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Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the analysis and the interpretation of the data that are
collected through direct observation and audio recording, students’ questionnaires,
students’ and teachers’ interviews and the discussion of the findings.
The analysis of the data answers the two research questions that investigate
how the students’ learning anxiety appears in the listening class and how the
authentic materials overcome the students’ listening anxiety. The data findings are
presented through tables and are explained descriptively for the discussion. They
are also compared with the theoretical foundation reviewed in Chapter II. As for
the conclusion, it is obtained from the observation, interview, and questionnaire
data.
The problem reveals when the researcher discussed with the English
teachers. They found that there was a gap between the teachers’ English leaning
purposes with the students’ score results, though they have used authentic
materials that are considered as the suitable and interesting materials. The
researcher, then, did a pre research observation as the pilot study to find out the
gap itself, the facilities supported in the learning process, and the learning system
used. The researcher found that there was a students’ listening anxiety. It was
proved by the early students’ questionnaire that showed that there were 81% of
the students felt anxious when they were having a listening activity.
4.1 The authentic materials that can be used in the listening class
This section is aimed at presenting and discussing the findings of this study
regarding the use of authentic materials in facilitating the listening class. That is
answered through seven characteristics’ sections that may influence the students’
perspective in listening class
There are some characteristics that indicate the authentic materials: 1) the
main sources are native speakers; 2) the authentic materials are exposed in many
forms; 3) they connect to the students’ daily activities; 4) they are aimed for
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Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
academic achievements; 5) They may produce some micro skills; 6) they will give
a new knowledge for the students; 7) they may give a pleasing experience
4.1.1 The main learning source are the native speakers
The authenticity of the listening text contains whether the learning is using
the textbook only or by combining it with the authentic materials, for example:
popular songs, news, etc. It might be also influenced by the speakers’ factors,
whether it is conducted by the local English teacher or by the native speakers.
As the pre research observation, the students think that there is not a problem
if they experience the learning process by local teachers or native speakers as the
main learning resource. It is also confirmed by the class observation when the
students respond positively to the tachers’ question concerning the use of learning
source. They have no problem in learning process whether by using native
speakers or local teachers.
It is also confirmed by the questionnaire result, as can be seen in the
following table that is based on the questionnaire data.
Table 4.1 The Students’ Questionnaire Percentage of The Native Speaker
Resource
Question
Number Content
Strongly
Agree
(%)
Agree
(%)
Hesitate
(%)
Disagree
(%)
Strongly
Disagree
(%)
1
The use of
textbook as the
main source of
learning
3 20 27 37 13
2
The mix use of
the textbook
and other
authentic
materials
55 30 7 8 0
3
The local
English
teacher as the
learning
resource
9 28 50 8 5
4
The native
speaker as the
learning
resource
15 37 40 7 1
43
Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Based on the Table 4.1 above, we can see that 37% students are disagree
and 13% students are totally disagree by the using of the textbook as the main
source in the listening class. They preferred to mix the use of the textbook and the
authentic materials, shown as 55% students are totally agree and 30% are agree.
They are not really sure whether the local English teacher might help them to
comprehend the text better, shown at the 50% hesitation opinions. In the other
hand, 37% students are positively agree and 15% students are strongly agree that
native speakers as the learning resource. There are 40% students who are
hesitating in deciding the importance of using the native speakers or the local
teachers.
The highest percentage is when they are strongly agree that they need to
mix both materials (55%), seen in Figure 4.1.
Figure 4.1 The Percentage of Listening Learning Source
The next table shows the students’ interview result.
Table 4.2 The Students’ Interview Result of The Native Speakers as The
Main Resource
Question 1:
Menurut pendapat anda,
Apakah Bapak/ Ibu guru pengajar pernah mengajak siswa merencanakan
penggunaan sumber belajar selain buku teks, misalnya berupa lagu-lagu baru
populer, audio-video berhasa Inggris?
• Jika ya, Kemukakan bentuk rencana yang pernah dibuat, misalnya: menyusun
jadwal penggunaan, membuat kesepakatan waktu penggunaan, dan lain-lain?
• Jika tidak, apa kamu mengharapkan Bapak/ Ibu merencanakan bersama
siswa?
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Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Students Answer
A
Mm.. pernah sih miss..di awal-awal pembelajaran. Sir nyebutin
beberapa bahan yang bakalan diajarin di kelas, seperti nonton film,
nonton berita, dll..tapi murid-murid juga banyak yang pengen
dengerin lagu-lagu kekinian.. dan Sir bilang OK.
B Pernah.. tapi Sir udah nentuin dulu apa-apanya..kita cuman komen
aja mau yang mana
C Pernah, nonton film ga pake teks, trus bakalan dikasi berita pake
Bahasa Inggris gitu.
D Ya, Ms sih kasih tau mau ngajarin apa aja. Bagus juga sih jadi tau
mau ngapain di kelas.
E Kayanya sih pernah miss..kaya berita-berita gitu lah..tapi buku
juga dipake tetep katanya.
Question 2:
Menurut pendapat anda,
Apakah penutur asli dan bukan asli ketika menyampaikan informasi pada
pembelajaran listening berpengaruh terhadap kemudahan anda memahami
materi listening yang diajarkan?
• Apa pendapat anda tentang hal itu?
A Iya sih pastinya..kalo native kan pasti lebih natural
B Mungkin..tapi susah juga miss ngerti Native..ngomongnya suka
cepet.
C Pengaruh miss..makin cepet ngomongnya making ga ngerti
D Pengaruh..karena native bikin kita terbiasa dengerin Bahasa
Inggris
E Ya pengaruh..kalo miss yang ngajar lebih ngerti.
Based on the table above, teachers have involved the students’ interest in
including authentic materials in the listening learning process. The students have
understood that by using the native speakers as the learning source may help them
to improve their listening skill, though, it may cause a problem in the speed of
delivery in comprehending the text.
The next Table shows the teachers’ interview result.
Table 4. 3 The Teachers’ Interview Result of The Native Speakers as The
Main Resource
Question 1:
Menurut pendapat Bapak/ Ibu,
Apakah penutur asli dalam materi otentik membantu siswa untuk lebih mudah
memahami materi listening yang Bapak/ Ibu ajarkan?
• Apa pendapat Bapak/ Ibu tentang hal tersebut?
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Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Teachers Answer
A
Terkadang tidak, karena siswa akan mengalamai kesulitan
memahami materi dikarenakan berbedaan level bahasa yang
disajikan materi otentik ditambah lagi kemampuan siswa yang
kurang dalam memahami bahasa Inggris. Sepertinya sih.. perlu
keduanya. Materi juga sepertinya memerlukan buku sebagai
panduan dasar pembelajaran, hanya perlu penambahan materi
otentik.
B
Penutur asli dalam materi otentik tidak membantu siswa untuk lebih
memahami materi listening dikarenakan bahan dalam materi otentik
merupakan percakapan/monolog bahasa Inggris yang asli. Namun
penutur lokal juga tetap diperlukan. Sehingga kecepatan dan bahasa
sehari-hari yang digunakan tidak diatur sesuai tingkatan belajar
siswa.
Based on the interview above, the teachers are also agree that there need
both local and native speakers in the teaching process. The mix materials method
is also needed.
Based on the data collected, the conclusion connected to the indicator that
the native speakers as the main learning source. It shows that the students need
native speaker as their learning source. In the other hand, they also need the local
teacher as their learning source as the data shown. It means that the authentic
materials which are connected with the native speakers can be used in the
listening learning process. It is also shown in the teachers’ interview that shows
the authenctic materials can be used in the listening learning process.
However, there is a data result that shows the opposite perspective. The
students also feel that the use of native speaker as their learning source will give
them a difficulty in comprehending the text. Based on these two contradictive
perpectives, it can be concluded that the authentic material can be used in the
listening learning, though, it can cause an anxiety.
The use of authentic materials is also conducted by Marrow (1977, p.13)
who defined authentic material as a stretch of real language, produced by a real
speaker or writer for a real audience and designed to carry a real message of some
sort. It is also confirmed by Underwood (1989) uses phrases like ‘real speech’,
‘not specially designed for foreign learners’, ‘natural conversations’, ‘what people
say in real life’, ‘what native speakers say when talking to each other’. It means
that the authentic materials can be used in the listening class. But it can affect both
positively and negatively. If it is positively affected the students, it will not
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Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
become a problem for them to achieve learning goals. If it is negatively affected to
them, then it needs the teacher to overcome the students’ difficulties.
4.1.2 The Authentic Materials Form
In listening class, teacher may decide what kind of materials that will be
used in the class, both textbook and authentic materials, such as popular songs,
audio recordings, or video recordings.
In the class observation, the students responded that teachers sometimes use
the textbook and authentic materials, such as popular songs, audio recordings, and
video recordings in the learning process. But they prefer to listen to the popular
songs and audio recording. They think they are interesting and help them to up to
date themselves.
It is also confirmed by the questionnaire result, as can be seen in the
following table that is based on the questionnaire data.
Table 4.4 The Students’ Questionnaire Percentage of The Authentic
Materials Form
Question
Number Content
Strongly
Agree
(%)
Agree
(%)
Hesitate
(%)
Disagree
(%)
Strongly
Disagree
(%)
5
The use of
textbook as
the material
used
5 20 33 41 1
6
The use of
popular songs
as the
material used
23 33 18 16 10
7
The use of
English audio
recording as
the material
used
27 43 17 10 3
8
The use of
English video
recording as
the material
used
25 22 25 15 13
Based on the Table 4.4 above, we can see that there are 41% students are
disagree and 1% students are strongly disagree by the using of the textbook as the
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Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
main source in the listening class. 23% students are strongly agree and 33%
students are agree to use popular songs as the learning materials. They also prefer
to use the English audio recording as the authentic material, shown by the 27%
students are strongly agree and 43% students are agree with the idea. As they
prefer to use video recording materials, shown by the 25% students are strongly
agree and 42% students are agree with it. The highest percentage is when they
agree that they prefer to use audio recording as their listening materials (43%),
seen in Figure 4.2.
Figure 4.2 The Percentage of The Material Kinds In the Listening Class
The next table shows the students’ interview result.
Table 4. 5 The Students’ Interview Result of The Authentic Materials Form
Question 3:
Apakah guru menggunakan sumber belajar seperti lagu-lagu baru yang populer,
media audio-video berbahasa Inggris dan lain-lain dalam pembelajaran
listening?
• Apa pendapat anda tentang penggunaan sumber belajar tersebut?
Students Answer
A Menurut saya sih kalo pake lagu-lagu, audio gitu lebih seru,
manarik jadi, ga bosen
B Sir sih bahas dua-duanya..seneng pake lagu dan berita-berita
C Pake, seringnya sih audio percakapan atau berita-berita gitu, kita-
kita sering denger soalnya
D Iya lagu, sama audio paling..
E
Iya, sering..kalo ada sisa waktu materi dah abis biasa nya
dengerin lagu-lagu bahasa Inggris, tapi kalo pas belajar sih
banyaknya cerita atau percakapan
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Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Based on the table above, teachers have used some kinds of authentic
materials in the listening class, such as popular songs and movies. The students
are mostly interested in those two kinds of authentic materials.
The next Table shows the teachers’ interview result.
Table 4. 6 The Teachers’ Interview Result of The Authentic Materials Form
Question 1:
Menurut pendapat Bapak/ Ibu,
Apa saja jenis materi otentik yang pernah digunakan dalam pembelajaran
listening?
• Mengapa memilih jenis tersebut untuk digunakan dalam pembelajaran?
Teacher Answer
A
Ya, lagu dan percakapan. Karena dapat menarik perhatian siswa
pada materi pembelajaran dan kontaksnya banyak berada di
lingkungan sekitar siswa
B Lagu, pecakapan, film. Karena hal-hal tersebut menarik bagi
siswa sehingga memotivasi mereka untuk belajar.
Based on the Table 4.6, teachers also admitted that the use of popular songs
and audio recordings were mostly played, and attracted the students’ attention in
listening class.
Based on all the data collected, the result shows the same thing that in the
listening learning, any kinds of authentic materials can be used. It shows that the
form of authentic materials has no impact to the listening learning. Any kinds of
authentic materials can help the students to achieve the learning goals. Both
students and teachers have not been impacted by the use of any kinds of authentic
materials.
This may be happened because the teachers are not giving varied kinds of
authentic materials. It makes the students to get used with onle some kinds of
authentic materials. Gebhard (1996) classified the authentic materials into three
categories: 1) Authentic Listening-Viewing Materials, such as TV commercials,
quiz shows, cartoons, news clips, comedy shows, movies, soap operas,
professionally audio-taped short stories and novels, radio ads, songs,
documentaries, and sales pitches; 2) Authentic Visual Materials, such as slides,
photographs, paintings, children’ artwork, stick-figure drawings, wordless street
signs, silhouettes, pictures from magazine, ink blots, postcard pictures, wordless
picture books, stamps, and X-rays; 3) Authentic Printed Materials, such as
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Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
newspaper articles, movie advertisements, astrology columns, sports reports,
obituary columns, advice columns, lyrics to songs, restaurant menus, street signs,
cereal boxes, candy wrappers, tourist information brochures, university catalogs,
telephone books, maps, TV guides, comic books, greeting cards, grocery coupons,
pins with messages, and bus schedules. These kinds of authentic materials can
also influence to the listening learning achievement. The more the students get
used to a kind of authentic materials, the more it may not influence the learning
achievement. If it is varied more, then it may influence the learning goals
achievement.
4.1.3 The Authentic Materials Connect to The Students’ Communication
Skills
In listening class, teacher may decide what kind of language formality
used in the class, whether it is formal or informal. In the pre research observation,
the students need to master both formal and informal English. It is confirmed by
the observation. The students respond that that they need to master English to
communicate with people from all around the world. It means that need to know
the way of speaking-the use of language formality. They prefer to master both
formal and informal way of speaking and how they use it. It is also confirmed by
the questionnaire result, as can be seen in the following table that is based on the
questionnaire data.
Table 4.7 The Students’ Questionnaire Percentage of The Communication
Skill
Question
Number Content
Strongly
Agree
(%)
Agree
(%)
Hesitate
(%)
Disagree
(%)
Strongly
Disagree
(%)
9
Use the formal
English
language in
the textbook
6 30 33 30 11
10
Use the
informal
English
language in
the popular
songs or
videos
10 19 38 17 16
11 Use the 19 49 18 8 6
50
Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
balanced
formal and
informal
English
language
12
Use the
appropriate
portion of
formal English
language and
use more
informal
English
language
13 23 38 13 13
Based on the Table 4.4 above, we can see that the students are not really
sure whether they need to use a formal or informal English language, shown by
the 33% students that are hesitate in using the formal English language and the
38% students are hesitate in using the informal English language. They just think
that both of language kinds should be mixed and used, shown by the 19% students
are strongly agree and 49% students are agree with it. So, the highest percentage
is when they need to learn both formal and informal way of communication skill
(49%).
Figure 4.3 The Percentage of The Communication Skill
The next table shows the students’ interview result.
Table 4. 8 The Students’ Interview Result of The Communication Skill
Question 4:
Apakah terdapat bahasa sehari-hari (slang) pada sumber belajar tersebut?
• Apakah bahasa tersebut membuat anda lebih ingin memahami materi
51
Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
pembelajaran listening yang diajarkan?
• Apa pendapat anda tentang bahasa tersebut?
Students Answer
A
Iya kadang-kadang.. suka kepake sih buat bahasa gaul..menurut saya
sih gapapa kita bela bjar asal jangan disalah gunakan aja
dipakenya..karena kadang-kadang temen malah suka sembarangan
ngomong yang gituan
B
Iya..bisa..bisa bikin pembelajaran lebih menarik dan seru..karena
jadi tau cara ngomong dalam bahasa inggris sehari-hari, tapi kalo
mau ngomong formal juga harus bisa kayanya, jadi bisa komunikasi
sama siapa aja
C
Ada..miss juga bahas kok..jadi lebih ngerti pastinya. Tapi miss juga
suka pake materi listening yang dari buku, kan bahasa nya lebih
formal.
D Iya ada..bagus jadi tau aja
E Seru .. jadi bisa ngikutin bahasa gaul cuman Bahasa Inggris
Based on the table above, teachers have used some kinds of daily English
language (slang) in the listening class. The students are mostly interested in it
because they think that it will help them to improve their knowledge in
communicating with other English language users. But they also need the formal
communication skill as their learning materials.
The next table shows the teachers’ interview result.
Table 4. 9 The Teachers’ Interview Result of The Daily Activities Connection
Question 3:
Menurut pendapat Bapak/ Ibu,
Apakah bahasa sehari-hari (slang) yang terdapat pada materi otentik membantu
siswa lebih mudah memahami materi listening yang Bapak/ Ibu ajarkan?
• Apa pendapat Bapak/ Ibu tentang hal tersebut?
Teacher Answer
A
Ya, terkadang siswa sudah memahami materi dengan slang nya,
sehingga akan lebih mudah untuk memahami bacaan. Selain itu juga,
materi sepertinya dapat menambah wawasan siswa dan memotivasi
mereka untuk memakainya dalam kagiatan sehari-hari. Tati tetap saja
bahasa formal perlu diajarkan pada siswa, untuk sewaktu-waktu
mereka harus berkomunikasi secara formal dengan orang lain.
B
Ya, bahasa sehari-hari yang diajarkan di kelas akan membantu siswa
dalam mengerti tentang topik yang dibawakan dalam kelas listening.
Mengajarkan bahasa sehari-hari merupakan hal yang baik karena
dapat menambah wawasan para siswa selama guru memberi arahan
dalam menggunakan bahasa tersebut namun bahasa formla pun tidak
boleh begitu saja ditinggalkan karena suatu saat mereka akan
menghadapi kehidupan nyata dengan berbagai jenis keperluan
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Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
berbahasa dengan benar.
Based on the Table 4.9, teachers have delivered both formal and informal English
as a communication tool. The informal English language can inprove the students’
knowledge, while the formal English language can prepare them to be able to
communicate in the future social life.
Based on all the data collected, the result shows the same thing that in the
listening learning, both formal and informal English language can be used. It
shows that the English language form of authentic materials has no impact to the
listening learning. Any kinds of authentic materials language form can help the
students to achieve the learning goals and to improve the students’
communication skill.
This may be happened because the teachers have arranged and planned the
language form that connected to the students’ need. If the teachers do not plan it
and just randomly choose, it may influence the listening learning goals. As it is
claimed by Brinton (1991), authentic materials and media can reinforce for
students the direct relationship between the language classroom and the outside
world. It shows that the language classroom and the outside world can be
connected by the formal and informal language. However, in the learning context,
the teaching planning is needed to be balanced in achieving the learning goals.
4.1.4 The Authentic Materials are Aimed for the Academic Achievements
The learning result has become the measure tool of the learning
achievement. It is also being used in the listening learning. These are shown the
data connected with the use of authentic materials that are aimed for the ecademic
achievements. In the class observation, students are aware enough that in the end
of all listening learning, they have to face a kind of measurement. If they can pass
it, then they can continue their learning process. If they cannot pass it, then they
have to learn it once more.
It is also confirmed by the questionnaire result, as can be seen in the
following table that is based on the questionnaire data.
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Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Table 4.10 The Students’ Questionnaire Percentage of The Academic
Achievement Aim
Question
Number Content
Strongly
Agree
(%)
Agree
(%)
Hesitate
(%)
Disagree
(%)
Strongly
Disagree
(%)
13
Achieving the
maximal
highest score
by using the
textbook
materials
8 20 42 28 4
14
Achieving the
maximal
highest score
by using the
popular songs
and audio-
video
recording
materials
15 37 28 15 5
15
Achieving the
maximal
highest score
by using the
balanced
materials
between the
textbook and
the authentic
materials
35 42 15 7 1
16
Achieving the
maximal
highest score
by using a
little textbook
materials and
more popular
songs and
audio-video
recording
materials
33 35 22 6 4
Based on the Table 4.10 above, we can see that the students are not really
sure whether they can raise their English listening scores by using the textbook
materials only, shown by 42% students that are hesitate in using the textbook as
54
Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
their listening material. There are 37 % students agree and 15% students strongly
agree in using the popular songs and audio-video recording materials. They just
think that both of language kinds should be mixed and used to help them in
achieving the highest score, shown by the 35% students are strongly agree and
42% students agree with it. So, the table shows that the students need to mix both
materials in achieving the highest score in the listening class.
Figure 4.4 The Percentage of The Academic Achievements
The next table shows the students’ interview result.
Table 4. 11 The Students’ Interview Result of The Academic Achievement
Aim
Question 5:
Apakah sumber belajar seperti lagu-lagu baru yang populer, media audio-video
berbahasa Inggris dan lain-lain membuat anda lebih ingin mencapai ketuntasan
minimal (KKM) dalam pembelajaran listening?
• Apa pendapat anda tentang hal tersebut?
Students Answer
A
Gatau..mungkin iya..kan nambah kosa kata ya..jadi Inggrisnya jadi
bagus nilainya, tapi biasa tes nya dari buku, jadi harus juga belajar
buku cetak
B
Bisa..kan jadi kebiasaan dengerin bahasa inggris..jadi pas di kelas
nya udah biasa dengerin yang begitu. Biasa kita dengerrin pecakapan
dari buku atau dari miss, kalo pas hoki ya bisa ngerjainnya hehe..
C Mm..bisa..ya..hehe..ya bisa..bisa..tapi dari buku juga ada yang
serunya sih..kaya budaya-budaya gitu jadi bisa tau gitu..
D
Iya bisa..karena sering nonton bikin sering dengerin dia ngomong
apa..kaya.. kaya tenses gitu an lah…jadi kebiasaan dengerin bisa
bikin nilai bagus
E Bisa, kan kadang kalo dengerin lagu suka pengen tau artinya jadi aja
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Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
nyari..nambah kosa kata ya..jadi sewaktu-waktu dengerin lagi udah
ngerti
Based on the table above, the students prefer to use the authentic materials
than the textbook materials only. But some of them may prefer to us them both.
They thought that it can help them to have better scores in listening class.
The next Table shows the teachers’ interview result.
Table 4. 12 The Teachers’ Interview Result of The Academic Achievement
Aim
Question 3:
Menurut pendapat Bapak/ Ibu,
Apakah penggunaan materi otentik membuat siswa lebih ingin mencapai
ketuntasan minimal (KKM) yang dibutuhkan dalam pembelajaran listening?
• Apa pendapat Bapak/ Ibu tentang hal tersebut?
Teacher Answer
A
Ya, karena lebih keseharian membuat materi terkadang lebih menarik
untuk dipahami (walapun belum tentu lebih mudah) sehingga
membantu mereka untuk mendapat nilai yang lebih baik, tapi
biasanya KKM ditentukan berbdasarkan materi teksbook jadi tetap
saja pembelajaran teksbook diperlukan
B
Ya, meskipun lebih rumit namun penggunaan materi otentik lebih
menarik dan menyenangkan bagi siswa, dengan adanya visualisasi
gambar, siswa sedikit terbantu dengan maksud percakapan, dan
musik yang meredakan kekhawatiran mereka. Namun penilaian yang
dilakukan untuk mencapai KKM berasal dari hasil materi teksbook
jadi tetap saja materi harus dikuasai siswa.
Based on the table above, teachers agree that they should teach both of the
materials to achieve academic scores but they thought that the using of authentic
materials may help the students to improve the English skill.
Based on all the data collected, the result shows that both authentic
materials and non authentic materials are needed to achieve the academic goals.
Any kinds of materials can help the students to achieve the learning academic
goals. This may be happened because the teachers have arranged and planned the
language form that connected to the students’ need. If the teachers do not plan it
and just randomly choose, it may influence the listening learning goals. However,
in the learning context, the teaching planning is needed to be balanced in
achieving the learning goals.
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4.1.5 The Authentic Materials May Produce Some Micro Skills
Gebhard (1996) sees authentic materials as a way to “contextualize"
language learning. When lessons are centered on comprehending a menu or a TV
weather report, students tend to focus more on content and meaning rather than
the language itself. This
Authentic material offers students a valuable source of language input, so
that they are not being exposed only to the language presented by the text and the
teacher. By using authentic materials, the students can learn more than just a
language. They may learn the key words, the language dialect, and other language
skills.
In the observation, student admitted that they need to understand the micro
skills, such as dialect, the distinctive sound of English, distinguish the implied
meaning, and some others. These things may help them to have communicative
senses. It can be supported by the use of both textbook and authentic materials in
the learning process. It is also confirmed by the questionnaire result, as can be
seen in the following table that is based on the questionnaire data.
Table 4.13 The Students’ Questionnaire Percentage of The Micro Skills
Question
Number Content
Strongly
Agree
(%)
Agree
(%)
Hesitate
(%)
Disagree
(%)
Strongly
Disagree
(%)
17
The use of
textbook can
increase the
students’
micro skills
7 28 33 28 4
18
The use of the
popular song
s and audio
video
recording
materials can
increase the
students’
micro skills
19 28 33 15 5
19
The balance
use of the
textbook and
the popular
songs and
23 45 23 5 0
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video audio
recordings
can increase
the students’
micro skills
20
By using a
little textbook
materials and
more popular
songs and
audio-video
recording
materials
recordings
can increase
the students’
micro skills
22 37 32 6 3
Based on the Table 4.13 above, we can see that the students are not really
sure whether by using the textbook and popular songs and audio video recording
materials, they can increase their micro skills, shown by 33% students that are
hesitate in using the textbook as their listening material, and there are also 33
students who hesitate to only use the authentic materials. There are 45 % students
agree and 23% students strongly agree in using both of textbook materials and the
popular songs and audio-video recording materials in understanding the micro
skills. The highest percentage is when they chose to use both materials in their
learning process (45%).
Figure 4.5 The Percentage of The Micro Skills
The next table shows the students’ interview result.
Table 4. 14 The Students’ Interview Result of The Micro Skills
Question 6:
Menurut pendapat anda,
Apakah penggunaan sumber belajar seperti lagu-lagu baru yang populer, media
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audio-video berbahasa Inggris dan lain-lain menambah keterampilan berbahasa
anda, misalnya mendeteksi kata-kata kunci pada teks yang didengar, mengenali
jenis informasi, membedakan dialek penuturnya, dan lain-lain?
• Apa bentuk keterampilan yang pernah anda dapatkan dari sumber belajar
tersebut?
Students Answer
A
Iya, terkadang kami diajarin cara menemukan ide pokok dari
informasi yang didenger, asal kata-katanya ngerti sih..seringnya
berhasil dapet idenya, kecuali kalo teks nya susah, tapi di buku cetak
juga ada yang begituan
B
iya, biasa nya siswa nonton film, ga pake teks, trus kita disuruh
menceritakan kembali..Sir sih ngajarinnya pake kata kunci yang
ketangkep sama telinga kita, tapi kadang ga ngerti atau kecepetan
ngomongnya jadi susah juga
C Sepertinya sih iya..ya..biasa nya kita disuruh mencari maksud cerita
yang didenger..pake teks dari buku
D
Pernah, kita-kita disuruh dengerin lagu . trus.. suruh artiin
maksdunya..nah ..kalo lagu kan suga ga jelas maksudnya..itu kita
pikirin..ada yang bener ada yang salah..hehe
E
Iya sih.. Miss pernah kasih cerita..kita dengerin..trus tentui
artinya.udahnya jawab pertanyaan yang ada hubungannya dengan
yang udah didenger..kadang bisa kadang engga sih..lebih gampang
cerita di buku sih..lebih mudah dimengerti
Based on the table above, teachers have given the students by using
authentic materials, kinds of micro skills, such as dialect, finding the key words
and way of speaking. This may improve the students’ skills, too. Though, students
prefer to use both materials in leaning.
The next Table shows the teachers’ interview result.
Table 4. 15 The Teachers’ Interview Result of The Micro Skills
Question 6:
Menurut pendapat Bapak/ Ibu,
Apakah penggunaan materi otentik dapat melatih keterampilan mikro siswa,
misalnya mendeteksi kata-kata kunci pada teks yang didengar, cara mengenali
jenis informasi, cara membedakan dialek penuturnya, dan lain-lain?
• Apa bentuk keterampilan mikro yang pernah Bapak/ Ibu berikan pada siswa?
Teachers Answer
A
Ya, saya seringkali menampilkan cara orang-orang penutur bahasa
Inggris dengan dialek yang berbeda. Walaupun kita belum terbiasa
memahami hal-hal seperti itu, namun siswa sangan tertarik dalam
mempelajarinya
B
Ya, siswa dapat lebih mengerti pengucapan bahasa asing dari
berbagai negara. Contohnya, Video/audio berbahasa Inggris yang
dituturkan orang British, Amerika, Australia, dan Negara lainnya.
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Based on the table above, teachers have given some authentic materials in
increasing the students’ micro skills such as dialect, finding the key words and
way of speaking. These hopefully can help students to improve their knowledge in
learning.
Based on all the data collected, the result shows that both authentic
materials and non authentic materials have no impact to the students’ micro skills.
Any kinds of materials can help the students to have the micro skills. Teachers use
textbook in teaching micro skills. It means that eventhough authentic materials
can deliver the micro skill; there is another effective way to improve the students’
micro skill that is using the textbook. However, authentic materials contain some
micro skill that is easier to be delivered to the students.
As Martinez (2000) claimed that, “they are ideal to teach/practice mini-
skills such as scanning, e.g. students are given a news article and asked to look for
specific information (amounts, percentages, etc.), basic students listen to news
reports and they are asked to identify the names of countries, famous people, etc.
(ability to detect key words).” It is as the result, that authentic materials can help
to complete the students’ micro skill improvement.
4.1.6 The Authentic Materials Become A New Knowledge For Students
Melvin and Stout (1987) find an overall increased motivation to learn in
students, as well as a renewed interest in the subject matter, when students use
authentic materials for the study of culture in the language classroom. It means
that by using this kind of materials, students will have an improved knowledge.
In the previous observation, the students were really excited in improving
their English knowledge, whether their listening or other English proficiency.
Authentic materials are considered to influence their English skills. It is also
confirmed by the questionnaire result, as can be seen in the following table that is
based on the questionnaire data.
Table 4.16 The Students’ Questionnaire Percentage of A New Knowledge
Improvement
Question
Number Content
Strongly
Agree
(%)
Agree
(%)
Hesitate
(%)
Disagree
(%)
Strongly
Disagree
(%)
21 The use of 3 23 43 23 8
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textbook can
increase the
students’ new
knowledge
22
The use of the
popular songs
and audio
video
recording
materials can
increase the
students’ new
knowledge
10 26 36 25 3
23
The balance
use of the
textbook and
the popular
songs and
video audio
recordings
can increase
the students’
new
knowledge
32 48 17 3 0
24
By using a
little textbook
materials and
more popular
songs and
audio-video
recording
materials
recordings
can increase
the students’
new
knowledge
20 27 37 15 1
Based on the Table 4.16 above, we can see that the students are not really
sure whether by using the textbook or by using authentic materials such as
popular songs and audio video recording materials, they can increase their
knowledge, shown by 43% students that are hesitate in using the textbook as their
listening material. There are 26 % students agree and 10% students strongly agree
in using the popular songs and audio-video recording materials in understanding
the micro skills. They just think that both of language should be mixed and used
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to help them in getting a new English knowledge, shown by the 32% students are
strongly agree and 48% students are agree with it. The highest score is when the
students need both textbook and authentic materials in improving their
knowledge.
Figure 4.6 The Percentage of A New Knowledge Improvement
The next table shows the students’ interview result.
Table 4. 17 The Students’ Interview Result of A New Knowledge
Improvement
Question 7:
Menurut pendapat anda,
Apakah penggunaan sumber belajar seperti lagu-lagu baru yang populer, media
audio-video berbahasa Inggris dan lain-lain dalam pembelajaran listening
memberi anda pengetahuan baru, misalnya: lebih mengetahui dialek, gaya
bahasa, dan lain-lain?
• Apa pengetahuan baru yang pernah anda dapatkan karena belajar dari sumber
belajar tersebut?
Students Answer
A
Iya miss, karena bisa bikin kita ngerti kalo mereka
ngomong..ng..gayanya gimana..kaya bahasa inggris aja ada British
ada American..dua-dua nya kan beda..jadi tau aja..cuman rekaman
buku juga British banget..jadi suka lucu aja ngedengernya.
B Iya..kan diajarin cara-cara orang ngomong..kaya kata-kata yang
pantas dan engga buat diomongin ke orang..
C Iya,,bagus..karena bisa nambah pengetahuan kita..biar ga salah kalo
ngomong sama native..
D Ya, bertambah..contohnya diajarin gimana kalo baru ketemu..
maksudnya.. mm.. basa-basi nya sama orang harusnya gimana sih..
E
Ya, dialek sih macem-macem..dulu sama miss pernah
diperdengarkan orang-orang ngomong..mirip-mirip sih..sama bahasa
Inggrisnya..cuman beda-beda.
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Based on the table above, teachers have given the students the authentic
materials that may improve the students’ knowledge. The students still feel a bit
confused with what the materials about. Though, they admit that it helps them to
increase their social life knowledge.
The next Table shows the teachers’ interview result.
Table 4. 18 The Teachers’ Interview Result of A New Knowledge
Improvement
Question 7:
Menurut pendapat Bapak/ Ibu,
Apakah penggunaan materi otentik dalam pembelajaran listening memberi
pengetahuan baru bagi siswa, misalnya: dialek, gaya bahasa, dan lain-lain?
• Apa pengetahuan baru yang pernah Bapak/ Ibu berikan pada siswa?
Teachers Answer
A
Ya setuju, materi otentik akan sangat memberi pengetahuan pada
siswa. Saya pernah memberikan materi tentang dialek di kelas. Saya
memperengarkan beberpa dialek yang ada di negara-negara dalam
mengucapkan kata-kata berbahasa Inggris. Sangat mernarik
perhatian siswa, walaupun agak sulit untuk dipahami siswa.
Terkadang saya menggunakan buku teks yang sedikit banyak
member pengetahuan pada siswa tentunya.
B
Tentu saja, misalnya penggunaan bahasa sehari-hari, formal - tidak
formal yang terdapat baik di buku teks maupun di materi otentik
lainnya.
Based on the table, the teachers have given both the textbook and authentic
materials in improving the students’ knowledge. Eventhough, some of them still
have difficulties in understanding the text.
Based on the data collected, the conclusion connected to the indicator that
the authentic materials can improve the students’ knowledge. It shows that the
students can get knowledge from the textbook. In the other hand, they can also get
the knowledge from the authentic material as the data shown. It means that the
authentic materials which are connected with the students’ knowledge
improvement can be used in the listening learning process. It is also shown in the
teachers’ interview that shows the authenctic materials can be used in the listening
learning process.
However, there is a data result that shows the opposite perspective. The
students also feel that the use of authentic materials as their learning source will
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give them a difficulty in comprehending the text. Based on these two contradictive
perpectives, it can be concluded that the authentic material can be used in the
listening learning, though, it can cause an anxiety.
“Authentic materials keep students informed about what is happening in the
world, so they have an intrinsic educational value” (Sanderson, 1999). But it can
affect both positively and negatively. If it is positively affected the students, it will
not become a problem for them to excitedly informed. If it is negatively affected
to them, then it needs the teacher to overcome the students’ difficulties.
4.1.7 The Authentic Materials Give A Pleasing Experience
The ‘pleasing experience’ thing is very attracting the students’ attention.
They are teenagers, filled by so many dreams and imagination. As Lucinda
Wilson and Hadley Wilson Horch discuss in their September 2002 article in
Middle School Journal, recent research has shown that the early adolescent brain
goes through a growth spurt just before puberty and then a period of “pruning,”
when heavily used connections between parts of the brain are strengthened and
unused connections deteriorate. This growth spurt and pruning are most noticeable
in the prefrontal cortex, which is the part of the brain where information synthesis
takes place. It is also the part of the brain that controls planning, working memory,
organization, and mood modulation. This area of the brain does not mature until
about 18 years of age. The process of “hardwiring,” which continues throughout
adolescence, means that the intellectual activities given the most time, the most
opportunity to strengthen the connections in the brain, will influence learning for
the rest of the student’s life. (Wilson and Horch, 2002, p. 58). Teachers of middle
grades students need to be knowledgeable of the varied developmental
characteristics of young adolescents so that they can design instruction and
classroom management strategies that address these ongoing changes, and support
and capitalize on these characteristics.
A strategy to strengthen connections in the brain is to ask students to write
reflectively every day. This gives time for students to consolidate learning and
seek meaning between various activities. Students should also be encouraged to
use peer collaboration and cooperative learning at this age to take advantage of the
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great range of academic and social maturities while developing group problem
solving skills. Allowing for student choice and making lessons relevant to the
interests of young adolescents will engage students in learning while addressing
their need to show independence. (Wilson and Horch, 2002, p. 59). The use of
authentic materials is one of the learning solving problems of the adolescents.
As the pre research observation, the students feel more comfortable and
happy when their teahers play popular songs or audio/video recording in the
listening class. In the observation, there are some students who responded
positively in using both the textbook and the authentic materials as the listening
materials in the class. But they excitedly stated that they prefer to use authentic
materials than textbook, because they were much more various than the textbook.
It is also confirmed by the questionnaire result, as can be seen in the
following table that is based on the questionnaire data.
Table 4.19 The Students’ Questionnaire Percentage of The Students’
Pleasure
Question
Number Content
Strongly
Agree
(%)
Agree
(%)
Hesitate
(%)
Disagree
(%)
Strongly
Disagree
(%)
25
The use of
textbook can
increase the
students’
pleasing
experience
8 8 18 42 24
26
The use of the
popular songs
and audio
video
recording
materials can
increase the
students’
pleasing
experience
13 56 13 15 3
27
The balance
use of the
textbook and
the popular
songs and
video audio
recordings can
25 35 19 11 10
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increase the
students’
pleasing
experience
28
By using a
little textbook
materials and
more popular
songs and
audio-video
recording
materials
recordings can
increase the
students’
pleasing
experience
29 33 18 10 10
Based on the Table 4.19 above, we can see that the students are not agree by
the using of the textbook materials as their pleasure, shown by 42% students that
are disagree and 24% students are strongly disagree in using the textbook as their
listening material. There are 46 % students agree and 23% students strongly agree
in using the popular songs and audio-video recording materials in having pleasing
experiences. They agree that it is a pleasing experience by mixing the materials
together, shown by the 25% students agree and 35% strongly agree. So, the
highest score is when they use authentic materials in learning that can give a
pleasure for them (46%).
Figure 4.7 The Percentage of The Students’ Pleasure
The next table shows the students’ interview result.
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Table 4. 20 The Students’ Interview Result of The Students’ Pleasure
Question 8:
Menurut pendapat anda,
Apakah penggunaan sumber belajar seperti lagu-lagu baru yang populer, media
audio-video berbahasa Inggris dan lain-lain memberikan pengalaman yang
menyenangkan dalam pembelajaran listening?
• Apa pendapat anda tentang hal tersebut?
Students Answer
A Sangat menyenangkan, kalo buku teks suka bosen..ngantuk..kalo
denger lagu dan nonton film lebih seru
B Iya seneng nonton dan denger lagu dari pada buku
C Kadang buku juga seru..tapi sering nya susah dimengerti..lebih
menyenangkan kalo pake lagu aja..
D Kayanya dua-duanya ajalah dipake..ada yang bagus juga sih
E Kalo boleh pilih mending nonton film, lebih jelas ceritanya..hehe
Based on the table above, teachers have given the students the authentic
materials, that give a pleasing experience to the students. Some of them claimed
that by using both can give a pleasing experience, too.
The next Table shows the teachers’ interview result.
Table 4. 21 The teachers’ Interview Result of The Students’ Pleasure
Question 7:
Menurut pendapat Bapak/ Ibu,
Apakah penggunaan materi otentik memberikan pengalaman yang
menyenangkan dalam pembelajaran listening?
• Apa pendapat Bapak/ Ibu tentang hal tersebut?
Teachers Answer
A
Menurut saya pemakaian materi otentik akan lebih menarik
perhatian siswa. Tentunya jenis pemberian materi otentik lebih
menyenangkan bagi siswa karena lebih berada di sekita kehidupan
mereka. Tapi saya tetap akan menggunakan materi buku sebagai
variasi pengajaran saya. Hanya tinggal bagaimana saya mengemas
materi tersebut sehingga menyenangkan bagi siswa.
B
Meskipun penggunaan materi otentik sedikit lebih sulit karena
kecepatan pembicara, materi otentik lebih menyenangkan karena
topik yang digunakan lebih bervariasi dan dekat dengan kehidupan
peserta didik.
Based on the Table 4.21, the teachers also admit that by using authentic
materials, students will enjoy the learning more. The authentic materials contain
various topics that interest the students.
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Based on the data collected, the conclusion connected to the indicator that
the authentic materials can give a pleasure feeling to the students. It shows that the
students can get pleasure from the authentic material as the data shown. It means
that the authentic materials which are connected with the students’ pleasure
feeling can be used in the listening learning process. It is also shown in the
teachers’ interview that shows the authentic materials can be used in the listening
learning process.
As Guariento and Morley (2001) consider the use of authentic materials as
one of the ways of increasing students’ motivation for learning. Students will be
aware that they are learning and using the real language in relation to the others.
Melvin and Stout (1987) comment on authentic materials by starting that it makes
students interact with the language as it is used in the culture to meet the
communicative needs. It means that by using authentic materials, students can
have more pleasure and enjoy feeling in the listening learning pocess. It can
motivate the students to learn listening more enjoyable.
4.2 The Students’ Learning Anxiety in The Listening Class
Horwitz et al. (1986, p.125) that anxiety may bring about reactions which
prevent students from performing well in a foreign language class. There are five
kinds of anxiety might appear in the class. This section is aimed at presenting and
discussing the findings of this study regarding the students’ listening anxiety in
the listening class. That is answered through five characteristics’ sections that may
influence the students’ perspective in listening class.
There are five kinds of anxiety might appear in the class: 1) shyness in
showing the idea; 2) fear of making mistakes; 3) lack of vocabularies; 4) fear of
negative evaluation; 5) low English proficiency
4.2.1 Shyness
Liu (2007), shyness is one of the factors causing foreign language anxiety.
Shyness can discourage students to perform, which leads to withdrawal from
involving in classroom activities. It relates to the term specifying the situation in
which foreign language students can feel shy, namely communication
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apprehension. It may occur when students are interacting with other students or
the teacher. In the classroom setting, learning activities or techniques often engage
students in communication with others, so shyness can be easily identified in the
classrooms. Communication with others without being the focus of attention may
not trigger shyness, but it is so when seen by all people in the classroom.
In the previous observation, students feel shy in delivering their ideas. It can
prevent them to perform well in the class, as Thornbury (2005) mentions that
there is anxiety which may cause a negative effect on performance in the
classroom, specifically because of being placed in front of others. The data
collected then confirmed by the observation result. After the teacher play the
recording, some of the students just keep silent, even when the teacher asks some
questions connected to the teaxt they heard before. This happen because they do
not understand a part or a whole text. So they prefer to keep silent than to reveal
their ideas. This can be caused by the students’ shyness. It is also confirmed by
the questionnaire result, as can be seen in the following table that is based on the
questionnaire data.
Table 4.22 The Students’ Questionnaire Percentage of Listening Shyness
Question
Number Content
Strongly
Agree
(%)
Agree
(%)
Hesitate
(%)
Disagree
(%)
Strongly
Disagree
(%)
1
Students do
not feeling
anxious when
they do not
understand
the listening
text
3 15 23 39 20
2
Students feel
anxious when
they do not
understand
the idea of the
listening text
23 37 20 13 7
3
Students feel
anxious when
they do not
understand
some parts of
17 42 27 14 0
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the listening
text
4
Students do
not feel
anxious when
they do not
understand
the whole
listening text
42 43 9 5 1
Based on the Table 4.22 above, we can see that the students are disagree of
not being anxious when they do not understand the listening text, shown by 39%
students that are disagree and 20% students are strongly disagree. There are 37 %
students agree and 22% students strongly agree that they will feel anxious if they
do not understand the listening materials. They agree that they will feel anxious if
they do not understand some parts of the listening text, shown by the 42%
students agree and 17% strongly agree. 42% students are strongly agree and 43%
students are agree that they will feel anxious when they do not understand the
whole listening text. The highest percentage is when they do not understand the
whole listening text about (43%)
Based on the result, the students’ shyness appears in the listening class. This
shyness becomes the students’ anxiety in a form of not giving any ideas. As it is
cited by Horwitz, et.al., (1986) that a type of shyness characterized by fear or
anxiety about communication with other people. In this research, it is revealed
that the anxiety of not giving any ideas is influenced by the students’
comprehension to the learning material. It means that the students are not feeling
anxious when they comprehend some parts of the materials. The condition that
shows the anxiety is when the students do not understand the whole learning
materials. It can be concluded that the anxiety appeareance is caused by the
students’ shyness depends on the students’ comprehension to the learning
materials.
4.2.2 Anxious of Making Mistakes
The indicator connected to this research is the anxiety of making mistakes.
The data collected is mostly gained from the observation result. in the class
observation, there are some things happened connected to this indicator.
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In the observation, teacher asked some questions connected to the material.
Some of the students answered them correctly, and some others did not. This
made the students keep silent in answering the next teachers’ questions. The
teachers had to provoke the students to have self confidence in answering the
questions. Some of them reacted to it, but the others did not. Based on this
observation, there is the students’ anxious of making mistakes in learning process.
It is also confirmed by the questionnaire result, as can be seen in the
following table that is based on the questionnaire data.
Table 4.23 The Students’ Questionnaire Percentage of Making Mistakes
Question
Number Content
Strongly
Agree
(%)
Agree
(%)
Hesitate
(%)
Disagree
(%)
Strongly
Disagree
(%)
5
Students do
not feel
anxious when
they
misunderstand
the listening
text meaning
5 22 25 35 13
6
Students feel
anxious when
they
misunderstand
the listening
text meaning
12 42 23 15 8
7
Students feel
anxious when
they
misunderstand
the sentences
connection
18 40 22 15 5
8
Students feel
anxious when
they
misunderstand
the listening
text intention
23 43 20 8 6
Based on the Table 4.23 above, we can see that the students are disagree of
not being anxious when they misunderstand the listening text meaning, shown by
35% students that are disagree and 13% students are strongly disagree. There are
42 % students agree and 12% students strongly agree that they will feel anxious if
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they misunderstand the listening text meaning. They agree that they will feel
anxious if they do not understand the sentence connection, shown by the 40%
students agree and 18% strongly agree. They also agree that they will feel anxious
when they misunderstand the text intention, shown by the 23% students are
strongly agree and 43% students agree. The highest percentage of anxiety is when
the students misunderstood the listening text intention (43%).
The anxiety of making mistakes appears in this research. It is in a form of
students’ attitudes of not answering the teachers’ question. It can be happened
because of the teachers’ or other students’ feedback or correction that mostly
blames them. As the study conducted by Liu (2007) stated that students feel
anxious due to their fear of making mistakes. Students sometimes feel that they do
not want to make mistakes so that they fear for making mistakes. Actually, it is a
common circumstance that students make mistakes in the process of learning
because everyone makes mistakes when learning. However, making mistakes is
deemed to be something embarrassing by most of students. It possibly relates to
what comes after they make mistake, which may be because of correction from
other students where students making mistakes are mocked and laughed at, or
inappropriate feedbacks from teachers. Thus, it should be noted that feedbacks
should be delivered properly to ascertain that students are not demotivated
(Brown, 2001; Thornbury, 2005; Harmer, 2007b).
Based on this research result and the theories, the anxiety is depending on
people around, like the teachers or other students. Teachers can become the source
of students’ anxiety when they react unexpectedly by the students. Teachers who
react on the students’ mistakes will make them anxious in the learning process.
Teachers’ reactions can influence other students to react as the same way. When
the other students’ reaction appears, it will add the students’ anxiety. It means that
the anxiety of making mistakes is defined by the teachers.
4.2.3 Lack of Vocabularies
The indicator connected to this research is the anxiety caused by the
students’ lack of vocabularies. The data collected is mostly gained from the
observation and questionnaire result. The lack of vocabulary is the highest anxiety
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in this research. It is confirmed by the data that is significantly showed the highest
problem that influences the students’ anxiety.
In the previous observation, it shows the significant result that the lack of
vocabularies mostly influences the students’ anxiety in the listening process. It is
also happened in the class observation. Some students kept asking the
vocabularies in the text. It would prevent them to comprehend the text correctly.
The teachers were not always directly answering their questions, but they
sometimes asked them to think the connections the word with the other words in
the text.
It is also confirmed by the questionnaire result, as can be seen in the
following table that is based on the questionnaire data.
Table 4.24 The Students’ Questionnaire Percentage of Vocabularies Lack
Question
Number Content
Strongly
Agree
(%)
Agree
(%)
Hesitate
(%)
Disagree
(%)
Strongly
Disagree
(%)
9
Students do
not feel
anxious when
they do not
understand
the whole
listening text
vocabularies
9 12 12 32 35
10
Students feel
anxious when
they do not
understand
25% of the
listening text
vocabularies
27 48 10 8 7
11
Students feel
anxious when
they do not
understand
50% of the
listening text
vocabularies
23 35 30 12 0
12
Students feel
anxious when
they do not
understand
75% of the
15 22 28 27 8
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listening text
vocabularies
Based on the Table 4.24 above, we can see that the students are disagree of
not being anxious when they do not understand the listening text vocabularies,
shown by 32% students that are disagree and 35% students are strongly disagree.
There are 48 % students agree and 27% students strongly agree that they will feel
anxious if they do not understand 25% listening text vocabularies. They agree that
they will feel anxious if they do not understand 50% listening text vocabularies,
shown by the 35% students agree and 23% strongly agree. They also agree that
they will feel anxious when they do not understand 75% listening text
vocabularies, shown by the 15% students are strongly agree and 22% students
agree. The highest percentage anxiety is when the students do not understand 25%
of the text vocabularies (48%)
Based on the explanation, it can be confirmed that the lack of vocabularies
become the biggest anxiety happened to the students in the listening class. This
anxiety can be caused by the students and teachers factors. Students who get used
with many various vocabularies will have less anxiety than those who have poor
vocabularies. To have rich vocabularies, students should get close to the English
materials, for example by reading English texts a lot or communicate with the
English speakers. Teachers also have the main factors in overcoming the students’
lack of vocabularies. Teachers can give the vocabularies as the students’ pre
knowledge before they do the listening. It hopefully can reduce the students’ lack
of vocabularies in the listening learning. It is affirmed that vocabulary is one of
the aspect which initiates lack of confidence and sense of anxiety (Thornbury,
2005, pp.27-28; Liu, 2007, pp.128-129). It means that when the students have no
more problems in vocabularies, they will not feel anxious in the learning process.
4.2.4 Fear of Negative Evaluation
The next indicator connected to this research is the anxiety caused by the
students’ fear of negative evaluation. It can occur in the situations such as group
work, interview tasks, and other activities which have something to do with
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evaluation among peers or even individuals. Moreover, it has a correspondence to
lack of confidence since evaluation would not bring about fear as long as
confidence is owned. The data collected is mostly gained from the observation
and questionnaire result.
It is also confirmed by the questionnaire result, as can be seen in the
following table that is based on the observation data.
Table 4.25 The Students’ Questionnaire Percentage of Negative Evaluation
Question
Number Content
Strongly
Agree
(%)
Agree
(%)
Hesitate
(%)
Disagree
(%)
Strongly
Disagree
(%)
13
Students do
not feel
anxious when
they do not
achieve the
learning goal
8 12 13 33 34
14
Students feel
anxious when
they do not
achieve the
learning goal
40 38 16 3 3
15
Students feel
anxious when
the learning
process does
not give any
knowledge
38 32 17 12 1
16
Students feel
anxious when
they can not
give any
improvement
3 36 18 7 1
Based on the Table 4.25 above, we can see that the students are disagree of
not being anxious when they do achieve the learning goals, shown by 33%
students that are disagree and 34% students are strongly disagree. There are 38 %
students agree and 40% students strongly agree that they will feel anxious if they
do not achieve the learning goals. They agree that they will feel anxious if the
learning process does not give any knowledge for them, shown by the 32%
students agree and 38% students are strongly agree. Students agree that they will
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feel anxious when they can not give any improved results of learning, shown by
the 36% students are agree and 3% students are strongly agree. The highest
percentage of anxiety is when the students do not achieve the learning goal
(40%)The fear of negative evaluation appears in this research. It is in a form of
students respond that they were afraid of not achieving the learning goals. It can
be happened because of the teachers’ factor. Horwitz et al. (1987, p.127-128)
argues that fear of negative evaluation as one of the factors related to performance
anxiety is caused not only by test anxiety, but also by situations promoting sense
of evaluation.
Based on this research result and the theories, the anxiety is depending on
people around, like the teachers or other students. Teachers can become the source
of students’ anxiety when they create an evaluation circumstance. Teachers who
create an evaluation circumstance will make them anxious in the learning process.
Teachers can actually evaluate the students, eventhough, they do not realize it.
When the teacher eksplicitly announce the evaluation process, it will add the
students’ anxiety. It means that the anxiety of negative evaluation is defined by
the teachers.
4.2.5 Low English Proficiency
The indicator connected to this research is the anxiety caused by the
students’ low English proficiency. The data collected is mostly gained from the
observation and questionnaire result.
Thornbury (2005, p.28) argues that what differs between the first language
and second languages is that producing second language may be hampered by
knowledge of the second language in terms of the vocabulary and grammar,
alongside its complicated process of rendering the first language into the second
language. It means that when the students have a low English proficiency, such as
poor vocabulary and grammar, they will feel anxious in the listening learning. In
the observation result, the students made many kinds of mistakes in grammar,
especially. Some of them were not confident enough to deliver their ideas.
It is also confirmed by the questionnaire result, as can be seen in the
following table that is based on the questionnaire data.
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Table 4.26 The Students’ Questionnaire Percentage of Low English
Proficiency
Question
Number Content
Strongly
Agree
(%)
Agree
(%)
Hesitate
(%)
Disagree
(%)
Strongly
Disagree
(%)
17
Students do
not feel
anxious when
they do not
pronounce the
words
correctly
8 18 18 38 18
18
Students feel
anxious when
they can not
retell the
listening text
content
11 41 30 11 7
19
Students feel
anxious when
they can not
rewrite the
listening text
15 43 25 12 6
20
Students feel
anxious when
they can not
fluently retell
the listening
text ideas
28 37 18 10 7
Based on the Table 4.26 above, we can see that the students are disagree of
not being anxious when they do not pronounce the words correctly, shown by
38% students that are disagree and 18% students are strongly disagree. There are
43 % students agree and 10% students strongly agree that they will feel anxious
when they can not retell the listening text content. They agree that they will feel
anxious when they can not rewrite the listening text, shown by the 43% students
agree and 15% strongly agree. They agree that they will feel anxious when they
can not fluently retell the listening text ideas, shown by the 37% students agree
and 28% strongly agree. The highest percentage anxiety is when the students
cannot rewrite the ideas of the listening text heard before (43%).
The students’ low of English proficiency anxiety appears in this research. It
is in a form of students respond that they were afraid of delivering their ideas
writenly. Teachers can easily find, show and prove the students’ mistakes when it
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is writenly done. It is also confirmed by Liu’s research report (2007). It is
seemingly logical if students are anxious because of their proficiency of English,
especially in EFL context as in Indonesia where English is not used in daily
activities.
Based on this research result and the theory, the anxiety is happened to the
students. It depends on the teachers’ or students’ factors. Teachers can overcome
the students’ anxiety by preparing them by the pre knowledge connected to the
English proficiency they need in the listening learning. Teachers should complete
the students’ previous unfinished learning achievements. By completeing their
previous Englis proficiency will reduce their anxious in the learning process.
Students who did not achieve the previous learning goals would face difficulties
in receiving the next materials. It is caused by the uncomplete learning experience
before. In the other hand, the English proficiency expected in this level is
continuously programmed. That is why students should complete the proficiency
learbing goals for each level. Those who do not achieve the learning goals before
will feel anxious, because they do not have enough proficiency skill.
All those indicators are confirmed by the teachers’ interview result shown in
the table below.
Table 4.27 Students’ Interview Result of Anxiety
Question 1:
Menurut pendapat anda,
Apakah anda pernah merasa cemas saat pembelajaran listening seperti yang
baru saja dikemukan?
• Apa bentuk kecemasan yang anda alami?
Students Answer
A Iya sih..beberapa emang bikin takut kaya takut salah dan takut ga
bisa kata-katanya
B Tes listening emang susah sih, kadang ga ngerti pertanyaannya
sampe ga ngerti jawabnya juga
C Kosa kata yang susah, karena bisa banyak banget macemnya.
D Suka kecepetan aja ngomongnya, jadi ga ngerti si orangnya
ngomong apa, jad ga bisa deh jawab pertanyaannya.
E Lumayan lah, kadang-kadang paham.
Question 2:
Menurut pendapat anda,
Apakah kecemasan yang terjadi muncul di setiap pembelajaran?
• Apa pendapat anda tentang kecemasan tersebut?
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Students Answer
A Ga semua, kadang kalau teksnya lagi gampang sih bisa ngerjainnya,
tapi pas susah apalagi cepet ngomongnya, ga bisa deh
B Ga setiap kali, kadang kalo lagi susah aja listeningnya..ya suka sih
ngalamin kecemasan kaya gitu, jd bikin khawatir aja nilainya jelek
C Ampir setiap kali sih, soalnya aku paling jelek listening, paling ga
jelas lah ide nya
D Kadang-kadang aja, kadang suka ga ngerti aja isis ceritanya tentang
apa
E Suka bingung kadang-kadang, kalo teksnya ga nyambung sama
kehidupan sehari-hari
Question 3:
Menurut pendapat anda,
Jika kecemasan tersebut disusun secara berurutan dari sering hingga jarang
terjadi, seperti apa urutan tersebut?
Students Answer
A 3-2-1-5-4
B 4-2-3-1-5
C 3-4-2-1-5
D 5-4-2-3-1
E 3-4-2-1-5
Question 4:
Menurut pendapat anda,
Apakah sumber belajar (buku teks, lagu-lagu baru populer, audio-video
berbahasa Inggris) dalam pembelajaran listening berhubungan dengan
kecemasan itu?
• Apa pendapat anda tentang kecemasan yang disebabkan oleh sumber belajar?
Students Answer
A
Kayanya iya, kalo pake lagu-lagu memang ada susahnya sih, tapi
kan bisa dipikir sambungan cerita nya ke kalimat sebelumnya, jadi
tau maksud lagunya gimana
B
Kalo video kan enak ada gambarnya jadi bisa sambil liat dia ngapain
kalo ga ngerti. Sumber belajar mempengaruhi sih, kalo ga cocok jadi
susah belajarnya
C Pengaruh, kalo sumber belajarnya ga cocok sama kemampuan siswa
nya jadi susah
D Pengaruh sih kayanya, miss juga bikin aktivitasnya beda-beda
kayanya supaya kita ngerti nya gampang
E mm.. apa ya.. kayanya sih ngaruh..supaya kita gampang ngerti ya..
Question 5:
Menurut pendapat anda,
Apakah sumber belajar yang berbeda seperti lagu-lagu baru populer, audio-
video berhasa Inggris membantu anda mengatasi kecemasan itu?
• Apa pendapat anda tentang mengganti sumber belajar yang berbeda dari
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biasanya sebagai usaha mengatasi kecemasan dalam pembelajaran listening?
Students Answer
A Membantu, karena lebih seru sih, iya kalo pake lagu kan suasana
jadi lebih tenang jadi suka lebih jadi bisa mikir
B Bisa aja, karena lagu dan film bikin kita ga bosen, jadi lebih asik
ajah
C Berbeda lebih bagus sih, cuman kan harus sesuai buku kayanya, jadi
kadang pake buku juga
D
Sayang bukunya kalo ga dipake..hehe..miss suka ganti-gantian
sih..buku trus lagu atau apa aja sih
E Baik biar siswa ga bosen, jadi lebih variasi aja, dan nambah
pengetahuan pastinya
Question 6:
Menurut pendapat anda,
Apakah kecemasan yang muncul dalam pembelajaran listening terjadi pula saat
pembelajaran pada kompetensi lain seperti reading, speaking, dan writing?
• Apa bentuk kecemasan yang terjadi?
Students Answer
A Speaking sih, abis suka bingung mau ngomong apa, takut salah juga
B Speaking paling susah, menegangkan lah..pokonya..
C Writing, karena suka disuruh berapa kalimat gitu..suka bingung aja
mau nulis apa lagi
D Reading, banyak kata-kata yang ga ngerti nya, jadi nge blank aja isi
teks nya apa
E Speaking..suka malu aja ngomongnya, takut pengucapannya salah
gitu, ntar diketawain temen, nilai jelek deh.
Question 7:
Menurut pendapat anda,
Apakah kecemasan yang dialami dalam pembelajaran listening dapat diatasi bila
dilakukan penanganan juga pada semua kecemasan pada kompetensi yang lain
(reading, speaking, writing, dan listening) secara bersamaan?
• Apa pendapat anda tentang hal tersebut?
Students Answer
A Gatau ya, bisa kayanya sih, kaya reading gausa dari buku aja, bisa
dari majalah
B Bisa aja sih, cuman susah juga kalo harus sesuai tema di
buku..kecuali speaking kayanya bisa tuh, ganti ajah topik nya
C Bisa, tapi susah kayanya..eh bisa kayanya..kaya dengerin lagu, nulis
isi lagu, cerita tentang lagu, baca artikel berhubungan dengan lagu
D Seru tuh, ya harusnya dicoba sama guru-guru, belum pernah sih..
E Kayanya sih bisa, gatau..ga ngerti hehe
Based on the interwiew above, the students are experiencing anxiety when
they are in listening class. Their biggest problem that causes the anxiety is lack of
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vocabulary. The use of authentic material, more or less, can help them in covering
their anxiety,
The next Table shows the teachers’ interview result.
Table 4.28 Teachers’ Interview Result of Anxiety
Question 1:
Menurut pendapat Bapak/ Ibu,
Apakah terjadi kecemasan pada siswa saat pembelajaran listening seperti yang
baru saja dikemukan?
• Apa bentuk kecemasan yang terjadi?
Teachers Answer
A Kecemasan siswa biasanya katkuatan tidak emamhami makna bacan
yang akan didengar
B
Ya, terjadi kecemasan seperti cemas akan suara yang tidak terdengar
atau tidak dimengerti karena kecepatan pembicara dan kurangnya
kosa kata yang dimiliki para siswa
Question 2:
Menurut pendapat Bapak/ Ibu,
Apakah kecemasan yang terjadi muncul di setiap pembelajaran?
• Apa pendapat Bapak/ Ibu tentang kecemasan tersebut?
Teachers Answer
A Tidak selalu, untuk teks dengan tingkat kesulitan tertentu saja
B
Kecemasan tidak selalu terjadi di setiap pembelajaran, hal ini lebih
sering terjadi saat siswa hendak mengikuti tes, dan merupakan
sesuatu yang wajar.
Question 3:
Menurut pendapat Bapak/ Ibu,
Jika kecemasan tersebut disusun secara berurutan menurut frekuensi
kemunculannya dari sering hingga jarang terjadi, seperti apa urutan tersebut?
Teachers Answer
A 3-1-5-4-2
B 3-5-1-2-4
Question 4:
Menurut pendapat Bapak/ Ibu,
Apakah Bapak/ Ibu berusaha untuk mengatasi kecemasan itu?
• Mengapa?
Teachers Answer
A Ya, tentu..supaya saya dapat menentukan metode pengajaran yang
sesuai dengan kesulitan siswa.
B
Bisa atau tidaknya kecemasan diatasi tergantung pada individu yang
merasa cemas. Namun sebagai pengajar dan pendidik kita tetap
harus memotivasi siswa untuk meningkatkan rasa percayadiri
mereka.
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Question 5:
Menurut pendapat Bapak/ Ibu,
Bagaimana cara yang Bapak/ Ibu lakukan untuk mengatasi kecemasan yang
muncul tersebut?
Teachers Answer
A
Dengan memberikan pengantar materi, mungkin dengan
pembahasan materi sebelumnya, atau pemberian kosa kata sebelum
listening dilakukan
B
Memotivasi siswa dan juga memberi materi sebelum tes
dijalankan, serta menyelaraskan soal sesuai dengan tingkat
kemampuan rata-rata peserta didik.
Question 6:
Menurut pendapat Bapak/ Ibu,
Apakah penggunaan materi otentik bisa membantu Bapak/ Ibu mengatasi
kecemasan yang muncul pada siswa?
• Apa pendapat Bapak/ Ibu tentang hal tersebut?
Teachers Answer
A
Tentu membantu, terkadang mereka sudah lebih familiar/terbiasa
dengan materi otentik yang saya hendak berikan, sehingga
memudahakan mereka memahami bacaan
B
Penggunaan materi otentik tentunya membantu para siswa selama
mereka familiar dengan topic yang dibawakan. Contohnya berita
terbaru yang sedang ramai dibicarakan dalam kehidupan sehari-hari.
Question 7:
Menurut pendapat Bapak/ Ibu,
Apakah Bapak/ Ibu pernah membuat cara penanganan terencana (misalnya:
program perbaikan) untuk menangani kecemasan tersebut?
• Jika ya, Kemukakan bentuk rencana yang pernah Bapak/ Ibu buat!
• Jika tidak, kira-kira seperti apa tindakan yang akan Bapak/ Ibu rencanakan?
Teachers Answer
A
Ya, dimulai dengan persiapan siswa yang matang, kemudian
memberikan listening dan diakhiri evaluasi sebagai materi
pembelajaran siswa jika mengalami kesulitan kemudian
B Ya, Review materi, menjelaskan mengunakan bahasa sendiri lalu
transfer ke bahasaInggris, pengunaan video dan alat peraga lainnya.
Question 8:
Menurut pendapat Bapak/ Ibu,
Apakah kecemasan yang muncul dalam pembelajaran listening berhubungan
dengan kompetensi lain seperti reading, speaking, dan writing?
• Bagaimana bentuk keterhubungannya?
Teachers Answer
A Ya, bisa saja. Sebenarnya kan pembelajaran bahasa Inggris
merupakan kesatuan yang utuh. Dengan meningkatnya kemampuan
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sebuah skill tentunya akan sangat mempengaruhi skill lainnya,
terutama jika dilakukan secara terpadu.
B
Ya, karena biasanya siswa kekurangan kosa kata untuk
mengungkapkan pendapat mereka baik secara lisan maupun lisan.
Selain itu seringkali siswa tidak paham dengan pengunaan susunan/
kaidah bahasa Inggris yang tepat sehingga mereka menangkap arti
yang di luar topik.
Question 9:
Menurut pendapat Bapak/ Ibu,
Apakah kecemasan dalam pembelajaran listening dapat diatasi bila dilakukan
penanganan pada semua kompetensi (reading, speaking, writing, dan listening)
secra bersamaan?
• Jika ya, Kemukakan seperti apa tindakan yang akan Bapak/ Ibu rencanakan?
• Jika tidak, berikan alasan mengapa hal itu tidak dapat dilakukan?
Teachers Answer
A Ya, dengan mengadakan perencanaan pembelajaran yang sama
degan guru pengajar skill lainnya.
B
Ya, menggabungkan materi, menggabungkan penerapan antara
grammar, bacaan dan listening, speaking. Menggunakan topik yang
sama, grammar yang samadalam contoh bacaan dan diterapkan
kembali dalam writing, listening, speaking
Based on the interview above, the teachers are that there is students’ anxiety
when they’re teaching listening in the class, caused mostly because the lack of
vocabularies. The use of authentic materials can become one of the solution in
solving this anxiety problem. It is affirmed that vocabulary is one of the aspect
which initiates lack of confidence and sense of anxiety (Thornbury, 2005, pp.27-
28; Liu, 2007, pp.128-129).
4.3 The Authentic Materials Overcome The Students’ Listening Anxiety
In this section, the researcher will explain how the authentic materials can
reduce the students’ anxiety. Based on the variables mentioned before, it will
explicitly declare the use of authentic materials in listening learning.
In the previous explanation, there are the students’ anxiety causes in
listening learning. The next explanation will connect the benefits of using the
authentic materials as one of the way in reducing the students’ anxiety in listening
learning.
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Based on the explanations above, we can see that the use of authentic
materials has been done in the listening class, and there is also students’ anxiety in
the learning process.
Figure 4. 8 The Percentage of Authentic Materials Indicators
As it is mentioned before, there are some characteristics that indicate the
authentic materials: 1) the main sources are native speakers; 2) the authentic
materials are exposed in many forms; 3) they connect to the students’ daily
activities; 4) they are aimed for academic achievements; 5) They may produce
some micro skills; 6) they will give a new knowledge for the students; 7) they
may give a pleasing experience
Based on the chart above, the highest percentage ofauthentic materials
characteristics that influence the students is that they may give pleasure (56%).
The students may enjoy the learning process by using authentic materials. The
lowest percentage ofauthentic materials characteristics that influence the students
is that the use of authentic materials to anchieve the highest listening scores.
Figure 4. 9 The Percentage of Authentic Materials Indicators
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Sylviana Stefani, 2017 THE USE OF AUTHENTIC MATERIALS IN REDUCING THE STUDENTS’ LISTENING ANXIETY Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
There are five kinds of anxiety might appear in the class: 1) shyness in
showing the idea; 2) fear of making mistakes; 3) lack of vocabularies; 4) fear of
negative evaluation; 5) low English proficiency.
Based on the chart above, the highest percentage of anxiety that appeared in
the listening class is the lack of vocabularies. This can be clearly seen that they
were asking so many questions in the class connected with the vocabulary
peoblems. Th lowest percentage of anxiety that appeared in the listening class is
the fear of negative evaluation.
Regarding the use of authentic materials upon the students’ listening
anxiety, the last two charts given indicates that most of the students believed that
authentic materials helped them to cover the lack of vocabularies while doing the
listening activity.
It can be said that authentic materials can somehow help students increase
vocabulary in order for them to achieve their listening tasks more effectively.
Once they can accomplish their listening tasks, students feel more comfortable
and likely to have positive attitudes towards learning vocabulary for listening
comprehension therough authentic materials. As the findings of bacon and
Finneman (1990), the current research revelas that students have positive attitudes
towards learning vocabulary for listening comprehension through authentic
materials. Cook (1996) stated, ”the student’s attitudes toward the learning
situations as measured by feelings about the classroom teacher and the level of
anxiety about the classroom contribute towards the student’s motivation” (p.131).
To maintain students’ positive attitudes, the teacher might consider providing an
appropriate input and iteraction to the class by allowing the students to contact
with authentic materials in the classroom (Cook, 1996); Gardner & Mc.Intyre
(1993), Mantle-bromley (1995); Oxford, park-Oh, Ito & Sumrall (1993);
Thanajaro (2000); Yager (1998). Based on the interview to the teachers, the use of
authentic material in all English learning aspect may useful to help the students to
learn better.
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4.4 Concluding Remark
The findings and discussion of the use of authentic materials in decreasing
the students’ listening anxiety has been elaborated in this chapter. The next one
presents the conclusion, implication of the study, and also recommendation for
further research.