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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.

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