chapter iv findings and discussion

41

Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the analysis and the interpretation of the data that are

collected through direct observation and audio recording, students’ questionnaires,

students’ and teachers’ interviews and the discussion of the findings.

The analysis of the data answers the two research questions that investigate

how the students’ learning anxiety appears in the listening class and how the

authentic materials overcome the students’ listening anxiety. The data findings are

presented through tables and are explained descriptively for the discussion. They

are also compared with the theoretical foundation reviewed in Chapter II. As for

the conclusion, it is obtained from the observation, interview, and questionnaire

data.

The problem reveals when the researcher discussed with the English

teachers. They found that there was a gap between the teachers’ English leaning

purposes with the students’ score results, though they have used authentic

materials that are considered as the suitable and interesting materials. The

researcher, then, did a pre research observation as the pilot study to find out the

gap itself, the facilities supported in the learning process, and the learning system

used. The researcher found that there was a students’ listening anxiety. It was

proved by the early students’ questionnaire that showed that there were 81% of

the students felt anxious when they were having a listening activity.

4.1 The authentic materials that can be used in the listening class

This section is aimed at presenting and discussing the findings of this study

regarding the use of authentic materials in facilitating the listening class. That is

answered through seven characteristics’ sections that may influence the students’

perspective in listening class

There are some characteristics that indicate the authentic materials: 1) the

main sources are native speakers; 2) the authentic materials are exposed in many

forms; 3) they connect to the students’ daily activities; 4) they are aimed for

42


academic achievements; 5) They may produce some micro skills; 6) they will give

a new knowledge for the students; 7) they may give a pleasing experience

4.1.1 The main learning source are the native speakers

The authenticity of the listening text contains whether the learning is using

the textbook only or by combining it with the authentic materials, for example:

popular songs, news, etc. It might be also influenced by the speakers’ factors,

whether it is conducted by the local English teacher or by the native speakers.

As the pre research observation, the students think that there is not a problem

if they experience the learning process by local teachers or native speakers as the

main learning resource. It is also confirmed by the class observation when the

students respond positively to the tachers’ question concerning the use of learning

source. They have no problem in learning process whether by using native

speakers or local teachers.

It is also confirmed by the questionnaire result, as can be seen in the

following table that is based on the questionnaire data.

Table 4.1 The Students’ Questionnaire Percentage of The Native Speaker

Resource

Question

Number Content

Strongly

Agree

(%)

Agree

(%)

Hesitate

(%)

Disagree

(%)

Strongly

Disagree

(%)

1

The use of

textbook as the

main source of

learning

3 20 27 37 13

2

The mix use of

the textbook

and other

authentic

materials

55 30 7 8 0

3

The local

English

teacher as the

learning

resource

9 28 50 8 5

4

The native

speaker as the

learning

resource

15 37 40 7 1

43


Based on the Table 4.1 above, we can see that 37% students are disagree

and 13% students are totally disagree by the using of the textbook as the main

source in the listening class. They preferred to mix the use of the textbook and the

authentic materials, shown as 55% students are totally agree and 30% are agree.

They are not really sure whether the local English teacher might help them to

comprehend the text better, shown at the 50% hesitation opinions. In the other

hand, 37% students are positively agree and 15% students are strongly agree that

native speakers as the learning resource. There are 40% students who are

hesitating in deciding the importance of using the native speakers or the local

teachers.

The highest percentage is when they are strongly agree that they need to

mix both materials (55%), seen in Figure 4.1.

Figure 4.1 The Percentage of Listening Learning Source

The next table shows the students’ interview result.

Table 4.2 The Students’ Interview Result of The Native Speakers as The

Main Resource

Question 1:

Menurut pendapat anda,

Apakah Bapak/ Ibu guru pengajar pernah mengajak siswa merencanakan

penggunaan sumber belajar selain buku teks, misalnya berupa lagu-lagu baru

populer, audio-video berhasa Inggris?

• Jika ya, Kemukakan bentuk rencana yang pernah dibuat, misalnya: menyusun

jadwal penggunaan, membuat kesepakatan waktu penggunaan, dan lain-lain?

• Jika tidak, apa kamu mengharapkan Bapak/ Ibu merencanakan bersama

siswa?

44


Students Answer

A

Mm.. pernah sih miss..di awal-awal pembelajaran. Sir nyebutin

beberapa bahan yang bakalan diajarin di kelas, seperti nonton film,

nonton berita, dll..tapi murid-murid juga banyak yang pengen

dengerin lagu-lagu kekinian.. dan Sir bilang OK.

B Pernah.. tapi Sir udah nentuin dulu apa-apanya..kita cuman komen

aja mau yang mana

C Pernah, nonton film ga pake teks, trus bakalan dikasi berita pake

Bahasa Inggris gitu.

D Ya, Ms sih kasih tau mau ngajarin apa aja. Bagus juga sih jadi tau

mau ngapain di kelas.

E Kayanya sih pernah miss..kaya berita-berita gitu lah..tapi buku

juga dipake tetep katanya.

Question 2:


Apakah penutur asli dan bukan asli ketika menyampaikan informasi pada

pembelajaran listening berpengaruh terhadap kemudahan anda memahami

materi listening yang diajarkan?

• Apa pendapat anda tentang hal itu?

A Iya sih pastinya..kalo native kan pasti lebih natural

B Mungkin..tapi susah juga miss ngerti Native..ngomongnya suka

cepet.

C Pengaruh miss..makin cepet ngomongnya making ga ngerti

D Pengaruh..karena native bikin kita terbiasa dengerin Bahasa

Inggris

E Ya pengaruh..kalo miss yang ngajar lebih ngerti.

Based on the table above, teachers have involved the students’ interest in

including authentic materials in the listening learning process. The students have

understood that by using the native speakers as the learning source may help them

to improve their listening skill, though, it may cause a problem in the speed of

delivery in comprehending the text.

The next Table shows the teachers’ interview result.

Table 4. 3 The Teachers’ Interview Result of The Native Speakers as The

Main Resource

Question 1:

Menurut pendapat Bapak/ Ibu,

Apakah penutur asli dalam materi otentik membantu siswa untuk lebih mudah

memahami materi listening yang Bapak/ Ibu ajarkan?

• Apa pendapat Bapak/ Ibu tentang hal tersebut?

45


Teachers Answer

A

Terkadang tidak, karena siswa akan mengalamai kesulitan

memahami materi dikarenakan berbedaan level bahasa yang

disajikan materi otentik ditambah lagi kemampuan siswa yang

kurang dalam memahami bahasa Inggris. Sepertinya sih.. perlu

keduanya. Materi juga sepertinya memerlukan buku sebagai

panduan dasar pembelajaran, hanya perlu penambahan materi

otentik.

B

Penutur asli dalam materi otentik tidak membantu siswa untuk lebih

memahami materi listening dikarenakan bahan dalam materi otentik

merupakan percakapan/monolog bahasa Inggris yang asli. Namun

penutur lokal juga tetap diperlukan. Sehingga kecepatan dan bahasa

sehari-hari yang digunakan tidak diatur sesuai tingkatan belajar

siswa.

Based on the interview above, the teachers are also agree that there need

both local and native speakers in the teaching process. The mix materials method

is also needed.

Based on the data collected, the conclusion connected to the indicator that

the native speakers as the main learning source. It shows that the students need

native speaker as their learning source. In the other hand, they also need the local

teacher as their learning source as the data shown. It means that the authentic

materials which are connected with the native speakers can be used in the

listening learning process. It is also shown in the teachers’ interview that shows

the authenctic materials can be used in the listening learning process.

However, there is a data result that shows the opposite perspective. The

students also feel that the use of native speaker as their learning source will give

them a difficulty in comprehending the text. Based on these two contradictive

perpectives, it can be concluded that the authentic material can be used in the

listening learning, though, it can cause an anxiety.

The use of authentic materials is also conducted by Marrow (1977, p.13)

who defined authentic material as a stretch of real language, produced by a real

speaker or writer for a real audience and designed to carry a real message of some

sort. It is also confirmed by Underwood (1989) uses phrases like ‘real speech’,

‘not specially designed for foreign learners’, ‘natural conversations’, ‘what people

say in real life’, ‘what native speakers say when talking to each other’. It means

that the authentic materials can be used in the listening class. But it can affect both

positively and negatively. If it is positively affected the students, it will not

46


become a problem for them to achieve learning goals. If it is negatively affected to

them, then it needs the teacher to overcome the students’ difficulties.

4.1.2 The Authentic Materials Form

In listening class, teacher may decide what kind of materials that will be

used in the class, both textbook and authentic materials, such as popular songs,

audio recordings, or video recordings.

In the class observation, the students responded that teachers sometimes use

the textbook and authentic materials, such as popular songs, audio recordings, and

video recordings in the learning process. But they prefer to listen to the popular

songs and audio recording. They think they are interesting and help them to up to

date themselves.



Table 4.4 The Students’ Questionnaire Percentage of The Authentic

Materials Form

Question

Number Content

Strongly

Agree

(%)

Agree

(%)

Hesitate

(%)

Disagree

(%)

Strongly

Disagree

(%)

5

The use of

textbook as

the material

used

5 20 33 41 1

6

The use of

popular songs

as the

material used

23 33 18 16 10

7

The use of

English audio

recording as

the material

used

27 43 17 10 3

8

The use of

English video

recording as

the material

used

25 22 25 15 13

Based on the Table 4.4 above, we can see that there are 41% students are

disagree and 1% students are strongly disagree by the using of the textbook as the

47


main source in the listening class. 23% students are strongly agree and 33%

students are agree to use popular songs as the learning materials. They also prefer

to use the English audio recording as the authentic material, shown by the 27%

students are strongly agree and 43% students are agree with the idea. As they

prefer to use video recording materials, shown by the 25% students are strongly

agree and 42% students are agree with it. The highest percentage is when they

agree that they prefer to use audio recording as their listening materials (43%),

seen in Figure 4.2.

Figure 4.2 The Percentage of The Material Kinds In the Listening Class


Table 4. 5 The Students’ Interview Result of The Authentic Materials Form

Question 3:

Apakah guru menggunakan sumber belajar seperti lagu-lagu baru yang populer,

media audio-video berbahasa Inggris dan lain-lain dalam pembelajaran

listening?

• Apa pendapat anda tentang penggunaan sumber belajar tersebut?

Students Answer

A Menurut saya sih kalo pake lagu-lagu, audio gitu lebih seru,

manarik jadi, ga bosen

B Sir sih bahas dua-duanya..seneng pake lagu dan berita-berita

C Pake, seringnya sih audio percakapan atau berita-berita gitu, kita-

kita sering denger soalnya

D Iya lagu, sama audio paling..

E

Iya, sering..kalo ada sisa waktu materi dah abis biasa nya

dengerin lagu-lagu bahasa Inggris, tapi kalo pas belajar sih

banyaknya cerita atau percakapan

48


Based on the table above, teachers have used some kinds of authentic

materials in the listening class, such as popular songs and movies. The students

are mostly interested in those two kinds of authentic materials.


Table 4. 6 The Teachers’ Interview Result of The Authentic Materials Form

Question 1:


Apa saja jenis materi otentik yang pernah digunakan dalam pembelajaran

listening?

• Mengapa memilih jenis tersebut untuk digunakan dalam pembelajaran?

Teacher Answer

A

Ya, lagu dan percakapan. Karena dapat menarik perhatian siswa

pada materi pembelajaran dan kontaksnya banyak berada di

lingkungan sekitar siswa

B Lagu, pecakapan, film. Karena hal-hal tersebut menarik bagi

siswa sehingga memotivasi mereka untuk belajar.

Based on the Table 4.6, teachers also admitted that the use of popular songs

and audio recordings were mostly played, and attracted the students’ attention in

listening class.

Based on all the data collected, the result shows the same thing that in the

listening learning, any kinds of authentic materials can be used. It shows that the

form of authentic materials has no impact to the listening learning. Any kinds of

authentic materials can help the students to achieve the learning goals. Both

students and teachers have not been impacted by the use of any kinds of authentic

materials.

This may be happened because the teachers are not giving varied kinds of

authentic materials. It makes the students to get used with onle some kinds of

authentic materials. Gebhard (1996) classified the authentic materials into three

categories: 1) Authentic Listening-Viewing Materials, such as 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, such as slides,

photographs, paintings, children’ artwork, stick-figure drawings, wordless street

signs, silhouettes, pictures from magazine, ink blots, postcard pictures, wordless

picture books, stamps, and X-rays; 3) Authentic Printed Materials, such as

49


newspaper articles, movie advertisements, astrology columns, sports reports,

obituary columns, advice columns, lyrics to songs, restaurant menus, street signs,

cereal boxes, candy wrappers, tourist information brochures, university catalogs,

telephone books, maps, TV guides, comic books, greeting cards, grocery coupons,

pins with messages, and bus schedules. These kinds of authentic materials can

also influence to the listening learning achievement. The more the students get

used to a kind of authentic materials, the more it may not influence the learning

achievement. If it is varied more, then it may influence the learning goals

achievement.

4.1.3 The Authentic Materials Connect to The Students’ Communication

Skills

In listening class, teacher may decide what kind of language formality

used in the class, whether it is formal or informal. In the pre research observation,

the students need to master both formal and informal English. It is confirmed by

the observation. The students respond that that they need to master English to

communicate with people from all around the world. It means that need to know

the way of speaking-the use of language formality. They prefer to master both

formal and informal way of speaking and how they use it. It is also confirmed by

the questionnaire result, as can be seen in the following table that is based on the

questionnaire data.

Table 4.7 The Students’ Questionnaire Percentage of The Communication

Skill

Question

Number Content

Strongly

Agree

(%)

Agree

(%)

Hesitate

(%)

Disagree

(%)

Strongly

Disagree

(%)

9

Use the formal

English

language in

the textbook

6 30 33 30 11

10

Use the

informal

English

language in

the popular

songs or

videos

10 19 38 17 16

11 Use the 19 49 18 8 6

50


balanced

formal and

informal

English

language

12

Use the

appropriate

portion of

formal English

language and

use more

informal

English

language

13 23 38 13 13

Based on the Table 4.4 above, we can see that the students are not really

sure whether they need to use a formal or informal English language, shown by

the 33% students that are hesitate in using the formal English language and the

38% students are hesitate in using the informal English language. They just think

that both of language kinds should be mixed and used, shown by the 19% students

are strongly agree and 49% students are agree with it. So, the highest percentage

is when they need to learn both formal and informal way of communication skill

(49%).

Figure 4.3 The Percentage of The Communication Skill


Table 4. 8 The Students’ Interview Result of The Communication Skill

Question 4:

Apakah terdapat bahasa sehari-hari (slang) pada sumber belajar tersebut?

• Apakah bahasa tersebut membuat anda lebih ingin memahami materi

51


pembelajaran listening yang diajarkan?

• Apa pendapat anda tentang bahasa tersebut?

Students Answer

A

Iya kadang-kadang.. suka kepake sih buat bahasa gaul..menurut saya

sih gapapa kita bela bjar asal jangan disalah gunakan aja

dipakenya..karena kadang-kadang temen malah suka sembarangan

ngomong yang gituan

B

Iya..bisa..bisa bikin pembelajaran lebih menarik dan seru..karena

jadi tau cara ngomong dalam bahasa inggris sehari-hari, tapi kalo

mau ngomong formal juga harus bisa kayanya, jadi bisa komunikasi

sama siapa aja

C

Ada..miss juga bahas kok..jadi lebih ngerti pastinya. Tapi miss juga

suka pake materi listening yang dari buku, kan bahasa nya lebih

formal.

D Iya ada..bagus jadi tau aja

E Seru .. jadi bisa ngikutin bahasa gaul cuman Bahasa Inggris

Based on the table above, teachers have used some kinds of daily English

language (slang) in the listening class. The students are mostly interested in it

because they think that it will help them to improve their knowledge in

communicating with other English language users. But they also need the formal

communication skill as their learning materials.

The next table shows the teachers’ interview result.

Table 4. 9 The Teachers’ Interview Result of The Daily Activities Connection

Question 3:


Apakah bahasa sehari-hari (slang) yang terdapat pada materi otentik membantu

siswa lebih mudah memahami materi listening yang Bapak/ Ibu ajarkan?


Teacher Answer

A

Ya, terkadang siswa sudah memahami materi dengan slang nya,

sehingga akan lebih mudah untuk memahami bacaan. Selain itu juga,

materi sepertinya dapat menambah wawasan siswa dan memotivasi

mereka untuk memakainya dalam kagiatan sehari-hari. Tati tetap saja

bahasa formal perlu diajarkan pada siswa, untuk sewaktu-waktu

mereka harus berkomunikasi secara formal dengan orang lain.

B

Ya, bahasa sehari-hari yang diajarkan di kelas akan membantu siswa

dalam mengerti tentang topik yang dibawakan dalam kelas listening.

Mengajarkan bahasa sehari-hari merupakan hal yang baik karena

dapat menambah wawasan para siswa selama guru memberi arahan

dalam menggunakan bahasa tersebut namun bahasa formla pun tidak

boleh begitu saja ditinggalkan karena suatu saat mereka akan

menghadapi kehidupan nyata dengan berbagai jenis keperluan

52


berbahasa dengan benar.

Based on the Table 4.9, teachers have delivered both formal and informal English

as a communication tool. The informal English language can inprove the students’

knowledge, while the formal English language can prepare them to be able to

communicate in the future social life.

Based on all the data collected, the result shows the same thing that in the

listening learning, both formal and informal English language can be used. It

shows that the English language form of authentic materials has no impact to the

listening learning. Any kinds of authentic materials language form can help the

students to achieve the learning goals and to improve the students’

communication skill.

This may be happened because the teachers have arranged and planned the

language form that connected to the students’ need. If the teachers do not plan it

and just randomly choose, it may influence the listening learning goals. As it is

claimed by Brinton (1991), authentic materials and media can reinforce for

students the direct relationship between the language classroom and the outside

world. It shows that the language classroom and the outside world can be

connected by the formal and informal language. However, in the learning context,

the teaching planning is needed to be balanced in achieving the learning goals.

4.1.4 The Authentic Materials are Aimed for the Academic Achievements

The learning result has become the measure tool of the learning

achievement. It is also being used in the listening learning. These are shown the

data connected with the use of authentic materials that are aimed for the ecademic

achievements. In the class observation, students are aware enough that in the end

of all listening learning, they have to face a kind of measurement. If they can pass

it, then they can continue their learning process. If they cannot pass it, then they

have to learn it once more.



53


Table 4.10 The Students’ Questionnaire Percentage of The Academic

Achievement Aim

Question

Number Content

Strongly

Agree

(%)

Agree

(%)

Hesitate

(%)

Disagree

(%)

Strongly

Disagree

(%)

13

Achieving the

maximal

highest score

by using the

textbook

materials

8 20 42 28 4

14

Achieving the

maximal

highest score

by using the

popular songs

and audio-

video

recording

materials

15 37 28 15 5

15

Achieving the

maximal

highest score

by using the

balanced

materials

between the

textbook and

the authentic

materials

35 42 15 7 1

16

Achieving the

maximal

highest score

by using a

little textbook

materials and

more popular

songs and

audio-video

recording

materials

33 35 22 6 4


sure whether they can raise their English listening scores by using the textbook

materials only, shown by 42% students that are hesitate in using the textbook as

54


their listening material. There are 37 % students agree and 15% students strongly

agree in using the popular songs and audio-video recording materials. They just

think that both of language kinds should be mixed and used to help them in

achieving the highest score, shown by the 35% students are strongly agree and

42% students agree with it. So, the table shows that the students need to mix both

materials in achieving the highest score in the listening class.

Figure 4.4 The Percentage of The Academic Achievements


Table 4. 11 The Students’ Interview Result of The Academic Achievement

Aim

Question 5:

Apakah sumber belajar seperti lagu-lagu baru yang populer, media audio-video

berbahasa Inggris dan lain-lain membuat anda lebih ingin mencapai ketuntasan

minimal (KKM) dalam pembelajaran listening?

• Apa pendapat anda tentang hal tersebut?

Students Answer

A

Gatau..mungkin iya..kan nambah kosa kata ya..jadi Inggrisnya jadi

bagus nilainya, tapi biasa tes nya dari buku, jadi harus juga belajar

buku cetak

B

Bisa..kan jadi kebiasaan dengerin bahasa inggris..jadi pas di kelas

nya udah biasa dengerin yang begitu. Biasa kita dengerrin pecakapan

dari buku atau dari miss, kalo pas hoki ya bisa ngerjainnya hehe..

C Mm..bisa..ya..hehe..ya bisa..bisa..tapi dari buku juga ada yang

serunya sih..kaya budaya-budaya gitu jadi bisa tau gitu..

D

Iya bisa..karena sering nonton bikin sering dengerin dia ngomong

apa..kaya.. kaya tenses gitu an lah…jadi kebiasaan dengerin bisa

bikin nilai bagus

E Bisa, kan kadang kalo dengerin lagu suka pengen tau artinya jadi aja

55


nyari..nambah kosa kata ya..jadi sewaktu-waktu dengerin lagi udah

ngerti

Based on the table above, the students prefer to use the authentic materials

than the textbook materials only. But some of them may prefer to us them both.

They thought that it can help them to have better scores in listening class.


Table 4. 12 The Teachers’ Interview Result of The Academic Achievement

Aim

Question 3:


Apakah penggunaan materi otentik membuat siswa lebih ingin mencapai

ketuntasan minimal (KKM) yang dibutuhkan dalam pembelajaran listening?


Teacher Answer

A

Ya, karena lebih keseharian membuat materi terkadang lebih menarik

untuk dipahami (walapun belum tentu lebih mudah) sehingga

membantu mereka untuk mendapat nilai yang lebih baik, tapi

biasanya KKM ditentukan berbdasarkan materi teksbook jadi tetap

saja pembelajaran teksbook diperlukan

B

Ya, meskipun lebih rumit namun penggunaan materi otentik lebih

menarik dan menyenangkan bagi siswa, dengan adanya visualisasi

gambar, siswa sedikit terbantu dengan maksud percakapan, dan

musik yang meredakan kekhawatiran mereka. Namun penilaian yang

dilakukan untuk mencapai KKM berasal dari hasil materi teksbook

jadi tetap saja materi harus dikuasai siswa.

Based on the table above, teachers agree that they should teach both of the

materials to achieve academic scores but they thought that the using of authentic

materials may help the students to improve the English skill.

Based on all the data collected, the result shows that both authentic

materials and non authentic materials are needed to achieve the academic goals.

Any kinds of materials can help the students to achieve the learning academic

goals. This may be happened because the teachers have arranged and planned the

language form that connected to the students’ need. If the teachers do not plan it

and just randomly choose, it may influence the listening learning goals. However,

in the learning context, the teaching planning is needed to be balanced in

achieving the learning goals.

56


4.1.5 The Authentic Materials May Produce Some Micro Skills

Gebhard (1996) sees authentic materials as a way to “contextualize"

language learning. When lessons are centered on comprehending a menu or a TV

weather report, students tend to focus more on content and meaning rather than

the language itself. This

Authentic material offers students a valuable source of language input, so

that they are not being exposed only to the language presented by the text and the

teacher. By using authentic materials, the students can learn more than just a

language. They may learn the key words, the language dialect, and other language

skills.

In the observation, student admitted that they need to understand the micro

skills, such as dialect, the distinctive sound of English, distinguish the implied

meaning, and some others. These things may help them to have communicative

senses. It can be supported by the use of both textbook and authentic materials in

the learning process. It is also confirmed by the questionnaire result, as can be

seen in the following table that is based on the questionnaire data.

Table 4.13 The Students’ Questionnaire Percentage of The Micro Skills

Question

Number Content

Strongly

Agree

(%)

Agree

(%)

Hesitate

(%)

Disagree

(%)

Strongly

Disagree

(%)

17

The use of

textbook can

increase the

students’

micro skills

7 28 33 28 4

18

The use of the

popular song

s and audio

video

recording

materials can

increase the

students’

micro skills

19 28 33 15 5

19

The balance

use of the

textbook and

the popular

songs and

23 45 23 5 0

57


video audio

recordings

can increase

the students’

micro skills

20

By using a

little textbook

materials and

more popular

songs and

audio-video

recording

materials

recordings

can increase

the students’

micro skills

22 37 32 6 3


sure whether by using the textbook and popular songs and audio video recording

materials, they can increase their micro skills, shown by 33% students that are

hesitate in using the textbook as their listening material, and there are also 33

students who hesitate to only use the authentic materials. There are 45 % students

agree and 23% students strongly agree in using both of textbook materials and the

popular songs and audio-video recording materials in understanding the micro

skills. The highest percentage is when they chose to use both materials in their

learning process (45%).

Figure 4.5 The Percentage of The Micro Skills


Table 4. 14 The Students’ Interview Result of The Micro Skills

Question 6:


Apakah penggunaan sumber belajar seperti lagu-lagu baru yang populer, media

58


audio-video berbahasa Inggris dan lain-lain menambah keterampilan berbahasa

anda, misalnya mendeteksi kata-kata kunci pada teks yang didengar, mengenali

jenis informasi, membedakan dialek penuturnya, dan lain-lain?

• Apa bentuk keterampilan yang pernah anda dapatkan dari sumber belajar

tersebut?

Students Answer

A

Iya, terkadang kami diajarin cara menemukan ide pokok dari

informasi yang didenger, asal kata-katanya ngerti sih..seringnya

berhasil dapet idenya, kecuali kalo teks nya susah, tapi di buku cetak

juga ada yang begituan

B

iya, biasa nya siswa nonton film, ga pake teks, trus kita disuruh

menceritakan kembali..Sir sih ngajarinnya pake kata kunci yang

ketangkep sama telinga kita, tapi kadang ga ngerti atau kecepetan

ngomongnya jadi susah juga

C Sepertinya sih iya..ya..biasa nya kita disuruh mencari maksud cerita

yang didenger..pake teks dari buku

D

Pernah, kita-kita disuruh dengerin lagu . trus.. suruh artiin

maksdunya..nah ..kalo lagu kan suga ga jelas maksudnya..itu kita

pikirin..ada yang bener ada yang salah..hehe

E

Iya sih.. Miss pernah kasih cerita..kita dengerin..trus tentui

artinya.udahnya jawab pertanyaan yang ada hubungannya dengan

yang udah didenger..kadang bisa kadang engga sih..lebih gampang

cerita di buku sih..lebih mudah dimengerti

Based on the table above, teachers have given the students by using

authentic materials, kinds of micro skills, such as dialect, finding the key words

and way of speaking. This may improve the students’ skills, too. Though, students

prefer to use both materials in leaning.


Table 4. 15 The Teachers’ Interview Result of The Micro Skills

Question 6:


Apakah penggunaan materi otentik dapat melatih keterampilan mikro siswa,

misalnya mendeteksi kata-kata kunci pada teks yang didengar, cara mengenali

jenis informasi, cara membedakan dialek penuturnya, dan lain-lain?

• Apa bentuk keterampilan mikro yang pernah Bapak/ Ibu berikan pada siswa?

Teachers Answer

A

Ya, saya seringkali menampilkan cara orang-orang penutur bahasa

Inggris dengan dialek yang berbeda. Walaupun kita belum terbiasa

memahami hal-hal seperti itu, namun siswa sangan tertarik dalam

mempelajarinya

B

Ya, siswa dapat lebih mengerti pengucapan bahasa asing dari

berbagai negara. Contohnya, Video/audio berbahasa Inggris yang

dituturkan orang British, Amerika, Australia, dan Negara lainnya.

59


Based on the table above, teachers have given some authentic materials in

increasing the students’ micro skills such as dialect, finding the key words and

way of speaking. These hopefully can help students to improve their knowledge in

learning.

Based on all the data collected, the result shows that both authentic

materials and non authentic materials have no impact to the students’ micro skills.

Any kinds of materials can help the students to have the micro skills. Teachers use

textbook in teaching micro skills. It means that eventhough authentic materials

can deliver the micro skill; there is another effective way to improve the students’

micro skill that is using the textbook. However, authentic materials contain some

micro skill that is easier to be delivered to the students.

As Martinez (2000) claimed that, “they are ideal to teach/practice mini-

skills such as scanning, e.g. students are given a news article and asked to look for

specific information (amounts, percentages, etc.), basic students listen to news

reports and they are asked to identify the names of countries, famous people, etc.

(ability to detect key words).” It is as the result, that authentic materials can help

to complete the students’ micro skill improvement.

4.1.6 The Authentic Materials Become A New Knowledge For Students

Melvin and Stout (1987) find an overall increased motivation to learn in

students, as well as a renewed interest in the subject matter, when students use

authentic materials for the study of culture in the language classroom. It means

that by using this kind of materials, students will have an improved knowledge.

In the previous observation, the students were really excited in improving

their English knowledge, whether their listening or other English proficiency.

Authentic materials are considered to influence their English skills. It is also

confirmed by the questionnaire result, as can be seen in the following table that is

based on the questionnaire data.

Table 4.16 The Students’ Questionnaire Percentage of A New Knowledge

Improvement

Question

Number Content

Strongly

Agree

(%)

Agree

(%)

Hesitate

(%)

Disagree

(%)

Strongly

Disagree

(%)

21 The use of 3 23 43 23 8

60


textbook can

increase the

students’ new

knowledge

22

The use of the

popular songs

and audio

video

recording

materials can

increase the

students’ new

knowledge

10 26 36 25 3

23

The balance

use of the

textbook and

the popular

songs and

video audio

recordings

can increase

the students’

new

knowledge

32 48 17 3 0

24

By using a

little textbook

materials and

more popular

songs and

audio-video

recording

materials

recordings

can increase

the students’

new

knowledge

20 27 37 15 1


sure whether by using the textbook or by using authentic materials such as

popular songs and audio video recording materials, they can increase their

knowledge, shown by 43% students that are hesitate in using the textbook as their

listening material. There are 26 % students agree and 10% students strongly agree

in using the popular songs and audio-video recording materials in understanding

the micro skills. They just think that both of language should be mixed and used

61


to help them in getting a new English knowledge, shown by the 32% students are

strongly agree and 48% students are agree with it. The highest score is when the

students need both textbook and authentic materials in improving their

knowledge.

Figure 4.6 The Percentage of A New Knowledge Improvement


Table 4. 17 The Students’ Interview Result of A New Knowledge

Improvement

Question 7:



audio-video berbahasa Inggris dan lain-lain dalam pembelajaran listening

memberi anda pengetahuan baru, misalnya: lebih mengetahui dialek, gaya

bahasa, dan lain-lain?

• Apa pengetahuan baru yang pernah anda dapatkan karena belajar dari sumber

belajar tersebut?

Students Answer

A

Iya miss, karena bisa bikin kita ngerti kalo mereka

ngomong..ng..gayanya gimana..kaya bahasa inggris aja ada British

ada American..dua-dua nya kan beda..jadi tau aja..cuman rekaman

buku juga British banget..jadi suka lucu aja ngedengernya.

B Iya..kan diajarin cara-cara orang ngomong..kaya kata-kata yang

pantas dan engga buat diomongin ke orang..

C Iya,,bagus..karena bisa nambah pengetahuan kita..biar ga salah kalo

ngomong sama native..

D Ya, bertambah..contohnya diajarin gimana kalo baru ketemu..

maksudnya.. mm.. basa-basi nya sama orang harusnya gimana sih..

E

Ya, dialek sih macem-macem..dulu sama miss pernah

diperdengarkan orang-orang ngomong..mirip-mirip sih..sama bahasa

Inggrisnya..cuman beda-beda.

62


Based on the table above, teachers have given the students the authentic

materials that may improve the students’ knowledge. The students still feel a bit

confused with what the materials about. Though, they admit that it helps them to

increase their social life knowledge.


Table 4. 18 The Teachers’ Interview Result of A New Knowledge

Improvement

Question 7:


Apakah penggunaan materi otentik dalam pembelajaran listening memberi

pengetahuan baru bagi siswa, misalnya: dialek, gaya bahasa, dan lain-lain?

• Apa pengetahuan baru yang pernah Bapak/ Ibu berikan pada siswa?

Teachers Answer

A

Ya setuju, materi otentik akan sangat memberi pengetahuan pada

siswa. Saya pernah memberikan materi tentang dialek di kelas. Saya

memperengarkan beberpa dialek yang ada di negara-negara dalam

mengucapkan kata-kata berbahasa Inggris. Sangat mernarik

perhatian siswa, walaupun agak sulit untuk dipahami siswa.

Terkadang saya menggunakan buku teks yang sedikit banyak

member pengetahuan pada siswa tentunya.

B

Tentu saja, misalnya penggunaan bahasa sehari-hari, formal - tidak

formal yang terdapat baik di buku teks maupun di materi otentik

lainnya.

Based on the table, the teachers have given both the textbook and authentic

materials in improving the students’ knowledge. Eventhough, some of them still

have difficulties in understanding the text.


the authentic materials can improve the students’ knowledge. It shows that the

students can get knowledge from the textbook. In the other hand, they can also get

the knowledge from the authentic material as the data shown. It means that the

authentic materials which are connected with the students’ knowledge

improvement can be used in the listening learning process. It is also shown in the

teachers’ interview that shows the authenctic materials can be used in the listening

learning process.

However, there is a data result that shows the opposite perspective. The

students also feel that the use of authentic materials as their learning source will

63


give them a difficulty in comprehending the text. Based on these two contradictive

perpectives, it can be concluded that the authentic material can be used in the

listening learning, though, it can cause an anxiety.

“Authentic materials keep students informed about what is happening in the

world, so they have an intrinsic educational value” (Sanderson, 1999). But it can

affect both positively and negatively. If it is positively affected the students, it will

not become a problem for them to excitedly informed. If it is negatively affected

to them, then it needs the teacher to overcome the students’ difficulties.

4.1.7 The Authentic Materials Give A Pleasing Experience

The ‘pleasing experience’ thing is very attracting the students’ attention.

They are teenagers, filled by so many dreams and imagination. As Lucinda

Wilson and Hadley Wilson Horch discuss in their September 2002 article in

Middle School Journal, recent research has shown that the early adolescent brain

goes through a growth spurt just before puberty and then a period of “pruning,”

when heavily used connections between parts of the brain are strengthened and

unused connections deteriorate. This growth spurt and pruning are most noticeable

in the prefrontal cortex, which is the part of the brain where information synthesis

takes place. It is also the part of the brain that controls planning, working memory,

organization, and mood modulation. This area of the brain does not mature until

about 18 years of age. The process of “hardwiring,” which continues throughout

adolescence, means that the intellectual activities given the most time, the most

opportunity to strengthen the connections in the brain, will influence learning for

the rest of the student’s life. (Wilson and Horch, 2002, p. 58). Teachers of middle

grades students need to be knowledgeable of the varied developmental

characteristics of young adolescents so that they can design instruction and

classroom management strategies that address these ongoing changes, and support

and capitalize on these characteristics.

A strategy to strengthen connections in the brain is to ask students to write

reflectively every day. This gives time for students to consolidate learning and

seek meaning between various activities. Students should also be encouraged to

use peer collaboration and cooperative learning at this age to take advantage of the

64


great range of academic and social maturities while developing group problem

solving skills. Allowing for student choice and making lessons relevant to the

interests of young adolescents will engage students in learning while addressing

their need to show independence. (Wilson and Horch, 2002, p. 59). The use of

authentic materials is one of the learning solving problems of the adolescents.

As the pre research observation, the students feel more comfortable and

happy when their teahers play popular songs or audio/video recording in the

listening class. In the observation, there are some students who responded

positively in using both the textbook and the authentic materials as the listening

materials in the class. But they excitedly stated that they prefer to use authentic

materials than textbook, because they were much more various than the textbook.



Table 4.19 The Students’ Questionnaire Percentage of The Students’

Pleasure

Question

Number Content

Strongly

Agree

(%)

Agree

(%)

Hesitate

(%)

Disagree

(%)

Strongly

Disagree

(%)

25

The use of

textbook can

increase the

students’

pleasing

experience

8 8 18 42 24

26

The use of the

popular songs

and audio

video

recording

materials can

increase the

students’

pleasing

experience

13 56 13 15 3

27

The balance

use of the

textbook and

the popular

songs and

video audio

recordings can

25 35 19 11 10

65


increase the

students’

pleasing

experience

28

By using a

little textbook

materials and

more popular

songs and

audio-video

recording

materials

recordings can

increase the

students’

pleasing

experience

29 33 18 10 10

Based on the Table 4.19 above, we can see that the students are not agree by

the using of the textbook materials as their pleasure, shown by 42% students that

are disagree and 24% students are strongly disagree in using the textbook as their

listening material. There are 46 % students agree and 23% students strongly agree

in using the popular songs and audio-video recording materials in having pleasing

experiences. They agree that it is a pleasing experience by mixing the materials

together, shown by the 25% students agree and 35% strongly agree. So, the

highest score is when they use authentic materials in learning that can give a

pleasure for them (46%).

Figure 4.7 The Percentage of The Students’ Pleasure


66


Table 4. 20 The Students’ Interview Result of The Students’ Pleasure

Question 8:



audio-video berbahasa Inggris dan lain-lain memberikan pengalaman yang

menyenangkan dalam pembelajaran listening?


Students Answer

A Sangat menyenangkan, kalo buku teks suka bosen..ngantuk..kalo

denger lagu dan nonton film lebih seru

B Iya seneng nonton dan denger lagu dari pada buku

C Kadang buku juga seru..tapi sering nya susah dimengerti..lebih

menyenangkan kalo pake lagu aja..

D Kayanya dua-duanya ajalah dipake..ada yang bagus juga sih

E Kalo boleh pilih mending nonton film, lebih jelas ceritanya..hehe

Based on the table above, teachers have given the students the authentic

materials, that give a pleasing experience to the students. Some of them claimed

that by using both can give a pleasing experience, too.


Table 4. 21 The teachers’ Interview Result of The Students’ Pleasure

Question 7:


Apakah penggunaan materi otentik memberikan pengalaman yang

menyenangkan dalam pembelajaran listening?


Teachers Answer

A

Menurut saya pemakaian materi otentik akan lebih menarik

perhatian siswa. Tentunya jenis pemberian materi otentik lebih

menyenangkan bagi siswa karena lebih berada di sekita kehidupan

mereka. Tapi saya tetap akan menggunakan materi buku sebagai

variasi pengajaran saya. Hanya tinggal bagaimana saya mengemas

materi tersebut sehingga menyenangkan bagi siswa.

B

Meskipun penggunaan materi otentik sedikit lebih sulit karena

kecepatan pembicara, materi otentik lebih menyenangkan karena

topik yang digunakan lebih bervariasi dan dekat dengan kehidupan

peserta didik.

Based on the Table 4.21, the teachers also admit that by using authentic

materials, students will enjoy the learning more. The authentic materials contain

various topics that interest the students.

67



the authentic materials can give a pleasure feeling to the students. It shows that the

students can get pleasure from the authentic material as the data shown. It means

that the authentic materials which are connected with the students’ pleasure

feeling can be used in the listening learning process. It is also shown in the

teachers’ interview that shows the authentic materials can be used in the listening

learning process.

As Guariento and Morley (2001) consider the use of authentic materials as

one of the ways of increasing students’ motivation for learning. Students will be

aware that they are learning and using the real language in relation to the others.

Melvin and Stout (1987) comment on authentic materials by starting that it makes

students interact with the language as it is used in the culture to meet the

communicative needs. It means that by using authentic materials, students can

have more pleasure and enjoy feeling in the listening learning pocess. It can

motivate the students to learn listening more enjoyable.

4.2 The Students’ Learning Anxiety in The Listening Class

Horwitz et al. (1986, p.125) that anxiety may bring about reactions which

prevent students from performing well in a foreign language class. There are five

kinds of anxiety might appear in the class. This section is aimed at presenting and

discussing the findings of this study regarding the students’ listening anxiety in

the listening class. That is answered through five characteristics’ sections that may

influence the students’ perspective in listening class.

There are five kinds of anxiety might appear in the class: 1) shyness in

showing the idea; 2) fear of making mistakes; 3) lack of vocabularies; 4) fear of

negative evaluation; 5) low English proficiency

4.2.1 Shyness

Liu (2007), shyness is one of the factors causing foreign language anxiety.

Shyness can discourage students to perform, which leads to withdrawal from

involving in classroom activities. It relates to the term specifying the situation in

which foreign language students can feel shy, namely communication

68


apprehension. It may occur when students are interacting with other students or

the teacher. In the classroom setting, learning activities or techniques often engage

students in communication with others, so shyness can be easily identified in the

classrooms. Communication with others without being the focus of attention may

not trigger shyness, but it is so when seen by all people in the classroom.

In the previous observation, students feel shy in delivering their ideas. It can

prevent them to perform well in the class, as Thornbury (2005) mentions that

there is anxiety which may cause a negative effect on performance in the

classroom, specifically because of being placed in front of others. The data

collected then confirmed by the observation result. After the teacher play the

recording, some of the students just keep silent, even when the teacher asks some

questions connected to the teaxt they heard before. This happen because they do

not understand a part or a whole text. So they prefer to keep silent than to reveal

their ideas. This can be caused by the students’ shyness. It is also confirmed by

the questionnaire result, as can be seen in the following table that is based on the

questionnaire data.

Table 4.22 The Students’ Questionnaire Percentage of Listening Shyness

Question

Number Content

Strongly

Agree

(%)

Agree

(%)

Hesitate

(%)

Disagree

(%)

Strongly

Disagree

(%)

1

Students do

not feeling

anxious when

they do not

understand

the listening

text

3 15 23 39 20

2

Students feel

anxious when

they do not

understand

the idea of the

listening text

23 37 20 13 7

3

Students feel

anxious when

they do not

understand

some parts of

17 42 27 14 0

69


the listening

text

4

Students do

not feel

anxious when

they do not

understand

the whole

listening text

42 43 9 5 1

Based on the Table 4.22 above, we can see that the students are disagree of

not being anxious when they do not understand the listening text, shown by 39%

students that are disagree and 20% students are strongly disagree. There are 37 %

students agree and 22% students strongly agree that they will feel anxious if they

do not understand the listening materials. They agree that they will feel anxious if

they do not understand some parts of the listening text, shown by the 42%

students agree and 17% strongly agree. 42% students are strongly agree and 43%

students are agree that they will feel anxious when they do not understand the

whole listening text. The highest percentage is when they do not understand the

whole listening text about (43%)

Based on the result, the students’ shyness appears in the listening class. This

shyness becomes the students’ anxiety in a form of not giving any ideas. As it is

cited by Horwitz, et.al., (1986) that a type of shyness characterized by fear or

anxiety about communication with other people. In this research, it is revealed

that the anxiety of not giving any ideas is influenced by the students’

comprehension to the learning material. It means that the students are not feeling

anxious when they comprehend some parts of the materials. The condition that

shows the anxiety is when the students do not understand the whole learning

materials. It can be concluded that the anxiety appeareance is caused by the

students’ shyness depends on the students’ comprehension to the learning

materials.

4.2.2 Anxious of Making Mistakes

The indicator connected to this research is the anxiety of making mistakes.

The data collected is mostly gained from the observation result. in the class

observation, there are some things happened connected to this indicator.

70


In the observation, teacher asked some questions connected to the material.

Some of the students answered them correctly, and some others did not. This

made the students keep silent in answering the next teachers’ questions. The

teachers had to provoke the students to have self confidence in answering the

questions. Some of them reacted to it, but the others did not. Based on this

observation, there is the students’ anxious of making mistakes in learning process.



Table 4.23 The Students’ Questionnaire Percentage of Making Mistakes

Question

Number Content

Strongly

Agree

(%)

Agree

(%)

Hesitate

(%)

Disagree

(%)

Strongly

Disagree

(%)

5

Students do

not feel

anxious when

they

misunderstand

the listening

text meaning

5 22 25 35 13

6

Students feel

anxious when

they

misunderstand

the listening

text meaning

12 42 23 15 8

7

Students feel

anxious when

they

misunderstand

the sentences

connection

18 40 22 15 5

8

Students feel

anxious when

they

misunderstand

the listening

text intention

23 43 20 8 6


not being anxious when they misunderstand the listening text meaning, shown by

35% students that are disagree and 13% students are strongly disagree. There are

42 % students agree and 12% students strongly agree that they will feel anxious if

71


they misunderstand the listening text meaning. They agree that they will feel

anxious if they do not understand the sentence connection, shown by the 40%

students agree and 18% strongly agree. They also agree that they will feel anxious

when they misunderstand the text intention, shown by the 23% students are

strongly agree and 43% students agree. The highest percentage of anxiety is when

the students misunderstood the listening text intention (43%).

The anxiety of making mistakes appears in this research. It is in a form of

students’ attitudes of not answering the teachers’ question. It can be happened

because of the teachers’ or other students’ feedback or correction that mostly

blames them. As the study conducted by Liu (2007) stated that students feel

anxious due to their fear of making mistakes. Students sometimes feel that they do

not want to make mistakes so that they fear for making mistakes. Actually, it is a

common circumstance that students make mistakes in the process of learning

because everyone makes mistakes when learning. However, making mistakes is

deemed to be something embarrassing by most of students. It possibly relates to

what comes after they make mistake, which may be because of correction from

other students where students making mistakes are mocked and laughed at, or

inappropriate feedbacks from teachers. Thus, it should be noted that feedbacks

should be delivered properly to ascertain that students are not demotivated

(Brown, 2001; Thornbury, 2005; Harmer, 2007b).

Based on this research result and the theories, the anxiety is depending on

people around, like the teachers or other students. Teachers can become the source

of students’ anxiety when they react unexpectedly by the students. Teachers who

react on the students’ mistakes will make them anxious in the learning process.

Teachers’ reactions can influence other students to react as the same way. When

the other students’ reaction appears, it will add the students’ anxiety. It means that

the anxiety of making mistakes is defined by the teachers.

4.2.3 Lack of Vocabularies

The indicator connected to this research is the anxiety caused by the

students’ lack of vocabularies. The data collected is mostly gained from the

observation and questionnaire result. The lack of vocabulary is the highest anxiety

72


in this research. It is confirmed by the data that is significantly showed the highest

problem that influences the students’ anxiety.

In the previous observation, it shows the significant result that the lack of

vocabularies mostly influences the students’ anxiety in the listening process. It is

also happened in the class observation. Some students kept asking the

vocabularies in the text. It would prevent them to comprehend the text correctly.

The teachers were not always directly answering their questions, but they

sometimes asked them to think the connections the word with the other words in

the text.



Table 4.24 The Students’ Questionnaire Percentage of Vocabularies Lack

Question

Number Content

Strongly

Agree

(%)

Agree

(%)

Hesitate

(%)

Disagree

(%)

Strongly

Disagree

(%)

9

Students do

not feel

anxious when

they do not

understand

the whole

listening text

vocabularies

9 12 12 32 35

10

Students feel

anxious when

they do not

understand

25% of the

listening text

vocabularies

27 48 10 8 7

11

Students feel

anxious when

they do not

understand

50% of the

listening text

vocabularies

23 35 30 12 0

12

Students feel

anxious when

they do not

understand

75% of the

15 22 28 27 8

73


listening text

vocabularies


not being anxious when they do not understand the listening text vocabularies,

shown by 32% students that are disagree and 35% students are strongly disagree.

There are 48 % students agree and 27% students strongly agree that they will feel

anxious if they do not understand 25% listening text vocabularies. They agree that

they will feel anxious if they do not understand 50% listening text vocabularies,

shown by the 35% students agree and 23% strongly agree. They also agree that

they will feel anxious when they do not understand 75% listening text

vocabularies, shown by the 15% students are strongly agree and 22% students

agree. The highest percentage anxiety is when the students do not understand 25%

of the text vocabularies (48%)

Based on the explanation, it can be confirmed that the lack of vocabularies

become the biggest anxiety happened to the students in the listening class. This

anxiety can be caused by the students and teachers factors. Students who get used

with many various vocabularies will have less anxiety than those who have poor

vocabularies. To have rich vocabularies, students should get close to the English

materials, for example by reading English texts a lot or communicate with the

English speakers. Teachers also have the main factors in overcoming the students’

lack of vocabularies. Teachers can give the vocabularies as the students’ pre

knowledge before they do the listening. It hopefully can reduce the students’ lack

of vocabularies in the listening learning. It is affirmed that vocabulary is one of

the aspect which initiates lack of confidence and sense of anxiety (Thornbury,

2005, pp.27-28; Liu, 2007, pp.128-129). It means that when the students have no

more problems in vocabularies, they will not feel anxious in the learning process.

4.2.4 Fear of Negative Evaluation

The next indicator connected to this research is the anxiety caused by the

students’ fear of negative evaluation. It can occur in the situations such as group

work, interview tasks, and other activities which have something to do with

74


evaluation among peers or even individuals. Moreover, it has a correspondence to

lack of confidence since evaluation would not bring about fear as long as

confidence is owned. The data collected is mostly gained from the observation

and questionnaire result.


following table that is based on the observation data.

Table 4.25 The Students’ Questionnaire Percentage of Negative Evaluation

Question

Number Content

Strongly

Agree

(%)

Agree

(%)

Hesitate

(%)

Disagree

(%)

Strongly

Disagree

(%)

13

Students do

not feel

anxious when

they do not

achieve the

learning goal

8 12 13 33 34

14

Students feel

anxious when

they do not

achieve the

learning goal

40 38 16 3 3

15

Students feel

anxious when

the learning

process does

not give any

knowledge

38 32 17 12 1

16

Students feel

anxious when

they can not

give any

improvement

3 36 18 7 1


not being anxious when they do achieve the learning goals, shown by 33%

students that are disagree and 34% students are strongly disagree. There are 38 %

students agree and 40% students strongly agree that they will feel anxious if they

do not achieve the learning goals. They agree that they will feel anxious if the

learning process does not give any knowledge for them, shown by the 32%

students agree and 38% students are strongly agree. Students agree that they will

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feel anxious when they can not give any improved results of learning, shown by

the 36% students are agree and 3% students are strongly agree. The highest

percentage of anxiety is when the students do not achieve the learning goal

(40%)The fear of negative evaluation appears in this research. It is in a form of

students respond that they were afraid of not achieving the learning goals. It can

be happened because of the teachers’ factor. Horwitz et al. (1987, p.127-128)

argues that fear of negative evaluation as one of the factors related to performance

anxiety is caused not only by test anxiety, but also by situations promoting sense

of evaluation.

Based on this research result and the theories, the anxiety is depending on

people around, like the teachers or other students. Teachers can become the source

of students’ anxiety when they create an evaluation circumstance. Teachers who

create an evaluation circumstance will make them anxious in the learning process.

Teachers can actually evaluate the students, eventhough, they do not realize it.

When the teacher eksplicitly announce the evaluation process, it will add the

students’ anxiety. It means that the anxiety of negative evaluation is defined by

the teachers.

4.2.5 Low English Proficiency

The indicator connected to this research is the anxiety caused by the

students’ low English proficiency. The data collected is mostly gained from the

observation and questionnaire result.

Thornbury (2005, p.28) argues that what differs between the first language

and second languages is that producing second language may be hampered by

knowledge of the second language in terms of the vocabulary and grammar,

alongside its complicated process of rendering the first language into the second

language. It means that when the students have a low English proficiency, such as

poor vocabulary and grammar, they will feel anxious in the listening learning. In

the observation result, the students made many kinds of mistakes in grammar,

especially. Some of them were not confident enough to deliver their ideas.



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Table 4.26 The Students’ Questionnaire Percentage of Low English

Proficiency

Question

Number Content

Strongly

Agree

(%)

Agree

(%)

Hesitate

(%)

Disagree

(%)

Strongly

Disagree

(%)

17

Students do

not feel

anxious when

they do not

pronounce the

words

correctly

8 18 18 38 18

18

Students feel

anxious when

they can not

retell the

listening text

content

11 41 30 11 7

19

Students feel

anxious when

they can not

rewrite the

listening text

15 43 25 12 6

20

Students feel

anxious when

they can not

fluently retell

the listening

text ideas

28 37 18 10 7


not being anxious when they do not pronounce the words correctly, shown by

38% students that are disagree and 18% students are strongly disagree. There are

43 % students agree and 10% students strongly agree that they will feel anxious

when they can not retell the listening text content. They agree that they will feel

anxious when they can not rewrite the listening text, shown by the 43% students

agree and 15% strongly agree. They agree that they will feel anxious when they

can not fluently retell the listening text ideas, shown by the 37% students agree

and 28% strongly agree. The highest percentage anxiety is when the students

cannot rewrite the ideas of the listening text heard before (43%).

The students’ low of English proficiency anxiety appears in this research. It

is in a form of students respond that they were afraid of delivering their ideas

writenly. Teachers can easily find, show and prove the students’ mistakes when it

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is writenly done. It is also confirmed by Liu’s research report (2007). It is

seemingly logical if students are anxious because of their proficiency of English,

especially in EFL context as in Indonesia where English is not used in daily

activities.

Based on this research result and the theory, the anxiety is happened to the

students. It depends on the teachers’ or students’ factors. Teachers can overcome

the students’ anxiety by preparing them by the pre knowledge connected to the

English proficiency they need in the listening learning. Teachers should complete

the students’ previous unfinished learning achievements. By completeing their

previous Englis proficiency will reduce their anxious in the learning process.

Students who did not achieve the previous learning goals would face difficulties

in receiving the next materials. It is caused by the uncomplete learning experience

before. In the other hand, the English proficiency expected in this level is

continuously programmed. That is why students should complete the proficiency

learbing goals for each level. Those who do not achieve the learning goals before

will feel anxious, because they do not have enough proficiency skill.

All those indicators are confirmed by the teachers’ interview result shown in

the table below.

Table 4.27 Students’ Interview Result of Anxiety

Question 1:


Apakah anda pernah merasa cemas saat pembelajaran listening seperti yang

baru saja dikemukan?

• Apa bentuk kecemasan yang anda alami?

Students Answer

A Iya sih..beberapa emang bikin takut kaya takut salah dan takut ga

bisa kata-katanya

B Tes listening emang susah sih, kadang ga ngerti pertanyaannya

sampe ga ngerti jawabnya juga

C Kosa kata yang susah, karena bisa banyak banget macemnya.

D Suka kecepetan aja ngomongnya, jadi ga ngerti si orangnya

ngomong apa, jad ga bisa deh jawab pertanyaannya.

E Lumayan lah, kadang-kadang paham.

Question 2:


Apakah kecemasan yang terjadi muncul di setiap pembelajaran?

• Apa pendapat anda tentang kecemasan tersebut?

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Students Answer

A Ga semua, kadang kalau teksnya lagi gampang sih bisa ngerjainnya,

tapi pas susah apalagi cepet ngomongnya, ga bisa deh

B Ga setiap kali, kadang kalo lagi susah aja listeningnya..ya suka sih

ngalamin kecemasan kaya gitu, jd bikin khawatir aja nilainya jelek

C Ampir setiap kali sih, soalnya aku paling jelek listening, paling ga

jelas lah ide nya

D Kadang-kadang aja, kadang suka ga ngerti aja isis ceritanya tentang

apa

E Suka bingung kadang-kadang, kalo teksnya ga nyambung sama

kehidupan sehari-hari

Question 3:


Jika kecemasan tersebut disusun secara berurutan dari sering hingga jarang

terjadi, seperti apa urutan tersebut?

Students Answer

A 3-2-1-5-4

B 4-2-3-1-5

C 3-4-2-1-5

D 5-4-2-3-1

E 3-4-2-1-5

Question 4:


Apakah sumber belajar (buku teks, lagu-lagu baru populer, audio-video

berbahasa Inggris) dalam pembelajaran listening berhubungan dengan

kecemasan itu?

• Apa pendapat anda tentang kecemasan yang disebabkan oleh sumber belajar?

Students Answer

A

Kayanya iya, kalo pake lagu-lagu memang ada susahnya sih, tapi

kan bisa dipikir sambungan cerita nya ke kalimat sebelumnya, jadi

tau maksud lagunya gimana

B

Kalo video kan enak ada gambarnya jadi bisa sambil liat dia ngapain

kalo ga ngerti. Sumber belajar mempengaruhi sih, kalo ga cocok jadi

susah belajarnya

C Pengaruh, kalo sumber belajarnya ga cocok sama kemampuan siswa

nya jadi susah

D Pengaruh sih kayanya, miss juga bikin aktivitasnya beda-beda

kayanya supaya kita ngerti nya gampang

E mm.. apa ya.. kayanya sih ngaruh..supaya kita gampang ngerti ya..

Question 5:


Apakah sumber belajar yang berbeda seperti lagu-lagu baru populer, audio-

video berhasa Inggris membantu anda mengatasi kecemasan itu?

• Apa pendapat anda tentang mengganti sumber belajar yang berbeda dari

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biasanya sebagai usaha mengatasi kecemasan dalam pembelajaran listening?

Students Answer

A Membantu, karena lebih seru sih, iya kalo pake lagu kan suasana

jadi lebih tenang jadi suka lebih jadi bisa mikir

B Bisa aja, karena lagu dan film bikin kita ga bosen, jadi lebih asik

ajah

C Berbeda lebih bagus sih, cuman kan harus sesuai buku kayanya, jadi

kadang pake buku juga

D

Sayang bukunya kalo ga dipake..hehe..miss suka ganti-gantian

sih..buku trus lagu atau apa aja sih

E Baik biar siswa ga bosen, jadi lebih variasi aja, dan nambah

pengetahuan pastinya

Question 6:


Apakah kecemasan yang muncul dalam pembelajaran listening terjadi pula saat

pembelajaran pada kompetensi lain seperti reading, speaking, dan writing?

• Apa bentuk kecemasan yang terjadi?

Students Answer

A Speaking sih, abis suka bingung mau ngomong apa, takut salah juga

B Speaking paling susah, menegangkan lah..pokonya..

C Writing, karena suka disuruh berapa kalimat gitu..suka bingung aja

mau nulis apa lagi

D Reading, banyak kata-kata yang ga ngerti nya, jadi nge blank aja isi

teks nya apa

E Speaking..suka malu aja ngomongnya, takut pengucapannya salah

gitu, ntar diketawain temen, nilai jelek deh.

Question 7:


Apakah kecemasan yang dialami dalam pembelajaran listening dapat diatasi bila

dilakukan penanganan juga pada semua kecemasan pada kompetensi yang lain

(reading, speaking, writing, dan listening) secara bersamaan?


Students Answer

A Gatau ya, bisa kayanya sih, kaya reading gausa dari buku aja, bisa

dari majalah

B Bisa aja sih, cuman susah juga kalo harus sesuai tema di

buku..kecuali speaking kayanya bisa tuh, ganti ajah topik nya

C Bisa, tapi susah kayanya..eh bisa kayanya..kaya dengerin lagu, nulis

isi lagu, cerita tentang lagu, baca artikel berhubungan dengan lagu

D Seru tuh, ya harusnya dicoba sama guru-guru, belum pernah sih..

E Kayanya sih bisa, gatau..ga ngerti hehe

Based on the interwiew above, the students are experiencing anxiety when

they are in listening class. Their biggest problem that causes the anxiety is lack of

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vocabulary. The use of authentic material, more or less, can help them in covering

their anxiety,


Table 4.28 Teachers’ Interview Result of Anxiety

Question 1:


Apakah terjadi kecemasan pada siswa saat pembelajaran listening seperti yang

baru saja dikemukan?

• Apa bentuk kecemasan yang terjadi?

Teachers Answer

A Kecemasan siswa biasanya katkuatan tidak emamhami makna bacan

yang akan didengar

B

Ya, terjadi kecemasan seperti cemas akan suara yang tidak terdengar

atau tidak dimengerti karena kecepatan pembicara dan kurangnya

kosa kata yang dimiliki para siswa

Question 2:


Apakah kecemasan yang terjadi muncul di setiap pembelajaran?

• Apa pendapat Bapak/ Ibu tentang kecemasan tersebut?

Teachers Answer

A Tidak selalu, untuk teks dengan tingkat kesulitan tertentu saja

B

Kecemasan tidak selalu terjadi di setiap pembelajaran, hal ini lebih

sering terjadi saat siswa hendak mengikuti tes, dan merupakan

sesuatu yang wajar.

Question 3:


Jika kecemasan tersebut disusun secara berurutan menurut frekuensi

kemunculannya dari sering hingga jarang terjadi, seperti apa urutan tersebut?

Teachers Answer

A 3-1-5-4-2

B 3-5-1-2-4

Question 4:


Apakah Bapak/ Ibu berusaha untuk mengatasi kecemasan itu?

• Mengapa?

Teachers Answer

A Ya, tentu..supaya saya dapat menentukan metode pengajaran yang

sesuai dengan kesulitan siswa.

B

Bisa atau tidaknya kecemasan diatasi tergantung pada individu yang

merasa cemas. Namun sebagai pengajar dan pendidik kita tetap

harus memotivasi siswa untuk meningkatkan rasa percayadiri

mereka.

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Question 5:


Bagaimana cara yang Bapak/ Ibu lakukan untuk mengatasi kecemasan yang

muncul tersebut?

Teachers Answer

A

Dengan memberikan pengantar materi, mungkin dengan

pembahasan materi sebelumnya, atau pemberian kosa kata sebelum

listening dilakukan

B

Memotivasi siswa dan juga memberi materi sebelum tes

dijalankan, serta menyelaraskan soal sesuai dengan tingkat

kemampuan rata-rata peserta didik.

Question 6:


Apakah penggunaan materi otentik bisa membantu Bapak/ Ibu mengatasi

kecemasan yang muncul pada siswa?


Teachers Answer

A

Tentu membantu, terkadang mereka sudah lebih familiar/terbiasa

dengan materi otentik yang saya hendak berikan, sehingga

memudahakan mereka memahami bacaan

B

Penggunaan materi otentik tentunya membantu para siswa selama

mereka familiar dengan topic yang dibawakan. Contohnya berita

terbaru yang sedang ramai dibicarakan dalam kehidupan sehari-hari.

Question 7:


Apakah Bapak/ Ibu pernah membuat cara penanganan terencana (misalnya:

program perbaikan) untuk menangani kecemasan tersebut?

• Jika ya, Kemukakan bentuk rencana yang pernah Bapak/ Ibu buat!

• Jika tidak, kira-kira seperti apa tindakan yang akan Bapak/ Ibu rencanakan?

Teachers Answer

A

Ya, dimulai dengan persiapan siswa yang matang, kemudian

memberikan listening dan diakhiri evaluasi sebagai materi

pembelajaran siswa jika mengalami kesulitan kemudian

B Ya, Review materi, menjelaskan mengunakan bahasa sendiri lalu

transfer ke bahasaInggris, pengunaan video dan alat peraga lainnya.

Question 8:


Apakah kecemasan yang muncul dalam pembelajaran listening berhubungan

dengan kompetensi lain seperti reading, speaking, dan writing?

• Bagaimana bentuk keterhubungannya?

Teachers Answer

A Ya, bisa saja. Sebenarnya kan pembelajaran bahasa Inggris

merupakan kesatuan yang utuh. Dengan meningkatnya kemampuan

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sebuah skill tentunya akan sangat mempengaruhi skill lainnya,

terutama jika dilakukan secara terpadu.

B

Ya, karena biasanya siswa kekurangan kosa kata untuk

mengungkapkan pendapat mereka baik secara lisan maupun lisan.

Selain itu seringkali siswa tidak paham dengan pengunaan susunan/

kaidah bahasa Inggris yang tepat sehingga mereka menangkap arti

yang di luar topik.

Question 9:


Apakah kecemasan dalam pembelajaran listening dapat diatasi bila dilakukan

penanganan pada semua kompetensi (reading, speaking, writing, dan listening)

secra bersamaan?

• Jika ya, Kemukakan seperti apa tindakan yang akan Bapak/ Ibu rencanakan?

• Jika tidak, berikan alasan mengapa hal itu tidak dapat dilakukan?

Teachers Answer

A Ya, dengan mengadakan perencanaan pembelajaran yang sama

degan guru pengajar skill lainnya.

B

Ya, menggabungkan materi, menggabungkan penerapan antara

grammar, bacaan dan listening, speaking. Menggunakan topik yang

sama, grammar yang samadalam contoh bacaan dan diterapkan

kembali dalam writing, listening, speaking

Based on the interview above, the teachers are that there is students’ anxiety

when they’re teaching listening in the class, caused mostly because the lack of

vocabularies. The use of authentic materials can become one of the solution in

solving this anxiety problem. It is affirmed that vocabulary is one of the aspect

which initiates lack of confidence and sense of anxiety (Thornbury, 2005, pp.27-

28; Liu, 2007, pp.128-129).

4.3 The Authentic Materials Overcome The Students’ Listening Anxiety

In this section, the researcher will explain how the authentic materials can

reduce the students’ anxiety. Based on the variables mentioned before, it will

explicitly declare the use of authentic materials in listening learning.

In the previous explanation, there are the students’ anxiety causes in

listening learning. The next explanation will connect the benefits of using the

authentic materials as one of the way in reducing the students’ anxiety in listening

learning.

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Based on the explanations above, we can see that the use of authentic

materials has been done in the listening class, and there is also students’ anxiety in

the learning process.

Figure 4. 8 The Percentage of Authentic Materials Indicators

As it is mentioned before, there are some characteristics that indicate the

authentic materials: 1) the main sources are native speakers; 2) the authentic

materials are exposed in many forms; 3) they connect to the students’ daily

activities; 4) they are aimed for academic achievements; 5) They may produce

some micro skills; 6) they will give a new knowledge for the students; 7) they

may give a pleasing experience

Based on the chart above, the highest percentage ofauthentic materials

characteristics that influence the students is that they may give pleasure (56%).

The students may enjoy the learning process by using authentic materials. The

lowest percentage ofauthentic materials characteristics that influence the students

is that the use of authentic materials to anchieve the highest listening scores.

Figure 4. 9 The Percentage of Authentic Materials Indicators

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There are five kinds of anxiety might appear in the class: 1) shyness in

showing the idea; 2) fear of making mistakes; 3) lack of vocabularies; 4) fear of

negative evaluation; 5) low English proficiency.

Based on the chart above, the highest percentage of anxiety that appeared in

the listening class is the lack of vocabularies. This can be clearly seen that they

were asking so many questions in the class connected with the vocabulary

peoblems. Th lowest percentage of anxiety that appeared in the listening class is

the fear of negative evaluation.

Regarding the use of authentic materials upon the students’ listening

anxiety, the last two charts given indicates that most of the students believed that

authentic materials helped them to cover the lack of vocabularies while doing the

listening activity.

It can be said that authentic materials can somehow help students increase

vocabulary in order for them to achieve their listening tasks more effectively.

Once they can accomplish their listening tasks, students feel more comfortable

and likely to have positive attitudes towards learning vocabulary for listening

comprehension therough authentic materials. As the findings of bacon and

Finneman (1990), the current research revelas that students have positive attitudes

towards learning vocabulary for listening comprehension through authentic

materials. Cook (1996) stated, ”the student’s attitudes toward the learning

situations as measured by feelings about the classroom teacher and the level of

anxiety about the classroom contribute towards the student’s motivation” (p.131).

To maintain students’ positive attitudes, the teacher might consider providing an

appropriate input and iteraction to the class by allowing the students to contact

with authentic materials in the classroom (Cook, 1996); Gardner & Mc.Intyre

(1993), Mantle-bromley (1995); Oxford, park-Oh, Ito & Sumrall (1993);

Thanajaro (2000); Yager (1998). Based on the interview to the teachers, the use of

authentic material in all English learning aspect may useful to help the students to

learn better.

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4.4 Concluding Remark

The findings and discussion of the use of authentic materials in decreasing

the students’ listening anxiety has been elaborated in this chapter. The next one

presents the conclusion, implication of the study, and also recommendation for

further research.

chapter iv findings and discussion

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