THE AUTHENTIC MATERIAL USED BY 6th GRADE TEACHER OF ENGLISH FOR YOUNG LEARNER COURSE AT UMM - 2012

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THE AUTHENTIC MATERIAL USED BY 6

th

GRADE TEACHER

OF ENGLISH FOR YOUNG LEARNER COURSE

AT UMM - 2012

THESIS

By:

DIANA AMILIA

(09360083)

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

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ACKNOWLEDGEMENT

Alhamdulillah, all praise is to Allah SWT, the merciful and charitable. Because of his guidance, blessing and affection, he can finish this thesis. Sholawat and peace are always for our prophet Muhammad.

She would like to express great appreciation and thank to many persons who are being kind to the completion of her thesis. She appreciates and thanks to Rina W. Setyaningrum, M.Ed and Drs. Mas'udi, M.Ed for the valuable guidance and their worth advice; thus, her thesis can run well. Thank you very much to English for young learner course 2012, especially Ma’am Rina who permitted and helped my research.

Great thank are also to her beloved parents, Tono and Rustin, her beloved sister Syela, for prayers, encouragement, guidance, sacrifice, and support for success in every part of her life including in this thesis. Her thanks also go to all lecturers of English Department of Muhammadiyah University of Malang who have given so much worth knowledge and great suggestions in finishing her study.

Finally, her special expression of gratitude is for all of her best friends especially, B’Brother UMM’09, 6th grade EYL Course, KKN 07, Nanda, Septih, Dino, Wulan, Enok, Uly, Boti, Deny, AutoCAD crews, Tisa, Lina, Tika, Domas, Christy, and others that could not be mentioned one by one.

Malang, July 2013

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REFERENCES

Arikunto, Suharsimi. 2010. Evaluasi program pendidikan, pedoman teoritis bagi mahasiswa praktisi pendidikan. Jakarta: PT Bumi Aksara.

Ary, et. Al. 2010. Introduction to Research in Education (Eighth Edition). Canada: Wadsworth.

Baniabdelrahman. Abdallah Ahmad. 2006. The Effect of Using Authentic English Language Materials on EFL Students’ Achievement in Reading Comprehension. Volume 7 - Issue No. 1.

Beckman, Leslie Opp- & Sarah J. Klinghammer. 2006. Shaping the Way We Teach English. United State: University of Oregon.

Cameron, Lynne. 2001. Teaching Languages to Young Learners. United kingdom: Cambridge University Press.

Casper, Virginia and Rachel Theilheimer. 2010. Early Chilhood Education. New York: McGraw Hill.

Cohen, Louis. et al. 2007. Research Methods in Education. New York: Taylor & Francis e-Library.

Colker. L.” Twelve characteristics of effective early childhood teachers” in Karen Menke (editor). New York: McGraw-Hill Companies.

Gebhard, J.G. (1996). Teaching English as a Foreign Language: A Teacher Self-Development and Methodology Guide. Ann Arbor: The University of Michigan Press.

Guariento, W., & Morley, J. (2001). Text and Task Authenticity in The EFL Classroom. ELT Journal, 55(4), 347–353. (retrieved: 16 November 2012)

Haley,M. H. & Austin, T.Y.(2004). Content-based second language teaching and learning. USA: Pearson education.

Harmer, J. (2001). The Practice of English Language Teaching (third ediition), Cambridge: Longman Group.

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Kilickaya. F. (2004). Authentic materials and cultural content in EFL classroom. The Internet TESL Journal, 10 (7). (Retrieved: 04 Februari 2013)

Linse, Caroline T. 2005. Practical English Language Teaching Young Learners. New York: McGraw-Hill ESL/ELT.

Mas’udi. 2011. Pembelajaran “Pakem” Bahasa Inggris Dengan Metode Aplikasi Strategi “Dalia”. Jurnal Penelitian Dan Pemikiran Pendidikan, Volume 1, Nomor 1.

Mishan, Freda.2005. Designing Authenticity into Language Learning Materials. UK: Intellect books.

Mcmilan. James K 2001. Educational Research Fundamentals for The Consumer (second edition). New York: HarperCollins College Publishers.

Nunan, David. 2004. Task-based Language Teaching. United States: Cambridge University Press.

Powel, et. al. 2002. Introduction to learning and behavior (third edition). USA: Eadsworth.

Richards, Jack C. 2011. Competence and Performance in Language Teachin. New York: Cambridge University Press.

Sabilah, Fardini. 2004. Teaching english to young learners: it's policy, framework, and activity-based teaching. umm: unpublished book.

Slaterry, Mary and Willis. 2001. English for Primary Teachers. UK: Oxford University Press.

Pinsonneault, Bridget Connors. 2008. Authentic input in early second language learning. Thesis: University of Massachusetts Amherst.

Tuckman, Bruce W. 1999. Conducting Educational Research (Fifth Edition. United State: by Harcourt Brace & Company.

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CHAPTER I

INTRODUCTION

This chapter discusses background of the study, statements of the problem, purposes of the study, significance of the study, scope and limitation, and the definition of the key terms.

1.1 Background of Study

English is a language used by a large number of people in the world. English has increasingly become the medium of communication around the world both in local and global contexts. The realization of the importance of English makes every country want its people become better equipped with English. Absolutely, this necessity is also applicable to Indonesia. In Indonesia, English is not only learned by adult but also young learners. English is taught even before children enter the kindergarten, there is a special class for children who are still around two or three years old, Indonesian calls this as playgroup.

There has been an “English-for-Young Learners-fever” among Indonesian,

especially those living in big cities. Parents are ambitiously bringing their children by sending them to play groups, kindergarten or courses offering English designed especially for children. Moreover, schools which offer bilingual classes are also being

parent’s concern. Many parents think that having children who are able to use English

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2 effortlessly. Perhaps this has something to do with the plasticity of a young brain.’ It means that children learn languages easily and their ages are the best period for acquiring the languages, and make teaching English very important to conduct in the early age.

The learners especially young learners in Indonesia usually have difficulties in learning English, so that the most challenging tasks faced by English to young

learner’steacher is how to catch thestudents’interest and decide the suitable strategy

and material of teaching. Those are required to stimulate the students’ imagination and make students more motivated to learn. In addition, in the practice, there is a lack of materials and strategy for teaching English to young learners. A number of teachers who teach English to young learners have difficulty in finding appropriate materials for their students. Some teachers may designed materials that are often produced in house and implement those materials into the classroom day-by-day lesson plans. They do not teach beyond the book and try to teach in creative way.

Moreover, in reality based on the writer’s experiences teaching English to

young learners is not as simple as teaching English to adult. It requires the knowledge

of knowing children’s characteristics. Sabilah (2004) has stated that young learners

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parents, their pets, toys and friends. They like to move around and like to learn something by doing singing, playing games, coloring and cutting pictures. The way of teaching young learners is different from others. By understanding their characteristics, it can help teacher to develop the teaching strategies and materials that are appropriate in the teaching learning process. Besides, understanding children’s

characteristics, English to Young learners’ teachers should know that young learners

are suggested to have a good learning environment in making them more attracted to learn. It is supported by Harmer (2007: 38), ‘young learner’s classroom should be

bright and colorful with windows the children can see out of, and be spacious enough for different activities.’

English has four basic skills, they are reading, speaking, writing, and listening. That is why in teaching and learning practice, it should be more associated with the way learners use that skills to communicate compared with the language component, vocabulary, pronunciation, and spelling (Mas’udi:2011). There are some kinds of material used in teaching and learning practice, one of them is authentic material. It can work on the four skills; Gebhard (1996) has stated that there are four kinds of authentic material, such as authentic listening/viewing materials, authentic visual materials, authentic printed materials, and realia.

A study conducted by Baniabdelrahman (2006) entitled The Effect of Using Authentic English Language Materials on EFL Students’ Achievement in Reading

Comprehension found that the use of authentic materials had a significantly greater positive effect on the eleventh grade EFL students’ reading comprehension

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a study which was conducted in eleventh grade EFL students. Another study about authentic material which was conducted by Pinsonneault (2008) about Authentic Input in Early Second Language Learning found that authentic materials were a viable choice to provide input of a second language for a young L2 learner. The result of those research motivated the writer to conduct the study about the use of authentic material given to the young learner. In addition, the writer wanted to know

the implementation and the students’ responses for the use of authentic material.

Teacher has a big role to support the students in receiving the knowledge, so that the teacher must comprehend the material that will be delivered before they teach it in class. The success of using authentic material was shown by the responses of the learners. If the responses of the learners indicated that they enjoyed the class and there was a learning process in terms of behavior changing, it meant that the material

wassuitable with the students’ needs. However, the learners would not focus and get

enough motivation of support to study if the material was not suitable with learners’

needs and characteristics, unattractive and uninteresting.

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1.2 Statement of Study

1.2.1 What kinds of authentic material were used by the 6th grade teachers of EYL course at UMM - 2012?

1.2.2 How were the authentic materials implemented by the 6th grade teachers of EYL course at UMM - 2012?

1.2.3 How was the students’ response toward the authentic materials was used by the 6thgrade teachers of EYL course at UMM - 2012?

1.3 Purpose of Study

1.3.1 To find out the kinds of authentic material used by the 6th grade teachers of EYL course at UMM - 2012.

1.3.2 To describe the implementation of the authentic materials used by the 6th grade teachers of EYL course at UMM - 2012.

1.3.3 To know the students’ response toward the authentic materials used by the 6thgrade teachers of EYL course at UMM - 2012.

1.4 Significance of Study

The writer hoped that the result of this research can contribute some ideas, concept and information to theyoung learner’steacher in term of creating variation of teaching English using authentic material. It will give information on the use of material which is appropriate in teaching English to young learners.

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The last, the result of this study can be used as a reference for the next researcher. This study is expected to be used as a strategy of the follow up research in teaching English for young learners.

1.5 Scope and Limitation

This study intends to explain about authentic materials used by EYL students’

practice teacher and the way how to apply those materials in the classroom. Besides, the writer also explains about young learners’ response toward those materials used

by students’ practice teaching. Moreover, this study did not discus all kinds of

authentic material but only on the using of authentic visual materials, authentic printed materials, and authentic authentic listening/viewing materials.

1.6 Definition of Key Terms 1.6.1 Authentic Material

Authentic materials is a material that refers to the use of spoken and written material that has been produced for the purposes of communication not for the purposes of language teaching (Nunan, 2004).

1.6.2 English for Young Learner course

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1.6.3 Young Learners

Young learners are defined as children between the ages 5-12 (Caroline, 2005).

1.6.4 Response

THE AUTHENTIC MATERIAL USED BY 6th GRADE TEACHER OF ENGLISH FOR YOUNG LEARNER COURSE AT UMM - 2012