews, questionnaires, and class observation.
Analysis of the interviews and the self-evaluation questionnaire revealed that the use of authentic materials in this ESL classroom helped increase students
comfort level and their self-confidence to listen to the target language. Analysis of the class observation and the learning strategy questionnaire revealed that ESL
students usually paid attention when someone was speaking English. Students also relied on outside sources such as dictionaries, or other people such as
relatives to understand unfamiliar words. Finally, analysis of the class observation and the interview with students revealed that the use of aural authentic materials
in ESL classroom had a positive effect on ESL students motivation to learn the perpustakaan.uns.ac.id
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language. Recommendations are offered to ease learners frustration that resulted from the use of unfamiliar vocabulary and the speed of authentic speech.
The researcher found that there were five previous research that seemed to be relevant with this study. The variables focused in the study were teachers‟
beliefs, authentic material and listening skill. The previous research had deeply concerned toward the use of authentic material in teaching listening in general in
the form of qualitative study. The result of the research could be as reference for this research since it investigated teachers‟ beliefs on the use of authentic material
to teach listening. The previous studies had explained clearly of what the purpose of the
study, the samples of the study, supporting theories, and clear analysis toward the findings that obtained clear conclusion which relevant to the objectives of the
research. The previous studies provided various reference concerning how to conduct qualitative research especially in finding more information about
teachers‟ beliefs on the use of authentic material to teach listening. Though the result of the research could not be generalized, it could be used as comparison
among other studies. Below was the summary of the results of previous studies: 1
Soliman 2013 in his study found that teachers had a positive attitudes towards the use of authentic material. Almost of teachers assumed that the
ideal class used both authentic texts and textbook. They thought that using only textbook in the class was ineffective way. The teachers also indicated
the types of authentic texts they preferred for use in their reading classes. perpustakaan.uns.ac.id
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2 Mustafa ŞEVİK 2012 found that necessary time was not being devoted
to listening comprehension activities in the teaching of modern foreign languages in Turkey and students were unable to reach the targets about
listening comprehension mentioned in the curriculum. 3
Segni Laamri 2009 found that substantial input of authentic materials adapted to the learners levels and interests would increase the sensitivity
to and competence in the target language. Furthermore, current authentic materials such as clips from mass media, movies, and cartoons, newpaper
articles, plays, short stories, if properly selected and efficiently implemented would certainly enhance the process of language learning.
4 Leila Ghaderpanahi 2012 findings of her study indicated that listening
comprehension in EFL students appeared to have improved after they had experienced authentic listening materials in class. A conclusion for this is
that authentic materials should be implemented in any foreign-language classroom.
5 Metinee Thanajaro 2000 found that the use of authentic materials in ESL
classroom helped increase students comfort level and their self-confidence to listen to the target language. ESL students usually paid attention when
someone was speaking English. Students also relied on outside sources such as dictionaries, or other people such as relatives to understand
unfamiliar words. The use of aural authentic materials in ESL classroom had a positive effect on ESL students motivation to learn the language.
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CHAPTER III RESEARCH METHOD
This chapter contains some crucial elements of research method related to the topic under discussion. It consists of research design, research setting, kinds and
sources of data, data collecting technique, trustworthiness, and data analysis.
A. Research Design
Merriam 1998: 1 believes that choosing the research focused on discovery, insight, and understanding from the perspectives of those being studied
offers the greatest promise of making significant contributions to the knowledge base and practice at education. Choosing a study design requires understanding
the phylosophical foundations underlying the type of research, taking stock of whether there is a good match between the type of the research and your
personality, attributes, and skills, and becoming informed as to the design choices available to you within the paradigm. The qualitative, interpretative, or
naturalistic research paradigm defines methods and techniques most suitable for collecting and analyzing data. Qualitative inquiry, which focuses on meaning in
context, requires a data collection instrument that is sensitive to underlying meaning when gathering and interpreting data.
This study focues on identifying teachers‟ beliefs on the use of authentic materials to teach listening, the effect of teachers‟ beliefs and the implementation
of authentic materials to teach listening. Qualitative case study is chosen as the design of this study. According to Merriam 1998: 19, a case study design is
employed to gain in-depth understanding of the situation and meaning for those perpustakaan.uns.ac.id
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