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Authentic Texts Used by EFL Vocational Teachers in Listening Classes: Are They Suitable with Learners’ Needs?
Abstract
Abstract: This study aimed to reveal the suitability of the authentic listening texts which were used by English teachers to their EFL vocational learners in listening classes. Previous studies have found out that EFL learners will more readily go deeply into the listening activities if EFL teachers provide authentic materials (henceforth AMs) rather than using artificial materials. To gain an insight on the use of authentic listening materials, this study applied a descriptive qualitative design. The study took place at in a public vocational school (SMK Negeri) in Malang. Three out of those seven EFL teachers were purposively selected as participants who have degrees as magister of English language teaching. The data were collected through observation checklists and documents analysis. Based on the three classroom observations which were conducted and also from the documents analysis, authentic listening texts used in pre-activity were for introducing topic, learning objective, pre-teaching some vocabulary and activating schemata or learners’ background knowledge. In whilst-activity, they tended to use AMs for engaging their learners to listen and also equip them some tasks to comprehend the texts, whereas in post-activity, it was a follow-up stage to utilize the knowledge gained from the whilst-activity through classroom discussions. However, several inconsistencies on the use of AMs in EFL listening classes were revealed in regarding to the learning objectives and cognitive demand, suitability of the content, exploitability, and variety.
Abstrak: Penelitian ini bertujuan untuk mengungkapkan kesesuaian teks otentik menyimak yang digunakan guru kejuruan bahasa Inggris pada siswa SMK yang belajar bahasa Inggris sebagai bahasa asing (EFL) di kelas menyimak. Penelitian sebelumnya menemukan bahwa siswa akan lebih mudah terlibat aktif dalam kegiatan mendengarkan jika guru memberikan materi otentik (selanjutnya AMs) daripada menggunakan teks non-otentik. Untuk meneliti penggunaan teks otentik menyimak tersebut, desain penelitian yang digunakan adalah deskriptif kualitatif. Penelitian ini bertempat pada salah satu SMKN Negeri di Malang. Tiga dari tujuh guru EFL dipilih secara purpusif sebagai partisipan yang merupakan lulusan magister pengajaran bahasa Inggris. Data dikumpulkan melalui checklist observasi dan analisis dokumen. Berdasarkan tiga pengamatan kelas dan analisis dokumen, teks otentik menyimak yang digunakan dalam pra-aktivitas adalah untuk memperkenalkan topik, tujuan pembelajaran, pra-pengajaran beberapa kosakata dan mengaktifkan schemata atau pengetahuan latar belakang peserta. Dalam kegiatan menyimak, mereka menggunakan materi otentik untuk melibatkan siswa dalam kegiatan menyimak dan juga membekali mereka dengan beberapa tugas untuk memahami teks, sedangkan di pasca-kegiatan, tahapan ini merupakan tindak lanjut untuk memanfaatkan pengetahuan yang diperoleh dari kegiatan menyimak yaitu melalui diskusi kelas. Namun, beberapa ketidaksesuaian pada penggunaan materi otentik di kelas juga ditemukan terkait dengan tujuan pembelajaran, kebutuhan kognitif, kesesuaian isi, eksploitasi, dan variasi.
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DOI: http://dx.doi.org/10.17977/jptpp.v3i5.10994
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Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
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