Improving the Eleventh Year Students’ Listening Comprehension Achievement and Their Active Participation by Using Authentic Materials at SMA Negeri 1 Pesanggaran in the 2017/2018 Academic Year

Abstract

Listening is considered as the most important skill. We put listening as the most frequent skill that we use. Most of the students spend their time with the activities related to listening. Sometimes, the students still have some difficulties in finding the general and specific information in the spoken passage. Therefore, they failed in the listening comprehension test. Further, the teacher also rarely gives chance to the students’ to listen native speaker’s voice. It makes the students have no experience in comprehending native speakers’ voice and the students assume that the teaching learning process of listening comprehension in the classroom is uninteresting. In this case, authentic materials was chosen to help the students to improve their listening comprehension achievement to give them new experiences in listening to real native speaker’s voice since authentic material could give the students various information about what is happening in the world nowadays, so they can get a lot of experiences especially in educational field. This research was classroom action research. It was intended to improve the XI IPA 1 students’ listening comprehension achievement and active participation by using authentic materials. This research subjects were the students of class XI IPA 1 at SMA Negeri 1 Pesanggaran in the 2017/2018 academic year. This class was chosen because this class had problem in listening comprehension and the mean score for this class in listening comprehension was 69. Besides, according to the teacher, the students’ participation in learning process is also low. The improvement of the students’ listening comprehension achievement and their participation were analyzed quantitatively. In this research, the observation and listening comprehension test were used to get the primary data, while interview guide and documentation were used to get the secondary data.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 students listening comprehension achievement in the first cycle had met the target criteria, There were 28 out of 36 students (77.78%) who got score at least ≥75. But, the action was continued to Cycle 2 in order to see the consistency of the success achieved in Cycle 1. In cycle 2 the mean score of listening comprehension test were 85. There were 30 out of 36 students (83.33%) who got score at least ≥75. Based on the observation, the average result of the percentage of the students’ active participation in cycle 1 was 79.17 %. It means that the target of success in this research had met the target criteria. Further, the observations were continued to cycle 2. Moreover, the average result of the percentage of the students’ active participation was 81.95 % 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.