Students’ Engagement with Authentic Materials in Listening Learning: A Case Study
DOI:
https://doi.org/10.1234/prosiding.v2i1.5332Kata Kunci:
Materi Asli, Menyimak, Keterlibatan Siswa, Pembelajaran Bahasa Inggris Sebagai Bahasa AsingAbstrak
abstrak— Menyimak merupakan salah satu keterampilan yang paling menantang bagi pelajar Bahasa Inggris sebagai Bahasa Asing (EFL) karena keterbatasan paparan terhadap bahasa Inggris lisan yang alami. Meskipun materi asli banyak digunakan untuk meningkatkan keterampilan menyimak, hanya sedikit penelitian yang mengeksplorasi bagaimana materi-materi tersebut memengaruhi keterlibatan siswa selama proses pembelajaran. Penelitian ini bertujuan untuk menyelidiki keterlibatan perilaku, emosional, dan kognitif siswa dalam pembelajaran menyimak melalui materi asli di sebuah SMP negeri di Kabupaten Tuban, Indonesia. Penelitian ini menggunakan desain studi kasus kualitatif yang melibatkan siswa kelas 8. Data dikumpulkan melalui observasi kelas non-partisipan, wawancara terstruktur dengan siswa dan guru, serta dokumentasi. Temuan menunjukkan bahwa materi asli mendorong keterlibatan aktif siswa. Siswa menunjukkan keterlibatan perilaku melalui partisipasi dalam tugas menyimak dan interaksi di kelas, keterlibatan emosional melalui antusiasme dan kesenangan, serta keterlibatan kognitif melalui penggunaan strategi menyimak seperti mengidentifikasi kata kunci dan memutar ulang audio. Strategi guru dan pemilihan materi yang tepat mendukung keterlibatan tersebut, meskipun keterbatasan kosakata tetap menjadi tantangan. Penelitian ini menyimpulkan bahwa materi asli berkontribusi pada pengalaman pembelajaran menyimak yang lebih menarik dan bermakna di kelas bahasa Inggris sebagai bahasa asing (EFL).
Kata kunci— Materi Asli, Menyimak, Keterlibatan Siswa, Pembelajaran Bahasa Inggris Sebagai Bahasa Asing
Abstract— Listening is one of the most challenging skills for English as a Foreign Language (EFL) learners due to limited exposure to natural spoken English. While authentic materials are widely used to improve listening skills, limited studies explore how they influence students’ engagement during the learning process. This study aims to investigate students’ behavioral, emotional, and cognitive engagement in listening learning through authentic materials at a state junior high school in Tuban Regency, Indonesia. This research employed a qualitative case study design involving Grade 8 students. Data were collected through non-participant classroom observation, structured interviews with students and the teacher, and documentation. The findings indicate that authentic materials promote active student engagement. Students demonstrated behavioral engagement through participation in listening tasks and classroom interaction, emotional engagement through enthusiasm and enjoyment, and cognitive engagement through the use of listening strategies such as identifying key words and replaying audio. Teacher strategies and appropriate material selection supported engagement, although limited vocabulary remained a challenge. The study concludes that authentic materials contribute to more engaging and meaningful listening learning experiences in EFL classrooms.
Keywords— Authentic Materials, Listening, Student Engagement, Efl Learning
Referensi
Ariska. 3(1), 202–212. https://doi.org/https://doi.org/10.30604/aijelt.v3i1.1613.
Fatmasari, A. D., Tirtanawati, M. R., Heru, C., & Prastiwi, W. (2024). Teachers' perception of the merdeka curriculum implementation in english vocabulary teaching at rural elementary schools.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. 74(1), 59–109.
Kholipah, S. (2024). The influence of authentic materials usage towards students ’ interest in english language learning: a study at MAN 1 Batang hari master program of english language education faculty of teacher training. https://repository.unja.ac.id/id/eprint/71896.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. In Vocabulary and Language Teaching. Pergamon Press.
Madina, R. (2024). The Role of Authentic Materials in Improving Listening Skills for B1 Level Students. Western European Journal of Linguistics and Education, 2(5), 226–228. https://westerneuropeanstudies.com/index.php/2/article/view/927.
Nurdianingsih, F., Rozak, R. R., Rohmah, I. I. T., & Izza, T. R. (2024). Fun English Class as an effort to improve English Literacy for Children at Elementary Level. Zabags International Journal of Engagement, 2(1), 1–7. https://doi.org/10.61233/zijen.v2i1.13.
Pajarwati, D., Mardiah, H., Harahap, R. P., Siagian, R. O., Ihsan, M. T., Training, T., Syarif, S., Riau, K., & Info, A. (2021). Curriculum reform in indonesia : english education. 1(1), 28–36. https://doi.org/10.51574/ijrer.v1i1.51.
Prastiwi, C. H. W. & Meiga, M. S. (2021). Pemanfaatan crossword accounting puzzle untuk memperkaya kosakata Bahasa Inggris pada siswa SMK Negeri Temayang, Bojonegoro. Empowerment Community, 6(6), 891–897. https://doi.org/10.31603/ce.4454.
Rozak, R. R., Saleh, M., Anggani Linggar Bharati, D., & Sutopo, D. (2021). Student Teachers’ Listening Fluency Interaction Patterns: The Use of Similar News Stories in Narrow Listening. Arab World English Journal, 12(1), 458–479. https://doi.org/10.24093/awej/.
Sadiqzade, Z. (2024). The Foundational Role of Auditory Skills in Language Mastery. Acta Globalis Humanitatis et Linguarum, 1(1), 82–87. https://doi.org/https://doi.org/10.69760/aghel.024054.
Vygotsky, L. S. (1978). Mind in Society: Development of Higher Psychological Processes. In Harvard University Press. https://doi.org/https://doi.org/10.2307/j.ctvjf9vz4.
