Research design

Methodology
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.After a week, I received a post-test. Again, I chose a listening tasm 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.

Type of test	Number of students	Number of questions	Average Results
Pre-test	20	10	5.8
Post-test	20	10	9.5

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.
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.