English philology department asatova Aziza Zakir qizi

Research design
This qualitative study included a case study in which academically successful university students were observed in the classroom and studied their perception of their using authentic materials in listening skills. According to the model, participants were evaluated in the classroom without any interference from researchers.Since generalizations of numbers are usually excluded from qualitative research, the purpose of the study was not a generalization, but a descriptive representation.
Participants
In this research, I used purposive sampling in which the I had chosen second-year students of university as sample for doing research. The number of sample is 20 students consisted of 12 male and 8 female as the respondent in this research. All these participants studied translation and theory, as well as studied the language from the age of 16. None of the participants lived abroad, but half of them passed the IELTS test and scored 5.0 and 6.5 points. And the other half of them did not pass IELTS and have an intermediate or above-average level of English.
Procedure
In this research, I used one kind of instrument, namely, an authentic listening test to make it easier for students to understand the speaker's message. The research instrument consisted of 10 items which placed on fill-in-the-blank tests. The test was administered twice namely pre-test and post-test. The pre-test was designed to find out the students' listening comprehension. The post-test was designed to find out the development of students' listening after using authentic materials.
This research was conducted for a week. During the research, I explained the process to the students. I gave them information about authentic materials. Before doing exercises or activities related to authentic materials, I took a pre-test from them. In this, they did listening according to their existing knowledge without using authentic materials at all. I selected the listening task according to their level. And after taking it, I got acquainted with the results. Then, for one week, I performed various exercises and activities for them related on the theme "Authentic materials". They have an understanding of authentic materials.For example, one day I gave watch a movie as a task. I mentioned that to focus on listening to the movie instead of reading the subtitles.Students try to collect the following information from the movie: kind of movie (comedy, romance, action, horror), names of the main characters (male, female, animal), where does the movie take place (inside, outside, on land, at sea, country), what is the main idea in the movie.And the next day I gave listening podcast and write a summary for this as a task. Students did well this task also. So, during one week they did various listening activities. After a week, I received a post-test. Again, I chose a listening task that is similar to the one I chose in the pre-test, that is appropriate to their level. And I checked the changes in them. The students also shared their opinions about the research.
Result
This table shows the average of students' pre-test and post-test results. The number of questions in the pre-test and post-test was the same namely 10. This table shows the average number of correct answers out of 10 questions.
The table above showed that the students' mean score in pre-test is 5.8 which is classified as poor. To classify the score of the students' answers in pre-test was two student had got score 8.0 is classified as good, ten students had got score 6.0 is classified as fairly good, eight students had got score 5.0 is classified as poor.
And also showed that the students' results in post-test is 9.5 which is classified as excellent. To classify the score of the students' answers in post-test was twelve students had got score 10 is classified as excellent, six students had got score 9.0 is classified as good, two students had got score 8.0 is classified as poor.
Discussion
The main purpose of study this was to determine whether students could use the listening materials they were taught in the classroom, how convenient or how difficult it was for them to use these authentic materials.
Authentic materials enhance students listening comprehension in finding the general information (central idea). The findings of the research showed, there were a few learner who stil made a mistake in identifying the central idea. The learners could understand the content of the authentic materials. At least after listening the video they can catch the meaning of what actualy generall discussed about in the learning materials.
Authentic materials can improve students listening comprehension in finding the detail information. The result of this research indicated that the ESL learners stiil got few trouble in determing the explicit informations of the short text consist of setting time and place, character and situation by watching the video.Also in ESL classroom environment are normally represented by visual materials which are thus essential to the effective presentation of most listening exercises.
All in all, It appears from this research that the students’ mean score in listening comprehension improved from the Pretest to the Posttest. It indicated that the use of authentic materials was effective to improve the students’ listening skill.
I can conclude that there is the significant improvement between before and after giving treatment by using authentic materials in teaching listening. In other word, teaching listening through authentic materials can increase the students listening comprehension.

Conclusion

To conclude, in this paper the main topic that was explained is authentic materials. Firstly, it was defined what authentic material is. And why it should be chosen in language classrooms. Moreover, it was clarified how authentic materials can be effectively used in language classrooms.
And also, in this paper it was conducted the research among second-year students of university and the results of it were also written.

Based on the data obtained, it could be concluded that authentic materials could improve the students’ listening comprehension. The findings had been 1) students could find the general information, 2) students could discover the detail information, 3) students could locate the implicit information primarily based on context of the listening material, 4) students could discover the purpose of the listening material, and 5) students could precis the content material of the listening. All the statements above is strengthened by the results of average score (mean). It was really improve significantly from the pre-test to the posttest. The average of learners’ score achievement in the pretest was 5.8, then in the posttest the ESL learners got 9.5. As the result of the study reveals that the use of authentic materials had been effective way to improve the student's listening skill.

References
Lingzhu, J. and Yuanyuan, Z. 2010, The Use of Authentic Materials in Teaching EFL Listening, Humanising Language Teaching, 12(4): 1290-1299.
Wilson, R. 2004, Supporting Speaking and Listening, London: London University Press.
Hwang, C. C. 2005, Effective EFL Education through Popular Authentic Materials, Asian EFL Journal, 7(1), 7-11.
Martinez, A. G. 2002, Authentic Materials: An Overview. Web.
Rost, M. 2002, Teaching and Researching Listening, New York: Pearson.
Rost, M. 2002, Listening in Language Learning, New York: Longman.
Ur, P. 2005, Teaching Listening Comprehension, New York: Cambridge University Press.
Flowerdew, J. and Miller, L. 2005, Second Language Listening: Theory and Practice, London: London University Press.
Wang, Q. 2000, English Teaching Methodology, Beijing: Beijing Higher Education Press.
Yingmai, M. 2005, Authentic Materials in the Course of Interpretation, US-China Foreign Language, 3(11), 69-73.
Tamo, D. 2009, The Use of Authentic Materials in Classrooms. Web.
Berardo, S.2006. The Use of Authentic Materials in Teaching of Reading,. The Reading Matrix, 6 (2), 60-69.
Tamo. D. International Journal Article 9 in LCPJ “The Use of Authentic Material in Classrooms”
Miller,W.R.. (2002). Motivational Interviewing: Preparing People for Change. 2nd Edition. New York: Guilford Press.
Morley. (2001:347). Authentic Texts as Cultural Mirrors: A handbook for English

teachers
Morton, R.(1999). Abstracts as Authentic Material for EAP Classes. ELT Journal, 53(3), 177-182.

Appendix

Appendix 1

Appendix 2



Appendix 3