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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
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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.
Keywords: Teachers’ beliefs, authentic materials, listening skill
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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
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MOTTO
“Do what you can with what you have where you are”
(Theodore Roosevelt)
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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
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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
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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
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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
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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
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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
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LIST OF FIGURES
Figure 3.1. Components of Data Analysis: Interactive Model.............................. 62
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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
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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
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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.
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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
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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
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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.
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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
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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
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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.
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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.
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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.
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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
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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
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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.
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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
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(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
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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.
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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.
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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.
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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.
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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
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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
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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
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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
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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
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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
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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.
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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
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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.
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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.
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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.
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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).
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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 improved. Another claim is that
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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
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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
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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
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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
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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
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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.
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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.
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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.
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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.
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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
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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
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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.
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D. Using Authentic Materials to Teach Listening
The main function of the second-language classroom is be to provide
learners with authentic language (Ciccone, 1995: 203-215). According to Herron
and Seay (1991: 487-495), the teacher should exploit more authentic texts in all
levels of language instruction in order to involve students in activities that reflect
real-life listening. Morrison (1989: 14-18) also believes that authentic listening
materials could and should be used at all levels from beginners to advanced. Even
beginning students needed exposure to authentic language since it is the medium
of everyday communication (Oxford, Lavine, & Crookall, 1989; Porter &
Roberts, 1981; Scarcella & Oxford, 1992)
Classroom listening should prepare students for real listening; aural
authentic texts would expose students to real language from the beginning of their
language study (Bacon, 1992; Morton, 1999). Students working with authentic
materials gained valuable practice in the specific skill of making sense of live
speech without necessarily understanding every word of structure; then, an
increase in listening comprehension is a natural consequence of this practice
(Herron & Seay, 1991). Herron and Seay (1991: 487-495) believe that students,
with proper instructional planning by the teacher, can be led to extract general and
specific meaning from oral authentic texts while improving general listening-
comprehension skills. Using authentic materials allowed students to experience
early in their study the rewards of learning a language.
Bacon and Finnemann (1990: 459-473) find that when students are
properly prepared, authentic materials had a positive effect on both
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comprehension and motivation. The challenge for the second-language teacher,
therefore, is to identify authentic materials of potential interest to students and to
prepare the students for dealing with these texts in a meaningful way. Lund (1990:
105-115) even recommends a trend toward bringing classroom-listening
instruction and practice as close to real world listening as is possible.
In conclusion, since a goal of classroom listening is to prepare students for
reallife listening outside the classroom, it is necessary to implement authentic
materials at all levels of language instruction and listening-comprehension
training. Finally, the researcher observed teachers‟ beliefs on the use of authentic
materials to teach listening.
E. Review of Relevant Studies
There are many studies that are in line with the case of teachers‟ beliefs on
the use of authentic materials to teach listening.
1. Libyan teachers’ Attitudes and Believes Regarding the Use of EFL
Authentic Materials within Reading Lessons at Universities Levels in Libya
done by Soliman (2013)
In this research, the researcher was interested in conducting research to
recognize Libyan EFL teachers‟ attitudes and beliefs regarding the use of
authentic reading materials at university level in Libya. Researcher used
quantitative research whereby questionnaire was distributed to the target sample
in order to find out the amount of attitudes and believes that Libyan EFL teachers
hold regarding the use of authentic materials within their English lessons. Thus,
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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.
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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.
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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 with 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
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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
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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.
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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
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involved. The interest is in process rather than confirmation. It was an empirical
inquiry that investigates a contemporary phenomenon within its real-life context,
especially when the boundaries between phenomenon and context are not clearly
evident. In addition, Cresswell (2008: 476) defines that case study is an in-depth
exploration of a bounded system (e.g. an activity, event, process, or individuals)
based on extensive data collection.
Merriam (1998: 27) reveals that a qualitative case study is an intensive,
holistic description and analysis of a single instance, phenomenon or social unit.
The researcher aims to uncover the interaction of significant factors characteristic
of the phenomenon by concentrating on a single phenomenon or entity (the case).
The case study focuses on holistic description and explanation. Yin in Merriam
(1998: 29) adds that case study is a design particularly suited to situations in
which it is impossible to separate the phenomenon‟s variables from their context.
Since the data of this research appeared in words rather than numbers, the
data are collected through some variety of ways (observation, interview,
questionnaire, and document analysis). Miles and Hubberman (1984: 21) propose
the interactive model of data analysis to analyze the data that is in form of words.
Therefore, the variables in this research will be analyzed by using interactive
model that consists of data collection, data reduction, data display, and
conclusion.
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B. Research Setting
1. Time and Place of the Study
This research was conducted in one of Islamic high school in Surakarta in
the academic year of 2014/2015 from August to November. The school is located
in Jl. Sumpah Pemuda No.25 Kadipiro, Surakarta. The English teachers in this
school consist of twelve English teachers. This research is addressed to all English
teachers who teach listening skill for the tenth grade students.
2. Subject of the Study
The subject of this research is the teachers of the tenth grade in one of
Islamic high school 1 Surakarta. There are two teachers who were the participants
in this research. As what has been stated before, this research is conducted to
investigate teachers‟ beliefs and the factors that affect teachers‟ beliefs of all
teachers who teach in the tenth grade class. This research also investigates the
implementation of authentic materials to teach listening.
In this research, the researcher used theoretical sample of non–probability
sampling in determining the sample of the research. Theoretical sample or
purposive sample has purpose that person or case that is chosen can represent the
answer of research questions (Setiyadi, 2006: 44). Thus, by considering the
purpose of this research, the subject of this research are the teachers that handle
each class especially in the tenth grade to gain a more variative data. Besides
investigating teachers‟ beliefs about authentic materials, this research will also
investigate factors that affect teachers‟ beliefs and the implementation of authentic
materials in teaching listening.
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C. Kinds and Sources of Data
In the research, the researcher collected the data from the phenomenon or
subject of the research in order to answer the research questions. The data are in
the form of raw information that needed to be analyzed and interpreted. In
qualitative research, the data are usually collected from what people have said or
done in the phenomenon being investigated. Data are collected through
questionnaire, observation, interviews and documents. The product of qualitative
study is richly descriptive. Words adn pictures rather than numbers are used to
convey what the researcher has learned about the phenomenon.
The data collected through questionnaire explore about teachers‟ personal
information, teachers‟ educational background, teachers‟ teaching experience,
teachers‟ reasons to use authentic materials, techers‟ criteria for selecting
authentic materials and how teachers‟ opinion about the students‟ competence
during carrying out the teaching process by using authentic materials.
For the purpose of this research, the kind of the data are in the form of
interview transcription, the answer of open-ended and close-ended questionnaire,
and the documents of teaching learning. Meanwhile, the source of the data are the
answer of in-depth interview to English teachers who teach the tenth grade, the
events of teaching learning activity in listening and the documents of teaching
learning activity.
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D. Data Collecting Technique
For the purpose of this study, the data are collected and analyzed by using
some data collecting techniques. In this study the process of data collecting
technique and analysis are conducted in a synchronized and simultaneous manner.
There are four techniques that are used to collect data for the purpose of this
research. They consist of:
1) Questionnaire
Questionnaire used in this research is close-ended and open-ended
questionnaire. Cresswell (2008: 228) reveals that the open-ended
responses permit the researcher to explore reasons for the closed-ended
responses and identify any comments people might have that are beyond
the responses of the close-ended questions. The questionnaire is developed
from the components of beliefs investigated in this research. The
respondents of this questionnaire are the teachers who teach the tenth
grade. The questionaire includes questions about teachers‟ personal
information, teachers‟ educational background, teachers‟ teaching
experience, teachers‟ reasons to use authentic materials, techers‟ criteria
for selecting authentic materials and how teachers‟ opinion about the
students‟ competence during carrying out the teaching process by using
authentic materials.
2) Observation
Cresswell (2008: 221) defines observation as the process of gathering
open-ended, first hand information by observing people and places at a
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research site. In the context of this study, the role of passive participant
observer is chosen (Gobo, 2008) in which the researcher observed and
recorded notes without being involved in the activities of the participants,
acts as a spectator of the scene under study and maintain a certain distance
from it and never intervening. Each teacher was be observed until the data
needed were saturated.
3) Interview
Cresswell (2008: 225) states that a qualitative interview occured when
researchers asked one or more participants open-ended and general
questions and record their answers. The teachers who participate in this
research were interviewed in an in-depth interview. Interview guide
consisted of questions about their beliefs on the use of authentic materials
to teach listening, the factors that affect their beliefs on the use of authentic
materials to teach listening and the implementation of teaching listening
by using authentic materials.
4) Document Analysis
Cresswell (2008: 230) reveals that documents consist of public and private
records of qualitative researchers obtain about a site or participants in a
study. The documents represent public and private documents. Examples
of public documents were minutes from meetings, official memos, records
in the public domains, and archival materials in the library. Private
documents consist of personal journal and diaries, letters, personal notes,
and jotting individual write to themselves. The documents analyzed in this
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research include teachers‟ teaching materials which use authentic
materials, lesson plan, and listening test. The documents were important in
describing the historical background and current situation of where the
research was be conducted.
E. Trustworthiness
If there are validity and reliability in quantitative research, it is not a bit
different in a qualitative case study. Firestone in Merriam (1998:199) explores
how the quantitative and qualitative paradigms employ different rhetoric to
persuade consumers of their trustworthiness. The qualitative study provides the
reader with a depiction in enough detail to show that the author‟s conclusion
makes sense. The applied nature of educational inquiry thus makes it imperative
that researchers and others have confidence in the conduct of the investigation and
in the results of any particular study. Assessing the validity and reliability of
qualitative study involves examining it‟s component parts.
Concerning to the validity of this study, the researcher used some basic
strategies to enhance the data which was proposed by Merriam (1998: 204). The
first is triangulation. In triangulation, researcher uses multiple investigators,
multiple sources of data, or multiple methods to confirm the emerging findings.
By using multiple investigators, the researcher establishes validity through pooled
judgment and validate case study materials by using outside sources. Multiple
source means that the researcher use many source in collecting the same data. For
example, in order to get the comprehensive conclusion about teachers‟ belief, the
researcher used field note, audio recording of interview, and documents of
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teaching learning as the source of data. Those multiple sources of data can be used
to lead the researcher to the conclusion of the case being investigated. Meanwhile,
multiple methods can be used by the researcher to collect the data by using
multiple methods of data collection such as questionnaire, observation, interview,
and document analysis.
The second is member checks. Member checking strategy means that the
researcher takes data and tentative interpretations back to the people from whom
they are derived and asking them if the results are plausible. In member checking,
the researcher sends back the result of interview transcription to the subject of the
research. It isused to clarify whether what the researcher obtains from the
interview is appropriate or not to what the subject of the research means.
F. Data Analysis
The data collected through data collecting technique are analyzed by using
Interactive Model proposed by Miles and Huberman (Miles and Huberman, 1984:
21-22). This type of data analysis is divided into four parts, namely data
collection, data reduction, data displays and drawing conclusion and verification.
1. Data collection
In data collection period, all the data needed are gathered together. The
data are collected and gathered by using techniques of collecting data that
have been mentioned. In this research, the techniques of collecting data
will be interview, observation, questionnaire, and document analysis. From
interview and questionnaire, the teachers‟ beliefs about authentic materials
to teach listening will be obtained. Meanwhile, the teaching practice in
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listening class will be obtained through observation in the classroom. In
addition, documents analysis will be used to collect the data about the
manifestation of teachers‟ beliefs on the use of authentic materials to teach
listening. Interview to students will be used to collect the factors affected
teachers beliefs on the use of authentic materials to teach listening.
2. Data reduction
Data reduction refers to the process of selecting, focusing, simplifying,
abstracting and transforming the raw data that appear in written-up field
notes (Miles and Huberman, 1984: 21). The data reduction is not only the
process of selecting the data, but also further activities, such as making
summary, coding, teasing out theme, making clusters, making partitions,
writing memos, etc. Data reduction is a form of analysis that sharpens,
sorts, focuses, discards, and organizes data in such a way that final
conclusion can be drawn and verified. In data reduction, the researcher
will select the points that depict teachers‟ beliefs on the use of authentic
materials to teach listening. From the points that are suitable to answer the
research questions, the researcher will list what components include
teachers‟ beliefs, how the beliefs apply in teaching, and what factors
affected beliefs.
3. Data displays
After the data is sorted in data reduction, the data is displayed as an
organized assembly of information leading the conclusion drawing and
action taking. It is considered that the better displays are a major avenue to
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valid qualitative analysis. The types of data display can be put in form of
matrices, tables, charts, graphs, etc (Miles and Huberman, 1984: 21).
Therefore, the researcher will make chart about how beliefs and practice
related, and what factors affected the implementation of them.
4. Drawing conclusion and verification
The last stage of data analysis is drawing conclusion and doing
verification. From the beginning of analysis activities, the researcher has
decided what things mean. It refers to noting regularities, patterns,
explanations, possible configurations, causal flows, and propositions
(Miles and Huberman, 1984: 22). Thus, the conclusion can be drawn
clearly. Furthermore, the conclusion should be verified in order to make it
valid. The result should be tested to find their conformability and validity.
Therefore, in drawing the conclusion, the researcher will verify the data to
the theory and previous researches. Besides, the consistency of data can be
verified through authentic data that will be collected through triangulation.
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Figure 1. Components of Data Analysis: Interactive Model
Data Collection
Data Reduction Conclusion:
Drawing/ verifying
Data Display
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This research consists of three parts. The first part is about the findings of
the research. It is presented in accordance with the problems stated in the chapter
I, they are : 1) Teachers‟ beliefs on the use of authentic materials to teach
listening, 2) factors that affect teachers‟ beliefs on the use of authentic materials to
teach listening, and 3) how authentic materials are implemented in teaching
listening. The second part is about the discussion of the findings and issues arising
from the result. The third part is about the weaknesses of the research.
The summary of research findings obtained from questionnaire and
interview is presented in table 4.1.
Table 4.1. Summary of the Research Findings
Research questions Issues Arising
1. What are teachers‟ beliefs on the use of
authentic materials to teach listening?
1. Belief about definition of authentic
materials
2. Reasons to use authentic materials
3. The importance of authentic materials
4. Criteria for selecting authentic materials
5. Preference for particular authentic materials
2. What are the factors that affect teachers‟
beliefs on the use of authentic materials to teach
listening?
1. Teaching using authentic material is
challenging
2. Easy access to authentic materials
3. The availability of equipments
4. Students‟ interest
5. workshop/training
6. Personal experience
3. How are authentic materials implemented in
teaching listening?
1. Teaching and Learning Documents
2. Teaching and Learning Process
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A. Research Findings
a. Teachers’ beliefs on the Use of Authentic Materials to Teach Listening
Five main issues related to teachers‟ beliefs on the use of authentic materials to
teach listening are obtained from the data. These are; 1) belief about what
authentic materials; 2) Reasons to use authentic materials; 3) the importance of
authentic materials; 4) criteria for selecting authentic materials and 5) preference
for particular authentic materials.
1. Teachers’ Definition about Authentic Materials
The first issue is what the participants‟ definition about authentic
materials. Data are obtained from interview to the teachers by asking them a
question about what authentic materials according to them. The teachers‟
responses toward the questions show various definitions about authentic materials.
Teacher Fr emphasizes authenticity toward the materials and focus that authentic
materials are produced by native speaker of the target language. Teacher Sy
relates authentic materials as the materials used by native speaker. The responses
illustrate the teachers‟ definitions about authentic materials by using their own
words. Teacher Fr defines authentic materials which are summarized in the result
of interview.
“Yang jelas authentic material itu materi-materi yang diambil dari berbagai
sumber yang awalnya tidak untuk mengajar. Ngambilnya bisa dari internet.
Pokoknya sifatnya otentik. Asli dari native speaker dan authentic material itu kan
butuh extra menantang untuk mencarinya dan sifatnya lebih fresh tidak mudah
ditebak ama murid.” [“Any materials taken from many sources not for teaching
purposes. It can be taken from internet in which it is authentic from the native
speaker of target language. Authentic material is very challenging to obtain and it
is fresh for students so that it is hard to predict”. (Interview/Teacher Fr/1/1/1)]
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In line with the statement given by teacher Fr, teacher Sy also states his definition
about authentic materials.
“Materi yang dikembangkan oleh native speaker kalau disini kan bahasa inggris
berarti kan asli origin dari yang ngomong. Setiap harinya ngomong pake bahasa
inggris”. [“the materials which are developed by native speaker. English is
the target language used in authentic material in which it is spoken as daily
conversation by the native speaker”. (Interview/Teacher Sy/2/1/1)]
There are various definitions proposed by experts about authentic
materials. No fixed definition is proposed. But the point is that authentic materials
can be defined as any visual, audio or audio visual produced by native speaker not
for teaching purposes. As it is supported by Gardner and Miller (1999: 101) who
explained that authentic materials mean any text (printed or digital) or tape which
was produced for a purpose other than teaching the target language. Responding
to the question, the teachers tend to use the terms of “material”, “authentic” and
“native speaker” to refer to authentic material. Generally, they believe that
authentic materials are produced by native speaker of the target language not for
teaching purposes. Knowing the teachers‟ understanding about the definition of
authentic materials is in accordance to their beliefs toward the materials.
2. Reasons to Use Authentic Materials
The next issue relating to teachers‟ beliefs on the use of authentic
materials to teach listening is the teachers‟ reasons to use authentic materials. The
data are obtained from questionnaire in which the teachers are asked to choose the
reasons on the provided table containing any possible reasons that might be
chosen by teachers. The data show that those two teachers, teacher Fr and teacher
Sy, state that they use authentic materials because they want to introduce English
in the real context used by native speaker, improve students‟ knowledge, Improve
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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 and it
is compulsory subject from the school. The response can be seen in the table 4.2.
Table 4.2. Reasons to Use Authentic Materials
From the responses above, it can be inferred that teachers see the advantages of
authentic material as their reasons to use it. Some advantages are proposed by
Berardo (2006:64) that state the advantages of using authentic materials, namely
having a positive effect on student motivation, giving authentic cultural
information, exposing students to real language, relating more closely to students‟
needs and supporting a more creative approach to teaching
3. The Importance of Authentic Materials
The third issue of teachers‟ beliefs on the use of authentic materials to
teach listening is the importance of authentic materials. Teachers believe that
authentic materials are important in teaching target language. The participants
show positive attitude toward authentic materials. Teacher Fr believes that
Reasons to Use Authentic materials Teacher
Fr
Teacher
Sy
Introduce students with language used by native speaker in real context √ √
Improve students‟ knowledge √ √
Improve students‟ English competence in both spoken and written √ √
Improve students‟ vocabulary √ √
Introduce the culture of the native speaker √ √
Improve students‟ listening ability √ √
Motivate students to learn √ √
Motivate students to learn autonomously √ √
Compulsory subject from the school √ √
......................
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authentic materials are motivated in which teacher should bring something new in
the classroom in order to motivate students. He explains:
“Yang jelas penting untuk menambah wawasan murid. Kalau saya
cenderung tantangan itu tadi. Authentic material is fully motivated. Sangat
memotivasi. Yang jelaskan kalau belajar bahasa kan belajar culture, belajar
budaya. Ya kalau misalnya kita bisa memberikan sumber yang asli kenapa
tidak. Masa percakapan contohnya di buku, percakapan bahasainggris kok
namanya joko sama bandi. Joko sama bandi ya wagu mbak. Minimalnya kan
kalo percakapan bahasa inggris kan george dan richard. Mosok percakapan
bahasa inggris, joko, where are you? jadinya kan gak sesuai”. [“Authentic
material is clearly important to improve students‟ knowledge. I thought that
authentic material is fully motivated. If we learn a language then we learn it‟s
culture. It is possible for us to teach students by using authentic materials in
which it is truly genuine. Doing conversation, for example, must use any names
that indicate the real conversation between or among native speakers. How can
the persons in doing conversation use the word Joko or Bandi? That sounds
awkward. It must use George or Richard that indicate the names of native
speaker. It sounds inappropriate to use local names”. (Interview/teacher Fr/1/1/9)]
Otherwise, teacher Sy believes that authentic materials contain some
aspects that students can learn from, including pronunciation and stressing. The
result of the interview describes that authentic materials are very important. He
said that:
“Ya penting banget. Anak-anak langsung belajar dari native itu. Pronunciation
bagaimana, stressingnya ngomongnya bagaimana, banyak banget”. [“It is very
important. The students can directly learn from native speaker including how to
pronounce the words, the way to stress the words and many others”.
(Interview/teacher Sy/2/2/5)]
Generally, the teachers believe that authentic materials are important in
teaching English. It provides cultural information and real language used by
native speaker so that students can learn how they pronounced and stressed words.
4. Criteria for Selecting Authentic Materials
The fourth issue of the research is criteria for selecting authentic materials.
The data showed on the questionnaire and interview describe that the teachers
have almost the same criteria in selecting authentic materials to teach listening.
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Criteria mean standards or any considerations that the teachers used in choosing
authentic materials before being taught to the students. From the questionnaire,
the teachers indicate some considerations that need to be involved in authentic
materials. The considerations in which authentic materials should be used are
summarized in table 4.3.
Table 4.3. Criteria for Selecting Authentic Materials
Criteria for Selecting Authentic Materials Teacher
Fr
Teacher
Sy
The level of the students √ √
Students‟ needs √ √
The objectives of teaching √ √
Students‟ interest √ √
Students‟ age
Social value √ √
Moral value √ √
Learning environment √
Classroom condition √ √
Students‟ character √ √
School culture √ √
The easiness to implement the materials √ √
Accessibility to the material √ √
The availability of the equipments √ √
Looking at the result of interview, the teachers emphasizes on the criteria
that they consider to use. Teacher Fr confirmed from the interview.
“Sesuai dengan KI. Itu kan sudah dituntut oleh kurikulum”. [“authentic
materials should cover all core competence required in 2013 of
curriculum”. (Interview/Teacher Fr/1/2/6)]
More specifically, teacher Sy considers some criteria that come to his
consideration. Data obtained from the interview show that he considers some
points.
“Ya kalo pertama kan tingkat kemampuan siswa, terus kalo kita liat kemampuan
siswa kan levelnya itu kan ada yang sedang biasa trus yang bagus. Kita
combinekan levelnya anak-anak yang levelnya pinter agak pinter dan pinter
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sekali kan nanti kita masukkan ke yang paling tengah-tengah. Banyak. Banyak
banget. Ada tujuan pembelajaran agar siswa itu mampu menguasai mampu apa
ya penguasaan materi listening trus dikembangkan jadi speaking. Habis tujuan
kan ada minat siswa kan apa kalo minat siswa kan kalo yang ngomong dari
pengguna bahasa kedua kan biasanya kan wah itu suaranya kan kalo sama
pronunciationnya kan agak gimana gtu kan beda sama yang first language yang
nativenya itu kan mereka lebih aware lebih semangat kalo hasratnya lebih
semangat kalo make materi yang dari nativenya. Lebih keren dan lebih enak juga
ngomongnya bisa dibuat contoh how to pronunce. Trus habis itu kan nilai sosial
dan nilai moral kan kita bisa ambil keuntungan mungkin dari lirik lagunya dan
anak-anak bisa ambil keuntungan dari mungkin lirik lagunya yang membuat
anak-anak termotivasi trus bagaimana nantinya bisa dari lirik tersebut mungkin
membuat anak-anak menjadi kuat dan semangat dan lingkungan belajar sama
kondisi kelas kan ada LCDnya, ada sound systemnya kan lebih enak kita
langsung pake laptop trus kita kasih ke LCD sama kita Ke sound systemnya lebih
enak menggunakan authentic kayak yang tadi tadi itu. Kemudian pembentukan
karakter siswa, mungkin kita ambil satu contoh dengan lirik lagu apa ya dari song
yang tadi kemarin. Kita kan nanti kan bisa membentuk karakter siswa contohnya
ya mungkin membuat siswa itu dengan lagu atau kata-kata dari native itu kan
mesti ada kata-kata yang baik dalam lagu tersebut atau conversationnya trus kan
nanti membuat anak itu mempunyai pikiran yang positive. [“the first is the level
of the students‟ competence. The level of the students is sometimes from the
basic to intermediate. We combine the level from basic to intermediate then we
take in between of them. There is also the objective of the teaching in which
students have to master listening skill then followed by speaking skill. Then
students‟ interest comes to consideration in which students will be more
motivated to listen any sounds produced by native speaker so that the students
can learn how to pronounce the words from it. The social value and moral value
can be taken from the lyric of songs that makes students motivated and happy to
learn. Besides, the equipments support students to learn including LCD, sound
system and laptop. The selected lyrics of song encouraged students to learn new
vocabulary and make students think positively”. (Interview/teacher Sy/2/2/13)]
The teachers elaborate some criteria that they consider might involve in
authentic materials. At this response, teacher Fr selects authentic materials in line
with his consideration. He thought that any authentic materials should cover some
aspects that fit to the KI required by 2013 of curriculum. As it is taken from
Permendikbud No. 69 Tahun 2013 that KI should cover spiritual domain, social
domain, knowledge domain and skill domain. Meanwhile teacher Sy explains that
each part of authentic materials should fit to students‟ level in which the students
are all at the intermediate level. He also considers the purpose of teaching in
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which the materials should lead students to learn listening skill from the materials
which are followed by speaking skill. Students‟ interest toward authentic
materials comes to his criteria in which he identifies that students are much more
interested in the materials produced by native speaker. Moreover, social value and
moral value which implicitly emerged on the materials are taken as his criteria. He
chooses any songs lyric that motivates students to learn English. Then the last
consideration is the availability of any equipment that supports his teaching. The
classroom is equipped with LCD and teacher provides Laptop and sound system
by himself. Those tools enable him to play any audio visual authentic material for
the students.
Generally, teacher Fr and teacher Sy believe that any authentic materials
should be able to provide something that students can learn from it. There are no
best criteria in selecting authentic materials. However, the teachers have almost
the same criteria for selecting authentic materials. The criteria mentioned by the
teachers depend on the level of the students, students‟ need, the objectives of
teaching, students‟ interest, social value, moral value, learning environment,
classroom condition, students‟ character, cultural value, the easiness to implement
the materials, accessibility to the material and the availability of the equipments.
5. Preference for Particular Authentic Materials
The fifth issue emerged from the research is preference for particular
authentic materials. The data are obtained from questionnaire and interview.
Given the lists of authentic materials in questionnaire, the teachers choose any
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authentic materials that they used in teaching English. The materials are listed in
table 4.4.
Table 4.4. Selected Authentic Materials
Authentic Materials Teacher
Fr
Teacher
Sy
TV commercials √
Quiz shows √
Cartoons √ √
News clips √ √
Movies √ √
Short stories and novels √ √
Radio ads √
Songs √ √
Documentaries √
Slides √
Photographs √ √
Paintings √
Wordless street signs √
Pictures from magazines √
Wordless picture books √
Newspaper articles √
Movie advertisements √ √
Sport reports √
Lyric to songs √ √
Restaurant menus √
Street signs √
Tourist information brochures √
Maps √ √
Greeting cards √ √
Table 4.4 shows some authentic materials that are used by teacher Fr and teacher
Sy in teaching English. Those materials are taken from visual-viewing material,
visual material and printed material. Teacher Fr uses TV commercials, quiz
shows, cartoon, news clips, movies, short story and novels, radio ads, songs,
documentaries, slides, photographs, wordless street signs, pictures from
magazines, wordless picture books, newspaper articles, movie advertisements,
sport reports, lyric to songs, restaurant menus, street signs, tourist information
brochures, maps and greeting cards. Teacher Sy uses cartoon, news clips, movies,
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short story and novels, songs, photographs, paintings, movie advertisements, sport
reports, lyric to songs, maps and greeting cards. Interview is administered to ask
teachers which materials that they preferred to use especially in teaching listening.
Teacher Fr believes that teaching by using authentic materials should
cover the four English language skill; listening, speaking, reading and writing. He
uses those selected materials in teaching English. The materials depend on what
topic that students need to learn. He believes that any authentic materials should
fit to the topic that students need to achieve. No particular authentic material is
preferred. He emphasized it during being interviewed.
“Semuanya. Ada empat skill yang mencakup pembelajaran bahasa itu. Saya pakai
semuanya. Enggak hanya video tok, lagu tok. Tergantung nemunya apa. Ya
tentunya kan menyesuaikan dengan ini mbak, topiknya kita kan mau membahas
tentang description atau descriptive text otomatis nyari teks yang sifatnya
descriptive. Kalo pas misalnya kelas XII ketemu dengan materi discussion,
nyarinya lagu yang discussion, kayak father and son”. [“I use all, depending on
what I find. When I am going to teach descriptive text, then I look for the text in
the form of descriptive. Teaching in the twelve grades, for example, I use song
entitled Father and Son to teach discussion text”. (Interview/teacher Fr/1/1/2)]
On the other hand, teacher Sy prefers song to teach listening to the
students. He believes that students pay more attention to songs compared to
others. Beside that, he believes that songs did not take time in the teaching process
compared to movie.
“Song. Karena apa ya lebih enak dan lebih anak-anak itu lebih suka cenderung
intes banget ke lagu daripada percakapan atau kalau movie ya bagus tapi kan
kepanjangan. Waktunya nanti gak keburu. Iya. Kalo kan cuma untuk tarolah satu
lagu kan nanti bisa dikembangkan jadi dua jam. Langsung hasilnya kan jadi.
Kalau film kan butuh beberapa pertemuan”. [“I prefer songs because the students
prefer to study through songs to other materials. Movie is one of the preferable
but it takes time because it can not be taught in one meeting”. (Interview/teacher
Sy/2/1/7-8)]
At this point, the findings show that teacher Fr points out that no particular
authentic materials are preferred. It is just because teaching English at school
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should be integrated to four skills of English. The selection of materials depends
on what objectives that the students need to achieve. However, students are likely
to enjoy the class when they are taught by using songs. Meanwhile, teacher Sy
believe that song is preferable because students are more interested in learning
English through songs. He also believe that teaching by using songs does not take
time. It can be only done in one meeting.
b. Factors that Affect Teachers’ Beliefs on the Use of Authentic Materials to
Teach Listening
The second part of research finding explores the factors that affect
teachers‟ beliefs. Somefactors are noticed; teaching using authentic material is
challenging, easy access to authentic materials, the availability of equipments,
students‟ interest, workshop/training and personal experience.
1. Teaching Using Authentic Material is Challenging
The data taken from interview describes that one from two participants
believes that teaching using authentic materials is challenging. The belief system
of the teacher is reflected during the interview section. Teacher Fr confirms his
beliefs on the interview.
“Challenging. Authentic material is challenging. For me, teacher is a motivator.
Jadi buat saya guru adalah motivator. Kalau kita dateng selalu membawa barang
baru buat mereka itu luar biasa. Itu aja. kalau kita masuk kelas itu bagaimana cara
memotivasi anak. seng paling abot itu kan guru kan itu ya mbak. memotivasi
siswa”. [“teacher is a motivator. When a teacher comes to the class, she/he
should bring something new for the students. It can make the students
motivated. The challenging part of teaching by using authentic materials is
how the teachers motivated the students since giving motivation is not that
easy”. (Interview/teacher Fr/1/2/7)]
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Teacher Fr describes that teacher is a motivator. Motivating students to be
interested in learning English is challenging to him since giving motivation is not
that easy. Thus, he points out that teaching listening by using authentic materials
is challenging becomes factor that affects his belief.
2. Easy Access to Authentic Materials
Accessibility is the second factors that affect the teachers to use authentic
materials. The data taken from questionnaire and interview describes that the
easiness to the access of authentic materials is the factors they use it. The data
from the questionnaire show that the teachers take authentic materials from some
sources. Teacher Fr adopts authentic materials from internet, mass media, audio
recording and video recording. The two teachers agree that authentic materials are
quite accessible. The result from the interview supports the teachers‟ belief toward
the accessibility to authentic materials.
“So far, selama ini saya nggak kesulitan karena mungkin di rumah materialnya
sudah banyak banget. Jadi tinggal bongkar-bongkar. Authentic material itu
mudah. Tinggal browsing di internet, trus browsing-browsing. Yang jelas
aksesnya mudah”. [ “So far, there is no such obstacles to get the materials since I
have it all at my house. I just need to find it out. Not that difficult to find since I
can browse from the internet. Moreover, the access to the internet is very easy”.
(Interview/Teacher Fr/1/2/8)]
On the other hand, teacher Sy looks for authentic materials from internet.
He confirmed:
“Ya kita tinggal cari dari internet saja kan banyak banget”. [“There are a lot of
materials taken from the internet”. (Interview/teacher Sy/2/2/10)]
Furthermore, easy access to authentic materials is considered as factors that affect
their beliefs in using authentic materials to teach listening.
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3. The Availability of Equipments
The third issue of the research about factors that affect teachers‟ beliefs is
the availability of equipments. The data are obtained from questionnaire and
interview which result that the equipments support the teaching and learning in
the classroom. The specific equipments provided in the classroom are summarized
in table 4.5.
Table 4.5. Equipments
Equipments Teacher
Fr
Teacher
Sy
OHP
Computer/Laptop √ √
LCD √ √
Koneksi Internet √ √
Video player √
Audio player √
Lingkungan sekolah √ √
From the questionnaire, teacher Fr notices that the equipments that support
his teaching are laptop, LCD, internet connection and school environment. While
teacher Sy notices Laptop, LCD, internet connection, video player, audio player
and school environment are equipped at school. Both teachers indicate that the
mentioned equipments affect their beliefs in teaching. The teachers believe that
these tools enable them to teach listening. Since the materials are in the form of
audio-visual material, the equipments are quite helpful.
4. Students’ Interest
The next factors that clearly affect teachers‟ beliefs on the use of authentic
materials are students‟ interest. The data from the questionnaire show that the
students are getting enthusiastically to learn English in the classroom. The
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teachers believe that when they have to teach the class, they have to bring
something new that attract the students‟ interest toward the material being learnt.
At this point, students feel like they are facilitated by any materials that originally
taken from native speaker. The teachers identify that the students are interested in
authentic materials since they actively involve the teaching and learning process.
Besides, the interview done to student show that she is motivated during learning
English through authentic materials, especially song. She confirmed:
“Lebih enak lagu. Ya kan soalnya lebih asyik dan bisa sekalian refreshing. Saya
bisa jadi lebih bisa fasih ngomongnya, bisa terbiasa dengan kata-kata Bahasa
Inggris gitu” [“More interested in song. It is more fun and is as refreshment. I can
speak more fluently, I am used to hear vocabulary produced by native speaker”]
From this point, students‟ interest is considered as factor that affect teachers‟
beliefs.
5. Workshop/Training
Teacher Sy considers workshop as factor that affect his belief. He believes
that since attending the workshop when he was a college student, he got
experience on how to teach students in a good way, how to conduct good teaching
and learning at the classroom and how to apply any methods in the class. He
believes that the workshop gave benefits to him until he correlated his teaching
method by using authentic material. He describes that his knowledge works with
authentic materials.
6. Personal Experience
Both teachers (teacher Fr and teacher Sy) agree that personal experience
is the factor that affect their belief. Teacher Fr has teaching experience for 14
years. During 14 years, he identifies the changing of rule in teaching English in
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which listening materials involved in national examination in 2003 has brought
him to a consideration that authentic materials is the helpful material that can help
him. From this point, he describes that his past experience affects his belief.
“Dulu awalnya, awal-awal listening dipakai di SMA itu belum ada mbak. Belum
ada buku yang pakai listening. Ya pertama kali diterapkan ujian nasional di tahun
2003 itu kita kan hunting material kan untuk listening. Kita ngumpulin buku-
buku itu. Saya dulu cari kayak misalnya active listening, task listening, ya kan
termasuk itu penggunaan encharta dan ensiklopedia”. [“Listening skill was not
used in senior high school before 2003. Since national examination in 2003
required listening skill, I find out listening materials from books, active listening,
task listening, encharta kids and enciklopedia”. (Interview/teacher Fr/1/2/2)]
Teacher Sy also points out that his teaching experience affects his belief.
By having 4 years experience in teaching, he keeps renewal his teaching style,
including the materials that he uses. He indicates that his experience has just
shaped his belief.
c. Implementing Authentic Materials in Teaching Listening
This issue of the research explains how authentic materials taught in the
class. The activity of teachers in teaching students by using authentic materials
reflects their beliefs. The data are gained from the observation and teaching and
learning document. In the previous section, it is mentioned that teacher Fr believes
that authentic materials are chosen concerning to the topic required by KD. He
assumes that any authentic materials can be exploited to explain the materials. On
the other hand, teacher Sy believes that any authentic materials can be used to
teach not only listening skill but also other skill, like speaking and vocabulary
mastery. He does not concern to the topic required by syllabus, but he does on the
students‟ skill. At this point, this issue describes deeply about how teachers
implemented authentic materials to teach listening. It includes teaching and
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learning documents (Syllabus, lesson plan, material and evaluation) and teaching
learning process (Pre-activity, while-activity and post-activity)
1. Teaching and Learning Documents
Some documents that support teachers in teaching listening by using
authentic materials are analyzed by the researcher. These documents include
syllabus, lesson plan, material and evaluation sheet.
a. Syllabus
Teacher Fr and teacher Sy use syllabus developed from 2013 of
curriculum. It contains core competence, basic competence, main material,
teaching process, evaluation, time allocation and the sources that needed to
be developed in lesson plan. Based on the analysis, both teachers; teacher
Fr and teacher Sy use the same syllabus. The syllabus is for the tenth grade
students. The core competence they used is taken from core competence 3
and 4 namely cognitive aspect and skill respectively. Both of them use
three basic competence which are summarized in the table 4.6.
Table 4.6. Basic Competence Used by Teachers Taken from Syllabus
Basic Competence
3.7. Analyzing social function, text structure and language feature of descriptive text
about people, tourism place, famous historical building based on the context used.
4.11. Finding the meaning of announcement.
4.12. Arranging the written announcement text, short and simple by considering social
function, text structure and language feature based on the context used.
There are three basic competence used by teachers to teach listening in one
meeting. They then develop the basic competence as the indicators in
teaching listening. A more detail information is presented in the appendix
8
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b. Lesson plan
Lesson plan is the teaching procedure used by teachers during
teaching in the classroom. The documents of lesson plan from both
teachers; teacher Fr and teacher Sy, are quite the same. They make the
lesson plan for one meeting. The four core competence are included in the
lesson plan while three basic competence are included in the lesson plan.
The objectives of lesson are to analyze the meaning of lyrics of song
confidently, honestly and responsibly through listening the song and
reading the lyrics. The material of teaching used by teacher Fr is the song
entitled Aubrey while teacher Sy uses the song entitled I Have A Dream.
The media used by both teachers in teaching is VCD and power point
presentation supported by laptop, LCD and speaker active.
The steps in teaching consists of three steps;pre-activity, while-
activity and post-activity. While-activity is divided into some steps,
namely observing, asking, exploring, negotiating and communicating. The
steps in while-activity are explained the detailed procedure of teaching the
students. Teacher Fr and teacher Sy have different steps in while-activity.
In observing step, teacher Fr begins the activity by giving first task
containing questions about the message of the songs. He then plays the
song 2-3 times while the students keep listening. The students then are
given the second task in the form of missing lyrics of song. He then plays
the song again. He instructs the students to do the task by themselves. At
the end, he and students discuss the song. Students are asked to pronounce
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the words and memorize them. To close the class, teacher together with
students sing the song. In asking step, students are guided to find the
meaning and the message of song lyrics. while in exploring step, students
report the result of peer discussion and are respoded by other groups.
Feedback is given by teacher in associating step. The last step is
communicating in which the students report the result of peer work. In
closing the teaching, teacher Fr gives feed back and informs the next
material for the next meeting.
Teacher Sy begins the activity in observing step by playing the
song and identify the new vocabulary while asking the students to
memorize it. In asking step, students are guided to find the meaning and
the message of song lyrics. while in exploring step, students report the
result of peer discussion and are respoded by other groups. Feedback is
given by teacher in associating step. The last step is communicating in
which the students report the result of peer work. In closing the teaching,
teacher Fr gives feed back and informs the next material for the next
meeting.
What makes different from the lesson plan written by teacher Fr
and teacher Sy is the while-activity in observing step and the material
being taught to the students. The other parts of lesson plan they make is
totally the same, including assessment. A more detail information is
presented in the appendix 9.
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c. Material
Teacher Fr and teacher Sy use song as the material in teaching
listening. Teacher Fr uses the song entitled Aubrey sung by Bread while
teacher Sy uses the song entitled I Have A Dream sung by Westlife. They
provide the song to the students in the form of missing lyric tasks in which
the students have to complete the missing words from the words they
heard from the song. A more detailed material is presented in appendix 11.
d. Evaluation
Not much information given by teachers about how the evaluate
the students‟ competence. Teacher Fr just provides evaluation sheet that
evaluate the students‟ competence in listening skill through tasks that he
gives to the students. The students‟ score in doing the tasks is considered
as the main score that indicate the succeefulness of the students in
listening skill. He puts the score as cognitive domain. Given 75 for the
standard minimum of the score of cognitive, almost of the students got
score more than 75. However, scoring system applied in the school
consists of cognitive aspect, affective and psychomotor aspect. The
teachers assumes that they also observe the students‟ participation in the
class during the teaching and learning process. Students are actively
involved in the classroom and they can respond what the teachers asked. A
more detailed material is presented in appendix 12 and 13.
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2. Teaching and Learning Process
In this issue, the researcher observes teachers and students activity during
the class. The observation is done through recording the teaching and learning
process and taking note the activity. From the result of the observation, the
researcher identifies that teacher Fr and teacher Sy have different types of activity
in teaching by using authentic materials. Teacher Fr tends to choose particular
authentic materials to teach English. It is noticed that the material being taught is
about descriptive text. He selects a song that tells about the description of a
person. At this point, he elaborates the song by providing any tasks for the
students in the form of missing lyric and completing task in the form of true false.
He sets up the task in the form of descriptive. He believes that the song fit to
descriptive text so that the students can learn from the song.
On the other hand, teacher Sy tends to use authentic materials to teach
listening in general and vocabulary. During teaching, the teacher uses song as the
material and provides an activity in which the students have to learn English from
song. He taught listening through missing lyric from the song and asked the
students to fill the missing words from the lyric. After that, he explained the
meaning of some words, identify the meaning and identify any words that have
similar sounds. He believes that teaching listening should not be in separated way,
but it relates to other skill.
Teacher Fr begins the class by giving short greeting to the students and
explaining about what teaching activity that they will have. He prepares laptop
and mini sound system on his desk. He tells the students that they will have
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listening task by listening to a song. He deliveres the worksheet in the form true-
false task and missing lyric to every student. The song entitled “Aubrey”, an old
song that the students might not know. Then he instructs the students to listen
carefully to the song and ask them to answer the tasks individually. The first
activity that the students need to do is to fill the tasks in the form of true-false
task. The teacher plays the music three times in order that the students can catch
the whole information in the song. During the music is played, he keeps
monitoring students activity. When the music is stopped, he points out some
students by mentioning their names and asked if they have finished the tasks. It
aims to ensure that the students can follow his class. After the students finish
doing the task, he instructs the students to change their works to their friends.
The second activity is to complete the missing words in the song‟s lyric.
At this point, the teacher instructs the students to listen carefully to choose the
best words that fit to the lyric. He again plays the music twice. After finishing the
task, the teacher together with the students correct the students‟ work. He explains
the phrase which he write on the board:
“Very ordinary girl or name”
He explains that the word “Very” is grammatically incorrect to be put before noun
phrase. He said that “Very” should be put before adjective phrase. He then
explains the function of the word “Very”. The function is to strengthen the word
after it. In the process of correcting the students‟ work, the teacher tells every lyric
of the song. It seems like a story lies in the song. Then he writes any words that
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will be the answer of missing words. The words are around, rhyme, knew,
reasons, and learned. He also explains other participle from learn, that is learnt.
At the end of the second activity, the teacher tells the singer of the song. It
is Bread who is a boy band who sings the song. He tells any other singers who
“berdakwah” through the songs. He mentions the name of Yusuf Islam, Opic,
Rhoma Irama. It indicates that he chooses the song which have religious aspect in
it. At the end of the teaching activity, the students reread the answer of the tasks.
Then he asks the students to submit their works. He then closes the class.
From the explanation above, it can be said that the teacher does not
directly explain the material about descriptive text. He constructs tasks that lead
the students to a kind of descriptive text. He thinks that it is because of the time
allocation that is not enough to explain the material. Yet, he implicitly teaches the
students how to construct descriptive text through the students‟ worksheet.
To strengthen teacher‟s belief that reflected on his teaching activity, the
researcher conducts interview to get more data. The questions are about the
teaching process occured in the class, including the selected materials. In the
response to the materials, teacher Fr uses the old song entitled “Aubrey”. This old
song makes students possible not to access it since it is not that familiar for them.
It aims in order that they obtain new experience from the song because they never
hear it before. Besides, they can learn new vocabulary from the song. He confirms
it from the interview.
“Pertama kita milih lagu lama karena lagu lama old song itu kan penuh dengan
muatan ataupun kalo kita ngomongin bahasa penuh dengan muatan yang banyak
yang bisa diangkat terutama vocab-vocab baru yang mungkin mereka belum
pernah denger. Tapi kadang juga kita juga menggunakan lagu-lagu baru,
misalnya kayak...kebetulan aja kemarin kita milih lagu lama. Buat mereka kan itu
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baru tapi buat kita kan jadi lagu lama. Kadang kita juga ngambil lagu baru,
misalnya lagu thousand years, kan itu itungannya belum lama banget, tahun
90.” [“We choose an old song because it contains vocabulary that the students
never hear before. To me, it is an old song. However, the students will
experience to listen the song as a new song for them. Sometimes I use the song
entitled Thousand Years that belongs to a new song which released in 90”.
(Interview/Teacher Fr/1/1/1)
In selecting the song, teacher Fr comes to a consideration that the song
should fit to the topic being learnt. Descriptive text is the selected topic learnt
through the song. He confirms that case during interview.
“Ya tentunya kan menyesuaikan dengan ini mbak, topiknya kita kan mau
membahas tentang description atau descriptive text otomatis nyari teks yang
sifatnya descriptive. Kalo pas misalnya kelas 12 ketemu dengan materi
discussion, nyarinya lagu yang discussion, kayak father and son”. [“the selection
of song depend on the topic being taught. When descriptive text comes to a
discussion, the text must be in the form of descriptive. In teaching twelve grade,
for example, I use the song entitled Father and Son to teach discussion text”.
(Interview/teacher Fr/1/1/2)]
Analyzing the field note of the observation, the researcher notes that
teacher Fr uses missing words tasks during teaching listening. Some words are
chosen to be missed in that way. He believes that the missed words are the new
words and any words that can come to a discussion. He confirms it in the
interview.
“Yang diutamakan prioritasnya tetap vocabulary yang baru. New vocab.
Kosakata baru terus ya tadi termasuk prertimbangan-pertimbangan kata yang
mungkin memunculkan diskusi-diskusi”. [“The priority of the missing words is
new vocabulary by considering the vocabulary that can comes to a discussion”.
(Interview/Teacher Fr/1/1/4)
On the other hand, teacher Sy opens the lesson through short greeting and
checks the students‟ attendance list by asking students if there is an absent
student. He then prepares laptop, mini sound system and LCD before starting the
lesson. He begins the lesson by saying that they are going to listen to a song
entitled “I have a dream”. He instructs the students to complete the missing words
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on the song lyric that he shows from the LCD. He does not give any worksheet to
the students. So he emphasizes the students to pay attention to the slide. He plays
the song twice. While students are listening to the song, the teacher writes number
on the board which assume that the students should write the answer directly on
the board. The students do little discussion in pair to find any possible answer for
the missing lyric. After listening to the song, the teacher directly gives board
marker to the students. He randomly asks the students to write their answers for
one number on the board. The students are quite excited in the response to the
teacher. After all has been finished, the teacher together with the students corrects
their answers. The students sing the song together while they correct the answer.
The teacher shows the lyric on the slide. It enables them in correcting it. He writes
the words on the board including cope, wonder, fairy, future, angel, see, right,
fantasy, through, darkness and cross.
After finishing in identifying the answers, the teacher asks the students to
pronounce some words and identify the meaning of them. He starts from the first
word. He asks the students how to pronounce the first word “cope”. He then
shows the correct pronunciation of the given words. After that, he asks the
meaning of the word. None of students know it. Then he identifies a word that has
similar meaning with the word “cope” that is “face”. The next words are
“wonder” and “fairy tale”. He explains “wondernya fairy tale”. Some students can
guess the meaning of the words.
The teacher then instructs the students to identify the meaning of the song.
Almost of the students know the meaning of it. There are only several words that
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they do not know the meaning. Coming to the word “Fate”, the teacher looks for
other words that have similar in pronouncing. He writes “fat, faith, fight” then
asks the students to pronounce them. Then he notes the word “pushing”. He tries
to catch the meaning of the word by showing the opposing word. He then
mentions “pull” so that the students can know the meaning of the word. Another
word that comes to the discussion is “mile”. The teacher again identifies the word
“male” and asks the students to distinguish how to pronounce those two words.
During the teaching, the teacher asks the students to create sentence by
using the word “future”. He then points one student to write it down on the board.
A male student wrote:
*“My dream in the future is physic teacher”
In the process of correcting the sentence, the teacher gives a chance to
students to identify mistake in it. He then guides the students by correcting the
sentences into:
“My dream in the future is as a physics teacher”
The next activity is he asked his students to create sentence by using the
word “dark”. As he does before, he chooses one student to write the sentence. A
student writes:
*“This room very dark”
The problem arising from the sentence is that there is no “to be” in
between word. He then explains where “to be” should be put. At the end of the
teaching, the teacher asks whether there is question for him. Knowing that no
question is addressed, he then ends up the class.
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From the observation, it is noted that teacher Sy tends to teach listening
followed by pronouncing vocabulary. Interview is conducted to gain the data on
why the teacher did particular thing. When researcher asks about material taught
in listening, he clarifies that he teaches listening skill to the students from the
song; whether or not the students can catch the point of the song. He also adds
that pronunciation is emphasized through introducing new vocabulary. He
responds:
“Dua-duanya. Listening sama vocabulary jadi satu. Speaking juga kan tadi
pronounciation”. [ “I teach both; listening and vocabulary. Speaking skill
is also included;pronouncing words”. (Interview/teacher Sy/2/1/2)]
The next issue is the use of equipments in teaching. During observation,
teacher Sy uses LCD to display the students‟ tasks. Different from teacher Fr
teacher Sy avoides to use printed task for the reason of effectiveness. He thinks
that printed tasks takes time in preparation. He confirmed that:
“Menghemat waktu trus biar practice kan kalo pake worksheet kan harus
fotocopy bolak balik gitu kan kalo ini kan langsung tulis anaknya juga
praktis”.[“Preparing the worksheet for students can take time since I have
to make copy of it. The students will directly work on the excercises
displayed from LCD”. (Interview/teacher Sy/2/2/3)]
Teacher Sy tends to give the board marker to the students when they are
asked to answer the task. It indicates that it is a must for the students to answer it.
When the researcher asks this case, he answers that he consider those students
who do not pay attention during studying. That‟s why this technique work to
make students aware that they have to follow the class well. Being asked the
reasons of randomly giving board marker to students, teacher Sy confirms:
“Biasanya kan tak taruh di depan trus anak-anak maju sendiri ambil board
markernya. Terus karena ini liat kondisi anaknya kan ada yang aware ada
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yang enggak. Ya kita kasih yang aware sama yang enggak. Kita cari apa
orangnya pas perhatian apa dia sama listening dia mampu apa enggak.
Dikasihnya ke dua-duanya. Dilihat mana yang kan banyak tadi kan yang
sebagian besar kan yang aware kan cuma yang agak-agak bisa menguasainya.
Yang gak aware kan yang biasa-biasanya aja. Hasilnya kan beda juga”. [“I
usually put it on the desk then students take it by themselves. Since the active
students dominate the class, I decide to directly point out the students by
considering the students who aware and not. It is expected that the students will
pay attention to the teaching process”. (Interview/teacher Sy/2/1/3-4)]
B. Discussions
This part discusses the research findings of the research and interpretes the
findings based on the theoretical point of view and limited by research questions.
It will be presented in integrated way.
Concerning to the result of the previous section, it can be explained
theoretically that teachers‟ teaching activity in the classroom is influenced by their
beliefs. The results show that teachers have strong belief toward the use of
authentic materials in teaching listening reflected to their ways of teaching. At this
point, their ways of teaching depend on how they believe about the definition of
authentic materials itself, what their reasons in using authentic materials, how
they see the importance of authentic materials in general, what criteria for
selecting authentic materials that they choose and what particular authentic
materials they prefer. In addition, it is identified that their ways of teaching are
affected by several factors, they are: teaching using authentic material is
challenging, easy access to authentic materials, the availability of equipments,
students‟ interest, workshop/training and personal experience. Authentic materials
are implemented well in the classroom. However, there is inconsistancy between
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teaching and learning documents and the practice of teaching. Bottom-up
processing is applied in learning activity through tasks obtained by teachers.
The researcher identifies one aspect that shapes teachers‟ beliefs. The
identified aspect is teachers‟ understanding toward authentic materials. From the
findings, teachers believe that authentic materials are any materials given by
native speaker not for teaching purposes. The materials can be adapted from many
sources as long as it is directly quoted from the native speaker of target language.
Authentic materials can be in the form of text, audio, video and recording of an
events. These kind of materials can be used to teach students in the term of
language, culture and etc which is in line with the students‟ needs. 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. Harmer
(1991) cited in Matsuta when he says: „Authentic texts are materials which are
designed for native speakers; they are real text, designed not for language
students, but for the speaker of the language‟. It is believed that teachers‟
understanding about the term of authentic materials has been the main aspect that
shaped their beliefs.
The other aspect that shapes teachers‟ beliefs is reasons to use authentic
materials. Given the table of reasons to use authentic materials, the teachers
identify several reasons to use the materials. Since authentic materials are
beneficial to teach the students, they consider using authentic materials to obtain
the advantages of authentic materials. To exposure students with real language
used by native speaker in real context, improve students‟ knowledge, Improve
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students‟ English competence in both spoken and written, improve students‟
vocabulary, introduce the culture of native speaker, improve students‟ listening
ability, and motivate students to learn autonomously are several advantages using
uathentic materials to teach students. Some of these reasons are in line with the
advantages of authentic materials proposed some experts, (Phillips and
Shettlesworth 1978, Clarke 1989; peacock 1997 cited in Richard 2001):
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 behaviour.
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.
The main function of the second-language classroom should be to provide
learners with authentic language (Ciccone, 1995: 203-215). Authentic language,
in this case is English, should be given to the students by viewing the real
language used by native speaker. Authentic materials are considered as materials
that provide students with authentic language. Some reasons underlying the use of
authentic materials are to exposure students with real language and cultural
context embedded in the language. Underwood (1989:100) proposed some
reasons:
“Authentic material allows 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
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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”.
Generally, the teachers believe that authentic materials are important to be
used as a source to teach listening. It contains the genuine language used by native
speaker of target language. Another important aspect of authentic materials are
their significant impact on learners‟ motivation; with motivation defined here as
the willingness to persevere in a learning task (Papalia. A, 1986: 23-24). Indeed,
as both traditional and more current methods fail to involve the learner in the
learning process, authentic materials are believed to enliven the classroom, being
a powerful motivating factor, by providing motivation through enjoyment
(Karpova, 1999: 18). By exposing to the real language, the teachers believe that
students can be motivated in learning English and they would be exposure to the
culture of who used the language. Giving as a material to teach listening, the
teachers conclude that the students can easily catch the point of the audio-
authentic material, in this case, song. They believe that the real language input can
lead the students to learn English easily. As Shrum and Gilsan (2000: 133) say in
which authentic materials provide an effective means for presenting real language,
integrating culture and heightening comprehension.
In the same way, Bacon and Finnemann (1990: 459-473) find that when
students are properly prepared, authentic materials have positive effect on both
comprehension and motivation. Lund (1990: 105-115) even recommends a trend
toward bringing classroom-listening instruction and practice as close to real world
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listening as is possible. At this point, authentic materials are valuable resource in
language teaching and in enhancing students‟ language comprehension.
Teaching using authentic materials is such a new technique to apply since
the needs of students in getting new experience to learn the real language of the
native speaker are higher. The findings describe that the teachers tend to use
authentic materials for some consideration. Accessibility is one of the
considerations. By the development of technology, the teachers can easily access
any authentic materials from the internet. It provides all things that teachers‟ need.
Besides, teacher Fr emphasized that he can easily access authentic materials from
mass media, audio recording and video recording. Students‟ need also comes to
consideration in selecting authentic materials. Substantial input of authentic
materials that are adapted to the learners‟ level and interests certainly increased
their sensitivity to and competence in the target language. As Laamri (2009: 16)
pointed out that authentic materials should be:
Authenticity: The selected material should serve communicative
goals.
Accessibility: The material should be easy for the learner to understand
and suitable for the teacher.
Appropriateness: It should suit the learner‟s age, level needs and
interest.
Applicability: It should suit the teaching context and makes the
objectives attainable.
Adaptability: It should be adapted to the learners‟ level, needs and
interests.
However, Claire Kramsch had a different view on authentic materials. In her book
Context and Culture in Language Teaching, she devoted one chapter to authentic
texts and contexts. She agrees with Widdowson‟s definition:
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“It is probably better to consider authenticity not as a quality residing in
instances of language but as a quality which is bestowed upon them,
created by the response of the receiver. Authenticity in this view is a
function of the interaction between the reader/hearer and the text which
incorporates the intentions of the writer/speaker… Authenticity has to do
with appropriate response.”
Another consideration in selecting authentic materials is the objectives of
the lesson. Before teaching, the teachers must determine the objectives of the
lesson and the competence that the students are expected to achieve. The findings
show that the teachers consider the objectives of the lesson in choosing the
materials. It clearly states that particular authentic materials can be used to assist
students to achieve the objective of the lesson. Lee (1995) states that the materials
must be in harmonious with the course objectives, i.e. it can improve the
language skills educators want the learners to practice. Besides, both the length of
the text and teaching approach must be considered by the teachers. Further,
a variety of genres must be selected, such as articles, advertisements, interviews,
poems, application forms, train timetables, and brochures.
There are many kinds of authentic materials which are classified into
visual-viewing material, visual material and printed material. When choosing
authentic materials, the teachers should make sure whether the materials meet the
students‟ need, the objectives of the lesson, students‟ language level and students‟
interest. The findings show that teachers use song as audio material to be taught in
the class. It is a great language package that bundles culture, vocabulary, listening,
grammar and a host of other language skills in just a few rhymes. Orlova (2003)
states that it is possible to suggest that among the methodological purposes with
songs used in class, it is possible to rank the practicing the rhythm, stress and the
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intonation patterns of the English language, teaching vocabulary and grammar,
developing listening comprehension, writing skills, and speaking. Medina (1993)
says it is currently a common practice to use songs in the classroom to support
second language acquisition because music can stimulate and motivate students to
learn a new language. For this last purpose, songs and mainly their lyrics are
employed as a stimulus for class discussion.
Teachers believe that song can motivate students to learn English. As
stated by Lynch (2005), “when we task, when we work, when we play, when we
worship and even when we die, music is there to reinforce or alter every mood
and emotion”. Bringing from the statement, song leads somebody‟s mood and
emotion. Logically, when students are happy, they can learn happily. The
repetitive nature of songs, the joy songs imposed to the learning activity and the
associative power between the melody and the content of the word reinforce the
attainment of the language to be internalized. In short, a song promotes an
atmosphere in which the class activity can be more enjoyable, facilitates students‟
listening comprehension and emerges learning involving the sense of happiness.
By learning English through song, students involve in the learning process
well. Students can take a part in the class while listening to the song carefully and
notice some difficult words, phrases and the way to pronounce certain words and
how to interpret the message. It provides the process in which the students do the
communicative competence. Through song, students can be motivated to learn
English.
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Particular song is chosen as material to teach listening. Teacher Fr believe
that authentic materials should fit to the objective of the lessons. Since he taught
descriptive text, he tended to choose song that leads him to create tasks that reflect
the feature of descriptive text. Eken (1996) stated that songs can be utilized in
foreign language teaching for many purposes. According to him, songs can be
used:
To present a topic, a language point, lexis, etc.
To practice a language point, lexis, etc.
To focus on common learner errors in more direct way.
To encourage extensive and intensive listening.
To stimulate discussion of attitudes and feelings.
To encourage creativity and use of imagination.
To provide a relaxed classroom atmosphere.
To bring variety and fun to learning.
Learning a foreign language means learning a culture of the target
language. Language serves as an expression of culture without being entirely
synonymous with it. In most cases, a language forms a basis for ethnic, regional,
national or international identity. Language is a part of culture and a culture is a
part of a language. The two are intricately interwoven so that one cannot separate
the two without losing the significance of either language or culture (Brown
1994:164). In relation to listening, authentic materials provide many sources that
students can learn, including culture. As the material presented the full English,
students can know the characteristics of language and vocabulary they use. Even
it tells how they use the language. Teacher Fr believe that teaching English to the
students should involve the culture of people of the target language. In the small
area in teaching, the teacher should put any names that generally used by
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foreigner. It indicated that naming the object emerged the culture. He confirmed
his belief through interview.
“Authentic material is fully motivated. Sangat memotivasi. Yang jelaskan
kalau belajar bahasa kan belajar culture, belajar budaya. Ya kalau
misalnya kita bisa memberikan sumber yang asli kenapa tidak. Masa
percakapan contohnya di buku, percakapan bahasa inggris kok namanya joko
sama bandi. Joko sama bandi ya wagu mbak. Minimalnya kan kalo percakapan
bahasa inggris kan george dan richard. Mosok percakapan bahasa inggris,
joko, where are you? jadinya kan gak sesuai,” [“Authentic material is clearly
important to improve students‟ knowledge. I thought that authentic material is
fully motivated. If we learn a language then we lean it‟s culture. It is possible for
us to teach students by using authentic materials in which it is truly genuine.
Doing conversation, for example, must use any names that indicate the real
conversation between or among native speakers. How can the persons in doing
conversation use the word Joko or Bandi? That sounds awkward. It must use
George or Richard that indicate the names of native speaker. It sounds
inappropriate to use local names”. (Interview/teacher Fr/1/1/9)]
In a broad area, the culture of people refers to all aspects of shared life in a
community. Rivers (1982) identifies the reasons for familiarizing learners with the
cultural components which should be to:
develop the communicative skills,
understand the linguistic and behavioural patterns both of the target
and the native culture at a more conscious level,
develop intercultural and international understanding,
adopt a wider perspective in the perception of the reality,
make teaching sessions more enjoyable to develop an awareness of the
potential mistakes that might come up in comprehension,
interpretation, and translation and communication.
Authentic materials are the perfect means that can create opportunities for
learners‟ participation. The use of authentic sources leads to greater interest and
variety in the materials that learners deal with in the classroom. As a matter of
fact, it improves their motivation and contributed in lowering their affective filter
and soliciting their active participation in activities. Shrum and Glisan (1994) state
„Students process information in meaningful ways, take responsibility for their
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own learning, and become independent learners‟. Listeners are exposed to how
people speak, how they display hesitations, pauses, false starts, topic shifting,
incomplete structures and the like. On such impact of the use of authentic
materials, Nunan (1997:36) argued that learners should be fed as rich a diet of
authentic data as possible, because ultimately if they only ever encounter specially
written dialogues and listening texts, the language learning exchange will be made
more difficult.
There are six factors that influence teachers‟ beliefs; they are teaching
using authentic materials is challenging, easy access to authentic materials, and
the availability of equipments, students‟ interest, workshop/training and personal
experience. These are obtained from questionnaire and interview. Four of them
(accessibility, the availability of equipments, students‟ interest and personal
experience) are commonly used by all teachers while one of them (authentic
material is challenging) is explained by teacher Fr and workshop/training is
explained by teacher Sy.
To some condition, authentic materials are considered as difficult
materials to be implemented in the classroom. They are sometimes too difficult
for learners of a foreign language whose ears has been accustomed to an
oversimplified and enunciated language. On the other hand, a mismatch between
the material being presented and the learners‟ learning styles result in a complete
loss of interest and motivation. 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 as it is emphasised by
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Guariento and Morley (2001: 348-351) that remind us that the use of authentic
materials make especially lower level students confused and unmotivated by the
complexity of language and performance conditions unless the simplest authentic
materials are carefully selected by the teachers.
Toward the disadvantages of authentic materials, teacher Fr describes that
teaching by using authentic materials is challenging. The challenging aspect of it
is on how to motivate students to learn English. He assumed that being a teacher
is the same like being motivator. Knowing that authentic materials are difficult for
students, the teacher thinks an idea of how to make students motivated. He
stimulates students to be curious on what material being taught then. He assumes
that teacher should bring something new in the classroom in order that the
students could be motivated. Not only concerning on how to motivate students,
teacher also focuses on how to select materials. The challenging point is what
consideration he chooses to select particular authentic materials. Given a question
about factors that influence his belief, his response is describes in the quoted
interview.
“Challenging. Authentic material is challenging. For me, teacher is a
motivator. Jadi buat saya guru adalah motivator. Kalau kita dateng selalu
membawa barang baru buat mereka itu luar biasa. Itu aja”. [“Challenging.
Authentic material is challenging. For me, teacher is a motivator. If we bring
something new in the classroom,the the students will feel amazed”.
(Interview/teacher Fr/1/2/7)]
In the same way, Berardo (2006:64) mentions that selected authentic
materials will:
have positive effect on students‟ motivation
give authentic cultural information
expose students to real language
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relate more closely to students‟ needs
support a more creative approach to teaching
Oguz and Bahar (2008) also contend that if learners‟ interaction with authentic
materials is established with interest and without difficulty, they can participate
actively in learning and in the same way their motivation levels may raise.
Therefore, the researcher assumes that the challenging aspect of using authentic
materials is how to lead unmotivated students to be motivated students.
The teachers believe that accessibility become one of the factors that
affects their beliefs on the use of authentic materials. They think that it is easy to
access authentic materials. The easy access is viewed from teacher and students.
The teachers can find more authentic materials from many sources. The sources
can be from internet, mass media, video recording and audio recording. By having
more types of materials, teachers can easily select which materials are appropriate
for the students. On the other hand, students can be easy to access the materials.
The development of technology enables them to search any authentic materials
from the internet since the internet connection itself can be easily obtained from
their mobile phone, WiFi in the school or other media to connect to the internet
that provides unlimited resources. It is supported by Harmer (2007: 303) who
states that authentic materials cover wide ranges of ideal sources of materials
for extensive listening . That is why the more we pay attention to authentic
materials, the better and easily we will find listening in the Macro strategies of
post method that promote learner autonomy.
Easily accessible websites can help students to find relevant authentic
materials. The role of the learner as provider in this case is important, because in
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the day to day learning/teaching the exposure to authentic materials can make the
task more interesting and motivating. Toward this, students can learn English
inside or outside the classroom. They can learn English at home which then lead
them to be an independent learner. Authentic materials keep students informed
about what is happening in the world around us so they have educational value.
“Extracting information from a real text in a new/different language can be
extremely motivating, therefore increasing students‟ motivation for learning by
exposing them to “real” language” (Guariento and Morley, 2001).
Located in the suburb of Surakarta, the school where the teachers work is
quite developed school. The school brings the concept of Islamic school that
provide a boarding for students in order to focus on academic improvement that
can lead students to cope with the competition in enrolment in high-acreditated
University in Indonesia. The teaching and learning process in the school is under
the vision and mission of the school in which to prepare students for future
demands by exposing knowledge development, technology and preparing them in
facing globalization era.
From the point presented in the previous paraghraph, the school is
equipped with some tools that help them during teaching and learning, they are
LCD and internet connection. Moreover, most of the teachers have laptop, video
player and audio player on their own. In relation to the teaching listening by using
authentic materials, these tools are very helpful to support teachers to enlarge their
teaching. Teachers can make use the tools when they have to teach by using
particular authentic materials. It can be assumed that these tools facilitate teachers
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in teaching and lead students to be more familiar on the technology that might
support their learning. Thus, the availability of equipments comes as factors that
affect teachers‟ beliefs.
Being motivated and being interested is closely related. It can be assumed
that people will be motivated when they are interested. In short, being motivated
comes after being interested. As Melvin and Stout (1987: 44-56) found an overall
increased motivation to learn in students, as well as a renewed interest in the
subject matter when students used authentic materials for the study of culture in
the language classroom. Related to the finding of the research, students‟ interest is
considered as factors that affect teachers‟ belief. The teachers found that the
indicators of being interested in subject matter are whether students actively take a
part the learning process. It can be said that when students actively involved in
teaching process, they unconsciously motivates themselves in learning the subject
matter.
One from six factors that affect teachers‟ beliefs which are identified from
research findings is workshop/training. workshop/training is a type of interactive
discussion where participants carry out a number of activities rather than
passively listen to a lecture or presentation. This forum facilitates people to get
informations from the speaker and discuss them with other poeple. At the end of
discussions, the people have to do activities which is in line with the topic in the
workshop/training. Teacher Sy agrees that educational workshop/training affects
his beliefs in using authentic materials to teach listening. He got this experience
since he studied in undergraduate program of teacher training and education. The
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researcher assumes that the workshop/training was addressed to the students who
belong to pre-service teachers so that this workshop/training is quite helpul to
enrich their knowledge about teaching including selecting the materials for
teaching. Borg (2011) 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.
Beside workshop/training, personal experience also affects teachers‟
beliefs. The findings describes that teacher Fr and teacher Sy agree that personal
experience affect their beliefs. The finding is supported by Richardson (1996:
102-119) who highlights three major sources of teachers belief; personal
experience, experience with schooling and instruction and experience with formal
knowledge both school subjects and pedagogical knowledge. It includes teacher‟s
educational background and their beliefs during learning. It can be explained that
each teacher has differences on educational background, on how long they have
been teaching, on who is being taught, where they teach, what they teach, etc.
These kind of experiences are personally experienced by each teacher. Teachers
will teach different students with different ability in different
method/technique/materials with different tools in different era year to year.
Teachers need to update their teaching method/technique/materials since students
have different needs by the changing of year. Thus, it can be assumed that
teachers‟ personal experience has affected their beliefs.
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Beside identifying teachers‟ beliefs and the factors that affect teachers‟
beliefs, the researcher also describes how authentic materials are implemented in
teaching listening. The implementation of authnetic materials is divided into two
points; teaching learning documents and teaching learning process. Teaching
learning documents include some documents that support the teaching, namely
syllabus, lesson plan, material and evaluation while teaching learning process
includes the process of teaching listening from the beginning to the end. What will
come first to discuss is teaching learning documents.
In relation to teaching learning documents, it is necessary to identify the
curriculum used in the school. Curriculum is the most important point in teaching.
In Indonesia, the new curriculum, Kurikulum 2013, is the development of
Kurikulum Tingkat Satuan Pendidikan (KTSP) which emphasizes the character
building. It maps into core competence (locally called as Kompetensi Inti) and
basic competence (locally called as Kompetensi Dasar). Core competence is
defined as competence that should be achieved at the end of the academic year
(Kementrian Pendidikan Nasional dan Kebudayaan, 2013b). Being analogous to
the stairs, core curriculum can be considered as steps to reach the standards of
graduate competence (locally called as Standar Kompetensi Lulusan). In practice,
core competence is divided into four groups (labeled as KI-1, KI-2, KI-3, and
KI-4) representing spiritual attitude, social attitude, cognitive aspect, and skill
respectively. The school where the teachers work has just implemented the
curriculum of 2013 in the last six month and is only implemented in the tenth
grade. Since the teachers taught the tenth grade, it can be assumed that they have
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already used the concept of K13 in teaching students. The teachers assume that
they have already taught required on the standard of Kurikulum 2013.
At school, the teachers teach English in accordance with syllabus. They
then develop syllabus and create such lesson plan. The syllabus they use is
developed from 2013 0f curriculum. The teachers identify three basic
competences to be developed. These three basic competences taken from core
competence 3 and core competence 4. The three of them are then developed in the
lesson plan. Lesson plan is a procedure of teaching. It is aimed to guide teachers
in teaching. It contains the objectives of the lesson, the steps of teaching, the
material and how to evaluate the students‟ skill. Lesson plan is constructed by
teachers. It reflects teachers‟ beliefs about teaching. Scholars agree that beliefs are
the most valuable psychological construct to teacher education (Pintrich, 1990).
As it is explained that the designing of lesson plans, pedagogical practices (choice
of normative, communicative or constructive practices) and behaviour in the
classroom are all directly influence by the beliefs systems held by the teacher
(Borg S. , 2003; Farrell, 2008).
Practically, the researcher identifies an inconsistancy between teachers‟
beliefs and the practice of teaching authentic materials. The lesson plan should
aimed as the procedure in teaching the students. teacher Fr and teacher Sy have
almost the same lesson plan. What make it different is the while-activity. During
implementing authentic materials in teaching listening, teachers tend to give
individual tasks to the students. It assumes that the students can learn
independently in the classroom. However, the step of teaching in lesson plan
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made by teacher Fr and teacher Sy is to allow students to work in pair and group
discussion. The teachers‟ beliefs reflected on the lesson plan is different with the
process of teaching in the classroom. Some reasons underlying this phenomenon
are the students interest and time allocation. Students are more interested to learn
individually rather than in group. Besides, since the time is quite restricted, the
learning process can be more effective if it is done into individual task.
What next come to a discussion is how teachers assess the students
achievement. In 2013 of curriculum, there are four aspects in core competence
representing spiritual attitude, social attitude, cognitive aspect and skill
respectively. These are actually the actualization of affective, cognitive, and
psychomotor domains. In line with the Decree of the Ministry of Education and
Culture number 66/2013 about standards of assessment; these three domains are
assessed in a number of ways. For affective domain, the assessment is conducted
through observation, self-assessment, peer-assessment, as well as journal. Related
to cognitive domain, the learners‟ competence is measured through spoken and
written test, as well as homework and tasks. The document analysis relating to the
assessment of the students identifies that there is only score for cognitive domain.
It is taken from the score after students finish doing the tasks provided by
teachers.. The teachers assume that the students have achieved score above the
minimum score. They conclude that the students have good listening competence.
However, the assessment should cover the other two of the domains. Cognitive
domain can not represent the students‟ achievements in listening skill.
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The next point to discuss is the teaching learning process. Borg (2011)
says that teachers‟ beliefs strongly shape teachers instructional practices, and
subsequently the learning opportunities that learners receive. The researcher
describes that teacher Fr has well-managed in teaching listening by using
authentic materials. He selects any materials that required by syllabus. He makes
use of authentic materials (in this case, song) to train students‟ listening skill and
provided some tasks that students can identify what they have heard. He relates
authentic materials to achieve the objectives of the lesson. He believes that any
authentic materials can be used in teaching as long as it fit to the objectives that
need to achieve during the lesson.
Particular consideration in selecting authentic materials has to take into
account to succeed the teaching and learning process occurred in the class. Since
the class observation is held, it is noticed that teacher Fr taught descriptive text by
using song. He selects song which contains the process of describing someone. As
what Oguz and Bahar (2008: 331) confirms that there should be always an aim in
using authentic materials and a well-selected material that meet the objectives of
the lesson by considering the learners‟ age, learners‟ level, interest, needs, goals,
and expectation.
On the other hand, the researcher concludes that teacher Sy considers to
teach listening by using authentic materials by the purpose in which the students
can learn the message from the song and new vocabulary from the lyric.
Procedurally, he teaches listening by providing missing lyric of the song and
played the song twice while asking students to complete the missing words from
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on the words they have heard. He then discusses the students‟ answer and
identifies difficult words from the lyric. It is done until the end of the class. He
seems to teach vocabulary through listening to song. From this point, the teaching
process is merely about teaching vocabulary.
Teachers provide authentic materials to teach listening with different
materials. The material is provided with some tasks that the students should work
on. This task aims to measure students‟ competence after taught through listening.
It also leads students to understand spoken discourse that they heard. The tasks are
designed to enable students to use certain process in listening. Richards (2008:4)
said that there are two process of listening; bottom-up processing and top-down
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.
Top-down processing, on the other hand, refers to the use of background
knowledge in understanding the meaning of a message. Whereas bottom-up
processing goes from language to meaning, top-down processing 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.
Listening is not just hearing the sounds; it requires comprehension to catch
the message of what have been heard. In other words, it requires all types of
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knowledge during listening activity. Relating to the implementation of authentic
materials to teach listening, the teachers provide any tasks in the form of missing
lyric of song while the students have to complete the missing words. From this
point, the students work with their knowledge in catching the best words to
complete it. Reading the lyric and guess what might be the lyric talk about are the
students‟ activity. Besides, guessing the meaning of the unfamiliar words is also
the activity. At the end, the students attempt to get the overall meaning of the song
by relating the lyric one to another. From this, teachers have just put their beliefs
by providing any activity for the students to integrate some competence in
language teaching. Listeners also relied on other types of knowledge as they
perform a listening comprehension process.
During listening activity, the students must have several competences that
help students to do the tasks. The first competence is socio-cultural competence,
which is the listeners' degree of familiarity with the socio-cultural content of the
message and knowledge of the social as well as cultural expectations of native
speakers of the language. Another is strategic competence, which is listeners'
ability to guess meanings of unfamiliar words heard and to use strategies to
compensate for their missing knowledge. The other is discourse competence,
which is listeners' ability to use cohesive devices to link meaning across sentences
and ability to recognize how coherence is used to maintain the unity of the
message (Douglas, 1988; Dunkel, 1991b; Faerch & Kasper, 1986; Robinett, 1978;
Scarcella & Oxford, 1992; Shrum & Glisan, 1999).
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During the observation, it is noticed that teacher Fr provides task that lead
students to use bottom-up processing to gain the message from the song. He
creates task in the form of true-false statement and missing lyric. In the true-false
task, the students have to carefully listen to the song in order to get the message of
it. While in the missing lyric task, the students also need to complete the missing
words from the song they heard. Teacher thinks that these two tasks stimulate
students to learn English well. In short, teacher has used bottom-up processing to
be used by the students. As Richards (2008:5) says that learners need a large
vocabulary and a good working knowledge of sentence structure to process texts
bottom-up. Tasks that develop bottom-up processing help the learner to do such
things.
Retain input while it is being processed
Recognize word and clause divisions
Recognize key words
Recognize key transitions in a discourse
Recognize grammatical relationships between key elements in
sentences
Use stress and intonation to identify word and sentence function
Many traditional classroom listening activities focus primarily on
bottom-up processing, with tasks such as dictation, cloze listening, the use of
multiple choice questions after a text, and similar activities that require close and
detailed recognition, and processing of the input. They assume that everything
the listener needs to understand is contained in the input. In the classroom,
Richards (2008:7) proposes examples of the kinds of tasks that develop bottom-up
listening skill required listeners to do the following kinds of things:
Identify the referents of pronouns in an utterance
Recognize the time reference of an utterance
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Distinguish between positive and negative statements
Recognize the order in which words occurred in an utterance
Identify sequence markers
Identify key words that occurred in a spoken text
Identify which modal verbs occurred in a spoken text
To make the teaching and learning process done well, the teaching
procedure is considered as important thing. Therefore, Brown (2006) proposed
procedure of any listening activity by using authentic materials which can be done
by activating prior knowledge, helping students organize their learning by
thinking about their purposes for listening.
a. Activating Prior-Knowledge
Prior knowledge is organized in schemata: abstract, generalized mental
representations of students‟ experience that are available to help them understand
new experiences. The processes of the information they hear are both top-down
and bottom-up. Top-down means using prior knowledge and experiences.
Bottom-up processing means using the information people had about sounds,
word meanings, and discourse markers like first, then assemble their
understanding of what they read or hear one step at a time.
b. While-Listening
Having a purpose for listening helps students to listen more effectively.
For example, when listening to a weather report, if the purpose is to decide
whether to wear a coat, the focus is on the temperature. In the listening activities,
teachers should explain students which the purpose of the activity is. Students can
listen for the main idea, for details, and for making inferences. Therefore, students
develop a sense of why they listen and which skill to use to listen better. Teachers
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can build skills by asking students to focus on their reason for listening each time
they listen. This is a form of strategy training. The idea of knowing the purpose of
listening is a very effective first strategy to teach because it helps students
organize and reflect on their learning (O‟Malley and Chamot, 1990).
c. Post-Listening
When teachers think of listening activities, they have a tendency to think
of students listening to a recording and doing a task. Students overhear other
people talk and then react to that conversation. Brown (2006) stated that this sort
of task is important because it allows teachers to isolate students‟ responses and
thereby gauge the progress the students are making on listening skills. The
teachers can use post-listening activities to check comprehension, evaluate
listening skills and use of listening strategies, and extend the knowledge gained to
other contexts. A post-listening activity might relate to a pre-listening activity,
such as predicting; might expand on the topic or the language of the listening text;
or might transfer what had been learned to reading, speaking, or writing activities.
C. Research Weaknesses
The study investigates teachers‟ beliefs on the use of authentic materials to
teach listening, factors that affect teachers‟ beliefs and how authentic materials
implemented to teach listening. This study was conducted through observation,
questionnaire and interview in relation to obtain teachers‟ belief and perspective
toward the phenomenon in which teacher is the main focus of the study. However,
there are several weaknesses in conducting this research.
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The first is since the research limited only for listening skill, the researcher
has to wait for a long time to match the schedule. Listening skill is taught in
almost the end of the semester. The school regulation makes every skill in English
taught separately. The researcher also identifies that it is difficult to match the
schedule with the teachers since they are busy. Second, the data obtained from
questionnaire and interviews seem bias. The researcher has to select again which
data that fit to the research questions. Third, the sample of the research is two
English teachers in Islamic high school. However, there is no fix rule in
qualitative research about how many participants should be included in the
research. The result might not be generalized. Despite the weaknesses, the
researcher believes that the conclusion in this research is focus since the
researcher already backed up with the sufficient data obtained from the
participants.
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CHAPTER V
CONCLUSION, IMPLICATION AND SUGGESTION
This chapter presents the conclusion, implication and suggestion derived from the
result of the research.
A. Conclusion
The conclusions of this study are:
1. Teachers‟ Beliefs
a. Teachers who are participants of this research believe that authentic
materials are materials produced by a native speaker of the target language
not for a teaching purpose.
b. They believe that authentic materials can introduce English to the students
in the real context used by 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 and it is compulsary subject from the
school.
c. They believe that authentic materials are important to use since it is
motivating students and providing some aspects of English that students
can learn from, including pronunciation and stressing of words.
d. Teachers consider some criteria in selecting authentic materials. Tacher Fr
considered the objectives of the lesson when selecting it and the material
should meet the core competence representing spiritual attitude, social
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attitude, cognitive aspect and skill respectively required by curriculum. On
the other hand, teacher Sy considered students‟ level, the purpose of
teaching, students‟ interest, social value, moral value, easy access to the
materials and the availability of the equipments as criteria for selecting
authentic materials. Thus, They believe that authentic materials are
considered to be carefully selected before being taught to the students.
e. Teacher Fr prefers to use all kind of authentic materials since the materials
meet the students‟ need and is easy to access. Teacher Sy prefers to use
song in teaching listening. However, both teachers believe that song
attracts students‟ interest.
2. Factors that affect teachers‟ beliefs
Factors that affect teachers‟ beliefs on the use of authentic materials
included: teaching using authentic material is challenging, easy access to
authentic materials, the availability of the equipments, students‟ interest,
workshop/training and personal experience.
3. Implementing authentic materials
a. Teaching and Learning Documents
There is inconsistancy between teachers‟ beliefs and the practice of
teaching authentic materials in the classroom.
b. Teaching and Learning Process
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.
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B. Implication
1. The result of this study show that teaching students by using authentic
materials remains interesting which is few research conducted in investigating
this materials especially which relates to teachers‟ beliefs. Since this research
is far from become perfect, it is expected that a more deeply research is
administered to investigate the importance of knowing teachers‟ beliefs
toward all teachers in Indonesia context. Thus, it implies that it is necessary
to conduct more study.
2. The result of this research show that there are some factors that affect
teachers‟ beliefs on the use of authentic materials to teach listening. Another
findings result that authentic materials are well implemeted by the teachers.
However, there is an inconsistancy between teachers‟ beliefs and the practice
of implementing it. It implies that belief is not always reflected in the
practice. The teachers are not always teaching procedurally the same with the
lesson plan they made. There must be some reasons on why it happens. It is
teachers who create the lesson plan and know in detail the content of it.
C. Suggestion
The findings of this study suggest a more deeply investigation related to
the issue of this study. Future researchers can investigate students‟ beliefs toward
using authentic materials in the classroom and it‟s effect to their process of
learning English. Larger number of sample is suggested to obtain more various
data related to teachers‟ beliefs adn it‟s effect. This kind of research can be
applied in some other junior and senior high school teachers with different
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samples since it might yield different result. It is important to know teachers‟
beliefs since belief itself represents the actual teaching of the teachers. Arranging
good instruments of collecting the data is suggested to make the data are reliable.
During the observation, it is important to seek for teachers‟ obstacles related to
this study and their ways to defend their beliefs.
This research is expected to be useful for institutions, teachers, students as
well as future researchers:
1. For educational institutions
Educational institution must lead the teachers to be more creative and
innovative in using any materials to achieve the objective of teaching
foreign language. Facilitating teachers to explore themselves concering
teaching materials is what the educational institution should do. The
institution must provide some trainings toward teaching materials
whether authentic or non-authentic materials in order the teachers can be
more knowledgeable and creative in enhancing students language skills.
Huge attention have to be paid attention toward teachers‟ beliefs on the
use of teaching material in all language skills.
2. For Teachers
Teachers are suggested to always use authentic materials in their teaching
process as the material that lead students to experience the real language
used by native speaker instead of textbook. Carefully selected materials
improve students‟ interest and motivation that support them to achieve
communicative skill toward target language and cultural knowledge.
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Teachers take role as a motivator in the classroom and provide students
new experience from the target language. The technique used in teaching
must be different from one to another in order that students can experience
different circumstances in learning language.
3. For students and future researchers
The successful learning of English indicated that the students can use the
language communicatively. It is assumed that students need to learn hard
to be a successful learner. Authentic materials are considered as materials
which can be easily accessed by students. Knowing that authentic
materials are accessible, students can learn from it inside or outside the
classroom. They should make use of authentic materials to improve their
competence in studying English. There is no doubt in using it since
authentic materials offer a lot of benefit that bring them to achieve
communicative competence. For future researchers, it is one of the
challenging to explore more deeply toward this study in Indonesia. It
provides a useful resources for researchers, teachers and students.
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APPENDICES
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APPENDIX 1
Data : Interview Data
Respondent : Muh. Farhani (Teacher Fr)
No. respondent : 1
Interview : 1st
Interview
1. Mengapa milih lagu Aubrey?
Pertama kita milih lagu lama karena lagu lama old song itu kan penuh dengan
muatan atapun kalo kita ngomongin bahasa penuh dengan muatan yang banyak
yang bisa diangkat terutama vocab-vocab baru yang mungkin mereka belum
pernah denger. Tapi kadang juga kita juga menggunakan lagu-lagu baru,
misalnya kayak...kebetulan aja kemarin kita milih lagu lama. Buat mereka kan
itu baru tapi buat kita kan jadi lagu lama. Kadang kita juga ngambil lagu baru,
misalnya lagu thousand years, kan itu itungannya belum lama banget, tahun
90.
2. Untuk pertimbangannya, mengapa mister memilih lagu Aubrey?
Ya tentunya kan menyesuaikan dengan ini mbak, topiknya kita kan mau
membahas tentang description atau descriptive text otomatis nyari teks yang
sifatnya descriptive. Kalo pas misalnya kelas 12 ketemu dengan materi
discussion, nyarinya lagu yang discussion, kayak father and son.
3. Apa menurut mister lagu itu sudah memenuhi standar di Kompetensi inti
ini?
Iya.
4. Nah kemarin mister memberikan exercises. yang pertama menjawab
pertanyaan dan yang kedua menjawab missing lyric. Di missing lyric, pasti
ada vocab yang dihilangkan. Pertimbangan apa yang bapak gunakan
untuk menghilangkan kata yang ada di missing lyric?
Yang diutamakan prioritasnya tetap vocabulary yang baru. New vocab.
Kosakata baru terus ya tadi termasuk prertimbangan-pertimbangan kata yang
mungkin memunculkan diskusi-diskusi.
Interview Data with Teacher Fr Session 1
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5. Bagaimana mister menilai kemampuan listening siswa?
Secara umum mereka bagus. Taunya dari hasilnya. Dari nilai yang kemarin itu
secara umum bagus artinya untuk menangkap pesan dari lagu tersebut
kemudian menangkap vocab-vocab baru mereka gak begitu kesulitan dan
lagunya pun kita sesuaikan untuk level mereka. Sengaja menggunakan lagu
mellow. Itu tergantung levelnya. Pernah kita kasih lagunya One Direction.
Kalau kelas 12 gak masalah, tapi kalau kelas 10 agak susah.
6. Apakah mister setuju song termasuk authentic material?
Setuju. Saya melihatnya lebih ke nilai authenticnya itu kan kayak
dipengambilan materi misalnya kayak langsung dari youtube jadi bukan dari
buku paket dsb, trus kita buat questions sendiri versi kita kemudian nyari
liriknya. Bener-bener authentic. Ya nilai authenticnya disitu.
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APPENDIX 2
Data : Interview Data
Respondent : Muh. Farhani (Teacher Fr)
No. respondent : 1
Interview : 2nd
Interview
1. Menurut mister, apa definisi dari authentic material?
Yang jelas authentic material itu materi-materi yang diambil dari berbagai
sumber yang awalnya tidak untuk mengajar. Ngambilnya bisa dari internet.
Pokoknya sifatnya otentik, asli dari native speaker dan authentic material itu
kan butuh extra menantang untuk mencarinya dan sifatnya lebih fresh tidak
mudah ditebak ama murid.
2. Kenapa mister menggunakan authentic material di listening?
Dulu awalnya, awal-awal listening dipakai di SMA itu belum ada mbak. Belum
ada buku yang pakai listening. Ya pertama kali diterapkan ujian nasional di
tahun 2003 itu kita kan hunting material kan untuk listening. Kita ngumpulin
buku-buku itu. Saya dulu cari kayak misalnya active listening, task listening,
ya kan termasuk itu penggunaan encharta dan ensiklopedia.
3. Untuk manfaatnya buat murid apa mister?
Untuk muridnya yang jelas manfaatnya ya itu tadi. Dia lebih fresh setiap guru
yang masuk itu murid kan pasti bertanya-tanya ada kejutan apa ya. Nah kalau
buku-buku kan mereka bisa belajar di rumah. Kalau authentic materialnya kan
mereka tidak punya.
4. Seberapa penting authentic material diajarkan?
Yang jelas penting untuk menambah wawasan murid. Kalau saya cenderung
tantangan itu tadi.
5. Mana yang lebih sering digunakan mister?
Semuanya. Ada empat aspek yang mecakup pembelajaran bahasa itu. Aaya
pakai semuanya. Enggak hanya video tok, lagu tok. Tergantung nemunya apa.
6. Kriteria untuk memilih materi itu apa mister?
Sesuai dengan KI dan KD. Itu kan sudah ditntut oleh kurikulum.
Interview Data with Teacher Fr Session 2
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7. Faktor apa yang mempengaruhi mister menggunakan authentic material?
Personal experience. Sejak dulu kalau kita mengajar awal-awal kita ngajar
sampai sekarang itu intinya kalau kita mengajar miss, Intinya kalau kita masuk
kelas itu bagaimana cara memotivasi anak. Seng paling abot itu kan guru kan
itu ya mbak. Memotivasi siswa. Challenging. Authentic material is
challenging. For me, teacher is a motivator. Jadi buat saya guru adalah
motivator. Kalau kita dateng selalu membawa barang baru buat mereka itu luar
biasa. Itu aja.
8. Untuk mendapatkan authentic material, susah atau mudah?
So far, selama ini saya nggak kesulitan karena mungkin di rumah materialnya
gak banyak banget. Jadi tinggal bongkar-bongkar. Authentic material itu
murah. Tinggal browsing di internet, trus browsing-browsing. Yang jelas
aksesnya mudah.
9. Bagaimana mister menilai authentic material sebagai materi untuk
mengajar listening?
Authentic material is fully motivated. Sangat memotivasi. Yang jelaskan kalau
belajar bahasa kan belajar culture, belajar budaya. Ya kalau misalnya kita bisa
memberikan sumber yang asli kenapa tidak. Masa percakapan contohnya di
buku, percakapan bahasa inggris kok namanya joko sama bandi. Joko sama
bandi ya wagu mbak. Minimalnya kan kalo percakapan bahasa inggris kan
george dan richard. Mosok percakapan bahasa inggris, joko, where are you?
jadinya kan gak sesuai.
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APPENDIX 3
Data : Interview Data
Respondent : Syarif Hidayatullah (Teacher Sy)
No. respondent : 2
Interview : 1st
Interview
1. Secara umum mister sudah memnggunakan authentic material ya untuk
mengajar listening. Sebenarnya menurut mister apa authentic material
itu?
Materi yang dikembangkan oleh native speaker kalau disini kan bahasa inggris
berarti kan asli origin dari yang ngomong. Setiap harinya ngomong pake
bahasa inggris.
2. Sebenarnya tadi mengajarkan materi untuk listening atau vocabulary?
Dua-duanya. Listening sama vocabulary jadi satu. Speaking juga kan tadi
pronounciation.
3. Ketika siswa diminta siswa untuk mengisi missing words, saya perhatian
mister memberikan board marker to each student. Itu indikasinya
bagaimana mister?
Biasanya kan tak taruh di depan trus anak-anak maju sendiri ambil board
markernya. Terus karena ini liat kondisi anaknya kan ada yang aware ada yang
enggak. Ya kita kasih yang aware sama yang enggak. Kita cari apa orangnya
pas perhatian apa dia sama listening dia mampu apa enggak.
4. Jadi sambil mister mengajar sambil mister memperhatikan mana yang
aware sama yang enggak. Jadi board marker itu diberikan kepada yang..?
Dua-duanya. Dilihat mana yang kan banyak tadi kan yang sebagian besar kan
yang aware kan cuma yang agak-agak bisa menguasainya. Yang gak aware
kan yang biasa-biasanya aja. Hasilnya kan beda juga.
5. Itu harapannya seperti apa?
Biar anak memusatkan perhatiannya untuk listening.
Interview Data with Teacher Sy Session 1
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6. Dari sekian banyak authentic material yang dipakai oleh mister, materi
apa yang paling sering digunakan?
Song.
7. Kenapa?
Karena apa ya lebih enak dan lebih anak-anak itu lebih suka cenderung intes
banget ke lagu daripada percakapan atau kalau movie ya bagus tapi kan
kepanjangan. Waktunya nanti gak keburu.
8. Jadi berarti dengan song itu hemat juga waktunya?
Iya. Kalo kan cuma untuk tarolah satu lagu kan nanti bisa dikembangkan jadi
dua jam. Langsung hasilnya kan jadi. Kalau film kan butuh beberapa
pertemuan.
9. Kriteria mister untuk memilih authentic material itu pertimbangannya
apa?
Ya kalo pertama kan tingkat kemampuan siswa, terus kalo kita liat kemampuan
siswa kan levelnya itu kan ada yang sedang biasa trus yang bagus. Kita
combinekan levelnya anak-anak yang levelnya pinter agak pinter dan pinter
sekali kan nanti kita masukkan ke yang paling tengah-tengah.
10. Itu melihat kemampuan siswa bagaimana?
Dari hasil kita kasih conversation tadi terus kita suruh maju trus hasil tesnya
dipertemuan sebelumnya.
11. Trus apa lagi mister?
Kebutuhan siswa. Siswa kan butuh contoh dari native itu bagaimana yang
benar-benar native itu bagaimana.
12. Bagaimana dengan vocabulary?
Vocabularynya ya dari hasil listening kan banyak vocab-vocab yang baru, trus
nanti kita artikan trus kita cari hey ini termasuk kata apa, kata benda kata sifat
itu apa nah itu nanti kan dikelompok-kelompokkan.
13. Ada lagi?
Banyak. Banyak banget. Ada tujuan pembelajaran agar siswa itu mampu
menguasai mampu apa ya penguasaan materi listening trus dikembangkan jadi
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speaking. Habis tujuan kan ada minat siswa kan apa kalo minat siswa kan kalo
yang ngomong dari pengguna bahasa kedua kan biasanya kan wah itu suaranya
kan kalo sama pronounciationnya kan agak gimana gtu kan beda sama yang
first language yang nativenya itu kan mereka lebih aware lebih semangat kalo
hasratnya lebih semangat kalo make materi yang dari nativenya. Lebih keren
dan lebih enak juga ngomongnya bisa dibuat contoh how to pronounce. Trus
habis itu kan nilai sosial dan nilai moral kan kita bisa ambil keuntungan
mungkin dari lirik lagunya dan anak-anak bisa ambil keuntungan dari mungkin
lirik lagunya yang membuat anak-anak termotivasi trus bagaimana nantinya
bisa dari lirik tersebut mungkin membuat anak-anak menjadi kuat dan
semangat dan lingkungan belajar sama kondisi kelas kan ada LCDnya, ada
sound systemnya kan lebih enak kita langsung pake laptop trus kita kasih ke
LCD sama kita Ke sound systemnya lebih enak menggunakan authentic kayak
yang tadi tadi itu. Kemudian pembentukan karakter siswa, mungkin kita ambil
satu contoh dengan lirik lagu apa ya dari song yang tadi kemarin. Kita kan
nanti kan bisa membentuk karakter siswa contohnya ya mungkin membuat
siswa itu dengan lagu atau kata-kata dari native itu kan mesti ada kata-kata
yang baik dalam lagu tersebut atau conversatuionnya trus kan nanti membuat
anak itu mempunyai pikiran yang positive.
14. Contohnya kalau dilagu I have a dream bagaimana?
Kemarin yang i’ll cross the stream. kan makna harfiahnya kan aku akan
menyeberangi arus tersebut. Kan arti sesungguhnya kan apa ya tetap semangat
apapun yang terjadi kita akan hidapi semua rintangan. Trus kultur sekolah.
dengan mudahnya pengaksesan atau pencarian materi authentic itu kan mudah
banget kita ambil ya kita downloadnya. Ratusan ribuan.
15. Nah untuk strategi belajarnya bagaimana? individu atau kelompok?
individu
16. Kira-kira sejauh ini bagaimana respon siswa?
Ya lumayan seneng apalagi kalo film.
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17. Kesulitan atau tantangan apa yang dihadapi?
Ya kan kalo dari nativenya kan ngomongnya kan gak begitu jelas, itu kan salah
satu tantangan bagaimana kita bisa memberitahu anak itu ngomongnya gini ya
pelafalannya terlalu cepet.
18. Bagaimana mister memecahkan masalah/kesulitan itu sendiri?
Ya kita apa ya kasih pelan-pelan sama anaknya nanti yang sulit itu trus nanti
kita ambil vocabnya yang sulit trus pelan-pelan kita ajarkan kepada anak ini
bagaimana ini lho ternyata ngomongnya ini apa kita ajari untuk ngomong yang
kayak native.
19. Nah kalau untuk song sendiri bagaimana?
Kalo song ya hampir sama. Kalo kan ada vocab yang sulit ada yang gampang
biasanya kalo ada vocab yang agak sulit kita puter-puter beberapa kali kita
ulangi lagi biar jelas.
20. Itu berapa kali?
Tergantung anaknya siyh. Ya kalo anaknya yang gak bisa atau apa ya yang gak
pernah denger apa ya mungkin kalo anaknya yang gak ngeh itu mungkin bisa 3
atau 4 kali.
21. Bagaimana bapak mengevaluasi kemampuan belajar siswa?
Dengan tes.
22. Tes itu diberikan kapan?
Tes itu setelah kita menyampaikan materi trus ngasih contoh terus mungkin
satu dua pertemuan kita kasih conversation dari native langsung kita kasih tes.
23. Apakah tes itu sudah bisa merepresentasi kemampuan siswa?
Iya.
24. Bagaimana mister, pendektan apa yang digunakan di kelas?
Ya pas kita datang kita ke kelas kita kasih greeting kita cari pemanasan dulu
pengenalan materi terus nanti kita kasih tau kita mau ngapain kita mau
listening apa. trus habis itu setelah anak tau kita kasih materinya kita kasih soal
suruh mendengarkan trus anak suruh jawab. Trus kita kasih pre-test.
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25. Apa? Pre-test?
Diakhir pelajaran.
26. Post-test?
Iya.
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APPENDIX 4
Data : Interview Data
Respondent : Syarif Hidayatullah (Teacher Sy)
No. respondent : 2
Interview : 2nd
Interview
1. Mister mengajar dengan menggunakan monolog. Kenapa?
Kemarin kan udah pake lagu trus kan sekarang gantian lagi biar anak tau
bagaiamana yang real percakapan native sama native bagaimana yang monolog
oleh native bagaimana.
2. Apakah materi itu sudah ada di silabus belum?
Belum. Kita kembangkan dari silabus. Pokoknya kan ada yang listening dan
speaking kan trus kita cari kita kembangkan lagi.
3. Dari observasi pertama sampe observasi kedua mister cenderung
menggunakan LCD dan menampilkan soal itu di LCD tanpa memberikan
worksheet ke siswa jadi siswa langsung attention. Itu kenapa?
Menghemat waktu trus biar practice kan kalo pake worksheet kan harus
fotocopy bolak balik gitu kan kalo ini kan langsung tulis anaknya juga praktis.
4. Kenapa mister menggunakan authentic dibandingin dengan materi lain?
Karena banyak dan mudah banget untuk mengakses authentic material
daripada materi yang dari indonesia sendiri. Lebih enaknya cari mudahnya cari
yang authentic.
5. Kira-kira manfaatnya apa mister?
Manfaatnya banyak banget. Anak-anak langsung belajar dari native itu.
Pronounciation bagaimana, stressingnya ngomongnya bagaimana, banyak
banget.
6. Kemudian apa yang mister harapkan setelah siswa diajarkan dengan
menggunakan authentic material?
Anak lebih bisa kemampuan skillnya yang listening itu lebih terasah karena
kan kalau nanti anak-anak nonton film atau mendengarkan lagu ohh ini udah
pernah dengar kosakata yang kayak gni, ini artinya kayak gini.
Interview Data with Teacher Sy Session 2
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7. Bagaimana mister menilai authentic material dari sudut pandang mister
sebagai guru?
Ya bagus. Banyak banget manfaatnya yang diambil dari authentic material.
sangat efektif trus langsung berguna dan sangat langsung bisa diaplikasikan
mengajar siswa kemudian how to pronounce contohnya tadinya kan bedanya
heart sama hurt. kan langsung nanti kan bedanya kalau baca yang heart itu apa
yang hurt itu apa.
8. Faktor apa yang mempengaruhi mister menggunakan authentic material?
Manfaat sama faktor manfaat trus habis itu kemudahan pengaksesan.
9. Faktor manfaat yang seperti apa?
Manfaat yang dari native kan kita langsung tahu bagaimana ngomongnya itu
bagaimana pelafalannya bagaimana intonasinya juga bagaimana.
10. Kalau kemudahan akses?
Ya kita tinggal cari dari internet saja kan banyak banget.
11. Untuk pelatihan pengembangan materi pernah ikut?
pernah
12. Kapan itu sir?
Udah lama. Beberapa tahun yang lalu.
13. Hasilnya bagaimana?
Ya lumayan. Bisa diterapkan di kelas.
14. Apakah itu salah satu faktor yang mempengaruhi bapak menggunakan
authentic material?
Iya karena kan dari hasil yang didapatkan dari seminar atau apapun itu kan
salah satu belajar bahasa kan dari nativenya sendiri. Mungkin authentic
material benar-benar dari aslinya kan dari nativenya kan ya udah kita ambil
aja.
15. Sekolah ini kan sudah menggunakan kurikulum 2013, Apakah authentic
material itu sudah fit dengan kebijakan yang di kurikulum 2013 apa
belum?
Iya karena kan saya disini ngajarnya kan yang dipeminatan, bukan yang wajib.
Kalo peminatan kan langsung ke proses pengaplikasiannya atau apa ya
langsung ke practicenya. kita langsung ngomongnya langsung yang penting
langsung ke prakteknya.
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1. Bagaimana setelah diajar dengan menggunakan song?
Bisa jadi lebih bisa fasih ngomongnya, bisa terbiasa dengan kata-kata bahasa
Inggris gitu.
2. Apakah lebih termotivasi belajar dengan menggunakan song?
Iya. Semakin termotivasi.
3. Apakah bapak ini selalu memberikan soal latihan yang didisplay di LCD
atau pakai worksheet?
Sering di layar dari LCD.
4. Apakah pak Syarif kalau mengajar sering memnjelaskan satu kata dan
meminta siswa untuk membuat kalimat atau bagaimana?
Iya. Seperti itu.
5. Soal yang diberikan mudah atau susah?
Ya mudah. Bisa lebih dipahami.
6. Lebih senang mana diajar dengan menggunakan lagu atau materi lain?
Lebih enak lagu. Ya kan soalnya lebih asyik dan bisa sekalian refreshing.
7. Apakah materi yang diajarkan sesuai dengan lagu atau tidak?
Ya kadang sesuai. Tapi biasanya kadang enggak pake lagu.
8. Seberapa sering pak syarif mengajar dengan menggunakan materi seperti
ini?
Ya sering.
9. Lebih milih diajar dengan materi asli dari native atau materi yang dibuat
oleh guru sendiri?
Lebih enak listening. soalnya kan kalo sering mungkin kalau ketemu orang
asing kan akan terbiasa. jadi kan lebih enak.
10. Manfaatnya apa?
Lebih mengetahui pelafalannya. Terus bisa berusaha mengikuti.
11. Vocabnya nambah gak?
Ya cukup nambahnya.
12. Bagaimana cara guru mengevaluasi hasil belajar kalian?
Ya diulang semua dari awal. Misalnya ada yang tidak memperhatikan, nanti
dites di suruh maju.
13. Bagaimana menurut kalian ketika belajar dengan menggunakan materi
yang diambil dari orang yang menggunakan bahasa inggris asli atau
materia yang tidak?
Lebih milih yang dari orang inggris asli.
Interview with Student
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SILABUS SMA/MA
Mata Pelajaran : BAHASA INGGRIS - WAJIB Kelas : X
Kompetensi Inti :
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
Mensyukuri kesempatan
dapat mempelajari bahasa
Inggris sebagai bahasa
pengantar komunikasi internasional yang
diwujudkan dalam
semangat belajar.
2.1. Menunjukkan
perilaku santun dan
peduli dalam melaksanakan
komunikasi
interpersonal dengan
guru dan teman.
Syllabus
Appendix 7
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
2.2. Menunjukkan
perilaku jujur,
disiplin, percaya diri,
dan bertanggung jawab dalam
melaksanakan
komunikasi
transaksional dengan
guru dan teman.
2.3. Menunjukkan perilaku tanggung
jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan komunikasi
fungsional.
3.1. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan dari teks
pemaparan jati diri, sesuai dengan
konteks
penggunaannya.
4.1. Menangkap makna
pemaparan jati diri lisan dan tulis.
4.2. Menyusun teks lisan
dan tulis sederhana,
untuk memaparkan,
menanyakan, dan
merespon pemaparan jati diri, dengan
Teks lisan dan tulis
sederhana untuk
memaparkan dan
menanyakan jati diri,
serta responnya
Fungsi sosial
Mengenalkan,
menyebutkan identitas,
untuk saling mengenal
dan menjalin hubungan antar
pribadi dengan teman
dan guru.
Struktur teks
Alex: My My name is
Mengamati
Siswa melihat, mendengar, dan dan menyaksikan guru
memaparkan dan
menanyakan jati diri dalam
bahasa Inggris secara benar sesuai kenyataan, untuk
dapat dikenal siswa secara
lebih dekat.
Guru mengulanginya berkali-kali, dan secara interaktif
mengajak siswa untuk
mengamati secara jelas, kalimat demi kalimat, isi
pesan dan unsur kebahasaan
yang digunakan dalam
memaparkan dan
KRITERIA PENILAIAN
Tingkat ketercapaian fungsi sosial
memaparkan dan
menanyakan jati diri.
Tingkat kelengkapan dan keruntutan dalam memaparkan dan
menanyakan jati diri.
Tingkat ketepatan unsur kebahasaan:
tata bahasa, kosa
kata, ucapan, tekanan
kata, intonasi, ejaan, tanda baca, tulisan
4 JP Buku Teks wajib
Keteladanan ucapan dan
tindakan guru
menggunakan
setiap tindakan komunikasi
interpersonal/
transaksional
dengan benar
dan akurat
Contoh peragaan dalam bentuk
rekaman
CD/VCD/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan, secara benar dan
sesuai dengan
konteks.
Alex. I live on Jln. Kenari. Vina: Near SMAN 2?
Alex: Yes, only 100 m to the north. I have 2 brothers, Ferry and Bima. Aldi: I know Ferry
Alex: Really.
Aldi: Yes, we play badminton together every Friday.
Unsur kebahasaan
(1) Kosakata: nama
status hubungan
keluarga,
kekerabatan,
teman, tetangga
(2) Nama profesi
pekerjaan, hobi.
(3) Kata tanya Who?
Which? How? Dst.
(4) Kata kerja dalam
simple present tense.
(5) Penggunaan
nominal singular
dan plural secara
tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara
tepat dalam frasa
menanyakan jati diri.
Siswa menirukan guru mengatakan setiap kalimat.
Menanya
Dengan bimbingan dan arahan guru, siswa menanyakan dan
mempertanyakan antara lain
tentang perbedaan antara
ungkapan memaparkan dan
menanyakan jati diri dalam
bahasa Inggris dan dalam bahasa Indonesia, kemungkinan
menggunakan ungkapan lain,
dsb.
Mengumpulkan Informasi
Siswa mendengarkan dan menyaksikan banyak contoh
interaksi memaparkan dan menanyakan jati dalam
bahasa Inggris dari film,
kaset, buku teks, dsb.
Siswa mengikuti dan menirukan contoh-contoh
interaksi memaparkan dan menanyakan jati diri dengan
ucapan, tekanan kata,
intonasi, dan sikap yang
benar.
Dengan bimbingan dan arahan guru, siswa
mengidentifikasi ciri-ciri (fungsi sosial, struktur teks,
tangan.
Sikap tanggung jawab, kerjasama, peduli, dan
percaya diri yang
menyertai tindakan memaparkan dan
menanyakan jati diri.
CARA PENILAIAN:
Kinerja (praktik)
Simulasi dan/atau bermain peran (role play)
dalam bentuk interaksi
dengan memaparkan dan
menanyakan jati diri.
Observasi:
(penilaian yang bertujuan untuk memberikan
balikan secara lebih cepat)
Observasi terhadap tindakan siswa
menggunakan bahasa
Inggris untuk
memaparkan dan menanyakan jati diri,
ketika muncul
kesempatan, di dalam
dan di luar kelas.
Observasi terhadap kesungguhan,
DVD/kaset
Contoh interaksi
tertulis
Contoh teks tertulis
Sumber dari internet, seperti:
- www.dailyengl
ish.com
- http://americanenglish.stat
e.gov/files/ae
/resource_file
s
- http://learnenglish.britishc
ouncil.org/en
/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
nominal
(6) Ucapan, tekanan
kata, intonasi
(7) Ejaan dan tanda baca
(8) Tulisan tangan.
Topik
Diri sendiri, orang tua,
kakak, adik, famili,
tetangga, dan orang terdekat lainnya,
dengan memberikan
keteladanan tentang
perilaku santun,
peduli, jujur, disiplin, percaya diri,
kerjasama, dan
bertanggung jawab.
dan unsur kebahasaan)
interaksi memaparkan dan
menanyakan jati diri.
Secara kolaboratif, siswa berusaha menggunakan bahasa Inggris untuk
memaparkan jati diri dalam
konteks pembelajaran, simulasi, role-play, dan
kegiatan lain yang terstruktur.
Mengasosiasi
Siswa membandingkan
ungkapan untuk memaparkan dan menanyakan diri yang
telah dikumpulkan dari
berbagai sumber tersebut di
atas.
Siswa membandingkan antara ungkapan untuk memaparkan dan menanyakan diri yang
telah dipelajari tersebut di
atas dengan yang ada di
sumber-sumber lain, atau
dengan yang digunakan
dalam bahasa lain.
Siswa memperoleh balikan (feedback) dari guru dan
teman tentang fungsi sosial
dan unsur kebahasaan yang
digunakan.
Mengkomunikasikan
tanggung jawab, dan
kerja sama siswa
dalam proses
pembelajaran di setiap tahapan.
Observasi terhadap kepedulian dan
kepercayaan diri
dalam melaksanakan
komunikasi, di dalam
dan di luar kelas.
Penilaian diri:
Pernyataan siswa secara
tertulis dalam jurnal
belajar sederhana
berbahasa Indonesia tentang pengalaman
belajar memaparkan dan
menanyakan jati diri,
termasuk kemudahan dan
kesulitannya.
Tes tertulis
Membaca dan menulis
teks yang menuntut
pemahaman dan
kemampuan
menghasilkan teks yang di
dalamnya termasuk tindakan memaparkan
dan menanyakan jati diri.
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
Siswa menggunakan bahasa Inggris untuk saling
memaparkan jati diri agar
saling mengenal secara lebih
dekat.
Siswa berupaya berbicara
secara lancar dengan ucapan, tekanan kata, intonasi yang
benar dan menulis dengan
ejaan dan tanda baca yang
benar, serta tulisan yang jelas
dan rapi.
Siswa membicarakan permasalahan yang dialami
dalam memaparkan jati diri
dalam bahasa Inggris dan
menuliskannya dalam jurnal
belajar sederhana dalam
bahasa Indonesia.
3.2. Menganalisis fungsi sosial, struktur teks,
dan unsur
kebahasaan pada
ungkapan memuji bersayap (extended)
serta responnya, sesuai dengan
konteks
penggunaannya.
4.3. Menyusun teks lisan
dan tulis untuk mengucapkan dan
merespon pujian bersayap (extended),
Teks lisan dan tulis untuk memuji
bersayap (extended)
serta responnya
Fungsi sosial
Menjaga hubungan interpersonal dengan
guru, teman dan orang
lain.
Struktur teks
Tuti: Is this your new bag?
Mengamati
Siswa terbiasa atau sering mendengar dan menyaksikan
guru dan warga sekolah lain memuji bersayap (extended)
serta meresponnya, dalam
bahasa Inggris, bahasa
Indonesia, dan bahasa lain, dengan unsur kebahasaan
yang dipilih untuk
mendekatkan hubungan
interpersonal dengan siswa
(keteladanan).
Siswa dituntut untuk
KRITERIA PENILAIAN
Tingkat ketercapaian fungsi sosial memuji bersayap (extended),
serta responnya.
Tingkat kelengkapan dan keruntutan
struktur ungkapan
memuji bersayap (extended), serta
responnya.
Tingkat ketepatan unsur kebahasaan:
2 JP Buku Teks wajib
Keteladanan ucapan dan
tindakan guru
menggunakan
setiap tindakan
komunikasi
interpersonal/ transaksional
dengan benar
dan akurat
Contoh peragaan dalam
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
dengan
memperhatikan
fungsi sosial,
struktur teks, dan unsur kebahasaan
yang benar dan
sesuai konteks.
Tibo: Yes.
Tuti: It looks strong. It must be expensive.
Wina: You did it well. You must be very happy. Susi: Yes, I am. Thank
God, I could finish it.
Unsur kebahasaan
(1) Kosa kata
adjektiva terkait dengan kualitas
pekerjaan,
penampilan,
prestasi.
(2) Tata bahasa: simple past tense,
present perfect
tense, present
perfect continuous
tense.
(3) Penggunaan nominal singular
dan plural secara
tepat, dengan atau tanpa a, the, this, those, my, their,
dsb secara tepat dalam frasa
nominal
(4) Ucapan, tekanan
kata, intonasi
(5) Ejaan dan tanda
baca
mencontoh keteladanan
tersebut dengan memuji bersayap (extended) serta
meresponnya, dalam bahasa
Inggris dan bahasa lainnya.
Menanya
Dengan bimbingan dan arahan
guru, siswa menanyakan dan
mempertanyakan antara lain
tentang perbedaan antara ungkapan memuji bersayap
(extended), dalam bahasa Inggris
dengan yang ada dalam bahasa
Indonesia, kemungkinan
menggunakan ungkapan lain,
akibat jika tidak melakukan, dsb.
Mengumpulkan Informasi
Siswa mendengarkan dan menyaksikan banyak contoh
interaksi dengan memuji bersayap (extended) serta
responnya dalam bahasa
Inggris dari film, kaset, buku teks, dsb.
Siswa menirukan contoh-contoh interaksi dengan
memuji bersayap (extended),
serta responnya dalam bahasa
Inggris dengan ucapan,
tekanan kata, intonasi, dan sikap yang benar.
Dengan bimbingan dan
tata bahasa, kosa
kata, ucapan, tekanan
kata, intonasi, ejaan,
tanda baca, tulisan tangan.
Sikap santun, peduli, percaya diri dan cinta
damai yang menyertai
ungkapan memuji bersayap (extended),
serta responnya.
CARA PENILAIAN:
Kinerja (praktik)
Simulasi dan/atau bermain peran (role play)
untuk memuji bersayap (extended), serta
responnya.
Observasi:
(penilaian yang bertujuan
untuk memberikan
balikan secara lebih cepat)
Observasi terhadap
tindakan siswa menggunakan bahasa
Inggris untuk memuji bersayap (extended)
ketika muncul
kesempatan di dalam
bentuk
rekaman
CD/VCD/
DVD/kaset
Contoh interaksi
tertulis
Contoh teks tertulis
Sumber dari internet, seperti:
- www.dailyenglish.com
- http://americ
anenglish.stat
e.gov/files/ae/resource_file
s
- http://learne
nglish.britishc
ouncil.org/en/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
(6) Tulisan tangan
Topik
Berbagai hal terkait
dengan interaksi siswa dengan guru, teman,
adik, kakak, dsb.
terkait dengan kegiatan
siswa sehari-hari di
rumah, sekolah, di
dalam maupun di luar kelas, dengan
memberikan keteladan
tentang perilaku
santun, peduli, percaya
diri, dan cinta damai.
arahan guru, siswa
mengidentifikasi ciri-ciri
(fungsi sosial, struktur teks,
dan unsur kebahasaan) interaksi memuji bersayap
(extended), serta responnya.
Secara kolaboratif, siswa berusaha menggunakan
bahasa Inggris untuk memuji
bersayap (extended), serta
responnya dalam konteks pembelajaran, simulasi, role-play, dan kegiatan lain yang
terstruktur.
Mengasosiasi
Siswa membandingkan ungkapan memuji bersayap
(extended), serta responnya
yang telah dikumpulkan dari berbagai sumber tersebut di
atas.
Siswa membandingkan ungkapan memuji bersayap
(extended), serta responnya
yang telah dipelajari tersebut di atas dengan yang ada di
sumber-sumber lain, atau
dengan yang digunakan
dalam bahasa lain.
Siswa memperoleh balikan (feedback) dari guru dan
teman tentang fungsi sosial dan unsur kebahasaan yang
dan di luar kelas.
Observasi terhadap kesungguhan siswa
dalam proses
pembelajaran di setiap tahapan.
Observasi terhadap kesantunan dan
kepedulian dalam
melaksanakan
komunikasi di dalam
dan di luar kelas.
Penilaian diri:
Pernyataan siswa secara
tertulis dalam jurnal
belajar sederhana bahasa
Indonesia tentang
pengalaman belajar berinteraksi dengan
memuji bersayap (extended), termasuk
kemudahan dan
kesulitannya.
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
digunakan.
Mengkomunikasikan
Siswa menggunakan bahasa Inggris setiap kali muncul
kesempatan memuji bersayap (extended), serta
responnya, di dalam dan di
luar kelas, dengan unsur
kebahasaan yang dapat
mendekatkan hubungan
interpersonal.
Siswa berupaya berbicara secara lancar dengan ucapan,
tekanan kata, intonasi yang
benar dan menulis dengan
ejaan dan tanda baca yang
benar, serta tulisan yang jelas
dan rapi.
Siswa membicarakan permasalahan yang dialami
dalam menggunakan bahasa
Inggris untuk memuji
bersayap (extended), serta
responnya dan menuliskannya dalam jurnal
belajar sederhana dalam
bahasa Indonesia.
3.3. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan pada ungkapan
menunjukan
Teks lisan dan tulis
untuk menunjukkan
perhatian (care) serta
responnya
Mengamati
Siswa terbiasa atau sering mendengar dan menyaksikan
guru dan warga sekolah lain menunjukkan perhatian (care)
KRITERIA PENILAIAN
Tingkat ketercapaian fungsi sosial ungkapan
untuk menunjukkan
2 JP Buku Teks wajib
Keteladanan ucapan dan
tindakan guru
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
perhatian (care), serta
responnya, sesuai
dengan konteks
penggunaannya.
4.4. Menyusun teks lisan dan tulis untuk
mengucapkan dan
merespon ungkapan perhatian (care),
dengan
memperhatikan fungsi sosial,
struktur teks, dan
unsur kebahasaan,
yang benar dan
sesuai konteks.
Fungsi sosial
Menjaga hubungan
interpersonal dengan
guru, teman dan orang lain.
Struktur teks
Dewi: You look pale. Are you alright?
Indra: Not really. I have a bad headache. Dewi: You need to take a good rest. Indra: I think so. Thanks.
Emi: I failed my English test.
Lia: That’s okay. Just work harder, and you will get a good mark next time.
Unsur kebahasaan
(1) Kosa kata terkait dengan kondisi
kesehatan,
kekerhasilan,
kegagalan.
(2) Tata bahasa: have, have got, need, may, can, will, dsb.
(3) Frasa nominal
serta meresponnya, dalam
bahasa Inggris, bahasa
Indonesia, dan bahasa lain,
dengan unsur kebahasaan yang dipilih untuk
mendekatkan hubungan
interpersonal dengan siswa
(keteladanan).
Siswa dituntut untuk mencontoh keteladanan
tersebut dengan menunjukkan perhatian (care)
serta meresponnya, dalam
bahasa Inggris dan bahasa
lainnya.
Menanya
Dengan bimbingan dan arahan guru, siswa menanyakan dan
mempertanyakan antara lain
tentang perbedaan antara
ungkapan menunjukkan perhatian (care), dalam bahasa
Inggris dengan yang ada dalam bahasa Indonesia, kemungkinan
menggunakan ungkapan lain,
akibat jika tidak melakukan, dsb.
Mengumpulkan Informasi
Siswa mendengarkan dan menyaksikan banyak contoh
interaksi dengan menunjukkan perhatian (care)
serta responnya dalam bahasa
Inggris dari film, kaset, buku
perhatian (care), serta
responnya.
Tingkat kelengkapan dan keruntutan
struktur ungkapan
untuk menunjukkan perhatian (care), serta
responnya.
Tingkat ketepatan unsur kebahasaan:
tata bahasa, kosa
kata, ucapan, tekanan
kata, intonasi, ejaan, tanda baca, tulisan
tangan.
Sikap santun, peduli, percaya diri dan cinta
damai yang menyertai
ungkapan untuk
menunjukkan perhatian (care), serta
responnya.
CARA PENILAIAN:
Kinerja (praktik)
Simulasi dan/atau bermain peran (role play)
dalam menggunakan
ungkapan untuk
menunjukkan perhatian
menggunakan
setiap tindakan
komunikasi
interpersonal/ transaksional
dengan benar
dan akurat
Contoh peragaan dalam
bentuk
rekaman CD/VCD/
DVD/kaset
Contoh interaksi
tertulis
Contoh teks tertulis
Sumber dari internet, seperti:
- www.dailyengl
ish.com
- http://americanenglish.stat
e.gov/files/ae
/resource_file
s
- http://learnenglish.britishc
ouncil.org/en
/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
dengan adjective: a bad headache, a good rest;
(4) Penggunaan
nominal singular
dan plural secara tepat, dengan atau tanpa a, the, this,
those, my, their,
dsb secara tepat
dalam frasa
nominal (5) Ucapan, tekanan
kata, intonasi
(6) Ejaan dan tanda
baca
(7) Tulisan tangan
Topik
Berbagai hal terkait
dengan interaksi siswa
dengan guru, teman,
adik, kakak, dsb.
terkait dengan kegiatan siswa sehari-hari di
rumah, sekolah, di
dalam maupun di luar
kelas, dengan
memberikan
keteladanan tentang perilaku perilaku
santun, peduli, jujur,
disiplin, percaya diri,
cinta damai,
kerjasama, dan
teks, dsb.
Siswa menirukan contoh-contoh interaksi dengan
menunjukkan perhatian (care), serta responnya dalam
bahasa Inggris dengan ucapan, tekanan kata,
intonasi, dan sikap yang
benar.
Dengan bimbingan dan arahan guru, siswa
mengidentifikasi ciri-ciri
(fungsi sosial, struktur teks, dan unsur kebahasaan)
interaksi menunjukkan perhatian (care), serta
responnya.
Secara kolaboratif, siswa berusaha menggunakan
bahasa Inggris untuk menunjukkan perhatian (care), serta responnya dalam
konteks pembelajaran, simulasi, role-play, dan
kegiatan lain yang terstruktur.
Mengasosiasi
Siswa membandingkan ungkapan menunjukkan perhatian (care), serta
responnya yang telah
dikumpulkan dari berbagai
sumber tersebut di atas.
(care), serta responnya.
Observasi:
(penilaian yang bertujuan
untuk memberikan
balikan secara lebih cepat)
Observasi terhadap tindakan siswa
menggunakan bahasa
Inggris untuk
menggunakan
ungkapan untuk menunjukkan perhatian (care) ketika
muncul kesempatan di
dalam dan di luar
kelas.
Observasi terhadap kesungguhan siswa
dalam proses pembelajaran di setiap
tahapan.
Observasi terhadap kesantunan dan
kepedulian dalam
melaksanakan komunikasi di dalam
dan di luar kelas.
Penilaian diri:
Pernyataan siswa secara
tertulis dalam jurnal
belajar sederhana bahasa Indonesia tentang
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
bertanggung jawab. Siswa membandingkan ungkapan menunjukkan perhatian (care), serta
responnya yang telah
dipelajari tersebut di atas
dengan yang ada di sumber-sumber lain, atau dengan
yang digunakan dalam bahasa
lain.
Siswa memperoleh balikan (feedback) dari guru dan
teman tentang fungsi sosial
dan unsur kebahasaan yang digunakan.
Mengkomunikasikan
Siswa menggunakan bahasa Inggris setiap kali muncul
kesempatan menunjukkan perhatian (care), serta
responnya, di dalam dan di luar kelas, dengan unsur
kebahasaan yang dapat
mendekatkan hubungan
interpersonal.
Siswa berupaya berbicara secara lancar dengan ucapan,
tekanan kata, intonasi yang benar dan menulis dengan
ejaan dan tanda baca yang
benar, serta tulisan yang jelas
dan rapi.
Siswa membicarakan permasalahan yang dialami
pengalaman belajar
berinteraksi dengan
menunjukkan perhatian (care), termasuk
kemudahan dan kesulitannya.
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
dalam menggunakan bahasa
Inggris untuk menunjukkan perhatian (care), serta
responnya dan
menuliskannya dalam jurnal belajar sederhana dalam
bahasa Indonesia.
3.4. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan untuk menyatakan dan
menanyakan tentang
niat melakukan
sesuatu, sesuai
dengan konteks
penggunaannya
4.5. Menyusun teks lisan
dan tulis untuk
menyatakan dan
menanyakan tentang
niat melakukan sesuatu, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
yang benar dan sesuai konteks
Teks lisan dan tulis
menyatakan dan
menanyakan niat
melakukan suatu tindakan/kegiatan
Fungsi sosial
Menyatakan rencana,
menyarankan, dsb.
Struktur teks
I’d like to show you my recipe collection. I’m sure you will like it.; During the semester break I will paint my bedroom.Ok. That’s my big boy!; May we have your attention, please. Shanti is going to explain the design of
our wall magazine., dan semacamnya.
Unsur kebahasaan
(1) Kata kerja bantu modal: I’d like to
Mengamati
Siswa terbiasa atau sering mendengar dan menyaksikan
guru dan warga sekolah lain
menyatakan dan menanyakan niat melakukan suatu
tindakan, dalam bahasa
Inggris, dengan unsur
kebahasaan yang sesuai
dengan fungsi sosialnya.
Siswa dituntut untuk mencontoh kebiasaan tersebut dengan menyatakan
dan menanyakan niat
melakukan suatu tindakan,
dalam bahasa Inggris, dengan
unsur kebahasaan yang
sesuai dengan fungsi sosialnya.
Menanya
Dengan bimbingan dan arahan
guru, siswa menanyakan dan
mempertanyakan antara lain tentang perbedaan antara cara
menyatakan dan menanyakan
niat melakukan suatu tindakan,
KRITERIA PENILAIAN
Tingkat ketercapaian fungsi sosial
menyebutkan dan
menanyakan tentang niat melakukan suatu
tindakan/kegiatan.
Tingkat kelengkapan dan keruntutan dalam
menyebutkan dan
menanyakan tentang
niat melakukan suatu tindakan/kegiatan.
Tingkat ketepatan unsur kebahasaan:
tata bahasa, kosa
kata, ucapan, tekanan
kata, intonasi, ejaan,
tanda baca, tulisan tangan.
Sikap tanggung jawab, kerjasama, peduli, dan
percaya diri yang
menyertai tindakan
menyebutkan dan menanyakan tentang
4 JP Buku Teks wajib
Keteladanan ucapan dan
tindakan guru
menggunakan setiap tindakan
komunikasi
interpersonal/
transaksional
dengan benar
dan akurat
Contoh peragaan dalam
bentuk
rekaman
CD/VCD/
DVD/kaset
Contoh interaksi tertulis
Contoh teks tertulis
Sumber dari internet, seperti:
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
…, will …, be going to …
(2) Kosa kata: kata
kerja yang terkait dengan kegiatan
siswa di kelas,
sekolah, rumah,
dan sekitarnya
(3) Penggunaan
nominal singular dan plural secara
tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara
tepat dalam frasa nominal
(4) Ucapan, tekanan
kata, intonasi,
(5) Ejaan dan tanda
baca
(6) Tulisan tangan.
Topik
Tindakan yang
dilakukan di kelas,
sekolah, rumah, dan
sekitarnya yang memberikan
keteladanan tentang
perilaku santun,
peduli, jujur, disiplin,
percaya diri,
dalam bahasa Inggris dengan
yang ada dalam bahasa
Indonesia, kemungkinan
menggunakan ungkapan lain, akibat jika tidak melakukan, dsb.
Mengumpulkan Informasi
Siswa mendengarkan dan menyaksikan banyak contoh
interaksi dengan menyatakan
dan menanyakan niat
melakukan suatu tindakan dalam bahasa Inggris dari
film, kaset, buku teks, dsb.
Siswa menirukan contoh-contoh interaksi dengan
menyatakan dan menanyakan
niat melakukan suatu
tindakan dalam bahasa Inggris dengan ucapan,
tekanan kata, intonasi, dan
sikap yang benar.
Dengan bimbingan dan arahan guru, siswa
mengidentifikasi ciri-ciri (fungsi sosial, struktur teks,
dan unsur kebahasaan)
interaksi menyatakan dan
menanyakan niat melakukan
suatu tindakan.
Secara kolaboratif, siswa berusaha menggunakan bahasa Inggris untuk
menyatakan dan menanyakan
niat melakukan suatu
tindakan/kegiatan.
CARA PENILAIAN:
Kinerja (praktik)
Simulasi dan/atau bermain peran (role play)
dalam bentuk interaksi
dengan menyebutkan dan
menanyakan tentang niat melakukan suatu
tindakan/kegiatan.
Observasi:
(penilaian yang bertujuan
untuk memberikan
balikan secara lebih cepat)
Observasi terhadap tindakan siswa
menggunakan bahasa
Inggris untuk
menyebutkan dan
menanyakan tentang niat melakukan suatu
tindakan/kegiatan,
ketika muncul
kesempatan, di dalam
dan di luar kelas.
Observasi terhadap kesungguhan, tanggung jawab, dan
kerja sama siswa
- www.dailyengl
ish.com
- http://americanenglish.stat
e.gov/files/ae
/resource_file
s
- http://learne
nglish.britishc
ouncil.org/en
/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
kerjasama, dan
bertanggung jawab.
niat melakukan suatu
tindakan dalam konteks pembelajaran, simulasi, role-play, dan kegiatan lain yang
terstruktur.
Mengasosiasi
Siswa membandingkan ungkapan menyatakan dan
menanyakan niat melakukan
suatu tindakan yang telah
dikumpulkan dari berbagai
sumber tersebut di atas.
Siswa membandingkan ungkapan menyatakan dan
menanyakan niat melakukan
suatu tindakan yang telah
dipelajari tersebut di atas
dengan yang ada di sumber-
sumber lain, atau dengan yang digunakan dalam bahasa
lain.
Siswa memperoleh balikan (feedback) dari guru dan
teman tentang fungsi sosial
dan unsur kebahasaan yang
digunakan.
Mengkomunikasikan
Siswa menggunakan bahasa Inggris setiap kali muncul
kesempatan untuk
menyatakan dan menanyakan
niat melakukan suatu
dalam proses
pembelajaran di setiap
tahapan.
Observasi terhadap kepedulian dan kepercayaan diri
dalam melaksanakan
komunikasi, di dalam
dan di luar kelas.
Penilaian diri:
Pernyataan siswa secara tertulis dalam jurnal
belajar sederhana
berbahasa Indonesia
tentang pengalaman
belajar menyebutkan dan menanyakan tentang niat
melakukan suatu
tindakan/kegiatan,
termasuk kemudahan dan
kesulitannya.
Tes tertulis
Membaca dan menulis
teks yang menuntut
pemahaman dan
kemampuan
menghasilkan teks yang di
dalamnya termasuk tindakan menyebutkan
dan menanyakan tentang
niat melakukan suatu
tindakan/kegiatan.
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
tindakan, di dalam dan di luar
kelas, dengan unsur
kebahasaan yang sesuai
dengan fungsi sosialnya.
Siswa berupaya berbicara secara lancar dengan ucapan,
tekanan kata, intonasi yang
benar dan menulis dengan
ejaan dan tanda baca yang
benar, serta tulisan yang jelas
dan rapi.
Siswa membicarakan permasalahan yang dialami
dalam menggunakan bahasa
Inggris untuk menyatakan
dan menanyakan niat
melakukan suatu tindakan
dan menuliskannya dalam jurnal belajar sederhana
dalam bahasa Indonesia.
3.5. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan dari ungkapan ucapan
selamat bersayap (extended), sesuai
dengan konteks
penggunaannya.
4.6. Menyusun teks lisan dan tulis untuk
mengucapkan dan
merespon ucapan
selamat bersayap
Teks lisan dan tulis
untuk memberi
ucapan selamat
bersayap (extended) serta reponnya.
Fungsi Sosial
Menjaga hubungan
interpersonal dengan
guru, teman, dan orang
lain.
Struktur text
Mengamati
Siswa terbiasa atau sering mendengar dan menyaksikan
guru dan warga sekolah lain
memberi ucapan selamat bersayap (extended), serta
responnya dalam bahasa
Inggris, bahasa Indonesia,
dan bahasa lain (keteladanan), dengan unsur
kebahasaan yang dapat
menjaga hubungan interpersonal.
KRITERIA PENILAIAN
Tingkat ketercapaian fungsi sosial ucapan
selamat bersayap (extended), serta
responnya.
Tingkat kelengkapan dan keruntutan
struktur ucapan
selamat bersayap (extended), serta
responnya.
4 JP
Buku Teks wajib
Keteladanan ucapan dan
tindakan guru
menggunakan setiap tindakan
komunikasi
interpersonal/
transaksional
dengan benar
dan akurat
Contoh
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
(extended), dengan
memperhatikan
tujuan, struktur teks,
dengan
memperhatikan tujuan, struktur teks,
dan unsur
kebahasaan, secara
benar dan sesuai
dengan konteks.
Gamal: You passed your test to enter the best school in town? Congratulations! I’m happy for you. Siti: Thanks. What about you?
Evi: Congratulations! You won the first prize in the story telling competition. We are proud of you! Johan: Thank you.
Unsur kebahasaan
(1) Kosa kata terkait
dengan kualitas pekerjaan,
kekerhasilan,
prestasi.
(2) Tata bahasa:
simple past tense, simple present
tense present
perfect tense
(3) Ungkapan baku
yang lazim
digunakan. (4) Penggunaan
nominal singular
dan plural secara
tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat
Siswa dituntut untuk mencontoh keteladanan
tersebut dengan memberi
ucapan selamat bersayap (extended) serta meresponnya,
dalam bahasa Inggris dan bahasa lainnya, dengan unsur
kebahasaan yang dapat
menjaga hubungan
interpersonal.
Menanya
Dengan bimbingan dan arahan
guru, siswa menanyakan dan
mempertanyakan antara lain
tentang perbedaan ucapan
selamat bersayap, serta
responnya, dalam bahasa Inggris dengan yang ada dalam bahasa
Indonesia, kemungkinan
menggunakan ungkapan lain,
akibat jika tidak melakukan, dsb.
Mengumpulkan Informasi
Siswa mendengarkan dan
menyaksikan banyak contoh interaksi dengan ucapan selamat bersayap (extended)
serta responnya dalam bahasa
Inggris dari film, kaset, buku
teks, dsb.
Siswa menirukan contoh-contoh interaksi dengan ucapan selamat bersayap (extended), serta responnya
Tingkat ketepatan unsur kebahasaan:
tata bahasa, kosa
kata, ucapan, tekanan
kata, intonasi, ejaan, tanda baca, tulisan
tangan.
Sikap santun, peduli, dan percaya diri yang
menyertai ucapan
selamat bersayap (extended), serta
responnya.
CARA PENILAIAN:
Kinerja (praktik)
Simulasi dan/atau bermain peran (role play)
memberi ucapan selamat bersayap (extended), serta
responnya.
Observasi:
(penilaian yang bertujuan
untuk memberikan
balikan secara lebih cepat)
Observasi terhadap tindakan siswa
menggunakan bahasa
Inggris untuk memberi
ucapan selamat bersayap (extended)
peragaan dalam
bentuk
rekaman
CD/VCD/ DVD/kaset
Contoh interaksi
tertulis
Contoh teks tertulis
Sumber dari internet, seperti:
- www.dailyenglish.com
- http://americ
anenglish.state.gov/files/ae
/resource_file
s
- http://learne
nglish.britishcouncil.org/en
/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
dalam frasa
nominal
(5) Ucapan, tekanan
kata, intonasi (6) Ejaan dan tanda
baca
(7) Tulisan tangan
Topik
Berbagai hal terkait
dengan interaksi siswa dengan guru, teman,
adik, kakak, dsb.
terkait dengan kegiatan
siswa sehari-hari di
rumah, sekolah, di dalam maupun di luar
kelas, dengan
memberikan
keteladanan tentang
perilaku santun dan
peduli.
.
dalam bahasa Inggris dengan
ucapan, tekanan kata,
intonasi, dan sikap yang
benar.
Dengan bimbingan dan arahan guru, siswa
mengidentifikasi ciri-ciri
(fungsi sosial, struktur teks,
dan unsur kebahasaan)
interaksi dengan ucapan selamat bersayap (extended),
serta responnya.
Secara kolaboratif, siswa berusaha menggunakan
bahasa Inggris untuk
memberi ucapan selamat bersayap (extended), serta
responnya dalam konteks pembelajaran, simulasi, role-play, dan kegiatan lain yang
terstruktur.
Mengasosiasi
Siswa membandingkan ucapan selamat bersayap (extended), serta responnya
yang telah dikumpulkan dari
berbagai sumber tersebut di atas.
Siswa membandingkan ucapan selamat bersayap (extended), serta responnya
yang telah dipelajari tersebut
di atas dengan yang ada di
ketika muncul
kesempatan di dalam
dan di luar kelas.
Observasi terhadap kesungguhan siswa dalam proses
pembelajaran di setiap
tahapan.
Observasi terhadap kesantunan dan
kepedulian dalam
melaksanakan komunikasi di dalam
dan di luar kelas.
Penilaian diri:
Pernyataan siswa secara
tertulis dalam jurnal
belajar sederhana bahasa Indonesia tentang
pengalaman belajar
berinteraksi dengan
memberi ucapan selamat bersayap (extended),
termasuk kemudahan dan kesulitannya.
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
sumber-sumber lain, atau
dengan yang digunakan
dalam bahasa lain.
Siswa memperoleh balikan (feedback) dari guru dan
teman tentang fungsi sosial dan unsur kebahasaan yang
digunakan.
Mengkomunikasikan
Siswa menggunakan bahasa Inggris setiap kali muncul
kesempatan untuk memberi
ucapan selamat bersayap (extended), serta responnya, di
dalam dan di luar kelas,
dengan unsur kebahasaan
yang dapat menjaga
hubungan interpersonal.
Siswa berupaya berbicara secara lancar dengan ucapan, tekanan kata, intonasi yang
benar dan menulis dengan
ejaan dan tanda baca yang
benar, serta tulisan yang jelas
dan rapi.
Siswa membicarakan permasalahan yang dialami
dalam menggunakan bahasa
Inggris untuk memberi
ucapan selamat bersayap (extended), serta responnya
dan menuliskannya dalam jurnal belajar sederhana
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
dalam bahasa Indonesia.
3.6. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan pada pernyataan dan
pertanyaan
tindakan/kejadian
yang dilakukan/
terjadi di waktu
lampau yang merujuk waktu terjadinya
dengan yang merujuk
pada kesudahannya,
sesuai dengan
konteks penggunaannya.
4.7. Menyusun teks lisan
dan tulis untuk
menyatakan dan
menanyakan tentang
tindakan/kejadian yang
dilakukan/terjadi di
waktu lampau yang
merujuk waktu
terjadinya dengan yang merujuk pada
kesudahannya,
dengan
memperhatikan
fungsi sosial,
struktur teks, dan unsur kebahasaan,
yang benar dan
Teks lisan dan tulis
untuk menyatakan
dan menanyakan
tindakan/kejadian yang dilakukan/
terjadi di waktu
lampau yang merujuk
waktu terjadinya
dengan yang merujuk
pada kesudahannya
Fungsi sosial
Melaporkan,
menceritakan,
menjelaskan
Struktur teks
I have been to the lake once. I went there in 2005.; He has left for Sorong. He left the office half an hour ago.; Indonesia has experienced many tsunamis. The biggest one happened in Aceh in 2004.; dan
semacamnya.
Unsur kebahasaan
(1) Kosa kata terkait
dengan kegiatan,
tindakan,
Mengamati
Siswa terbiasa atau sering mendengar dan menyaksikan
guru dan warga sekolah lain
menyebutkan dan menanyakan
tindakan/kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dengan yang
merujuk pada kesudahannya, dalam bahasa Inggris, dengan
unsur kebahasaan yang
sesuai dengan fungsi
sosialnya.
Siswa dituntut untuk mencontoh kebiasaan
tersebut dengan menyebutkan dan menanyakan
tindakan/kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dengan yang merujuk pada kesudahannya,
dalam bahasa Inggris, dengan
unsur kebahasaan yang
sesuai dengan fungsi
sosialnya.
Menanya
Dengan bimbingan dan arahan
guru, siswa menanyakan dan
mempertanyakan antara lain
KRITERIA PENILAIAN
Tingkat ketercapaian fungsi sosial
menyebutkan dan
menanyakan tentang tindakan/kejadian
yang dilakukan/terjadi
di waktu lampau yang
merujuk waktu
terjadinya dengan
yang merujuk pada kesudahannya.
Tingkat kelengkapan dan keruntutan dalam
menyebutkan dan
menanyakan tentang
tindakan/kejadian
yang dilakukan/terjadi di waktu lampau yang
merujuk waktu
terjadinya dengan
yang merujuk pada
kesudahannya.
Tingkat ketepatan unsur kebahasaan:
tata bahasa, kosa
kata, ucapan, tekanan
kata, intonasi, ejaan,
tanda baca, tulisan
tangan.
Sikap tanggung jawab, kerjasama, peduli, dan
4 JP Buku Teks wajib
Keteladanan ucapan dan
tindakan guru
menggunakan setiap tindakan
komunikasi
interpersonal/
transaksional
dengan benar
dan akurat
Contoh peragaan dalam
bentuk
rekaman
CD/VCD/
DVD/kaset
Contoh interaksi tertulis
Contoh teks tertulis
Sumber dari internet, seperti:
- www.dailyenglish.com
- http://americ
anenglish.stat
e.gov/files/ae
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
sesuai konteks.
kejadian,
peristiwa
(2) Kata kerja dalam
Simple Past Tense, Present
Perfect Tense.
(3) Penggunaan
nominal singular
dan plural secara
tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara
tepat dalam frasa
nominal
(4) Ucapan, tekanan kata, intonasi,
(5) Ejaan dan tanda
baca
(6) Tulisan tangan.
Topik
Kegiatan, tindakan, kejadian, peristiwa,
yang relevan dengan
kehidupan siswa
sebagai pelajar dan
remaja, dengan memberikan
keteladanan tentang
perilaku santun,
peduli, jujur, disiplin,
percaya diri,
tentang perbedaan antara cara
menyebutkan dan menanyakan
tindakan/kejadian yang
dilakukan/terjadi di waktu lampau yang merujuk waktu
terjadinya dengan yang merujuk
pada kesudahannya, dalam
bahasa Inggris dengan yang ada
dalam bahasa Indonesia,
kemungkinan menggunakan ungkapan lain, akibat jika
menyebutkan waktunya, dsb.
Mengumpulkan Informasi
Siswa mendengarkan dan menyaksikan banyak contoh
interaksi dengan menyebutkan dan
menanyakan
tindakan/kejadian yang
dilakukan/ terjadi di waktu
lampau yang merujuk waktu
terjadinya dengan yang merujuk pada kesudahannya
dalam bahasa Inggris dari
film, kaset, buku teks, dsb.
Siswa menirukan contoh-contoh interaksi dengan
menyebutkan dan
menanyakan tindakan/kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dengan yang
merujuk pada kesudahannya
percaya diri yang
menyertai tindakan
menyebutkan dan
menanyakan tentang tindakan/kejadian
yang dilakukan/terjadi
di waktu lampau yang
merujuk waktu
terjadinya dengan
yang merujuk pada kesudahannya.
CARA PENILAIAN:
Kinerja (praktik)
Simulasi dan/atau bermain peran (role play)
dalam bentuk interaksi
dengan menyebutkan dan
menanyakan tentang
tindakan/kejadian yang
dilakukan/terjadi di waktu lampau yang merujuk
waktu terjadinya dengan
yang merujuk pada
kesudahannya.
Observasi:
(penilaian yang bertujuan untuk memberikan
balikan secara lebih cepat)
Observasi terhadap tindakan siswa
/resource_file
s
- http://learnenglish.britishc
ouncil.org/en
/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
kerjasama, cinta
damai, dan
bertanggung jawab.
dalam bahasa Inggris dengan
ucapan, tekanan kata,
intonasi, dan sikap yang
benar.
Dengan bimbingan dan arahan guru, siswa
mengidentifikasi ciri-ciri
(fungsi sosial, struktur teks,
dan unsur kebahasaan)
interaksi menyebutkan dan
menanyakan tindakan/kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dengan yang
merujuk pada kesudahannya.
Secara kolaboratif, siswa
berusaha menggunakan bahasa Inggris untuk
menyebutkan dan
menanyakan
tindakan/kejadian yang
dilakukan/terjadi di waktu lampau yang merujuk waktu
terjadinya dengan yang
merujuk pada kesudahannya
dalam konteks pembelajaran, simulasi, role-play, dan
kegiatan lain yang terstruktur.
Mengasosiasi
Siswa membandingkan ungkapan menyebutkan dan
menanyakan
tindakan/kejadian yang
menggunakan bahasa
Inggris untuk
menyebutkan dan
menanyakan tentang tindakan/kejadian
yang dilakukan/terjadi
di waktu lampau yang
merujuk waktu
terjadinya dengan
yang merujuk pada kesudahannya, ketika
muncul kesempatan,
di dalam dan di luar
kelas.
Observasi terhadap kesungguhan, tanggung jawab, dan
kerja sama siswa
dalam proses
pembelajaran di setiap
tahapan.
Observasi terhadap kepedulian dan kepercayaan diri
dalam melaksanakan
komunikasi, di dalam
dan di luar kelas.
Penilaian diri:
Pernyataan siswa secara tertulis dalam jurnal
belajar sederhana
berbahasa Indonesia
tentang pengalaman
belajar menyebutkan dan
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dengan yang
merujuk pada kesudahannya yang telah dikumpulkan dari
berbagai sumber tersebut di
atas.
Siswa membandingkan ungkapan menyebutkan dan
menanyakan
tindakan/kejadian yang dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dengan yang
merujuk pada kesudahannya
yang telah dipelajari tersebut di atas dengan yang ada di
sumber-sumber lain, atau
dengan yang digunakan
dalam bahasa lain.
Siswa memperoleh balikan (feedback) dari guru dan
teman tentang fungsi sosial
dan unsur kebahasaan yang digunakan.
Mengkomunikasikan
Siswa menggunakan bahasa Inggris setiap kali muncul
kesempatan untuk
menyebutkan dan menanyakan
tindakan/kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk waktu
menanyakan tentang
tindakan/kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk waktu terjadinya dengan
yang merujuk pada
kesudahannya, termasuk
kemudahan dan
kesulitannya.
Tes tertulis
Membaca dan menulis
teks yang menuntut
pemahaman dan
kemampuan
menghasilkan teks yang di dalamnya termasuk
tindakan menyebutkan
dan menanyakan tentang
tindakan/kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk waktu terjadinya dengan
yang merujuk pada
kesudahannya.
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
terjadinya dengan yang
merujuk pada kesudahannya,
di dalam dan di luar kelas,
dengan unsur kebahasaan yang sesuai dengan fungsi
sosialnya.
Siswa berupaya berbicara secara lancar dengan ucapan,
tekanan kata, intonasi yang
benar dan menulis dengan
ejaan dan tanda baca yang benar, serta tulisan yang jelas
dan rapi.
Siswa membicarakan permasalahan yang dialami
dalam menggunakan bahasa
Inggris untuk menyebutkan
dan menanyakan tindakan/kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dengan yang
merujuk pada kesudahannya dan menuliskannya dalam
jurnal belajar sederhana
dalam bahasa Indonesia.
3.7. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan pada teks deskriptif
sederhana tentang
orang, tempat wisata,
dan bangunan
Teks deskriptif lisan
dan tulis, sederhana,
tentang orang, tempat
wisata, dan bangunan bersejarah terkenal
Fungsi sosial
Membanggakan,
Mengamati
Siswa menyalin dengan tulisan tangan yang rapi
beberapa teks deskriptif
tentang orang, tempat wisata, dan bangunan bersejarah
terkenal dari berbagai sumber,
dengan menggunakan ejaan
KRITERIA PENILAIAN
Tingkat ketercapaian fungsi sosial teks
deskriptif tentang
orang, tempat wisata, dan bangunan
bersejarah terkenal
18 JP Buku Teks wajib
Keteladanan ucapan dan
tindakan guru
menggunakan setiap tindakan
komunikasi
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
bersejarah terkenal,
sesuai dengan
konteks
penggunaannya.
4.8. Menangkap makna
dalam teks deskriptif,
lisan dan tulis,
sederhana, tentang
orang, tempat wisata,
dan bangunan bersejarah terkenal.
4.9. Menyunting teks
deskriptif lisan dan
tulis, sederhana,
tentang orang, tempat wisata, dan
bangunan bersejarah
terkenal, dengan
memperhatikan
fungsi sosial,
struktur teks, dan unsur kebahasaan
yang benar dan
sesuai konteks.
4.10. Menyusun teks
deskriptif lisan dan tulis sederhana
tentang orang,
tempat wisata, dan
bangunan bersejarah
terkenal, dengan
memperhatikan tujuan, struktur teks,
dan unsur
kebahasaan, secara
menjual, mengagumi,
mengenalkan,
mengidentifikasi,
mengkritik, dsb.
Struktur text
(gagasan utama dan
informasi rinci)
a. Menyebutkan nama
orang, tempat
wisata, dan bangunan
bersejarah terkenal
dan nama bagian-
bagiannya yang
dipilih untuk dideskripsikan
b. Menyebutkan sifat
orang, tempat
wisata, dan
bangunan
bersejarah terkenal dan nama bagian-
bagiannya, dan
c. Menyebutkan
tindakan dari atau
terkait dengan orang, tempat
wisata, dan
bangunan
bersejarah terkenal
dan nama bagian-
bagiannya yang semuanya sesuai
dengan fungsi sosial
dan tanda baca dengan benar.
Siswa membaca dan mendengarkan teks-teks
tersebut untuk memahami isi
pesannya.
Dengan bimbingan guru,
siswa mengidentifikasi fungsi sosialnya, struktur teks
(termasuk a.l. gagasan utama
dan informasi rinci), dan
unsur kebahasaan dari setiap
teks tersebut.
Menanya
Dengan bimbingan dan arahan
guru, siswa menanyakan dan
mempertanyakan tentang fungsi
sosial, struktur teks, dan unsur
kebahasaan dari setiap teks tersebut.
Mengumpulkan Informasi
Secara kolaboratif, siswa mencari dan mengumpulan
beberapa teks deskriptif
tentang orang, tempat wisata, dan bangunan bersejarah
terkenal dari berbagai sumber,
termasuk dari internet, film,
koran, majalah, buku teks,
dsb.
Siswa membaca rujukan dari berbagai sumber, termasuk buku teks, untuk mengetahui
sederhana.
Tingkat kelengkapan dan keruntutan dalam
menyebutkan dan
menanyakan tentang orang, tempat wisata,
dan bangunan
bersejarah terkenal
dalam teks deskriptif.
Tingkat ketepatan unsur kebahasaan:
tata bahasa, kosa kata, ucapan, tekanan
kata, intonasi, ejaan,
tanda baca, kerapihan
tulisan tangan.
Sikap tanggung jawab, kerjasama, cinta
damai, dan percaya diri yang menyertai
tindakan menyebutkan
dan menanyakan
tentang orang, tempat
wisata, dan bangunan bersejarah terkenal
dalam teks deskriptif.
CARA PENILAIAN:
Kinerja (praktik)
Tugas menganalisis, menyunting, dan
interpersonal/
transaksional
dengan benar
dan akurat
Contoh teks dari sumber
otentik
Sumber dari internet, seperti:
- www.dailyengl
ish.com
- http://americ
anenglish.stat
e.gov/files/ae
/resource_files
- http://learne
nglish.britishc
ouncil.org/en/
- https://www.
google.com/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
benar dan sesuai
dengan konteks.
.
yang hendak
dicapai.
Unsur kebahasaan
(1) Kata benda yang terkait dengan
orang, tempat
wisata, dan
bangunan
bersejarah
terkenal, dengan atau tanpa a dan
the, plural (-s), this, that, those, my, his, dst.
(2) Kata sifat tentang
orang, binatang,
benda dalam kehidupan siswa
di rumah,
sekolah, dan
sekitarnya,
dengan atau tanpa kata keterangan quite,
very, extremely, dst..
(3) Kata kerja untuk
menyatakan
keadaan dan tindakan rutin
dalam simple
present tense.
(4) Penggunaan
fungsi sosial, struktur teks,
dan unsur kebahasaan dari
teks deskriptif tentang orang,
binatang, dan benda.
Siswa membaca semua teks deskriptif tentang orang,
tempat wisata, dan bangunan
bersejarah terkenal yang telah
terkumpul tsb., secara lebih
cermat dengan cara
mengidentifikasi dan menyebutkan:
- fungsi sosial setiap teks
- nama orang, tempat
wisata, dan bangunan
bersejarah terkenal yang dideskripsikan
- sifat orang, tempat wisata,
dan bangunan bersejarah
terkenal yang
dideskripsikan
- tindakan orang, tempat wisata, dan bangunan
bersejarah terkenal yang
dideskripsikan
- kosa kata, tata bahasa,
ucapan, tekanan kata,
ejaan, tanda baca yang digunakan
Secara kolaboratif siswa meniru contoh-contoh yang
ada untuk membuat teks
deskriptif sangat pendek dan
menghasilkan teks
deskriptif tentang orang,
tempat wisata, dan
bangunan bersejarah terkenal nyata di
lingkungan sekitar.
Observasi:
(penilaian yang bertujuan
untuk memberikan
balikan secara lebih cepat)
Observasi terhadap tindakan siswa
menggunakan bahasa
Inggris untuk
menyebutkan dan
menanyakan tentang orang, tempat wisata,
dan bangunan
bersejarah terkenal,
ketika muncul
kesempatan, di dalam
dan di luar kelas.
Observasi terhadap kesungguhan,
tanggung jawab, dan
kerja sama siswa
dalam proses
pembelajaran di setiap
tahapan.
Observasi terhadap kepedulian dan
kepercayaan diri
dalam melaksanakan
komunikasi, di dalam
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
nominal singular
dan plural secara
tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara
tepat dalam frasa
nominal
(5) Ucapan, tekanan
kata, intonasi
(6) Ejaan dan tanda baca
(7) Tulisan tangan
Topik
orang, tempat wisata,
dan bangunan bersejarah terkenal
relevan dengan
kehidupan siswa
sebagai remaja dan
pelajar SMA, dengan
memberikan keteladanan tentang
perilaku santun,
peduli, jujur, disiplin,
percaya diri,
kerjasama, cinta damai, dan
bertanggung jawab.
sederhana tentang orang,
tempat wisata, dan bangunan
bersejarah terkenal untuk
mencapai fungsi sosial yang berbeda-beda, dengan
struktur teks, dan unsur
kebahasaan yang sesuai
konteks.
Mengasosiasi
Siswa membandingkan fungsi sosial, struktur teks (termasuk a.l. gagasan utama dan
informasi rinci), dan unsur
kebahasaan dari beberapa
teks deskriptif tentang orang,
tempat wisata, dan bangunan bersejarah terkenal yang telah
dikumpulkan dari berbagai
sumber tersebut di atas.
Siswa memperoleh balikan (feedback) dari guru dan
teman tentang fungsi sosial,
struktur teks, dan unsur
kebahasaan yang digunakan dalam teks deskriptif yang
mereka hasilkan.
Mengkomunikasikan
Siswa membuat beberapa teks deskriptif sangat pendek dan
sederhana tentang orang, tempat wisata, dan bangunan
bersejarah terkenal yang ada
dalam kehidupan siswa,
dan di luar kelas.
Penilaian diri:
Pernyataan siswa secara
tertulis dalam jurnal belajar sederhana
berbahasa Indonesia
tentang pengalaman
belajar memahami dan
menghasilkan teks
deskriptif tentang orang, tempat wisata, dan
bangunan bersejarah
terkenal, termasuk
kemudahan dan
kesulitannya.
Tes tertulis
Membaca dan menulis
teks deskriptif yang
menuntut pemahaman
dan pemaparan tentang
orang, tempat wisata, dan bangunan bersejarah
terkenal.
Portofolio
a. Kumpulan karya teks
deskriptif tentang orang, tempat wisata,
dan bangunan
bersejarah terkenal
yang telah dibuat.
b. Kumpulan hasil
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
dalam bahasa Inggris, dengan
struktur teks dan unsur
kebahasaan yang sesuai
dengan fungsi sosial nyata yang hendak dicapai
(membanggakan,
mengenalkan,
mengidentifikasi, memuji,
mengkritik, dsb).
Siswa berupaya berbicara secara lancar dengan ucapan, tekanan kata, intonasi yang
benar dan menulis dengan
ejaan dan tanda baca yang
benar, serta tulisan yang jelas
dan rapi.
Siswa membicarakan
permasalahan yang dialami dalam membuat teks
deskriptif tentang orang,
tempat wisata, dan bangunan
bersejarah terkenal dan
menuliskannya dalam jurnal belajar sederhana dalam
bahasa Indonesia.
suntingan beberapa
teks deskriptif yang
dibuat sendiri atau
temannya tentang orang, orang, tempat
wisata, dan bangunan
bersejarah terkenal.
c. Kumpulan hasil
analisis tentang
beberapa teks deskriptif tentang
orang, orang, tempat
wisata, dan bangunan
bersejarah terkenal.
d. Lembar soal dan hasil tes
3.8. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan dari teks
pemberitahuan (announcement),
sesuai dengan
konteks
penggunaannya.
Teks tulis
pemberitahuan
(announcement)
Fungsi sosial
Menjalin kedekatan emosional antar
kerabat, rekan kerja,
staf kantor, pengusaha
Mengamati
Siswa mencari teks tulis berbentuk pemberitahuan (announcement), termasuk
yang menggunakan bahasa
Indonesia.
Siswa mengumpulkan gambar dan foto teks tulis berbentuk
KRITERIA PENILAIAN
Tingkat ketercapaian fungsi sosial
pemberitahuan (announcement).
Tingkat kelengkapan dan keruntutan pemberitahuan
4 JP Buku Teks wajib
Keteladanan ucapan dan
tindakan guru
menggunakan
setiap tindakan komunikasi
interpersonal/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
4.11. Menangkap makna
pemberitahuan (announcement).
4.12. Menyusun teks
tulis pemberitahuan (announcement),
sangat pendek dan
sederhana, dengan
memperhatikan
fungsi sosial,
struktur teks, dan unsur kebahasaan
yang benar dan
sesuai konteks.
dan pelanggan dsb.
dengan cara menulis
pemberitahuan tentang
peristiwa penting, seperti kelahiran,
perkawinan, wisuda,
pindah ke gedung
baru, dsb.
Struktur text
(gagasan utama dan informasi rinci)
a. Menyebutkan
tujuan announcement
(pemberitahuan).
b. Menyebutkan
informasi rinci dari announcement
(pemberitahuan).
Unsur kebahasaan
(1) Ungkapan dan kosa kata yang
lazim digunakan announcement
(pemberitahuan)
(2) Penggunaan nominal singular
dan plural secara
tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara
pemberitahuan (announcement) dari berbagai
sumber termasuk internet,
buku teks, dsb.
Siswa memberikan komentar dan pandangannya tentang fungsi teks tulis berbentuk
pemberitahuan (announcement), ketepatan
unsur kebahasaannya,
format, tampilan, dsb.
Menanya
Dengan bimbingan dan arahan
guru, siswa menanyakan dan
mempertanyakan antara lain
tentang perbedaan dalam hal
fungsi sosial, struktur teks, dan unsur kebahasaan, antara teks
tulis berbentuk pemberitahuan (announcement) dalam bahasa
Inggris dengan yang ada dalam
bahasa Indonesia, kemungkinan
menggunakan ungkapan lain, akibat jika tidak ada, dsb.
Mengumpulkan Informasi
Siswa membaca rujukan dari berbagai sumber, termasuk
buku teks, untuk mengetahui
fungsi sosial, struktur teks,
dan unsur kebahasaan dari teks tulis berbentuk
pemberitahuan
(announcement).
Tingkat ketepatan unsur kebahasaan:
tata bahasa, kosa
kata, ucapan, tekanan
kata, intonasi, ejaan, tanda baca, tulisan
tangan.
Sikap tanggung jawab, kerjasama, peduli, dan
percaya diri yang
menyertai tindakan
memahami dan membuat
pemberitahuan (announcement).
CARA PENILAIAN:
Kinerja (praktik)
Tugas menganalisis dan
membuat pemberitahuan (announcement) untuk
fungsi nyata.
Observasi:
(penilaian yang bertujuan untuk memberikan
balikan secara lebih cepat)
Observasi terhadap tindakan siswa
memahami dan
transaksional
dengan benar
dan akurat
Contoh teks dari sumber otentik
Sumber dari internet, seperti:
- www.dailyengl
ish.com
- http://americanenglish.stat
e.gov/files/ae
/resource_file
s
- http://learne
nglish.britishc
ouncil.org/en
/
- https://www.
google.com/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
tepat dalam frasa
nominal
(3) Ucapan, tekanan
kata, intonasi
(4) Ejaan dan tanda
baca
(5) Tulisan tangan
Topik
Peristiwa atau kegiatan
penting yang terkait dengan hidup siswa di
sekolah, rumah, dan
masyarakat, dengan
memberikan
keteladanan tentang perilaku jujur, disiplin,
percaya diri, kerjasama
dan bertanggung jawab
Multimedia:
Layout dan dekorasi
yang membuat tampilan teks lebih
menarik.
(announcement).
Siswa membaca secara lebih cermat semua teks tulis
berbentuk pemberitahuan (announcement) yang telah
terkumpul dalam bentuk gambar dan foto tersebut di
atas, untuk memberikan
komentar dan pandangannya
tentang fungsi sosial, struktur
teks, dan unsur
kebahasaannya.
Secara kolaboratif siswa meniru contoh-contoh yang
ada untuk membuat teks tulis
berbentuk pemberitahuan (announcement) untuk fungsi
nyata di lingkungan kelas,
sekolah, rumah, dan sekitarnya.
Mengasosiasi
Siswa membandingkan fungsi sosial, struktur teks, dan
unsur kebahasaan dari
berbagai teks tulis berbentuk
pemberitahuan (announcement) yang telah
dikumpulkan dari berbagai
sumber tersebut di atas.
Siswa menganalisis perbedaan dan persamaan dalam hal
fungsi sosial, struktur teks,
dan unsur kebahasaan dari
menghasilkan
pemberitahuan (announcement) sesuai
fungsi sosialnya, di
dalam dan di luar kelas.
Observasi terhadap kesungguhan,
tanggung jawab, dan
kerja sama siswa
dalam proses pembelajaran di setiap
tahapan.
Observasi terhadap kepedulian dan
kepercayaan diri
dalam melaksanakan
komunikasi, di dalam dan di luar kelas.
Penilaian diri:
Pernyataan siswa secara
tertulis dalam jurnal
belajar sederhana
berbahasa Indonesia tentang pengalaman
belajar memahami dan
membuat pemberitahuan (announcement), termasuk
kemudahan dan
kesulitannya.
Portofolio
Kumpulan karya
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
berbagai teks tulis berbentuk
pemberitahuan (announcement) yang telah
dipelajari tersebut di atas
dengan yang ada di sumber-sumber lain, atau dengan
yang digunakan dalam bahasa
lain.
Siswa memperoleh balikan (feedback) dari guru dan
teman tentang fungsi sosial
dan unsur kebahasaan yang digunakan.
Mengkomunikasikan
Siswa membuat lebih banyak teks tulis berbentuk
pemberitahuan (announcement) dalam bahasa
Inggris untuk fungsi sosial nyata di kelas, sekolah, dan
rumah.
Siswa berupaya berbicara secara lancar dengan ucapan,
tekanan kata, intonasi yang
benar dan menulis dengan
ejaan dan tanda baca yang benar, serta tulisan yang jelas
dan rapi.
Siswa membicarakan permasalahan yang dialami
dalam membuat teks tulis
berbentuk pemberitahuan (announcement) dan
berbagai
pemberitahuan (announcement) yang
telah dibuat.
Kumpulan hasil analisis tentang beberapa berbagai
pemberitahuan (announcement).
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
menuliskannya dalam jurnal
belajar sederhana dalam
bahasa Indonesia.
3.9. Menganalisis fungsi
sosial, struktur teks, dan unsur
kebahasaan pada teks recount
sederhana tentang
pengalaman/kejadian
/peristiwa, sesuai dengan konteks
penggunaannya.
4.13. Menangkap makna dalam teks recount
lisan dan tulis,
sederhana, tentang pengalaman,
kegiatan, kejadian,
dan peristiwa.
4.14. Menyusun teks recount lisan dan
tulis sederhana tentang pengalaman/
kegiatan/kejadian/pe
ristiwa, dengan
memperhatikan
fungsi sosial,
struktur teks, dan unsur kebahasaan,
secara benar dan
sesuai dengan
konteks
Teks recount lisan
dan tulis, sederhana, tentang pengalaman/
kegiatan/kejadian/
peristiwa
Fungsi sosial
Melaporkan,
meneladani, membanggakan,
mengagumi, berbagi
pengalaman, dsb.
Struktur text
(gagasan utama dan informasi rinci)
a. Memberikan
pendahuluan
(orientasi) dengan
menyebutkan
orang(-orang) yang terlibat, tempat,
waktu, dsb dari
peristiwa/kejadian/
pengalaman yang
akan disampaikan
b. Menguraikan
urutan kejadian
secara kronologis,
urut dan runtut
Mengamati
Siswa menyalin dengan tulisan tangan yang rapi beberapa teks tentang
pengalaman/kegiatan/
kejadian/peristiwa dari
berbagai sumber, dengan
menggunakan ejaan dan tanda
baca dengan benar.
Siswa membaca dan mendengarkan teks-teks
tersebut untuk memahami isi
pesannya.
Dengan bimbingan guru, siswa mengidentifikasi fungsi
sosialnya, struktur teks
(termasuk a.l. gagasan utama dan informasi rinci) dari setiap
teks tersebut.
Menanya
Dengan bimbingan dan arahan
guru, siswa menanyakan dan mempertanyakan tentang fungsi
sosial, struktur teks, dan unsur
kebahasaan dari setiap teks
tersebut.
Mengumpulkan Informasi
Secara kolaboratif, siswa
KRITERIA PENILAIAN
Tingkat ketercapaian fungsi sosial teks recount tentang
pengalaman/kegiatan/
kejadian/peristiwa
sederhana.
Tingkat kelengkapan dan keruntutan dalam
menyebutkan dan menanyakan tentang
pengalaman/kegiatan/
kejadian/peristiwa dalam teks recount.
Tingkat ketepatan unsur kebahasaan:
tata bahasa, kosa
kata, ucapan, tekanan kata, intonasi, ejaan,
tanda baca, kerapihan
tulisan tangan.
Sikap tanggung jawab, kerjasama, cinta
damai, dan percaya diri yang menyertai
tindakan menyebutkan
dan menanyakan
tentang
pengalaman/kegiatan/
kejadian/peristiwa
14 JP Buku Teks wajib
Keteladanan ucapan dan tindakan guru
menggunakan
setiap tindakan
komunikasi
interpersonal/
transaksional dengan benar
dan akurat
Contoh teks dari sumber
otentik
Sumber dari internet, seperti:
- www.dailyenglish.com
- http://americ
anenglish.state.gov/files/ae
/resource_file
s
- http://learnenglish.britishc
ouncil.org/en
/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
c. Menutup dengan
memberikan
komentar atau
penilaian umum tentang
peristiwa/kejadian/
pengalaman yang
telah disampaikan
(opsional)
Unsur kebahasaan
(1) Kata kerja dalam
Simple Past tense,
Past Continuous
Tense
(2) Kosa kata: kata kerja yang
menunjuk
tindakan atau
kegiatan
(3) Adverbia
penghubung waktu: first, then, after that, before, when, at last, finally, dsb.
(4) Adverbia dan
frasa preposisional
penujuk waktu: yesterday, last month, on Monday, an hour ago, immediately,
mencari dan mengumpulan
beberapa teks tentang
peristiwa/kejadian/
pengalaman dari berbagai sumber, termasuk dari
internet, film, koran, majalah,
buku teks, dsb.
Siswa membaca rujukan dari berbagai sumber, termasuk
buku teks, untuk mengetahui
fungsi sosial, struktur teks, dan unsur kebahasaan dari
teks tentang
peristiwa/kejadian/
pengalaman.
Siswa membaca semua teks tentang peristiwa/kejadian/
pengalaman yang telah terkumpul tsb., secara lebih
cermat dengan cara
mengidentifikasi dan
menyebutkan:
- fungsi sosial setiap teks
- orang(-orang) yang terlibat,
tempat, waktu, dsb dari
peristiwa/kejadian/
pengalaman yang akan
disampaikan
- urutan kejadian secara kronologis, urut dan
runtut
- komentar atau penilaian
umum tentang
dalam teks recount.
CARA PENILAIAN:
Kinerja (praktik)
Tugas menganalisis dan menghasilkan teks recount
tentang
pengalaman/kegiatan/
kejadian/peristiwa nyata
di lingkungan sekitar.
Observasi: (penilaian yang bertujuan
untuk memberikan
balikan secara lebih cepat)
Observasi terhadap tindakan siswa
menggunakan bahasa Inggris untuk
menyebutkan dan
menanyakan tentang
pengalaman/kegiatan/
kejadian/peristiwa,
ketika muncul kesempatan, di dalam
dan di luar kelas.
Observasi terhadap kesungguhan,
tanggung jawab, dan
kerja sama siswa
dalam proses pembelajaran di setiap
- https://www.
google.com/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
dsb.
(5) Penggunaan
nominal singular
dan plural secara tepat, dengan atau tanpa a, the, this, those, my,
their, dsb secara
tepat dalam frasa
nominal
(6) Ucapan, tekanan kata, intonasi
(7) Ejaan dan tanda
baca
(8) Tulisan tangan
Topik
Peristiwa, kejadian,
pengalaman yang
relevan dengan
kehidupan siswa
sebagai pelajar dan
remaja, dengan memberikan
keteladanan tentang
perilaku santun,
peduli, jujur, disiplin,
percaya diri, kerjasama, cinta
damai, dan
bertanggung jawab.
peristiwa/kejadian/pengal
aman yang telah
disampaikan (opsional,
jika ada)
- kosa kata, tata bahasa,
ucapan, tekanan kata,
ejaan, tanda baca yang
digunakan
Secara kolaboratif siswa meniru contoh-contoh yang
ada untuk membuat teks tentang peristiwa/kejadian/
pengalaman untuk mencapai
fungsi sosial yang berbeda-
beda, dengan struktur teks,
dan unsur kebahasaan yang sesuai konteks.
Mengasosiasi
Siswa membandingkan fungsi sosial, struktur teks, dan
unsur kebahasaan dari beberapa teks recount tentang
peristiwa/kejadian/
pengalaman yang telah dikumpulkan dari berbagai
sumber tersebut di atas.
Siswa memperoleh balikan (feedback) dari guru dan
teman tentang fungsi sosial,
struktur teks, dan unsur
kebahasaan yang digunakan dalam teks-teks yang mereka
hasilkan.
tahapan.
Observasi terhadap kepedulian dan
kepercayaan diri
dalam melaksanakan komunikasi, di dalam
dan di luar kelas.
Penilaian diri:
Pernyataan siswa secara
tertulis dalam jurnal
belajar sederhana berbahasa Indonesia
tentang pengalaman
belajar memahami dan menghasilkan teks recount
tentang
pengalaman/kegiatan/ kejadian/peristiwa,
termasuk kemudahan dan
kesulitannya.
Tes tertulis
Membaca dan menulis teks recount yang
menuntut pemahaman
dan pemaparan tentang
pengalaman/kegiatan/
kejadian/peristiwa.
Portofolio
a. Kumpulan karya teks recount tentang
pengalaman/kegiatan/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
Mengkomunikasikan
Siswa membuat beberapa teks tentang
peristiwa/kejadian/
pengalaman yang ada dalam kehidupan siswa di rumah,
kelas, sekolah, dan
sekitarnya dalam bahasa
Inggris, dengan struktur teks
dan unsur kebahasaan yang
sesuai dengan fungsi sosial nyata yang hendak dicapai
(melaporkan, meneladani,
membanggakan, berbagi
pengalaman, dsb).
Siswa berupaya berbicara secara lancar dengan ucapan,
tekanan kata, intonasi yang benar dan menulis dengan
ejaan dan tanda baca yang
benar, serta tulisan yang jelas
dan rapi.
Siswa membicarakan permasalahan yang dialami dalam membuat teks tentang
peristiwa/kejadian/
pengalaman dan
menuliskannya dalam jurnal
belajar sederhana dalam
bahasa Indonesia.
kejadian/peristiwa
yang telah dibuat.
b. Kumpulan hasil
analisis tentang beberapa teks recount
tentang orang,
pengalaman/kegiatan/
kejadian/peristiwa.
c. Lembar soal dan hasil
tes
3.10. Menganalisis fungsi sosial,
struktur teks, dan
unsur kebahasaan
Teks naratif, berbentuk legenda
sederhana
Mengamati
Siswa menyalin dengan tulisan tangan yang rapi
KRITERIA PENILAIAN
Tingkat pemahaman fungsi sosial teks teks
12 JP Buku Teks wajib
Keteladanan
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
pada teks naratif
sederhana berbentuk
legenda rakyat,
sesuai dengan konteks
penggunaannya.
4.15. Menangkap
makna teks naratif
lisan dan tulis berbentuk legenda,
sederhana
Fungsi sosial
Memperoleh hiburan,
menghibur dan
mengajarkan nilai-nilai luhur, meneladani
nilai-nilai moral, cinta
tanah air, menghargai
budaya lain, dsb.
Struktur text
(gagasan utama dan informasi rinci)
a. Pendahuluan
(orientasi) dengan
memperkenalkan
tokoh, tempat, waktu, terjadinya
cerita.
b. Penilaian
(evaluasi) tentang
situasi dan kondisi
terjadinya cerita.
c. Krisis yang terjadi
terhadap tokoh
utama
(komplikasi)
d. Akhir cerita di mana krisis
berakhir (resolusi)
dengan bahagia
atau sedih
e. Ulasan atau
komentar umum
beberapa teks naratif
berbentuk legenda, pendek
dan sederhana dari berbagai
sumber, dengan menggunakan ejaan dan
tanda baca dengan benar.
Siswa membaca dan mendengarkan legenda
tersebut untuk memahami isi
pesannya.
Dengan bimbingan guru, siswa mengidentifikasi fungsi sosialnya, struktur teks
(termasuk a.l. gagasan utama
dan informasi rinci) dari
setiap legenda tersebut.
Menanya
Dengan bimbingan dan arahan guru, siswa menanyakan dan
mempertanyakan tentang fungsi
sosial, struktur teks, dan unsur
kebahasaan dari setiap legenda
tersebut.
Mengumpulkan Informasi
Secara kolaboratif, siswa mencari dan mengumpulan
beberapa legenda pendek dan
sederhana dari berbagai
sumber, termasuk dari
internet, film, koran, majalah, buku teks, dsb.
Siswa membaca rujukan dari
naratif berbentuk
legenda rakyat, pendek
dan sederhana.
Tingkat kelengkapan dan keruntutan pemahaman isi pesan
legenda rakyat.
Tingkat ketepatan unsur kebahasaan:
tata bahasa, kosa
kata, ucapan, tekanan
kata, intonasi, ejaan, tanda baca, kerapihan
tulisan tangan.
Sikap tanggung jawab, kerjasama, cinta
damai, dan percaya
diri yang menyertai
tindakan memahami isi pesan legenda
rakyat.
CARA PENILAIAN:
Kinerja (praktik)
Menganalisis isi pesan
legenda rakyat.
Observasi:
(penilaian yang bertujuan
untuk memberikan
balikan secara lebih cepat)
ucapan dan
tindakan guru
menggunakan
setiap tindakan komunikasi
interpersonal/
transaksional
dengan benar
dan akurat
Contoh teks dari sumber otentik
Sumber dari internet, seperti:
- www.dailyengl
ish.com
- http://americ
anenglish.stat
e.gov/files/ae
/resource_file
s
- http://learne
nglish.britishc
ouncil.org/en
/
- https://www.
google.com/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
(reorientasi),
opsional.
Unsur kebahasaan
(1) Tata bahasa: Simple Past tense,
Past Continuous
Tense
(2) Kosa kata: terkait
karakter, watak,
dan setting dalam legenda
(3) Adverbia
penghubung waktu: first, then, after that, before, at last, finally,
dsb.
(4) Adverbia dan
frasa
preposisional
penunjuk waktu: a long time ago, in 1776, during the war, immediately after the dry season, dsb.
(5) Penggunaan
nominal singular dan plural secara
tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara
berbagai sumber, termasuk
buku teks, untuk mengetahui
fungsi sosial, struktur teks,
dan unsur kebahasaan dari legenda.
Siswa membaca semua legenda yang telah terkumpul
tsb., secara lebih cermat
dengan cara mengidentifikasi
dan menyebutkan:
- fungsi sosial setiap teks
- tokoh, tempat, waktu,
terjadinya cerita
- krisis yang terjadi
terhadap tokoh
- akhir cerita di mana krisis berakhir
- komentar atau penilaian
umum tentang legenda
(opsional, jika ada)
- kosa kata, tata bahasa,
ucapan, tekanan kata, ejaan, tanda baca yang
digunakan
Mengasosiasi
Siswa membandingkan fungsi sosial, struktur teks, dan
unsur kebahasaan dari
beberapa legenda yang telah dikumpulkan dari berbagai
sumber tersebut di atas.
Observasi terhadap tindakan siswa
berusaha memahami
dan menganalisis isi
pesan legenda rakyat pendek dan
sederhana.
Observasi terhadap kesungguhan,
tanggung jawab, dan
kerja sama siswa
dalam proses pembelajaran di setiap
tahapan.
Penilaian diri:
Pernyataan siswa secara
tertulis dalam jurnal
belajar sederhana berbahasa Indonesia
tentang pengalaman
belajar menganalisis
legenda rakyat, termasuk
kemudahan dan kesulitannya.
Tes tertulis
Membaca teks yang
menuntut pemahaman
tentang legenda rakyat.
Portofolio
Kumpulan hasil analisis tentang
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
tepat dalam frasa
nominal
(6) Ucapan, tekanan
kata, intonasi
(7) Ejaan dan tanda
baca
(8) Tulisan tangan
Topik
Cerita legenda yang
memberikan keteladanan tentang
perilaku santun,
peduli, jujur, disiplin,
percaya diri,
kerjasama, cinta damai, dan
bertanggung jawab.
Siswa memperoleh balikan (feedback) dari guru dan
teman tentang hasil analisis
mereka tentang fungsi sosial,
struktur teks, dan unsur
kebahasaan yang digunakan dalam legenda yang mereka
baca.
Mengkomunikasikan
Siswa menyampaikan beberapa legenda pendek dan
sederhana yang telah
dibacanya kepada teman-temannya, dengan cara antara
lain membacakan, menyalin
dan menerbitkan di majalah
dinding, bertanya jawab,
membahas pandangan masing-masing tentang isi
legenda, dsb.
Siswa berupaya membaca secara lancar dengan ucapan,
tekanan kata, intonasi yang
benar dan menulis dengan
ejaan dan tanda baca yang benar, serta tulisan yang jelas
dan rapi.
Siswa membicarakan permasalahan yang dialami
dalam memahami legenda
dan menuliskannya dalam jurnal belajar sederhana
dalam bahasa Indonesia.
beberapa legenda
rakyat yang telah
dibuat.
Lembar soal dan hasil tes
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
3.11. Menyebutkan
fungsi sosial dan
unsur kebahasaan
dalam lagu.
4.16. Menangkap makna
lagu sederhana.
Lagu sederhana
Fungsi sosial
Memahami pesan
moral lagu dan menghargai lagu
sebagai karya seni
Unsur kebahasaan
(1) Kata, ungkapan,
dan tata bahasa
dalam karya seni berbentuk lagu.
(2) Penggunaan
nominal singular
dan plural secara
tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara
tepat dalam frasa
nominal
(3) Ucapan, tekanan
kata, intonasi
(4) Ejaan dan tanda
baca.
(5) Tulisan tangan
Topik
Hal-hal yang memberikan
keteladanan dan
inspirasi untuk
Mengamati
Siswa menyalin dengan tulisan tangan beberapa lagu
berbahasa Inggris sangat
sederhana yang memberikan keteladanan atau
menginspirasi di dalam buku
koleksi lagunya.
Siswa berusaha memahami isi pesan lagu dengan menguasai
unsur kebahasaan di
dalamnya.
Hanya jika memungkinkan semuanya, siswa
menyanyikan lagu-lagu
tersebut.
Menanya
Dengan bimbingan dan arahan
guru, siswa menanyakan dan mempertanyakan isi pesan dan
unsur kebahasaan yang
digunakan.
Mengumpulkan Informasi
Siswa membaca (dan jika memungkinkan, mendengarkan) salah satu
lagu yang telah disalin.
Siswa menirukan membaca nyaring (dan jika
memungkinkan, menyanyikan)
KRITERIA PENILAIAN
Tingkat ketercapaian fungsi sosial lagu.
Tingkat kelengkapan dan keruntutan dalam
memahami isi pesan
lagu.
Tingkat ketepatan unsur kebahasaan:
tata bahasa, kosa
kata, ucapan, tekanan
kata, intonasi, ejaan,
tanda baca, tulisan tangan.
Sikap tanggung jawab, kerjasama, peduli, dan
percaya diri yang
menyertai pemaparan
tentang isi pesan serta
pendapat dan perasaan siswa
tentang isi pesan lagu.
CARA PENILAIAN:
Kinerja (praktik)
Tugas untuk
menyebutkan isi pesan
lagu secara singkat dan
menyatakan kesan atau
4 JP Buku Teks wajib
Contoh lagu dalam
CD/VCD/
DVD/kaset
Kumpulan lirik lagu
Sumber dari internet, seperti:
- www.dailyengl
ish.com
- http://americanenglish.stat
e.gov/files/ae
/resource_file
s
- http://learne
nglish.britishc
ouncil.org/en
/
- http://www.myenglishpag
es.com/site_p
hp_files/lyrics
_and_songs.php
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
berperilaku peduli dan
cinta damai.
lagu tsb.
Dengan bimbingan dan arahan guru, siswa
mengidentifikasi ciri-ciri (isi
pesan dan unsur kebahasaan) lagu tsb.
Siswa menuliskan pendapat dan perasaannya tentang isi
lagu tsb. dalam buku koleksi
lagunya.
Mengasosiasi
Siswa membandingkan isi pesan dan unsur kebahasaan yang terdapat dalam beberapa
lagu dalam buku koleksi
lagunya tersebut di atas atau
dengan lagu-lagu lain.
Siswa memperoleh balikan (feedback) dari guru dan
teman tentang pendapat dan perasaanya tentang lagu-lagu
tersebut.
Mengkomunikasikan
Siswa membacakan dan melaporkan analisisnya
tentang satu lagu lain pilihan
sendiri dalam kerja kelompok, dengan cara menyebutkan isi
pesan serta pendapat dan
perasaannya tentang lagu
tersebut.
pendapatnya.
Observasi:
(penilaian yang bertujuan
untuk memberikan balikan secara lebih cepat)
Observasi terhadap interaksi siswa
berusaha memahami
fungsi sosial dan
unsur kebahasaan
dalam lagu.
Observasi terhadap kesungguhan,
tanggung jawab, dan
kerja sama siswa
dalam proses
pembelajaran di setiap
tahapan.
Observasi terhadap kepedulian dan
kepercayaan diri
dalam melaksanakan
komunikasi tentang
lagu.
Penilaian diri:
Pernyataan siswa secara
tertulis dalam jurnal
belajar sederhana
berbahasa Indonesia
tentang pengalaman belajar memahami fungsi
sosial dan unsur
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
Siswa berupaya membaca secara lancar dengan ucapan,
tekanan kata, intonasi yang
benar dan menulis dengan
ejaan dan tanda baca yang benar, serta tulisan yang jelas
dan rapi.
Siswa membicarakan permasalahan yang dialami
dalam memahami isi lagu dan
menuliskannya dalam jurnal
belajar sederhana dalam bahasa Indonesia.
kebahasaan dalam lagu,
termasuk kemudahan dan
kesulitannya.
Tes tertulis
Membaca pemahaman
tentang isi pesan lagu.
Portofolio
Kumpulan lagu yang ditulis tangan
Kumpulan hasil analisis tentang
beberapa lagu yang telah dibuat.
Lembar soal dan hasil tes
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APPENDIX 8
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama satuan pendidikan : MA Negeri 1 Surakarta
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Listening
Alokasi waktu : 2 x 45 menit
A. Kompetensi Inti (KI)
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi dasar dan indicator pencapaian kompetensi:
3.7. Menganalisis makna yang terkandung, struktur teks dan unsur kebahasaan dari
lirik lagu AUBREY, sesuai dengan konteks penggunaannya.
4.11. Menangkap makna lirik.
4.12. Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan sederhana,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks.
C. Tujuan pembelajaran :
Melalui proses mendengar lagu, membaca lirik dan menalar peserta didik mampu,
menganalisis dan menangkap makna yang terkandung dalam lirik lagu dengan percaya
diri, jujur dan bertanggung-jawab.
D. Materi Pembelajaran
Lagu AUBREY
Teacher Fr’s Lesson Plan
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E. Media, Alat, dan Sumber Pembelajaran:
1. Media : MP4 dan Power Point Presentation
2. Alat : Laptop, LCD, dan Speaker Active
3. Sumber Belajar : Lagu dan Lirik Lagu AUBREY (Bread)
F.Langkah-langkah pembelajaran
1. Kegiatan Pendahuluan
menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran
memberi motivasi belajar
mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan sebelumnya
dengan materi yang akan dipelajari:
menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan
menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
2. Kegiatan Inti
Mengamati
Guru membagikan lembar tugas pertama berisi pertanyaan tentang pesan di
dalam lagu tersebut;
Guru memutarkan lagu sesi pertama 2-3x;
Siswa mendengarkan lagu AUBREY (Bread)
Siswa mengerjakan lembar tugas pertama sesuai dengan lirik lagu yang mereka
dengarkan;
Guru memutarkan lagu sesi kedua 2-3x;
Siswa mengerjakan lembar tugas kedua yaitu mengisi tempat-tempat yang
kosong sesuai lirik yang mereka dengarkan;
Guru dan siswa bersama-sama diskusi mengerjakan tugas;
Siswa menirukan contoh pengucapan kata-kata dalam lirik tersebut dengan
bimbingan guru.
Siswa belajar melafalkan kosakata baru;
Siswa menyanyikan bersama-sama lagu AUBREY.
Menanya
Dengan bimbingan dan arahan guru, siswa mencoba untuk mencari makna dan
pesan atau nilai yang terkandung dalam lirik lagu.
Mengeksplorasi
Siswa melaporkan hasil diskusi dengan teman sebangku pada tahap mengamati
dan ditanggapi oleh kelompok lain
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Mengasosiasi
Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang
dia sampaikan dalam kerja kelompok.
Mengomunikasikan
Menyampaikan hasil kerja kelompok tentang kegiatan/kejadian/peristiwa sesuai
dengan panduan yang disiapkan guru.
3. Penutup
memberikan umpan balik terhadap proses dan hasil pembelajaran
melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individual
menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya
G. Penilaian hasil pembelajaran
Kriteria penilaian Kinerja dan Tugas
Pencapaian fungsi sosial
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata,
intonasi, ejaan, dan tulisan tangan
observasi:
Lembar Pengamatan Sikap Peserta didik
No
Indikator Sikap.
Nama Peserta didik.
Bertanggung
jawab
Jujur Santun dalam
berkumunikasi
Percaya
diri
Kedisiplinan
dalam tugas
Nilai rata-rata
(kualitatif/huruf).
1
2
3
4
Note: Setiap aspek menggunakan skala 1 s.d. 5
1 = Sangat Kurang 3 = Cukup 5 = Amat Baik
2 = Kurang 4 = Baik
KRITERIA PENILAIAN KETERAMPILAN BERBAHASA LISTENING
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N0 Aspek yang dinilai Skor
Membedakan fonem (phonem discrimination):
Dapat membedakan fonem dengan sangat baik dan akurat.
Dapat membedakan fonem dengan cukup baik dan akurat.
Dapat membedakan fonem dangan cukup baik dan akurat.
Tidak apat membedakan fonem.
4
3
2
1
2.
Mengidentifikasi tekanan dan intonasi:
Dapat mengidentifikasi tekanan dan intonasi engan sangat baik dan
akurat.
Dapat mengidentifikasi tekanan dan intonasi dengan baik dan akurat.
Dapat mengidentifikasi tekanan dan intonasi dengan cukup baik dan
akurat.
Tidak dapat mengidentifikasi tekanan dan intonasi.
4
3
2
1
3.
Mengidentifikasi makna kata, kalimat dan ujaran:
Dapat mengidentifikasi makna kata, kalimat dan ujaran dengan
sangat baik dan akurat.
Dapat mengidentifikasi makna kata, kalimat, dan ujaran yang cukup
baik dan akurat.
Dapat mengidentifikasi makna, kalimat, dan ujaran dengan cukup
baik dan akurat.
Tidak dapat mengidentifikasi makna , kalimat dan ujaran.
4
3
2
1
4.
Merespon ujaran dalam wacana interpersonal atau transaksional:
Dapat merespon ujaran dalam wacana interpersonal atau
transaksional dengan sangat baik dan akurat.
Dapat merespon ujaran dalam wacana interpersonal atau
transaksional dengan baik dan akurat.
Dapat merespon ujaran dalam wacana interpersonal atau
transaksional dengan cukup baik dan akurat.
Tidak dapat merespon ujaran dalam wacana interpersonal atau
transaksional.
4
3
2
1
5.
Mengidentifikasi makna wacana dialog pendek (5-6 pertukaran dengan dua
orang penutur)
Dapat mengidentifikasi makna wacana dialog pendek dengan sangat
baik dan akurat.
Dapat mengidentifikasi makna wacana dialog pendek dengan baik
dan akurat.
Dapat mengidentifikasi makna wacana dialog pendek dengan cukup
baik dan akurat.
4
3
2
1
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Tidak dapat mengidentifikasi makna wacana dialog pendek.
6.
Merespon wacana monolog:
Dapat mengidentifikasi pikiran utama, pendukung, dan informasi
rinci dalam wacana monolog dengan sangat baik dan akurat.
Dapat menidentifikasi pikiran utama, pendukung, dan informasi rinci
dalam wacana monolog dengan baik dan akurat.
Dapat mengidentifikasi pikiran utama, pendukung, dan informasi
dalam wacana monolog dengan cukup baik dan akurat.
Tidak dapat mengidentifikasi pikiran utama, pendukung, dan
informasi rinci dalam monolog.
4
3
2
1
Surakarta,
Juli 2014
Mengetahui:
Kepala Sekolah Guru Mata Pelajaran
Drs.M.Hariyadi Purwanto,M.Ag. Muhammad Farhani
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APPENDIX 9
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama satuan pendidikan : MA Negeri 1 Surakarta
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Listening (Song)
Alokasi waktu : 2 x 45 menit
A. Kompetensi Inti (KI)
5. Menghayati dan mengamalkan ajaran agama yang dianutnya
6. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
7. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
8. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi dasar dan indicator pencapaian kompetensi:
3.7. Menganalisis makna yang terkandung, struktur teks dan unsur kebahasaan dari
lirik lagu I have a Dream, sesuai dengan konteks penggunaannya.
4.11. Menangkap makna lirik.
4.12. Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan sederhana,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan
sesuai konteks
C. Tujuan pembelajaran :
Melalui proses mendengar lagu, membaca lirik dan menalar peserta didik mampu,
menganalisis dan menangkap makna yang terkandung dalam lirik lagu dengan percaya
diri, jujur dan bertanggung-jawab.
D. Materi Pembelajaran
Lagu I Have a Dream oleh West Life
Teacher Sy’s Lesson Plan
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E. Media, Alat, dan Sumber Pembelajaran:
4. Media : VCD dan Power Point Presentation
5. Alat : Laptop, LCD, dan Speaker Active
6. Sumber Belajar : Lagu dan Lirik Lagu I Have a Dream (West Life)
F.Langkah-langkah pembelajaran
2. Kegiatan Pendahuluan
menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran
memberi motivasi belajar
mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan sebelumnya
dengan materi yang akan dipelajari:
menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan
menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
2. Kegiatan Inti
Mengamati
Siswa mendengarkan lagu I Have a Dream (West Life)
Siswa menirukan contoh pengucapan kata-kata dalam lirik tersebut dengan
bimbingan guru.
Siswa belajar melafalkan kosakata baru
Menanya
Dengan bimbingan dan arahan guru, siswa mencoba untuk mencari makna atau
nilai yang terkandung dalam lirik lagu.
Mengeksplorasi
Siswa melaporkan hasil diskusi kelompok pada tahap mengamati dan ditanggapi
oleh kelompok lain
Mengasosiasi
Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang
dia sampaikan dalam kerja kelompok.
Mengomunikasikan
Menyampaikan hasil kerja kelompok tentang kegiatan/kejadian/peristiwa sesuai
dengan panduan yang disiapkan guru.
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3. Penutup
memberikan umpan balik terhadap proses dan hasil pembelajaran
melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individual
menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya
G. Penilaian hasil pembelajaran
Kriteria penilaian Kinerja dan Tugas
Pencapaian fungsi sosial
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata,
intonasi, ejaan, dan tulisan tangan
observasi:
Lembar Pengamatan Sikap Peserta didik
No
Indikator Sikap.
Nama Peserta didik.
Bertanggung
jawab
Jujur Santun dalam
berkumunikasi
Percaya
diri
Kedisiplinan
dalam tugas
Nilai rata-rata
(kualitatif/huruf).
1
2
3
4
Note: Setiap aspek menggunakan skala 1 s.d. 5
1 = Sangat Kurang 3 = Cukup 5 = Amat Baik
2 = Kurang 4 = BaiK
KRITERIA PENILAIAN KETERAMPILAN BERBAHASA LISTENING
N0 Aspek yang dinilai Skor
Membedakan fonem (phonem discrimination):
Dapat membedakan fonem dengan sangat baik dan akurat.
Dapat membedakan fonem dengan cukup baik dan akurat.
Dapat membedakan fonem dangan cukup baik dan akurat.
Tidak apat membedakan fonem.
4
3
2
1
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2.
Mengidentifikasi tekanan dan intonasi:
Dapat mengidentifikasi tekanan dan intonasi engan sangat baik dan
akurat.
Dapat mengidentifikasi tekanan dan intonasi dengan baik dan akurat.
Dapat mengidentifikasi tekanan dan intonasi dengan cukup baik dan
akurat.
Tidak dapat mengidentifikasi tekanan dan intonasi.
4
3
2
1
3.
Mengidentifikasi makna kata, kalimat dan ujaran:
Dapat mengidentifikasi makna kata, kalimat dan ujaran dengan
sangat baik dan akurat.
Dapat mengidentifikasi makna kata, kalimat, dan ujaran yang cukup
baik dan akurat.
Dapat mengidentifikasi makna, kalimat, dan ujaran dengan cukup
baik dan akurat.
Tidak dapat mengidentifikasi makna , kalimat dan ujaran.
4
3
2
1
4.
Merespon ujaran dalam wacana interpersonal atau transaksional:
Dapat merespon ujaran dalam wacana interpersonal atau
transaksional dengan sangat baik dan akurat.
Dapat merespon ujaran dalam wacana interpersonal atau
transaksional dengan baik dan akurat.
Dapat merespon ujaran dalam wacana interpersonal atau
transaksional dengan cukup baik dan akurat.
Tidak dapat merespon ujaran dalam wacana interpersonal atau
transaksional.
4
3
2
1
5.
Mengidentifikasi makna wacana dialog pendek (5-6 pertukaran dengan dua
orang penutur)
Dapat mengidentifikasi makna wacana dialog pendek dengan sangat
baik dan akurat.
Dapat mengidentifikasi makna wacana dialog pendek dengan baik
dan akurat.
Dapat mengidentifikasi makna wacana dialog pendek dengan cukup
baik dan akurat.
Tidak dapat mengidentifikasi makna wacana dialog pendek.
4
3
2
1
6.
Merespon wacana monolog:
Dapat mengidentifikasi pikiran utama, pendukung, dan informasi
rinci dalam wacana monolog dengan sangat baik dan akurat.
Dapat menidentifikasi pikiran utama, pendukung, dan informasi rinci
dalam wacana monolog dengan baik dan akurat.
Dapat mengidentifikasi pikiran utama, pendukung, dan informasi
dalam wacana monolog dengan cukup baik dan akurat.
4
3
2
1
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Tidak dapat mengidentifikasi pikiran utama, pendukung, dan
informasi rinci dalam monolog.
Surakarta,
Mengetahui:
Kepala Sekolah Guru Mata Pelajaran
……………….. …..………………..
APPENDIX 10 Sample of Exercise Given by Teacher Fr
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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
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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.
APPENDIX 11 Sample of Exercise Given by Teacher Sy
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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
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Appendix 12
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Appendix 13
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Appendix 14
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