Thesis Berlinda Mandasari S891308009

v

TEACHERS’ BELIEFS ON THE USE OF AUTHENTIC

MATERIALS TO TEACH LISTENING

(A Case Study at MAN 1 Surakarta in the Academic Year of 2014/2015)

A THESIS

By:

BERLINDA MANDASARI S891308009

Written as a Partial Fullfilment of the Requirements for Graduate Education Degree of English Language Teaching

ENGLISH EDUCATION OF GRADUATE PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

SEBELAS MARET UNIVERSITY

SURAKARTA

2015

vi

vii

viii

ix ABSTRACT

Berlinda Mandasari, S891308009, 2015. Teachers’ Beliefs on the Use of Authentic Materials to Teach Listening (A Case Study at MAN 1 Surakarta in the Academic Year of 2014/2015). A Thesis. First Consultant: Prof. Dr. Sri Samiati Tarjana; Secod Consultant: Dra. Dewi Roschsantiningsih, M.Ed, Ph.D; English Education Department, Graduate Program, Sebelas Maret University.

This research is aimed at: (1) identifying teachers‟ beliefs on the use of authentic materials to teach listening; (2) identifying factors that affect teachers‟ beliefs on the use of authentic materials to teach listening; and (3) describing how authentic materials are implemented in teaching listening.

This research is a qualitative case study conducted in islamic high school 1 Surakarta. The samples chosen through purposive sampling are two English teachers who teach listening skill for the tent grade. Data of the research were collected through questionnaire, observation, interview and teaching learning documents and were analyzed by using interactive model proposed by Miles and Huberman.

Finding of this research are: 1. teachers believe that :a) authentic materials are materials produced by a native speaker of the target language not for a teaching purpose, b) authentic materials must introduce English in the real context used by the native speaker, improve students‟ knowledge, Improve students‟ English competence in both spoken and written, improve students‟ vocabulary, introduce the culture of native speaker, improve students‟ listening ability, motivate students to learn, motivate students to learn autonomously, c) authentic materials are important to use since it is motivating students and providing some aspect of English that students can learn, d) authentic materials are considered to be carefully selected before being taught to the students, e) song attracts students‟ interest; 2. factors that affect teachers‟ beliefs: the challenging point of authentic materials, easy access to authentic materials, the availability of the equipments, students‟ interest, workshop/training and personal experience; 3. a) there is inconsistancy between teachers‟ beliefs and the practice in the classroom, b) authentic materials are implemented well in the classroom. The students are actively involved during teaching and learning process. Bottom-up processing is applied during listening activity.

According to the findings of the research, it is noticed that teachers‟s beliefs strongly shape teachers‟ instructional practices and the selection of the materials that will be taught to the students. It is considered important to identify the beliefs of teachers since teachers‟ beliefs are the fundamental concepts to develop fooreign language teaching.

v ABSTRAK

Berlinda Mandasari, S891308009, 2015. Keyakinan Guru terhadap Penggunaan Materi yang Otentik untuk Mengajar Kemampuan Mendengarkan (Studi Kasus di MAN 1 Surakarta pada tahun ajaran 2014/2015). Sebuah Tesis. Pembimbing Pertama: Prof. Dr. Sri Samiati Tarjana; Pembimbing Kedua: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D; Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Sebelas Maret.

Penelitian ini bertujuan untuk: (1) mengidentifikasi keyakinan guru terhadap materi otentik terhadap penggunaan materi yang otentik untuk mengajar keterampilan mendengarkan; (2) mengidentifikasi faktor yang mempengaruhi keyakinan guru terhadap penggunaan materi yang otentik untuk mengajar keterampilan mendengarkan; (3) menggambarkan bagaimana materi otentik diimplementasikan untuk mengajar keterampila mendengarkan.

Penelitian ini merupakan penilitian studi kasus yang dilaksanakan di MAN 1 Surakarta. Sampel yang dipilih melalui purposive sampling adalah dua guru bahasa Inggris yang mengajar kelas X. Data dari penelitian ini dikumpulkan melalui kuesener, observasi, wawancara, dan analisi dokumen dan dianalisis dengan menggunakan model interaktif dengan yang dibuat oleh Miles dan Huberman.

Penemuan dari penelitian ini adalah 1. guru berkeyakinan bahwa: a) materi yang otentik adalah materi yang dihasilkan oleh penutur bahasa ahli dari bahasa yang ingin dicapai tidak untuk materi ajar; b) materi yang otentik harus memperkenalkan bahasa Inggris dalam konteks yang sebenarnya yang digunakan oleh penutur bahasa asli, meningkatkan pengetahuan siswa, meningkatkan kompetensi bahasa Inggris siswa baik berbicara maupun menulis, meningkatkan kosa kata siswa, mengenalkan budaya dari penutur bahasa ahli, meningkatkan kemampuan mendengar siswa, memotivasi siswa untuk belajar, memotivasi siswa untuk belajar secara mandiri; c) materi yang otentik penting untuk digunakan selama materi ini memotivasi siswa dan menyediakan beberapa aspek bahasa Inggris yang dapat dipelajari oleh siswa; d) materi yang otentik dipertimbangkan untuk diseleksi secara cermat sebelum diajarkan kepada siswa; e) lagu menarik ketertarikan siswa; 2. faktor-faktor yang dapat mempengaruhi keyakinan guru: hal yang menantang dari materi yang otentik, kemudahan akses, ketersediaan alat ajar, ketertarikan siswa, workshop/pelatihan dan pengalaman pribadi; 3 a. adanya ketidakkonsistenan antara keyakinan guru dan prakteknya dalam mengajar di kelas; b) materi otentik diimplementasikan secara baik di kelas. Siswa secara aktif terlibat dalam proses belajar mengajar. Bottom-up proses diaplikasikan selama aktivitas mendengarkan.

Menurut penemuan dari penelitian, dapat diperhatikan bahwa keyakinan guru secara kuat membentuk instruksi guru dan pemilihan materi yang akan diajarkan kepada siswa. Hal ini dipertimbangkan penting untuk mengetahui keyakinan dari guru selama keyakinan guru merupakan konsep yang mendasar untuk mengembangkan pengajaran bahasa asing.

Kata kunci: keyakinan guru, materi yang otentik, keterampilan mendengarkan

vi

MOTTO

“Do what you can with what you have where you are”

(Theodore Roosevelt)

vii

DEDICATION

With deep profound love, this research is fully dedicated to: My beloved parents Tri Priyono and Tri Wahyuningsih

My lovely sister Norma Lidia Wati My lovely brother Bayu Triatmojo My would be husband Yogo Adi Putra My almamater Sebelas Maret University

viii

ACKNOWLEDGEMENTS

The researcher would like to acknowledge her countless gratitude to the Most Gracious and the Most Merciful, Allah SWT, for giving the researcher strength and courage to complete this thesis. In addition, there are many individuals who have generously contributed in improving this thesis. So the researcher would like to express her deep gratitude to the following people:

1. Dean of Faculty of Teacher Training and Education of Sebelas Maret University for his insights he has shared.

2. Head of English Education Department of Graduate Program for his kindness. 3. Prof. Dr. Sri Samiati Tarjana, the first consultant for her guidance, advice, and

patience during the writing process of this thesis.

4. Dra. Dewi Rochsantiningsih, M.Ed, Ph.D., the second consultant for her guidance, advice, and patience during the writing process of this thesis.

5. Head Master of Islamic High School 1 Surakarta for his kindness to allow the researcher to conduct the research.

6. Teachers of Islamic High School 1 Surakarta, Muh. Farhani, S.S and Syarif Hidayatullah, M.Pd for their help and cooperation during the research.

7. The tenth grade students of Islamic High School 1 in Surakarta in the academic year 2014/2015 for their participation in the research.

8. All friends and everyone who have helped the researcher in accomplishing this thesis.

Hopefully, this thesis would give a positive contribution to the educational development and the readers.

Surakarta, February 2015

Berlinda Mandasari

ix

TABLE OF CONTENTS

TITLE ... i

APPROVAL ... ii

LEGITIMATION ... iii

PRONOUNCEMENT ... iv

ABSTRACT ... v

MOTTO ... vi

DEDICATION ... vii

ACKNOWLEDGEMENT ... viii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF ABBREVIATION ... xiv

LIST OF APPENDICES ... xv

CHAPTER I : INTRODUCTION A. Background of The Study ... 1

B. Research Questions ... 7

C. Objectives of the Study ... 8

D. Significance of the Study ... 8

CHAPTER II : LITERATURE REVIEW A. Teachers‟ Beliefs ... 10

1. The Nature of Teachers‟ Beliefs ... 10

2. The Importance of Teachers‟ Beliefs ... 12

3. Factors Influencing Teachers‟ Beliefs ... 14

4. Teacher‟s Beliefs toward the Use of Authentic Material ... 16

B. Authentic Materials ... 17

1. Definitions of Authentic Materials ... 17

2. Authenticity ... 18

3. Sources of Authentic Materials ... 20

4. The Importance of Authentic Materials ... 22

5. Selecting Authentic Materials ... 26

6. Advantages and Disadvantages of Authentic Materials... 30

a. Advantages of Authentic Materials ... 30

b. Disadvantages of Authentic Materials ... 32

C. Listening Skill ... 34

1. Definition of listening ... ... 34

2. The Importance of Listening Skill ... 36

3. Component of Listening ... 37 4. Listening Strategies ... 39 commit to user

x

5. The Process of Listening ... 40

6. The Difficulty in Listening Skill ... 42

D. Using Authentic Material to Teach Listening ... 44

E. Review of Relevant Studies ... 45

CHAPTER III : RESEARCH METHOD

A.

Research Design ... 52

B. Research Setting ... 54

1. Time and Place of the Study ... 54

2. Subject of the Study ... 54

C. Kind and Sources of Data ... 55

D. Data Collecting Technique ... 56

1. Questionnaire ... 56

2. Observation ... 56

3. Interview ... 57

4. Document Analysis ... 57

E. Trustworthiness ... 58

F. Data Analysis ... 59

1. Data Collection ... 59

2. Data Reduction ... 60

3. Data Display ... 60

4. Drawing Conclusion and Verification ... 61

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Research Findings ... 64

a. Teachers‟ Beliefs on the Use of Authentic Materials to Teach Listening ... 64

1. Teachers‟ Definition about Authentic Materials ... 64

2. Reasons to Use Authentic Materials ... 65

3. The Importance of Authentic Materials ... 66

4. Criteria for Selecting Authentic Materials ... 67

5. Preference for Particular Authentic Materials ... 70

b. Factors that Affect Teachers‟ Beliefs on the Use of Authentic Materials to Teach Listening 1. Teaching Using Authentic Material is Challenging ... 73

2. Easy Access to Authentic Material ... 74

3. The Availability of Equipments ... 75

4. Students‟ Interest ... 75

5. Workshop/Training ... 76

6. Personal Experience ... 76

c. Implementing authentic Materail in Teaching Listening ... 77

1. Teaching and Learning Documents ... 78 2. Teaching and Learning Process ... 82 commit to user

xi

B. Discussion ... 89

C. Research Weaknesses ... 112

CHAPTER V: CONCLUSION, IMPLICATION AND SUGGESTION A. Conclusion ... 114

B. Implication... 116

C. Suggestion ... 116

BIBLIOGRAPHY ... 119

APPENDICES ... 127

xii

LIST OF TABLES

Table 4.1 Summary of the Research Findings ... 63

Table 4.2 Reasons to Use Authentic Materials ... 66

Table 4.3 Criteria for Selecting Authentic Materials ... 68

Table 4.4 Selected Authentic Materials ... 71

Table 4.5 Equipments... 75

Table 4.6 Basic Competence Used by Teachers Taken from Syllabus... 78

xiii

LIST OF FIGURES

Figure 3.1. Components of Data Analysis: Interactive Model... 62

xiv

LIST OF ABBREVIATION

1. Teacher Fr Teacher Farhani

2. Teacher Sy Teacher Syarif

3. Interview/teacher/a/b/c

Interview means result of the interview teacher means participants of interview a means number of participants

b means when the interview done c means the number of interview

xv

LIST OF APPENDICES

Appendix 1 Interview Data with Teacher Fr Session 1 ... 128

Appendix 2 Interview Data with Teacher Fr Session 2 ... 130

Appendix 3 Interview Data with Teacher Sy Session 1 ... 132

Appendix 4 Interview Data with Teacher Sy Session 2 ... 137

Appendix 5 Teacher Fr‟s Questionnaire . ... 140

Appendix 6 Teacher Sy‟s Questionnaire... 144

Appendix 7 Syllabus ... 148

Appendix 8 Teacher Fr‟s Lesson Plan ... 188

Appendix 9 Teacher Sy‟s Lesson Plan... 193

Appendix 10 Sample of Exercise Given by Teacher Fr ... 198

Appendix 11 Sample of Exercise Given by Teacher Sy ... 200

Appendix 12 Students‟ Score from Teacher Fr... 201

Appendix 13 Students‟ Score from Teacher Sy ... 202

Appendix 14 Letter of Having Conducted Research ... 203

1 CHAPTER 1 INTRODUCTION

This chapter describes background of the study, research questions, objectives of the study, and significance of the study.

A.Background of the Study

Recent trends in Indonesia‟s educational policy has focused on meeting the challenges of globalization and internationalization. As English has achieved the status of a major international language, the government of Indonesia has been actively expanding the teaching of English as an essential part of the school curriculum. The implementation of an English curriculum in schools has created a huge demand for qualified English teachers by placing more importance than ever on studying the issues related to teacher education. Concerning the learning English for Indonesia students, teacher takes an important role in helping students to learn English.

Teachers have something to do with the successful of students‟ learning English. Virtually all English teachers have certain preconceived ideas or beliefs about how the best approach in English teaching. They often come into an English classroom conditioned by their previous educational experiences, cultural backgrounds, and social interaction, which may further shape their beliefs about English teaching (Johnson, 1992a; Richards & Lockhart, 1996; Smith, 1996). Thus, this study is an attempt to examine issues concerning teaching English in high school with a particular emphasis on the role of teachers‟ beliefs.

Khader (2012: 74) defines teachers‟ beliefs as a set of ideas rooted in these psychological and mental content of the teacher and play a central role in guiding his/her teaching behavior. In this context, beliefs are defined as conceptions, world views, and mental models that shape learning and teaching practices. Pajares (1992: 316) defines beliefs as an individual‟s judgment of truth or falsity of a proposition, a judgment that can only be inferred from a collective understanding of what human beings say, intend, and do. Other definition about teachers‟ beliefs is from Borg (2011: 370-371) who says that beliefs are propositions individuals consider to be true and which are often tacit, have a strong evaluative and affective component, provide a basis for action, and are resistant to change. Therefore, teachers need to teach students in their ways by using understandable teaching materials since what they do in the class affected the students learning process.

In relation to English teaching, teachers need to provide some teaching materials. Materials provide the content of the lesson, the balance of skills taught, and the language practice of the student. Materials support the teacher in teaching and the student in learning. Cunningsworth (1995:7) summarizes the role of materials (particularly course books) in language teaching as resources for presentation materials (spoken and written), resources of activities for learner practice and communicative interaction, reference source for learners on grammar, vocabulary, pronunciation, a source of stimulation and ideas for classroom activities, syllabus (where they reflect learning objectives that have already been

determined), a support for less experienced teachers who have yet to gain in confidence. So, materials are considered beneficial for teachers to teach students.

Teaching materials can be in the form of textbook and authentic materials. What needs to concern in this research is authentic materials. Authentic materials are materials which are produced by native speakers and used not for teaching purposes. Adams (1995:4) refers authentic materials as materials which has not been specifically produced for the purposes of language teaching. In addition, Gardner and Miller (1999:101) explaine that authentic materials means any texts (printed or digital) or tape which is produced for a purpose other than teaching the target language. In short, authentic materials can be a source to teach students by using materials taken not for teaching purpose. In addition, Lee (1995:324) states that a text is usually regarded as textually authentics if it is not written for teaching purposes, but for a real life communicative purpose, where the writer has a certain massage to pass on to the reader. By this, students are expected to expose the real language used by native speaker.

In Indonesia, English has been taught in every level of education. English is learnt as foreign language that support students to use English for communication. There are four skills that must be learnt by students; listening, speaking, reading and writing. In the classroom, students listen carefully and attentively to lectures and class discussions in order to understand and to retain the information for later recall. In a language classroom, listening ability plays a significant role in the development of other language arts skills. When students first learn a language, they generally listen to the words several times before they

are able to recognize and pronounce those words. In short, listening skill plays a significant role in communication and in language learning (Dunkel, 1991; Rost, 1990) and is perhaps "the most fundamental language skill" (Oxford, 1993: 205).

Underwood (1990:16) says that listening can also help students to build vocabulary, develop language proficiency, and improve language usage. Rost (1994) finds that listening is vital in the language classroom because it provides input for the learner. Without understanding input at the right level, any learning simply can not begin. Krashen (1987) in input hypothesis, states that listening materials plays a great role in “natural” development and moving from one step to the others, to learn effortlessly. He also argues that learners should be in a acquisition-rich environment and be in natural exposure to language. Therefore, listening need to be taught to students comprehensively as the fundamental language skill.

In many cases, listening skill is considered as difficult skill to learn by senior high school students. Some reasons beyond this statement are the students are not accoustomed to listen sounds in English produced by native speaker. They are provided with the material in the form of created materials that purposely produced to teach listening. By this condition, the students are not interested in the materials given by teachers. due to being uninterested, the students are not motivated in learning English. The other reason is that it is difficult for teachers to find listening materials. Created material is quite expensive to buy. Besides, it is also difficult to find the material unless the teachers create it by themselves. It takes time to create the materials since the making of materials need preparation.

It is In line with the statement from Hedge (2000:237) who lists some problems which are internal to the listener such as lack of motivation towards the topic, negative reaction to the speaker or to the event; anxiety to rehearse one‟s own contribution to a debate or the next part of a conversation, to the extent of missing what the current speaker is saying; or distraction by the content of a talk into thinking about related topic thereby losing the thread of the argument.

One of the way to minimalize the students‟ problem in listening is by providing them with authentic materials. These materials are inexpensive because the teachers do not need much money to get the materials. Besides, the access to the materials is quite easy because they can be obtained from many sources. By the development of technology, these kinds of materials can be obtained from internet. Toward this reasons, it is necessary to identify deeply about teachers‟ beliefs on the use of authentic materials to teach listening.

Teachers‟ beliefs have a broad areas to be investigated. Hofer and Pintrich (1997:117) explore part of beliefs in the terms of belief about schooling, epistemology, learning and teaching. In relation to it, researcher focused the scope of teachers‟ beliefs about authentic material to teach listening. The recent research done by Soliman E. M. Soliman (2013) about Libyan teachers‟ Attitudes and Believes Regarding the Use of EFL Authentic material within Reading Lessons at Universities Levels in Libya resulted students‟ achievement in learning an EFL is heavily influenced by teachers‟ beliefs; thus, understanding teachers‟ perspectives regarding the use of authentic material in reading instruction was essential for a successful application of this practice in Libyan university. However, materials

should introduce students to how language is used in the real world and improve students‟ overall language proficiency as well as reading and listening comprehension, communicative competence, cultural awareness, lexical and stylistic knowledge, and motivation.

There are some factors that affect the implementation of teachers‟ beliefs in teaching learning activity. It is considered important to investigate some factors that may affect teachers‟ beliefs on the use of authentic materials to teach listening. Borg (2003: 94) comments that factors such as parents, principals‟ requirements, the school, society, curriculum mandates, classroom and school lay-out, school policies, colleagues, standardized tests and the availability of resources may hinder language teachers‟ ability to carry out instructional practices reflecting their beliefs. Thus, the researcher also conducted research on it through interview to teachers. The study of teachers‟ beliefs is rarely found in senior high school level. Moreover, in this level, students are expected to build up a good mindset about what they had learnt during learning English. It seems to be crucial since the students learning English in this level will affect their English skills in the future.

There are three grade in senoir high school level. The first grade has to be given more attention in learning English. In this grade, students experince themselves for the first time as senior high school students. They have to face a new environment which is totally different from their previous school, that is junior high school. At this grade, students have more complex material in learning subject, including English. In building a good mindset, students need to recognize

a real language that is used by native speaker. By using authentic materials, students are expected to be accoustomed to deal with native language. At this point, teacher takes important role on how their beliefs work in teaching students by using authentic materials.

In this research, the researcher investigated teachers‟ beliefs on the use of authentic materials in teaching listening at the first grade in one of Islamic High School in Surakarta. This school has a program for islamic boarding school and regular class. It has boarding school program that concentrates on the development of students‟ academic so they can compete in academic contest such as science olympiad, scientific work, and research. Two teachers are taken as the participants of this research. Finally, researcher formulates a research about teachers‟ beliefs on the use of authentic materials to teach listening.

B. Research Questions

Research questions of this study are:

1. What are teachers‟ beliefs on the use of authentic materials to teach listening?

2. What are factors that affect teachers‟ beliefs on the use of authentic materials to teach listening?

3. How are authentic materials implemented in teaching listening? C.Objectives of the Study

Objectives of this study are:

1. To identify teachers‟ beliefs on the use of authentic materials to teach listening.

2. To identify factors that affect teachers‟ beliefs on the use of authentic materials to teach listening.

3. To describe how authentic materials are implemented in teaching listening. D.Significance of the Study

The significances of the study are: 1. Theoretical

The result of this research can give contribution to provide additional information to the existing studies about teachers‟ beliefs on the use of authentic materials to teach listening for senior high school students in Indonesia in order to make English classroom in listening activity more effective for the development of students‟ listening skill and teachers‟ teaching development.

2. Practical a. Teacher

This research can be used as sources for teacher to explore what their beliefs about teaching material especially authentic materiala to teach listening, to give reflection to teachers‟ practice in teaching listening, and to identify the affected factor of teachers‟ beliefs on the use of authentic materiala to teach listening, so it can facilitate students‟ listening development. Besides, the result of this research can be used by teacher to learn how to use their belief to increase their performance in teaching students so that the students can achieve the objectives of the lesson.

b. Students

This research provides set of information for the students about the important of authentic materials in listening skill so that they can use the materials to learn English inside or outside of the classroom. Besides, this research provides information about the sources of authentic materials. It is expected that students can seek any materials which is authentics.

c. Graduate School of Teacher Training and Education Faculty of Sebelas Maret University

The result of this research can be used as reference for curriculum developer in developing the materials for teaching English and choose any authentic materials which may become the source of teaching English. It can also be a reference for other researcher who will conduct research in the same field.

CHAPTER II

LITERATURE REVIEW

This chapter contains some crucial elements related to the topic under discussion. They are as the theoretical underpinning which builds the foundations of understanding to conduct this research. In this part, the concepts that will be described are teachers‟ beliefs, authentic materials, listening skill, using authentic materials to teach listening and review of relevant studies.

A. Teachers’ Beliefs

1. The Nature of Teachers’ Beliefs

There are many researchers define belief in different ways. Borg (2001: 186) defines that belief is a proposition which may be consciously or unconsciously held, is evaluative in that it is accepted as true by the individual, and is therefore imbued with emotive commitment; further, it serves as a guide to thought and behavior. In short, belief is defined as the acceptance of something as true, or thinking that something can be true (Schwitzgebel, 2011). In addition, Pajares (1992: 316) states belief is as an individual‟s judgment of truth or falsity of a proposition, a judgment that can only be inferred from a collective understanding of what human beings say, intend, and do.

According to Borg (2011: 370-371), beliefs are propositions individuals consider to be true and which are often tacit, have a strong evaluative and affective component, provide a basis for action, and are resistant to change. Moreover, Khader (2012: 74) defines teachers‟ beliefs as a set of ideas rooted in the psychological and mental content of the teacher and play a central role in

guiding his/her teaching behavior. Kuzborska (2011: 102) says that teachers‟ beliefs influence their goals, procedures, materials, classroom interaction patterns, their roles, their students, and the schools they work in.

Beliefs are often known as attitudes, values, judgments, axioms, opinions. They affect not only how people behave but also what they perceive (or pay attention to) in their environment. Contrary to the old saying “seeing is believing”, it is more likely that “believing is seeing.” When people believe something is true, they perceived information supporting that belief. Beliefs alter expectations. People perceive what they expect to perceive (Tara, 1996). Beliefs are formed early; remain relatively stable, and are resistant to change (Pajares, 1992).

Nespar (1987: 317-328) describes some characteristics of teacher beliefs. 1. Sometimes containing assumptions about the existence of entities beyond

the teacher‟s control or influence.

2. Including conceptualizations of ideal situations that differ from reality. 3. Relying heavily on affective and evaluative components.

4. Deriving much of their power from memories of specific events. 5. Not opening to critical examination or outside evaluation.

6. Containing the domains to which specific beliefs may apply are undefined. In short, belief a form of thoughts which may be consciously or unconsciously held that examine individual‟s judgment of truth or falsity of a proposition that are considered to be valid containing conceptions, personal ideologies, world views and values that shape learning and teaching practices

rooted in psychological and mental content that represent a complex concept internally associated with their attitudes, expectations and personal experience.

Therefore, teachers‟ beliefs investigated in this research deal with their beliefs about the use of authentic materials to teach listening skill and the factors that affect their beliefs.

2. The Importance of Teachers’ Beliefs

Teachers are viewed as important agents of change in the reform effort currently under way in education and thus are expected to play a key role in changing schools and classroom. The importance of teacher beliefs within teacher education rests with the constructivist‟s conception of learning. Some researchers define the importance of teachers‟ beliefs on their ways. Smylie (1988:23) in his path analysis study of 56 teachers undergoing a staff development process concluded that teacher‟s perceptions and beliefs are the most significant predictors of individual change. Pajares (1992: 307-333) states that the earlier a belief is incorporated into the belief structure, the more difficult it is to alter.

In addition, Thompson (1992:127-146) suggests that teachers' beliefs and values about teaching and learning affect their teaching practices. According to Horwitz (1985: 333), addressing the beliefs of prospective foreign language teachers should be the first step in their development as foreign language teachers. In other words, teachers‟ beliefs are the fundamental concepts to develop foreign language teaching. Williams and Burden (1997: 56–57) propose that teacher beliefs affect everything that they do in the classroom, influencing classroom strategies much more strongly than planned curriculum and pedagogies.

Borg S (2011) states that teachers‟ beliefs strongly shape teachers instructional practices, and subsequently the learning opportunities that learners receive.

In his review of 16 studies of pre-service teacher beliefs, Pajares (1992: 307-332) concludes that student teachers‟ beliefs play a pivotal role in the way they interpret and acquire information from their teacher education courses. Their beliefs act as perceptual, self validating, selective filters which sieve information presented to them. Richards (1998) says that teachers‟ belief systems, including their attitudes, values, expectations, theories, and assumptions about teaching and learning, are considered a primary source of teachers‟ classroom practices. These beliefs are usually guided by a number of factors: their own experience as learners in classrooms, prior teaching experience, classroom observations they are exposed to, and their previous training courses at school.

Pajares (1992: 307-332) summarizes the results of research on teachers‟ beliefs by indicating that there was a strong relationship between pedagogical beliefs of teachers, their planning for teaching, teaching decisions and classroom practices. He added that the pedagogical beliefs of teachers before the service play a central role in the explanation of knowledge and teaching behavior when joining the teaching profession. In his opinion, these beliefs are the strongest factors through which we can predict the teaching behavior. Ernest (1998) also says that teachers‟ beliefs have a strong effect on the teaching practices by converting those beliefs into a practical reality.

In addition, Clark & Peterson (1986) see that teacher‟s beliefs are a rich store of knowledge that might affect teaching plans and thoughts. Cronin-Jones

(1991: 235-250) also find that there are four main categories of teachers‟ beliefs that strongly affect the curriculum implementation process. These beliefs are: beliefs on how students acquire knowledge, beliefs about the teacher‟s role in the classroom, beliefs related to the level of the student‟s ability in a particular age group and beliefs about the relative importance of the content topics.

To sum up, teachers‟ beliefs are considered as fundamental step in teaching EFL students in the explanation of knowledge, information and teaching behavior when joining the teaching profession.

3. Factors Influencing Teachers’ Beliefs

It has been noted that teachers‟ beliefs are coming from different background. Richardson (1996: 102-119) highlightes three major sources of teacher beliefs: personal experience, experience with schooling and instruction, and experience with formal knowledge both school subjects and pedagogical knowledge. Robson (2002: 95-113) argues that teachers might have been influenced by the way they themselves acquired work-related knowledge in their first occupations, although without direct observation of their practice, it was impossible to confirm this.

In Addition, Kukari (2004: 95-110) also finds that there is a dialectical and mutually constitutive relationship between cultural and religious practices of teaching and learning. Holt-Reynolds (1992: 325-349) has suggested that teachers‟ entry beliefs and perceptions strongly influence both the way they view the theoretical components of teacher training and the teaching behaviours during field experience. Lortie (1975) describes this entry beliefs as the apprenticeship of

observation, wherein one‟s past observations of teachers in the context of the classroom influence one‟s conception of what it means to be a teacher. Fang (1996: 47-65) focuses on a group of factors related to school in the formation of teachers‟ beliefs, the administrative support, attitude of colleagues, school atmosphere, students‟ abilities and backgrounds in addition to the rules and regulations that applied in a particular school.

Moreover, Borg (2011: 186-188) asserts that teacher education is more likely to have an impact on teachers‟ practices when it is based on an understanding of the beliefs teachers hold. This understanding of beliefs is necessary at all levels of teaching pre-service teachers, new teachers and older teachers more set in their teaching practices. Powell et al., (1992: 225-238) consider entering beliefs and conceptions act as filter for interpreting their teacher education and classroom experiences. Hsieh (2002) studied indicated that teachers‟ demographic background, educational background, career banckground had significant effects on teachers‟ beliefs about EFL learning. Factors influenced the beliefs system including individual‟s learning experiences, public opinions and examples of other people, motivation of EFL learning, and knowledge of educational theory.

To sum up, factors influencing teachers‟ beliefs can be from personal experience, experience with schooling and instruction, and experience with formal knowledge both school subjects and pedagogical knowledge that influence practices of teaching and learning.

4. Teachers’ Beliefs toward the Use of Authentic Materials

Teachers‟ beliefs toward the use of authentic materials in the classes are an issue that have not received the attention it deserves. It seems that only few studies have reported some ideas regarding teachers‟ beliefs about authentic materials, in general. Soliman (2013) conducted a research about Libyan teachers‟ Attitudes and Believes Regarding the Use of EFL Authentic Materials within Reading Lessons at Universities Levels in Libya. In his study, he found that Libyan teachers had a positive attitudes towards the use of authentic material. Almost of teachers believed 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. They believed that short stories were the most preferred, whereas poems were the least preferred. The majority of teachers believed that exposure to authentic texts should start at the intermediate levels of language learning.

However, Kienbaum et al., (1986: 1) in their study of the effectiveness of a communicative approach using authentic materials reported that the program's teachers found that selection and planning for using the authentic materials required considerable extra preparation time, and that they needed to minimize their role of authority to encourage the students' direct contact with the culture.

Since there is only a few study that examine teachers‟ beiefs on the use of authentic materials, the researcher was interested in examining it in the field of senior high school teachers.

B. Authentic Materials

1. Definitions of Authentic Materials

There are some researchers that define authentic materials. Richards et al (1985: 22) suggest the following definition; the degree to which language teaching materials have the quality of natural speech and writing. Harmer (1983: 146) defines authentic texts, either written or spoken, are those which are designed for native speakers: they are real texts designed not for language students, but for the speakers of the language. In addition, Gardner and Miller (1999: 101) explain that authentic materials mean any text (printed or digital) or tape which is produced for a purpose other than teaching the target language. Nunan (1989: 54) views authentic materials as samples of spoken and written language that have not been specifically produced for the purpose of language teaching.

In the same line of thought, Widdowson (1979: 80) sees authentic materials as language samples not constructed for the purpose of language learning. Forman cited in Underwood (1989:58) gives a clear definition of authentic materials when she said that any text is „authentic‟ if it is produced in response to real life communicative needs rather than an imitation of real life communicative needs. The term can be applied to any sort of text, written or spoken. Rogers and Medley (1988:468) use the term "authentic" to refer to language samples that reflect a naturalness of form, and an appropriateness of cultural and situational context that can be found in the language as used by the native speakers.

Another definition suggested by Peacock (1997) is that authentic materials are materials that have been produced to fulfill some social purpose in the language community. Bacon and Finnemann (1990:469) define authentic materials as texts produced by and for native speakers of the target language. Adams (1995:4) refers to authentic materials as any materials which have not been specifically produced for the purposes of language teaching. Guariento & Morley (2001:347) defines authentic materials as authentic texts created to fulfill some social purpose in the language community where it is produced. Lee (1995:324) states that a text is usually regarded as textually authentic if it is not written for teaching purposes, but for a real life communicative purpose, where the writer has a certain massage to pass on to the reader.

To conclude, authentic materials can be said to be the kind of materials which are used by native speakers, communicating orally or in writing, and which are not simplified for FL/SL learning purposes.

2. Authenticity

There are some researchers define authenticity on their own ways. According to Tatsuki (2006:17-21), authenticity is taken as being synonymous with genuineness, realness, truthfulness, validity, reliability, undisputed credibility, and legitimacy of materials or practices. Mishan (2005:18) prefers to set some criteria for authenticity rather than defining the term. According to her, Authenticity is a factor of the:

1. Provenance and authorship of the text.

2. Original communicative and socio-cultural purpose of the text.

3. Original context (e. g. its source, socio-cultural context) of the text. 4. Learning activity engendered by the text.

5. Learners‟ perceptions of and attitudes to, the text and the activity pertaining to it

MacDonald et al., (2006) introduce four types of authenticity. Authenticity of text (like what Guariento and Morley, 2001 suggest), authenticity of competence (proposed by Canale and Swain, 1980), learner authenticity (by Widdowson, 1979), and authenticity of classroom (proposed by Breen, 1985 and Taylor, 1994). The first three types of authenticity, as MacDonald et al., (2006:251) propose, pertain to correspondence while the last type relates to genesis. McDonough and Shaw (2003:40) define authenticity as:

“a term which loosely implies as close an approximation as possible to the world outside the classroom, in the selection of both language material and of the activities and methods used for practice in the classroom.”

In other words, authenticity refers to material and method which reflect the real world of target language.

Breen (1985:61) distinguishes four types of authenticity which must be in continual interrelation with one another during any language lesson:

1. Authenticity of the texts which we may use as input data for our learners. 2. Authenticity of the learners‟ own interpretations of such texts.

3. Authenticity of tasks conductive to language learning.

4. Authenticity of the actual social situation of the language classroom Taylor (1994) similarly states authenticity was not a characteristic of a text in itself: it was a feature of a text in a particular context. Therefore, a text can only

be truly authentic in the context for which it is originally written. In summary, authenticity refers to the genuineness, realness, truthfulness, validity, reliability, undisputed credibility, and legitimacy of materials or practices.

3. Sources of Authentic Materials

Widdowson (1990) differentiates between the terms authentics and genuine materials. Authentic materials are designed for native speakers of English and used in the classroom in the same way they are designed for. For instance, a TV news report, a movie, a newspaper, a magazine article, pictures, and so on used as a basis for discussion. Carefully selected YouTube video clips might become an efficient web-based listening tool as a language teaching resource to assist students in listening activities, and the goal of improving listening comprehension may be more easily reached.

Currently, the use of a variety of genuine short video clips is believed to be a pedagogical resource to benefit and enrich language teaching, and this practice is becoming a new edge tendency in the classroom. (Beare, 2008; Duffy, 2007; Harmer, 2007; O‟Dowd, 2007). According to Hedge (2000), examples of authentic materials include newspapers, magazines, TV programs, radio talks, menus, brochures, comics, novels, short stories, weather forecasts, and recipes. Moreover, it is suggested by Berardo (2006) that internet is considered the most useful source. While printed materials date very quickly, the internet is continuously updated, is interactive, and provides visual stimulation. It provides easy access to endless amounts of different types of material. Moreover, the

internet can be the portal to other sources. For example, teachers can obtain articles, audio clips, and videos from the internet.

However, despite the useful qualities of the internet, Miller (2003: 16) claims that in order to use radio programs with learners, teachers need to decide on some global listening tasks for the learners due to the fact that all non-verbal information is missing. Unlike radio, TV and video allow learners to access paralinguistic features of the spoken text; as a result, TV and video may be easier for the students to comprehend.

Gebhard (1996) gives more examples of authentic materials that EFL/ESL teachers had used. Some of his examples, which might serve as source materials for lesson planning are:

1. Authentic Listening-Viewing Materials: TV commercials, quiz shows, cartoons, news clips, comedy shows, movies, soap operas, professionally audio taped short stories and novels, radio ads, songs, documentaries, and sales pitches.

2. Authentic-Visual Materials: slides, photographs, paintings, children‟s artwork, stick-figure drawings, wordless street signs, silhouettes, pictures from magazines, ink blots, postcard pictures, wordless picture books, stamps, and X-rays.

3. Authentic-Printed Materials: newspaper articles, movie, advertisements, astrology columns, sports reports, obituary columns, advice columns, lyrics to songs, restaurant menus, street signs, cereal boxes, candy wrappers, tourist information brochures, university catalogs, telephone

books, maps, TVguides, comic books, greeting cards, grocery coupons, pins with messages, and bus schedules.

4. Realia (Real world objects) Used in EFL/ESL Classrooms: coins and currency, folded paper, wall clocks, phones, Halloween masks, dolls, and puppets, to name a few. (Realia were often used to illustrate points very visually or for role-play situations)

To sum up, the sources of authentic materials are classified into Authentic Listening-Viewing Materials, Authentic-Visual Materials, Authentic-Printed Materials and realia.. The literature indicates that researchers have investigated the impact of authentic materials on language comprehension and performance at various levels. Some studies provided insights about learners‟ attitudes toward authentic input. In addition, pedagogical research sought to provide recommendations for material selection and sources. However, no study has been conducted with the aim of eliciting teachers‟ beliefs toward using authentic materials in their classes. Because of the importance of the teachers‟ role in providing authentic input for the students, the present study attempts to address this issue.

4. The Importance of Authentic Materials

Several experts claim that authentic materials are important to use. According to Shrum and Glisan (2000: 133), authentic materials provide an effective means for presenting real language, integrating culture, and heightening comprehension. They bring two reasons for believing that authentic materials are beneficial. Firstly, by exposure to such materials, students will be provided with

the opportunity to see language as it is used in real world to serve a real purpose. Secondly, such materials can be considered as a rich source of cultural content. Bacon and Finnemann (1990) indicate that the use of authentic materials are recommended for both cognitive and affective reasons.

The author, Jane Crawford (1995: 28) explains the importance of effective teaching materials in her article; „The Role of Materials in the Language Classroom: Finding the balance‟. According to Crawford, language is functional and must be contextualised. The author believes that it is impossible to understand the real meaning of any interaction without knowing who the participants are or their social distance from the event refers to. For instance, a video drama needs to assist language in a meaningful way. Hence, the teacher is responsible for the balance achieved between input and reapplication.

Authentic materials refer to oral and written language materials used in daily situations by native speakers of the language (Rogers & Medley, 1988). Some examples of authentic materials are newspapers, magazines, and television advertisements. In addition, it is necessary for students who are going to study in an English-speaking environment to learn how to listen to lectures and take notes, to comprehend native speakers in various kinds of speech situations, as well as to understand radio and television broadcasts (Paulston & Bruder, 1976).

Gilmore (2004:367) believes that if the goal in the classroom is to prepare learners for independent language use, then surely we were obliged at some stage to present them with realistic models of discourse. Swaffar (1981:188) contends that the sooner the students are exposed to authentic language, the more rapidly

they will learn that comprehension is not a function of understanding every word, but rather of developing strategies which is essential in both oral and written communication (cited in Maher Salah, 2008). Guariento & Morley (2001:347) also value using authentic materials since they believe that extracting real information from a real text in a new or different language can be extremely motivating.

Oguz and bahar (2008: 330-331) see the advantage of authentic materials in the fact that they engage both the learners‟ and teachers‟ attention in the language being taught. They have high interest value because of their relevance to the real world keeping the students informed about what is happening in the world they live in. Burns and Seidlhofer (2002: 226) suggest that authentic texts can introduce students to a full range of transactional and interpersonal speech. Paltridge (2001) states that in order to produce awareness of language and its related skills, authentic materials must be used. Chavez (1998: 277-306) in the same way agrees that using authentic materials are to the benefit of the students because they are more enjoyable and students find a chance to interact with the language and its use.

Velazquez (2007: 133-138) encourages the use of authentic texts since they believe that such texts can provide a connection between the students on one hand and the target language and culture on the other hand. Also the teacher is provided with more opportunities to bring the real world aspects into the class. Underwood (1989: 100) states that authentic materials allow the students to hear as much more real act of communication with all the interactional features which

are not normally found in scripted materials. It gives them a true representation of real spontaneous speech with its hesitations, false starts and mistakes, which will make them more able to cope with „Real Life‟ speech when they meet it outside the learning situation.

Brosnan et al., (1984) justify the importance of the use of authentic language in the classroom in this way:

1. Language is natural. By simplifying language or altering it for teaching purposes (limiting structures, controlling vocabulary, etc.), it risked making the task more difficult. We might, in fact, be removing clues to meaning.

2. Authentic language offered students the chance to deal with a small amount of material which, at the same time, contains complete and meaningful messages.

3. Authentic printed materials provided students with the opportunity to make use of non-linguistic clues (layout, pictures, colors, symbols, the physical setting in which it occurs) to help them discover the meaning more easily.

4. Adults needed to be able to see the immediate relevance of what they do in the classroom to what they need to do outside it, and real-life material treated realistically makes the connection obvious.

To sum up, the use of authentic materials to teach English is very beneficial for the students since they are introduced to the real language used by native speaker.

5. Selecting Authentic Materials

Selecting authentic materials was suggested. Oguz and Bahar (2008:331) did not encourage random selection of authentic materials. To be used effectively they mention that when choosing materials, there should always be an aim in using them and chosen materials should meet the objectives of the lesson. They pointed out that criteria such as learners‟ age, level, interests, needs, goals, and expectation must always be met. Considering the level as Spelleri (2002) mentioned the complexity level of the materials should be slightly beyond learners‟ level if there is an aim in increasing motivation, awareness, and curiosity.

Fei and Yu-feng (2008) also mention the importance of level of the learners as a determining factor in choosing appropriate authentic materials. According to Spelleri Cited in Oguz and Bahar (2008:33), the focus of authentic materials is not on full understanding but on the message which is to be conveyed, hence, the teacher mignt act as an interpreter of the materials by using techniques such as paraphrasing, providing synonyms, miming, and using pictures in order to get the message across and enhance learners‟ comprehension.

In choosing authentic materials, three other factors have been introduced by Nuttal (in Berardo, 2006:62) as suitability, exploitability, and readability. The most important criterion, suitability, refer to the idea that texts have be chosen based on learners‟ interest and they must be relevant to their needs. By exploitability he means the way through which learners‟competence as readers

may be developed. Readability means choosing texts‟ difficulty based on learners‟ language level with reference to learners‟ background.

According to Guariento and Morely (2001:348), authentic materials can bridge the gap between the classroom and the real world as a result like what happens in real world partial comprehension of text and is no longer considered to be necessarily problematic. However, considering the early stages of learning and for low proficiency learners, Jordan (1997) claims that it is still possible to use such materials if they are chosen from the learners‟ own subject area and if they are used according to the learners‟ ability by designing appropriate tasks modified to their understanding level.

Khaniya (2006:21) mentions three aspects in materials selection. The first is the linguistic background which influences classroom management, the selection of tasks, the sequencing and execution of tasks, and the focus of micro-skill instruction. The second is the conceptual background which determines the need for specificity or generality of information in the selected materials and the last aspect is cultural aspect which affects trainee instructor interaction, the formality or informality of classroom interaction, and expectations of traditional instructor and trainee/student roles. He further adds two other criteria which are important in materials selection as applicability and adaptability. By applicability he means that the tasks and texts must be selected based on the learners‟ field of employment or professional reality. By adaptability he means easy in task design and text manipulation.

Guariento & Morley (2001: 348) also state that for lower-level learners authentic texts which are going to be selected must be studied carefully for the issues of lexical and syntactic simplicity and also content familiarity or predictability because as far as these criteria are not met using authentic texts even with simple tasks might not only be frustrating but also demotivating for learners. Similarly, Dunkel cited in Shomoossi and Ketabi (1995) argue that to develop materials which are authentic, care had to be taken on finding appropriate levels of authentic texts concerning the group of learners and the activities that are going to be carried out in their group.

Karpova (1999:18) provides a list of the criteria which need to be considered when using authentic materials.

1. Content: the content of authentic materials had to be appropriate for learners‟ age, interest, needs and goals.

2. Tasks: tasks must be sequenced and differentiated and must include communicative and cognitive procedures so that the learners‟ background and new knowledge can be integrated.

3. Teacher-learner relationship: the materials must be structured in a way that a reciprocal interaction between the instructor and the learner takes place. 4. Learning strategies: cognitive abilities of the learners must be improved by

paying attention to learning strategies.

5. Learning environment: the environment provided must in a way encourage risk taking and idea sharing.

6. Social Values and Attitudes: authentic materials must be a reflection of social values and attitudes.

7. Culture issue: authentic materials must further learners‟ cultural, sociolinguistic, and paralinguistic awareness.

Galloway Cited in Haley and Austin (2004: 160-161) recommend the criteria in authentic material selection.

1. Topic should be accessible to learners.

2. Length of text should not be intimidating to beginning readers.

3. Linguistic level should be slightly above the reader‟s own level unless the tasks are closely structured to involve focused reading.

4. Clues to meaning should be abundant such as contextual, verbal, pictorial, and linguistic.

In conclusion, selecting authentic materials should meet the objectives of the lesson, determine the level of learners, cover linguistic background which influences classroom management, the selection of tasks, the sequencing and execution of tasks.

6. Advantages and Disadvantages of Authentic Materials a. Advantages of Authentic Materials

Martinez (1998) identifies the advantages of authentic materials.

 Students are exposed to real discourse, as in videos of interviews with famous people where intermediate students listen for gist.

 Authentic materials keep students informed about what is happening in the world, so they have an intrinsic educational value. As teachers, we are educators working within the school system, so education and general development are part of our responsibilities (Sanderson, 1999).

 Textbooks often do not include incidental or improper English.

 They can produce a sense of achievement, e.g., a brochure on England given to students to plan a 4-day visit.

 The same piece of material can be used under different circumstances if the task is different.

 Language change is reflected in the materials so that students and teachers can keep abreast of such changes.

 Reading texts are ideal to teach/practise mini-skills such as scanning, e.g. students are given a news article and asked to look for specific information (amounts, percentages, etc.) . The teacher can have students practice some of the micro-skills mentioned by Richards (1983), e.g. basic students listen to news reports and they are asked to identify the names of countries, famous people, etc. (ability to detect key words).

 Books, articles, newspapers, and so on contain a wide variety of text types, language styles not easily found in conventional teaching materials.

 They can encourage reading for pleasure because they are likely to contain topics of interest to learners, especially if students are given the chance to have a say about the topics or kinds of authentic materials to be used in class.

Some experts (Phillips and Shettlesworth 1978, Clarke 1989; peacock 1997 cited in Richard 2001) identify the advantages of authentic materials.

 They have a positive effect on learner motivation because they are intrinsically more interesting and motivating than created materials.

 They provide authentic cultural information about target culture. Material can be selected to explain many aspects of the target culture both linguistic and non linguistic behavior.

 They provide exposure to real language rather than the artificial texts found in created materials that have been specially written to illustrate particular grammatical rules or discourse types.

 They related more closely to learner‟ needs and hence provide a link between the classroom and students‟ needs in the real world.

 The support a more creative approach to teaching. Teacher can develop their potential, developing activities and tasks based on their teaching style and student learning styles.

Hanson-Smith (2001: 109-110) believe that when text is read on the computer, learners‟ motivation and learning skills improvecommit to user d. Another claim is that

the computers can determine whether students‟ answers are right or wrong after each test. It is believed that computers could provide lectures and tutorials a lot better than teachers in four major areas including phonology and phonetics. Susan Cornish (1994: 25), a curriculum officer, supports Hanson-Smith‟s opinion. She tought thereare great advantages of video use in class activities. She implied videos could model spoken language as well as developing listening skills without making demand on reading skills. Students could hear crucial information, pauses and even understand emotions by watching.

Larimer and Schleicher (1999: 21) experience that students need exposure to samples of everyday authentic culture presented on television. Therefore, both authors believe that television commercials are excellent sources because they are short, focusing on music, family relationships and colloquial English. The authors‟ second observation is about newspapers and magazines. As they explain, these materials are ideal sources for students to discuss current issues while broadening their vocabulary limits. Other documents such as maps, mail and brochures can be used as authentic materials in the classroom. These materials let students understand the language of materials written for tourists.

b. Disadvantages of Authentic Materials

On the one hand, authentic materials proposed some advantages to be used in teaching foreign language. On the other hand, there are some significant disadvantages of using authentic materials in comparison with textbooks. The main criticism made to these materials is that they are sometimes too difficult for learners of a foreign language whose ears have been accustomed to an

oversimplified and enunciated language. A mismatch between the material being presented and the learners‟ learning styles results in a complete loss of interest and motivation. This is mainly due to the fact that authentic materials contain less guidance, an infinite variety of new terminology and structures. Moreover, learners whose level of proficiency is low or who favour more traditional methodologies may find authentic materials difficult, and irrelevant for their needs and motivations.

The other disadvantages of authentic materials are some authentic materials reflected certain cultural aspects which constitute taboos in the learners‟ culture. This too culturally biased situation might lead to a feeling of hatred or repulsion towards the target language It is also true that some teachers are reluctant to exploit authentic materials. The main reason they give for not using them is that such materials are too difficult to be graded and adapted to the learners‟levels or needs. In spite of this, teachers can achieve a certain grading by using criteria such as topic, number of speakers, accent, etc.

Underwood (1997:100) as he posited that teachers might find the text with suitable language but spoken in a way which is difficult to follow, or they may have tapes on which the delivery is good, but the language is far too difficult. Guariento and Morley (2001: 348-351) remind us that the use of authentic materials make especially lower level students confused and demotivated by the complexity of language and performance conditions unless the simplest authentic texts are carefully selected by the teachers. Hence, the selected material should maintain sense of learner‟s response and it should engage the

learner‟s interest. As mentioned by both authors, it appears to be hard while simplification of any text is justified. It is also believed that while some texts lend themselves to competence training, all textual inputs needed to be successfully done by teachers because it might reduce opportunities for students‟ comprehensible input and cause frustration between lower level learners. So, the preparation stage often demanded time consumption for instructors (Martinez, A.). Ruddock (2000: 1-2) gives an example about when to use authentic texts in teaching the grammatical structure of Japanese. The author said authentic texts are only used when students reach intermediate level in the teaching of grammar. Because it is considered that authentic texts are difficult for beginners.

To sum up, using authentic material in the classroom might have time consuming since it needs time to prepare and select the material. Moreover, the language used in the material might be very difficult to understand by beginners. This difficulty lead students to be demotivated and frustrated during the learning process. However, techers‟ role in selecting suitable authentic material is very important. It must meet the learners‟ need and situation.

C. Listening Skill

1. Definition of Listening

Listening is one of the fundamental language skills and crucial in the development of the second language competence so there are many definitions of listening which presented different views of scholars towards the concept. According to Brown (2004: 138) listening is a process that is done by test-takers

to identify the gist, main idea, supporting points, and/or conclusion to show full comprehension. In addition, Smith and Fitt (1992: 247) state when use at the reference desk, active listening is a way to discover the patron‟s real information needs, at time when request at assisstance are vague or unclear. It means in active learning, the listener involves the process of getting the reference in order to comprehend the whole meaning of text.

Rost (1994) says that listening refers to a complex process that enables the listeners to understand spoken language. It is an invisible mental process, so it is very difficult to describe. It involves understanding the speaker‟s accent or pronunciation, grammar and vocabulary, and grasping the meaning. Listening is not simply hearing or perceiving speech sounds. It can be concluded from reviewing a number of proposed definitions, that listening is an active process. Listening implies more than just perception of sounds; a listening process also requires an act of attending to the speech sounds and trying to understand the message.

Meanwhile, Purdy (1997:8) defines listening as the active and dynamic process of attending, perceiving, interpreting, remembering, and responding to the expressed (verbal and nonverbal), needs, concerns, and information offered by other human beings. In addition, Krashen (2008:48) defines listening as the ability to understand the spoken language of native speakers. On the other hand, Chamot (2005:19) offers a useful and more extensive definition that listening is an active and conscious process in which the listener constructs meaning by using cues

from contextual information and from existing knowledge, while relying upon multiple strategic resources to fulfill the task requirement.

In summary, listening is an active process of attaching meaning to the speech sounds. As a listener performs a variety of tasks in a comprehension process, he or she has to rely upon various types of knowledge such as grammatical knowledge and sociocultural knowledge.

2. The Importance of Listening Skill

It is true that we spend much of our time to listen any sounds as a verbal communication. However, in the past, reading and grammar skills were paid much attention to while speaking and listening skills were taken for granted. As a result, language learners did not recognize its importance in developing language skills. Rost (1993) recognition of listening as complex activity and of its critical role in the language acquisition process has greatly influenced contemporary language teaching practice. The view that listening as an active and interactive process has, for example, cast the learner in a role other than the passive receiver of aural input.

Rost (1994) emphasizes the importance of listening for several reasons. 1. Listening is vital in the language classroom because it provides input for

the learner. Without understandable input at the right level, any learning simply cannot begin.

2. Spoken language provides a means of interaction for the learner. Since the learners must interact to achieve understanding, access to speakers of the

language is essential. Moreover, learners‟ failure to understand the language they hear is impetus, not an obstacle, to interaction and learning. 3. Authentic spoken language presents a challenge for the learner to attempt

to understand language as it is actually used by native speakers.

4. Listening exercises provide teachers with a means for drawing learners‟ attention to new forms (vocabulary, grammar, interaction patterns) in the language.

To sum up, listening skill has taken a very important part in learning English. It is the most communicative and practiced skill that needs to be developed as much as possible.

3. Components of Listening

Richards in Brown (2004:121) provides a list of micro skills attending to the smaller bits and chunks of language, in more of a bottom-up process, and macro skills focusing on the larger elements involved in top-down approach to a listening task.

Brown (2004:121-122) adapted the micro skills from Richards. 1. Discriminate among the distinctive sound of English.

2. Retain chunks of language of different lengthd in short-term memory. 3. Recognize English stress patterns, word in stressed and unstressed

positions, rhythmic structure, intonation contours, and their role in signaling information.

4. Recognized reduced forms of words.

5. Distinguish words boundaries, recognize a core ofwords, and interpret word order pattern and their significance.

6. Process speech at different rate of delivery.

7. Process speech containing pauses, errors, corrections, and other performance variables.

8. Recognize grammatical word classes (noun, verb,etc), systems (e.g., tense, agreement, pluralization), patterns, rules, elliptical forms.

9. Detect sentence constituents and distingush between major and minor constituents.

10.Recognize a particular meaning which may be expressed in different grammatical forms.

11.Recognize cohesive devicesin spoken discourse.

macro skills, the skill focusing on the larger elements are involved in top-down approach. These are adapted from Richards in Brown (2004:121) as well.

1. Recognize the communicative function of utterances, according to situations, participants, and goals.

2. Infer situations, participants, goals using real-world knowledge.

3. From event, idea, and so on, described, predict outcomes, infer links and connection between events, deduce causes and effect, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.

4. Distinguish between literal and implied meaning.

5. Use facial, kinesics, body language, and other nonverbal clues to deciper meaning.

6. Develop and use battery of listening strategies, such as detecting key words, guessing the meaning of words from contexts, appealing for help, and signalling comprehension or lack there of.

4. Listening Strategies

Successful listening can also be looked at in terms of the strategies the listener uses when listening (Richards, 2008: 11). Strategies can be thought of as the ways in which a learner approaches and manages a task and listeners can be taught effective ways of approaching and managing their listening. These activities involved listeners actively in the process of listening. Buck (2001:104) identifies two kinds of strategies in listening:

1. Cognitive strategies: Mental activities related to comprehending and storing input in working memory or long-term memory for later retrieval.

 Comprehension processes: Associated with the processing of linguistic and nonlinguistic input.

 Storing and memory processes: Associated with the storing of linguistic and nonlinguistic input in working memory or long-term memory.

 Using and retrieval processes: Associated with accessing memory, to be readied for output.

2. Metacognitive strategies: Those conscious or unconscious mental activities that perform an executive function in the management of cognitive strategies. _{commit to user}

 Assessing the situation: Taking stock of conditions surrounding a language task by assessing one‟s own knowledge, one‟s available internal and external resources, and the constraints of the situation before engaging in a task.

 Monitoring: Determining the effectiveness of one‟s own or another‟s performance while engaged in a task.

 Self-evaluating: Determining the effectiveness of one‟s own or another‟s performance after engaging in the activity.

 Self-testing: Testing oneself to determine the effectiveness of one‟s own language use or the lack thereof.

5. The Process of Listening

Nunan (1998:25) states that successful listeners use both bottom-up and top-down strategies. Richards (2008:4) classifies the process of listening into two. a. The Bottom-Up Processing

Bottom-up processing refers to using the incoming input as the basis for understanding the message. Comprehension begins with the received data that is analyzed as successive levels of organization sounds, words, clauses, sentences, texts until meaning is derived. Comprehension is viewed as a process of decoding. The listener‟s lexical and grammatical competence in a language provides the basis for bottom-up processing. The input is scanned for familiar words, and grammatical knowledge is used to work out the relationship between elements of sentences.

Clark and Clark (1977:49) summarized this view of listening.

1. Listeners take in raw speech and hold a phonological representation of it in working memory.

2. They immediately attempt to organize the phonological representation into constituents, identifying their content and function.

3. They identify each constituent and then construct underlying propositions, building continually onto a hierarchical representation of propositions. 4. Once they have identified the propositions for a constituent, they retain

them in working memory and at some point purge memory of the phonological representation. In doing this, they forget the exact wording and retain the meaning.

In the classroom, examples of the kinds of tasks that develop bottom-up listening skills require listeners to do the kinds of things:

1. Identify the referents of pronouns in an utterance 2. Recognize the time reference of an utterance

3. Distinguish between positive and negative statements

4. Recognize the order in which words occurred in an utterance 5. Identify sequence markers

6. Identify key words that occurred in a spoken text 7. Identify which modal verbs occurred in a spoken text

b. Top-Down Processing

Top-down processing, on the other hand, refers to the use of background knowledge in understanding the meaning of a message. It goes from meaning to language. The background knowledge required for top-down processing may be previous knowledge about the topic of discourse, situational or contextual knowledge, or knowledge in the form of “schemata” or “scripts” plans about the overall structure of events and the relationships between them.

Exercises that require top-down processing develop the learner‟s ability to do:

1. Use key words to construct the schema of a discourse 2. Infer the setting for a text

3. Infer the role of the participants and their goals 4. Infer causes or effects

5. Infer unstated details of a situation

6. Anticipate questions related to the topic or situation

In real-world listening, both bottom-up and top-down processing generally occur together. The extent to which one or the other dominates depends on the listener‟s familiarity with the topic and content of a text, the density of information in a text, the text type, and the listener‟s purpose in listening.

6. The Difficulty in Listening Skill

All language learners face difficulties when listening to the target language. Listening requires considerable training because it‟s a difficult skill requiring multiple sub-skills and stages, which have to be undertaken

simultaneously. Anderson and Lynch (1988: 4) have identified the stages in the process of listening:

1. The spoken signals have to be identified from the midst of surrounding sounds.

2. The continuous stream of speech has to be segmented into units, which have to be recognized as known words.

3. The syntax of the utterance has to be grasped and the speaker‟s intended meaning has to be understood.

4. Listeners also have to apply our linguistic knowledge to formulating a correct and appropriate response to what has been said.

Listening, therefore, requires the ability to understand phonology, syntax, lexis and information content within real time. Apart from time pressure, there are also problems stemming from inexplicit information given by the speaker and environmental obstructions such as distracting noise in the background, unclear voice or soundof recording, and lack of visual support to assist listening. Hedge (2000:237) lists some problems which are internal to the listener such as lack of motivation towards the topic, negative reaction to the speaker or to the event; anxiety to rehearse one‟s own contribution to a debate or the next part of a conversation, to the extent of missing what the current speaker is saying; or distraction by the content of a talk into thinking about a related topic thereby losing the thread ofthe argument.

Sample of Exercise AUBREY

And Aubrey was her _____ A not so very _____ girl or name But who's to ______?

For a love that wouldn't ________

For the hearts that never played in ______ Like a lovely _____ that everyone can sing

Take away the words that ________, it doesn't mean a thing And Aubrey was her _______

We _______ the light and danced together to the moon But where was _______

No, it never came _______ If it did it never made a _______

Maybe I was _______ or was listening too fast ______ all the words but then the meaning going past But God I ______ the girl

And I'd go a thousand times _______ the world just to be _______ to her than to me

And Aubrey was her _______

I never ______ her but I loved her just the same I loved her name

_______ that I had found the way

And the _______ that would make her stay

I have learned to lead a life _______ from all the rest If I can't have the one I want, I'll do _______ the best But how I ______ the girl

And I'd go a ______ times around the world just to say She had been ________ for a day

Name : _________________ Student Number :_________________

STATE WHETHER THESE STATEMENTS TRUE (T) OR FALSE (F) 1. _______ Her name is Audrey.

2. _______ She is an ordinary girl.

3. _______ The story is about the love that wouldn‟t bloom.

4. _______ It‟s like a memory everyone can sing.

5. _______ It‟s only a fantasy to trip to the light and dance to the moon.

6. _______ The girl misses the boy.

7. _______ He would go a thousand miles around the world. 8. _______ He tried to stay away from the girl.

9. _______ He thought that she had been his for a day. 10. _______ The girl might have died.

I Have A Dream Lyrics I have a dream, a song to sing To help me ___1__ with anything If you see the __2___ of a __3__ tale You can take the __4___ even if you fail I believe in ___5__

Something good in everything I __6__ I believe in angels

When I know the time is __7___ for me I'll cross the stream, I have a dream I have a dream, a ____8___

To help me ______9___ reality

And my __10____ makes it worth the while Pushing through the __11__ still another mile I believe in angels

Something good in everything I see I believe in angels

When I know the time is right for me I'll __12__ the stream, I have a dream I'll __13__ the stream, I have a dream I have a dream, a song to sing

To help me cope with anything If you see the wonder of a fairy tale You can take the future even if you fail I believe in angels

Something good in everything I see I believe in angels

When I know the time is right for me I'll cross the stream, I have a dream I'll cross the stream, I have a dream

Appendix 13