TEACHERS BELIEFS ON THE USE OF AUTHENTIC MATERIALS TO TEACH LISTENING A THESIS

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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 commit to user 2015 v


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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. commit to user 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 .................................................................................................................. APPROVAL ........................................................................................................ LEGITIMATION................................................................................................ PRONOUNCEMENT ......................................................................................... ABSTRACT ......................................................................................................... MOTTO ............................................................................................................... DEDICATION ..................................................................................................... ACKNOWLEDGEMENT .................................................................................. TABLE OF CONTENTS.................................................................................... LIST OF TABLES .............................................................................................. LIST OF FIGURES ............................................................................................ LIST OF ABBREVIATION ............................................................................... LIST OF APPENDICES ....................................................................................

i ii iii iv v vi vii viii ix xii xiii xiv xv

CHAPTER I : INTRODUCTION A. Background of The Study ........................................................ B. Research Questions ................................................................. C. Objectives of the Study ........................................................... D. Significance of the Study ........................................................

1 7 8 8

CHAPTER II : LITERATURE REVIEW A. Teachers‟ Beliefs ..................................................................... 1. The Nature of Teachers‟ Beliefs ....................................... 2. The Importance of Teachers‟ Beliefs ................................ 3. Factors Influencing Teachers‟ Beliefs ............................... 4. Teacher‟s Beliefs toward the Use of Authentic Material ... B. Authentic Materials ................................................................. 1. Definitions of Authentic Materials ................................... 2. Authenticity ........................................................................ 3. Sources of Authentic Materials .......................................... 4. The Importance of Authentic Materials ............................. 5. Selecting Authentic Materials ............................................ 6. Advantages and Disadvantages of Authentic Materials..... a. Advantages of Authentic Materials ................................ b. Disadvantages of Authentic Materials ........................... C. Listening Skill .......................................................................... 1. Definition of listening ........ .............................................. 2. The Importance of Listening Skill .................................... 3. Component of Listening .................................................... commit to............................................................ user 4. Listening Strategies

10 10 12 14 16 17 17 18 20 22 26 30 30 32 34 34 36 37 39

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5. The Process of Listening ................................................... 6. The Difficulty in Listening Skill ....................................... D. Using Authentic Material to Teach Listening .......................... E. Review of Relevant Studies ....................................................

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CHAPTER III : RESEARCH METHOD A. Research Design ....................................................................... B. Research Setting ...................................................................... 1. Time and Place of the Study ............................................. 2. Subject of the Study ........................................................... C. Kind and Sources of Data ........................................................ D. Data Collecting Technique ...................................................... 1. Questionnaire ..................................................................... 2. Observation ........................................................................ 3. Interview ............................................................................ 4. Document Analysis ............................................................ E. Trustworthiness ....................................................................... F. Data Analysis ........................................................................... 1. Data Collection ................................................................... 2. Data Reduction ................................................................... 3. Data Display ....................................................................... 4. Drawing Conclusion and Verification ................................

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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 commit to user 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 ...................................................... Table 4.2 Reasons to Use Authentic Materials ..................................................... Table 4.3 Criteria for Selecting Authentic Materials ............................................ Table 4.4 Selected Authentic Materials ................................................................ Table 4.5 Equipments............................................................................................ Table 4.6 Basic Competence Used by Teachers Taken from Syllabus.................

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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. commit to user

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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 commit to user


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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 commit to user


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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. commit to user


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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 commit to user

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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 layout, 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 commit to user

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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 commit to user



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 commit to user



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. commit to user



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 commit to user



(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 commit to user



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. commit to user



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. commit to user



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 commit to user in itself: it was a feature of a text in a particular context. Therefore, a text can only



be truly authentic in the context for which it is originally written. In summary, authenticity refers to the genuineness, realness, truthfulness, validity, reliability, undisputed credibility, and legitimacy of materials or practices. 3. Sources of Authentic Materials Widdowson (1990) differentiates between the terms authentics and genuine materials. Authentic materials are designed for native speakers of English and used in the classroom in the same way they are designed for. For instance, a TV news report, a movie, a newspaper, a magazine article, pictures, and so on used as a basis for discussion. Carefully selected YouTube video clips might become an efficient web-based listening tool as a language teaching resource to assist students in listening activities, and the goal of improving listening comprehension may be more easily reached. Currently, the use of a variety of genuine short video clips is believed to be a pedagogical resource to benefit and enrich language teaching, and this practice is becoming a new edge tendency in the classroom. (Beare, 2008; Duffy, 2007; Harmer, 2007; O‟Dowd, 2007). According to Hedge (2000), examples of authentic materials include newspapers, magazines, TV programs, radio talks, menus, brochures, comics, novels, short stories, weather forecasts, and recipes. Moreover, it is suggested by Berardo (2006) that internet is considered the most useful source. While printed materials date very quickly, the internet is continuously updated, is interactive, and provides visual stimulation. It provides easy access to endless amounts of different types of material. Moreover, the commit to user



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 commit to user



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 commit to user



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 commit to user



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 commit to user



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 commit to user



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 microskill 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. commit to user



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. commit to user



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.

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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).

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Textbooks often do not include incidental or improper English.

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

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

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

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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). commit to user





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

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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.

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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.

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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.

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

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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 commit to user



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 commit to user



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 commit to user



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 commit to user



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 commit to user



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 commit to user



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. commit to user



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 topdown 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. commit to user



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. commit to user



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 commit to user



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 listeningcomprehension 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 commit to user



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, commit to user



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. commit to user



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. commit to user



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 commit to user



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 commit to user



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. commit to user



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. commit to user



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 commit to user



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 commit to user



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 commit to user



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 commit to user



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 commit to user



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 commit to user



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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Data Collection

Data Display

Data Reduction

Conclusion: Drawing/ verifying

Figure 1. Components of Data Analysis: Interactive Model

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

Issues Arising 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 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 itcommit is hard to topredict”. user (Interview/Teacher Fr/1/1/1)]



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 commit to user 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 compulsory subject from the school. The response can be seen in the table 4.2. Table 4.2. Reasons to Use Authentic Materials Reasons to Use Authentic materials 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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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 commit to user



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 commit to user have almost the same criteria in selecting authentic materials to teach listening.



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 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

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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 commit to user combinekan levelnya anak-anak yang levelnya pinter agak pinter dan pinter



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.commit He also the purpose of teaching in to considers user



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 commit to user



authentic materials that they used in teaching English. The materials are listed in table 4.4. Table 4.4. Selected Authentic Materials Authentic Materials 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

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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, commit to user



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 commit to user authentic materials are preferred. It is just because teaching English at school



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. commit to user



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 OHP Computer/Laptop LCD Koneksi Internet Video player Audio player Lingkungan sekolah

Teacher Fr

Teacher Sy

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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 commit to user



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 to changing commit user of rule in teaching English in



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 bukubuku 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 materialscommit to teach listening. It includes teaching and to user



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, whileactivity 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 commit to user



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. commit to user



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 commit to user



listening task by listening to a song. He deliveres the worksheet in the form truefalse 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 commit to user



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 commit userjuga menggunakan lagu-lagu baru, pernah denger. Tapi kadang juga tokita 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.” [“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 commit to user entitled “I have a dream”. He instructs the students to complete the missing words



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 commit to user



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. commit to user



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 dicommit depan to trus anak-anak maju sendiri ambil board user 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. 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 commit to user



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 commit to user



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 commit to representation user scripted materials. It gives them a true 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”.

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 audioauthentic 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 commit to user



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: commit to user



“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 commit to rank to theuser practicing the rhythm, stress and the



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. commit to user



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 commit to user



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 commit to user



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 commit to user



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 realcommit language to user



 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 commit to user materials. The role of the learner as provider in this case is important, because in



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 commit to user



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 commit to user



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. commit to user



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 commit to user



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 commit to user



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. commit to user



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 commit to user



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 commit to user



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). commit to user



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 commit to user  Recognize the time reference of an utterance


    


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 commit to user develop a sense of why they listen and which skill to use to listen better. Teachers



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. commit to user



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 spiritual attitude, social commit to representing user



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. commit to user



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 commit to user applied in some other junior and senior high school teachers with different



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. commit to user



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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Interview Data with Teacher Fr Session 1 APPENDIX 1 Data Respondent No. respondent Interview

: Interview Data : Muh. Farhani (Teacher Fr) :1 : 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. commit to user



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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Interview Data with Teacher Fr Session 2 APPENDIX 2

Data Respondent No. respondent Interview

: Interview Data : Muh. Farhani (Teacher Fr) :1 : 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. commit to user



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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Interview Data with Teacher Sy Session 1 APPENDIX 3


: Interview Data : Syarif Hidayatullah (Teacher Sy) :2 : 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. commit to user


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 commit to user listening trus dikembangkan jadi menguasai mampu apa ya penguasaan materi



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. commit to user



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. commit to user



25. Apa? Pre-test? Diakhir pelajaran. 26. Post-test? Iya.

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Interview Data with Teacher Sy Session 2

APPENDIX 4


: Interview Data : Syarif Hidayatullah (Teacher Sy) :2 : 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, artinya kayak gini. commit toini user


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. commit to user



Interview with Student 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.

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Appendix 7

SILABUS SMA/MA

Syllabus

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.

148

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 berkalikali, 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/

149

Kompetensi Dasar memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

Materi Pokok 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

Pembelajaran 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,

Penilaian tangan.  Sikap tanggung jawab, kerjasama, peduli, dan percaya diri yang menyertai tindakan memaparkan dan menanyakan jati diri.

Alokasi Waktu

Sumber Belajar DVD/kaset  Contoh interaksi tertulis  Contoh teks tertulis  Sumber dari internet, seperti:

CARA PENILAIAN:

- www.dailyengl ish.com

Kinerja (praktik)

- http://americ anenglish.stat e.gov/files/ae /resource_file s

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)

- http://learne nglish.britishc ouncil.org/en /

 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,

150

Kompetensi Dasar

Materi Pokok 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.

Pembelajaran 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.

Penilaian

Alokasi Waktu

Sumber Belajar

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.

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.

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.

Mengkomunikasikan

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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.

2 JP

 Buku Teks wajib

 Tingkat kelengkapan dan keruntutan struktur ungkapan memuji bersayap (extended), serta responnya.

 Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan komunikasi interpersonal/ transaksional dengan benar dan akurat

 Tingkat ketepatan unsur kebahasaan:

 Contoh peragaan dalam

152

Kompetensi Dasar dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

Materi Pokok 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

Pembelajaran 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 contohcontoh interaksi dengan memuji bersayap (extended), serta responnya dalam bahasa Inggris dengan ucapan, tekanan kata, intonasi, dan sikap yang benar.  Dengan bimbingan dan

Penilaian 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)

Alokasi Waktu

Sumber Belajar bentuk rekaman CD/VCD/ DVD/kaset  Contoh interaksi tertulis  Contoh teks tertulis  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 /

 Observasi terhadap tindakan siswa menggunakan bahasa Inggris untuk memuji bersayap (extended) ketika muncul kesempatan di dalam

153

Kompetensi Dasar

Materi Pokok (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.

Pembelajaran 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, roleplay, 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.

Penilaian

Alokasi Waktu

Sumber Belajar

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.

 Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang

154

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 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.

Materi Pokok 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

Pembelajaran 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

Penilaian 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.

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.

CARA PENILAIAN:

Mengumpulkan Informasi

Kinerja (praktik)

 Siswa mendengarkan dan menyaksikan banyak contoh interaksi dengan menunjukkan perhatian (care) serta responnya dalam bahasa Inggris dari film, kaset, buku

Simulasi dan/atau bermain peran (role play) dalam menggunakan ungkapan untuk menunjukkan perhatian

Alokasi Waktu

Sumber Belajar 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://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

(4)

(5) (6) (7)

dengan adjective: a bad headache, a good rest; Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal Ucapan, tekanan kata, intonasi Ejaan dan tanda baca 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

Pembelajaran teks, dsb.  Siswa menirukan contohcontoh 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.

Penilaian

Alokasi Waktu

Sumber Belajar

(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 bertanggung jawab.

Pembelajaran  Siswa membandingkan ungkapan menunjukkan perhatian (care), serta responnya yang telah dipelajari tersebut di atas dengan yang ada di sumbersumber lain, atau dengan yang digunakan dalam bahasa lain.

Penilaian

Alokasi Waktu

Sumber Belajar

pengalaman belajar berinteraksi dengan menunjukkan perhatian (care), termasuk kemudahan dan kesulitannya.

 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

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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

Teks lisan dan tulis menyatakan dan menanyakan niat melakukan suatu tindakan/kegiatan

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

Struktur teks

Fungsi sosial Menyatakan rencana, menyarankan, dsb.

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.

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.

Menanya

 Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan.

Dengan bimbingan dan arahan guru, siswa menanyakan dan mempertanyakan antara lain tentang perbedaan antara cara menyatakan dan menanyakan niat melakukan suatu tindakan,

 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

…, will …, be going to …

dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, akibat jika tidak melakukan, dsb.

(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,

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 contohcontoh 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

Penilaian 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.

Alokasi Waktu

Sumber Belajar - www.dailyengl ish.com - http://americ anenglish.stat e.gov/files/ae /resource_file s - http://learne nglish.britishc ouncil.org/en /

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

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Kompetensi Dasar

Materi Pokok kerjasama, dan bertanggung jawab.

Pembelajaran niat melakukan suatu tindakan dalam konteks pembelajaran, simulasi, roleplay, 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 sumbersumber 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

Penilaian

Alokasi Waktu

Sumber Belajar

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.

161

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.

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 Buku Teks wajib  Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan komunikasi interpersonal/ transaksional dengan benar dan akurat  Contoh

162

Kompetensi Dasar (extended), dengan memperhatikan tujuan, struktur teks, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

Materi Pokok 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

Pembelajaran

Penilaian

 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.

 Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan.

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 contohcontoh interaksi dengan ucapan selamat bersayap (extended), serta responnya

 Sikap santun, peduli, dan percaya diri yang menyertai ucapan selamat bersayap (extended), serta responnya.

Alokasi Waktu

Sumber Belajar peragaan dalam bentuk rekaman CD/VCD/ DVD/kaset  Contoh interaksi tertulis  Contoh teks tertulis  Sumber dari internet, seperti: - www.dailyengl ish.com

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)

- http://americ anenglish.stat e.gov/files/ae /resource_file s - http://learne nglish.britishc ouncil.org/en /

 Observasi terhadap tindakan siswa menggunakan bahasa Inggris untuk memberi ucapan selamat bersayap (extended)

163

Kompetensi Dasar

Materi Pokok 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. .

Pembelajaran 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, roleplay, dan kegiatan lain yang terstruktur. Mengasosiasi  Siswa membandingkan ucapan selamat bersayap (extended), serta responnya yang telah dikumpulkan dari berbagai sumber tersebut di atas.

Penilaian

Alokasi Waktu

Sumber Belajar

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.

 Siswa membandingkan ucapan selamat bersayap (extended), serta responnya yang telah dipelajari tersebut di atas dengan yang ada di

164

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

165

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.

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

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

Struktur teks

Fungsi sosial Melaporkan, menceritakan, menjelaskan

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.dailyengl ish.com - http://americ anenglish.stat e.gov/files/ae

166

Kompetensi Dasar sesuai konteks.

Materi Pokok 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,

Pembelajaran 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.

Penilaian 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.

Alokasi Waktu

Sumber Belajar /resource_file s - http://learne nglish.britishc ouncil.org/en /

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 contohcontoh interaksi dengan menyebutkan dan menanyakan 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

167

Kompetensi Dasar

Materi Pokok kerjasama, cinta damai, dan bertanggung jawab.

Pembelajaran 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

Penilaian

Alokasi Waktu

Sumber Belajar

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

168

Kompetensi Dasar

Materi Pokok

Pembelajaran 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.

Penilaian

Alokasi Waktu

Sumber Belajar

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.

Mengkomunikasikan  Siswa menggunakan bahasa Inggris setiap kali muncul kesempatan untuk menyebutkan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu

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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

170

Kompetensi Dasar 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

Materi Pokok 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 bagianbagiannya yang dipilih untuk dideskripsikan b. Menyebutkan sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagianbagiannya, dan c. Menyebutkan tindakan dari atau terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagianbagiannya yang semuanya sesuai dengan fungsi sosial

Pembelajaran 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

Penilaian 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.

Alokasi Waktu

Sumber Belajar 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/

CARA PENILAIAN: Kinerja (praktik) Tugas menganalisis, menyunting, dan

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Kompetensi Dasar benar dan sesuai dengan konteks. .

Materi Pokok 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

Pembelajaran 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

Penilaian

Alokasi Waktu

Sumber Belajar

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

172

Kompetensi Dasar

Materi Pokok 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.

Pembelajaran 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,

Penilaian

Alokasi Waktu

Sumber Belajar

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 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.

Penilaian

Alokasi Waktu

Sumber Belajar

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

 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. 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

KRITERIA PENILAIAN

 Siswa mencari teks tulis berbentuk pemberitahuan (announcement), termasuk yang menggunakan bahasa Indonesia.

 Tingkat ketercapaian fungsi sosial pemberitahuan (announcement).

 Siswa mengumpulkan gambar dan foto teks tulis berbentuk

 Tingkat kelengkapan dan keruntutan pemberitahuan

4 JP

 Buku Teks wajib  Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan komunikasi interpersonal/

174

Kompetensi Dasar

Materi Pokok

4.11. Menangkap makna pemberitahuan (announcement).

dan pelanggan dsb. dengan cara menulis pemberitahuan tentang peristiwa penting, seperti kelahiran, perkawinan, wisuda, pindah ke gedung baru, dsb.

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.

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

Pembelajaran 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

Penilaian (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.

Alokasi Waktu

Sumber Belajar 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/

Observasi: (penilaian yang bertujuan untuk memberikan balikan secara lebih cepat)  Observasi terhadap tindakan siswa memahami dan

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Materi Pokok 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.

Pembelajaran (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.

Penilaian

Alokasi Waktu

Sumber Belajar

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:

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

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 berbagai teks tulis berbentuk pemberitahuan (announcement) yang telah dipelajari tersebut di atas dengan yang ada di sumbersumber lain, atau dengan yang digunakan dalam bahasa lain.  Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang digunakan.

Penilaian

Alokasi Waktu

Sumber Belajar

berbagai pemberitahuan (announcement) yang telah dibuat.  Kumpulan hasil analisis tentang beberapa berbagai pemberitahuan (announcement).

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

177

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.dailyengl ish.com - http://americ anenglish.stat e.gov/files/ae /resource_file s - http://learne nglish.britishc ouncil.org/en /

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Materi Pokok 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,

Pembelajaran 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: -


-

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

Penilaian dalam teks recount.

Alokasi Waktu

Sumber Belajar - https://www. google.com/

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

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Kompetensi Dasar

Materi Pokok

Pembelajaran

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) -


 Secara kolaboratif siswa meniru contoh-contoh yang ada untuk membuat teks tentang peristiwa/kejadian/ pengalaman untuk mencapai fungsi sosial yang berbedabeda, 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.

Penilaian

Alokasi Waktu

Sumber Belajar

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/

180

Kompetensi Dasar

Materi Pokok

Pembelajaran Mengkomunikasikan 

3.10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan

Teks naratif, berbentuk legenda sederhana

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.

Mengamati 

Siswa menyalin dengan tulisan tangan yang rapi

Penilaian

Alokasi Waktu

Sumber Belajar

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

KRITERIA PENILAIAN  Tingkat pemahaman fungsi sosial teks teks

12 JP

 Buku Teks wajib  Keteladanan

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Kompetensi Dasar pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya. 4.15. Menangkap makna teks naratif lisan dan tulis berbentuk legenda, sederhana

Materi Pokok

Pembelajaran

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

Penilaian 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.

Alokasi Waktu

Sumber Belajar 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/

Observasi: (penilaian yang bertujuan untuk memberikan balikan secara lebih cepat)

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Kompetensi Dasar

Materi Pokok

Pembelajaran

(reorientasi), opsional.

berbagai sumber, termasuk buku teks, untuk mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari legenda.

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



Siswa membaca semua legenda yang telah terkumpul tsb., secara lebih cermat dengan cara mengidentifikasi dan menyebutkan: -


-

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)

-


Mengasosiasi  Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan dari beberapa legenda yang telah dikumpulkan dari berbagai sumber tersebut di atas.

Penilaian

Alokasi Waktu

Sumber Belajar

 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 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.

Pembelajaran  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.

Penilaian

Alokasi Waktu

Sumber Belajar

beberapa legenda rakyat yang telah dibuat.  Lembar soal dan hasil tes

Mengkomunikasikan  Siswa menyampaikan beberapa legenda pendek dan sederhana yang telah dibacanya kepada temantemannya, 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.

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Kompetensi Dasar 3.11. Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu. 4.16. Menangkap makna lagu sederhana.

Materi Pokok 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

Pembelajaran 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.

Penilaian 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.

Mengumpulkan Informasi  Siswa membaca (dan jika memungkinkan, mendengarkan) salah satu lagu yang telah disalin.  Siswa menirukan membaca nyaring (dan jika memungkinkan, menyanyikan)

CARA PENILAIAN: Kinerja (praktik)

Alokasi Waktu 4 JP

Sumber Belajar  Buku Teks wajib  Contoh lagu dalam CD/VCD/ DVD/kaset  Kumpulan lirik lagu  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 / - http://www. myenglishpag es.com/site_p hp_files/lyrics _and_songs.p hp

Tugas untuk menyebutkan isi pesan lagu secara singkat dan menyatakan kesan atau

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Kompetensi Dasar

Materi Pokok berperilaku peduli dan cinta damai.

Pembelajaran 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.

Penilaian

Alokasi Waktu

Sumber Belajar

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

 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.

kebahasaan dalam lagu, termasuk kemudahan dan kesulitannya.

 Siswa membicarakan permasalahan yang dialami dalam memahami isi lagu dan menuliskannya dalam jurnal belajar sederhana dalam bahasa Indonesia.

Alokasi Waktu

Sumber Belajar

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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digilib.uns.ac.id

Teacher Fr’s Lesson Plan 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

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E.

Media, Alat, dan Sumber Pembelajaran: 1. Media 2. Alat 3. Sumber Belajar

: MP4 dan Power Point Presentation : Laptop, LCD, dan Speaker Active : 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 Indikator Sikap.

Bertanggung Jujur Santun dalam Percaya Kedisiplinan Nilai rata-rata jawab berkumunikasi diri dalam tugas (kualitatif/huruf).

No Nama Peserta didik. 1 2 3 4

Note: Setiap aspek menggunakan skala 1 s.d. 5 1 = Sangat Kurang

3 = Cukup

2 = Kurang

4 = Baik

5 = Amat Baik

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KRITERIA PENILAIAN KETERAMPILAN BERBAHASA LISTENING



N0 Aspek yang dinilai Membedakan fonem (phonem discrimination):    

Skor

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

Mengidentifikasi tekanan dan intonasi: 

2.

  

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

Mengidentifikasi makna kata, kalimat dan ujaran: 

3.

  

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

Merespon ujaran dalam wacana interpersonal atau transaksional:  

4.  

Dapat merespon ujaran dalam wacana interpersonal transaksional dengan sangat baik dan akurat. Dapat merespon ujaran dalam wacana interpersonal transaksional dengan baik dan akurat. Dapat merespon ujaran dalam wacana interpersonal transaksional dengan cukup baik dan akurat. Tidak dapat merespon ujaran dalam wacana interpersonal transaksional.

atau atau atau atau

4 3 2 1

Mengidentifikasi makna wacana dialog pendek (5-6 pertukaran dengan dua orang penutur) 

5.  

4 Dapat mengidentifikasi makna wacana dialog pendek dengan sangat baik dan akurat. 3 Dapat mengidentifikasi makna wacana dialog pendek dengan baik 2 dan akurat. Dapat mengidentifikasi makna wacana dialog pendek dengan cukup 1 baik dan akurat. commit to user





Tidak dapat mengidentifikasi makna wacana dialog pendek.

Merespon wacana monolog:  

6.  

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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Teacher Sy’s Lesson Plan

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

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Lagu I Have a Dream oleh West Life



E.

Media, Alat, dan Sumber Pembelajaran: 4. Media 5. Alat 6. Sumber Belajar

: VCD dan Power Point Presentation : Laptop, LCD, dan Speaker Active : 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 Indikator Sikap.

Bertanggung Jujur Santun dalam Percaya Kedisiplinan Nilai rata-rata jawab berkumunikasi diri dalam tugas (kualitatif/huruf).

No Nama Peserta didik. 1 2 3 4

Note: Setiap aspek menggunakan skala 1 s.d. 5 1 = Sangat Kurang

3 = Cukup

2 = Kurang

4 = BaiK

5 = Amat Baik

KRITERIA PENILAIAN KETERAMPILAN BERBAHASA LISTENING N0 Aspek yang dinilai 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.to user commit

Skor

4 3 2 1



Mengidentifikasi tekanan dan intonasi: 

2.

  

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

Mengidentifikasi makna kata, kalimat dan ujaran: 

3.

  

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

Merespon ujaran dalam wacana interpersonal atau transaksional:  

4.  

Dapat merespon ujaran dalam wacana interpersonal transaksional dengan sangat baik dan akurat. Dapat merespon ujaran dalam wacana interpersonal transaksional dengan baik dan akurat. Dapat merespon ujaran dalam wacana interpersonal transaksional dengan cukup baik dan akurat. Tidak dapat merespon ujaran dalam wacana interpersonal transaksional.

atau atau atau atau

4 3 2 1

Mengidentifikasi makna wacana dialog pendek (5-6 pertukaran dengan dua orang penutur) 

5.

  

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

Merespon wacana monolog: 

6.

 

4 Dapat mengidentifikasi pikiran utama, pendukung, dan informasi 3 rinci dalam wacana monolog dengan sangat baik dan akurat. Dapat menidentifikasi pikiran utama, pendukung, dan informasi rinci 2 dalam wacana monolog dengan baik dan akurat. Dapat mengidentifikasicommit pikirantoutama, user pendukung, dan informasi 1 dalam wacana monolog dengan cukup baik dan akurat.





Tidak dapat mengidentifikasi pikiran utama, pendukung, dan informasi rinci dalam monolog.

Surakarta, Mengetahui: Kepala Sekolah

………………..

APPENDIX 10

Guru Mata Pelajaran

…..………………..

commit to user Sample of Exercise Given by Teacher Fr



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 commit to user



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

commit to user of Exercise Given by Teacher Sy Sample



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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TEACHERS BELIEFS ON THE USE OF AUTHENTIC MATERIALS TO TEACH LISTENING A THESIS

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