| dc.description.abstract | This research was conducted in two cycles and each cycle had two meetings and listening comprehension test. Each cycle covered the four stages that include planning of the action, the implementation of the action, classroom observation and evaluation, data analysis and reflection. Based on the listening comprehension test, the percentage results of this research showed that the students‟ listening comprehension test in Cycle 1 getting scores ≥75 was 71.42% or only 25 students of 35 students. This, of course, did not achieve the target of success of this research yet, that was 75%; so, the actions were continued to Cycle 2.
In Cycle 2, the percentage result of the students‟ listening comprehension test was 82.85% or 29 students of 35 students. It means that the percentage result of the students‟ listening comprehension achievement improved from 71.42% in cycle 1 to 82.85% in cycle 2. Therefore, the criteria of success of this research, that was 75%, had been achieved and it proved that the use of authentic materials in teaching listening comprehension was successful to improve the students‟ listening comprehension achievement of hortatory exposition text.
Based on the observation, the average result of the percentage of the students‟ active participation in cycle 1 was 64.70%. It means that the target of success in this research had not been achieved yet. Further, the observations were continued to cycle 2. Moreover, the average result of the percentage of the students‟ active participation increased from 64.70% in cycle 1 to 75.71% in cycle 2. It means that the use of authentic materials could increase the students‟ active participation in the teaching learning process of listening activities. Thus, it is suggested to the English teachers to use authentic materials in teaching listening because authentic materials could motivate the learners to learn the target language as authentic materials are really close to the use of real language. | en_US |
