Chapter Four
Finding and Discussion
In this chapter, the researcher reports the findings based on data analysis and the discussion of the finding. There are three major findings reported in this research based on the research questions. First, the researcher reports the types of authentic materials which commonly used by pre-service teachers at EED of UMY during their teaching practice. Second, the researcher reports the significances of using authentic materials that are commonly used by the pre-service teacher at EED of UMY in teaching practice. Third, the researcher reports the disadvantages of using authentic material which commonly used by the pre-service teacher at EED of UMY in the teaching process.
Types of Authentic Materials are commonly Used by the Pre-service Teacher
at EED of UMY during Their Teaching Practice.
The researcher had gathered the data from the participants of this research. The researcher in this research found eleven types of authentic materials that are commonly used in their teaching practice. In this finding, the types of authentic materials which commonly used were categorized into two categories, namely printed materials, and auditory materials. The following point discuss about those two major categories related to the first research question.
Printed. The printed material is the material that you can look at (Laniro,
2007). Printed material was found as the types of authentic materials which
which are commonly used by students of EED UMY in their teaching practicum. There are picture, newspaper, magazine, and literature used by pre-service teacher. Therefore, this finding was in line with Berardo (2006), who said that some of the authentic material that is commonly used is newspaper, magazine, and literature (ex, novel and comic). Below is the detail explanation of printed materials which are commonly used by the participants in this research.
Picture. Picture was found as one kind of authentic material that is
commonly used by the participants in this research. Most of the participants in this research used picture in their teaching practice. Participant one said that she/he used picture for teaching narrative text and occupation in her teaching practice. Similarly, the participant three also stated that she experienced to use a common type in printed material which is picture in their teaching practice.
Participant one and three stated below:
“When I did teaching practice, I often used picture. I taught narrative at
that time, so I used picture about the narrative text. And I also used picture to teach about occupation, I brought some picture such as policeman, doctor, and etc.” (Ani, 2017). In addition “I also often used picture when I was doing my
teaching practice.” (Caca, 2017).
Newspaper. One from four participants in this research often used
newspaper in her teaching practice. This finding was supported by Berardo (2006), who stated that newspaper is one of the kind authentic materials that commonly used in the classroom. Participants four stated below:
“Based on my experience, when I was doing teaching practice I mostly
used newspaper.” (Dona, 2017)
The statement of participant four explained that newspaper is one of authentic materials which are able to support the teaching process in the classroom activity and the participant commonly used newspaper in teaching practice. Likewise, this finding was supported by Liona (2014) who stated that newspaper is one of authentic materials that commonly used in teaching practice.
Magazine. Magazine can be used for the materials in teaching process.
Magazine was one of the kinds of authentic materials that are commonly used in the classroom (Berardo, 2006). Based on the data obtained, it was shown that a participant from the research used magazine in the teaching practice. The fourth participants, used magazine for teaching in her teaching practice. As she argued below;
“I used also magazine, when I was doing my teaching practice.” (Dona,
2017).
authentic materials which are commonly use in classroom activity in teaching process.
Literature. Literature is written works or works of art that are considered
to be good and to have lasting importance, such as poems, plays, novel, and comic. Literature was one of the kinds of the authentic materials which are commonly used in the classroom (Berardo, 2006). Based on the data obtained, participant fourth commonly used literature in her teaching practice. She often used comic and novel in her teaching practice. It can be seen in the following statements:
“Based on my experience, when I was doing teaching practice I generally
used comic and something like that. Something like that, I mean also using novel when I was doing teaching practice.” (Dona, 2017).
The statement of the fourth participant above mentioned that the
participant commonly used literature (comic and novel ) as authentic material in teaching process. The finding was supported by Liona (2014) who stated that the literature can be used in teaching and learning process. Besides, the teacher
commonly used authentic material as literature to teach children (young learners).
Auditory. The auditory material is the material that you can listen and
commonly used. They are video, song, and movie.Therefore, this finding was in line with Berardo (2006), who said that some of the authentic materials that are mostly used are movie, song, TV program, and video. Below is the detail explanation of auditory materials that are commonly used by the participants in this research.
Video. Video was found as one of authentic materials which commonly
used by the participants in this research. Most participants in this research used video in their teaching practice. For instance, participant one said that she often used video in her teaching practice for teaching narrative text. The participants brought a video about folklore or fairy tale. As seen in the following statements:
“When I was doing teaching practice, I commonly used video. At that
time, I was teaching about narrative, so I brought some video that telling about a
fairy tale or folklore.” (Ani, 2017). Similarly, another participant used video in her
teaching practice. She often used some music, or video when teaching in senior high school. As stated by participant four. “Usually I used music video, when I did teaching practice in senior high school.” (Dona, 2017)
In line with participant one and four, participant three also stated that she commonly used video in her teaching practice. Her statement is:
“Like I said before, that the examples of authentic materials I used in my
To sum up, all of the participants experience using video as authentic materials in their teaching practice. These findings in line with Laniro (2007) that indicated one of the examples of authentic materials is video. Video is kind of authentic materials that commonly used in classroom (Berardo, 2006). The participant used some video of fairytale, or some music video, or some video that explain about the materials that they learn in the meeting.
Song. Song was one of the authentic materials which were commonly used
by the participants. Two participants of this research used song in their teaching practice. It is also supported by Berardo (2006) one of kind authentic materials that commonly used in the class room is song. Some participants often used the song for teaching listening. It can be seen in the following statement:
“Usually I used song, when I was doing teaching practice. I often used
song for teaching listening skill” (Bianca, 2017). “Based on my experience, when
I was doing teaching practice I also often used song.” (Dona, 2017)
The statement of participant two explained that the song is one of
authentic materials which is able to support the teaching process in the classroom activity. Likewise, this finding was supported by Liona (2014) who stated that song is one of authentic materials used in teaching practice.
Movie. In teaching practice, the participants used movie as material for the
or LCD projector. Movie was found as one of authentic materials that commonly used in the teaching practice. This finding is in line with Berardo (2006) who said that movie is a kind of authentic material that is mostly used in the classroom. Below are the participant two’s statements:
“In the past, when I was doing teaching practice I often used movie,
because it is very help me in teach the students” (Bianca, 2017)
The statement which was mentioned by the participant above indicated the participant who used movie as teaching material since movie can help the
participants to teach the students. Besides, this finding was in line with Liona (2014) who said that movie is mostly used to teach the children in the classroom in order to create interested atmosphere in teaching and learning process.
Regarding to those finding, the researcher conclude that the kind of authentic materials were commonly used by pre-service teacher at EED of UMY in their teacher practice were categorized into two. They were printed materials and auditory materials. First, printed materials are picture, newspaper, magazine, and literature. Second, auditory materials are video, song, and movie.
The Significances of Using Authentic Materials in the Teaching Process.
Another aim that the researcher explored in this research was show significant the authentic materials are for pre-service teacher in their teaching practices. After the participants explained about the kind of authentic materials that they often used in teaching practice, the participants explained the
two categories. First are the significances for the students. Second is the
significances for teacher. The significances for student where categorized into two major significances, they are that authentic materials is motivating, and authentic materials is interesting. Moreover, the significance for the teacher was categorized into three major significances, those are authentic material is easy to get, authentic material is can be used for teaching multiple skills, and authentic material make the teacher more creative. The following points discuss about those major categories related to the second research question.
Significance for students. Based on the data gathered from the interview,
increasing students’ engagement was found as one of the significances of using authentic materials in the teaching practice. Most of the participants in this
research argued that increasing students’ engagement is one of the significances in
using authentic materials. Authentic materials motivated students, and were able to drive the interest in learning process. Below is the detailed explanation about the significance of authentic materials in this research regarding to increases
students’ engagement.
because authentic materials provided real-life context, and make students easy to understand. It can be seen in following statement:
“The second reason is when I was teaching by using authentic materials,
the students can look at the real-life example of this material. It can cause the students to become more motivated. They become more motivated because they can look at the real example of the topic”. (Ani, 2017)
“For example, when I explain about some topic and some students get
confused about it, by using authentic materials it can be some example of this topic. Moreover, it can make student understand the topic easily so it makes the students more motivated in learning process ‘”(Bianca, 2017).
Students’ interest. The use of authentic materials in teaching practice can
make students more interested in learning process. Richard (2001) argued that authentic materials give positive effect for students’ interest. Therefore, in this
finding the participants explained four factors that authentic materials can make students interested. First, it was because authentic materials provide real-life context. Second, authentic materials made students enjoy, so the students can were interested in classroom. Third, authentic materials make students enjoy in the classroom. Fourth, authentic materials were fun for students, so the students enjoy in the classroom. As seen in the following statements:
“When I used authentic materials in my teaching practice, it is can be more
real-life. I mean the content for teaching the students, so it helps me when I am doing teaching practice. It helps me get the attention of the students, and automatically makes students more interested in teaching
practice”(Bianca, 2017).
“Because when I used video and picture, it can give the example on their
real-life, so the students can be more enjoyed in the classroom. The students can enjoy the learning because some video or picture that I brought. It can make the students interested in learning process. Authentic materials also can make students not bored. It is probably because the teacher of this school, that I was doing my teaching practice teaches the students by using text book. It makes the students feel bored in learning process. When I was doing teaching practice I used video and picture, and the students tell me that they are very interested in learning English, because it not boring for them” (Caca, 2017).
In line with participant two and three, participant four also stated that she thought that authentic materials can make students more interested. It was because when she used authentic materials the students felt that learning process is a lot fun. When students are fun in learning process, it made the students more interesting in classroom. Her statement is:
“When I was using song and music video in my teaching practice, it can
make my students enjoyed the learning process are fun in the class room, it is because the students feel interested with the material that I teach”
(Dona, 2017).
Significances for teacher. Based on the data gathered from the interview,
teacher engagement is one of the significances of using authentic material. The participants in this research encountered three categories of comprehensible. First, authentic materials were easy to get. Second, authentic materials were can be used for teaching multiple skills. Third, authentic materials made the teacher more creative. Below is detail explanation about the significances of authentic materials for the teacher.
Easy to get. Authentic materials were easy to get, when the participant
used in their teaching practice. The participant one tends to mention that authentic materials was very easy to get, because the authentic materials are around the teacher. The participant one also can get the authentic materials from Internet. It was also supported by Belaid (2015) who said that the source of authentic materials from internet, printed materials such as magazine and newspaper, and anything surrounding us can be authentic materials, so it helps the teacher for getting authentic materials for teaching. As participant one mentioned bellow:
“For me as a teacher, the advantage of using authentic material is easy to
get. It is because many things around me can be used as authentic
materials. For example, we can search from internet. So it is very helpful for me to get the materials for teaching my teaching practice”(Ani, 2017). Can be used for teaching multiple skills. One of the participants in this
finding was in line with Belaid (2015), who said that the teacher can use an authentic material for teaching listening, speaking, reading, and writing. This can be seen in the following statements:
“Based on my experience when I was used authentic material in my
teaching practice, I feel that authentic material helps me in teaching because it is can be used for teaching multiple skills. I just need to use one teaching materials for explaining many aspects. I can use for listening, speaking, reading, and writing. For example, I used a movie. From the movie, the students can learn how to pronounce something, how the students understood the movie, and what the meaning of the movie that related with topic that we are learning”(Bianca, 2017).
The statement of the second participant above showed that the participant can use authentic material for teaching multiple skills. Additionally, those
multiple skills are divided into four, and those are listening, speaking, reading, and writing. Hence, this finding was supported by Belaind (2015) who stated that authentic material can be implemented in multiple skills especially in teaching process.
Make teacher to be more creative. Using authentic materials in the
teaching practice can create creative teacher. The participant three experienced using authentic materials in her teaching practice and she found that teaching with authentic material encourages her to be more creative. It wasbecause the
argued that authentic material makes the teacher to be more innovative and creative when they are using it in the teaching practice. As participant three mentioned bellow:
“For me as a teacher, I felt more creative when I used authentic materials.”
(Caca, 2017)
Regarding to those finding, the researcher concluded that authentic
materials give significant for students and teacher. First, authentic materials make students more motivated when the teacher used authentic materials in the
classroom, and authentic materials make students interesting in learning process. Second, authentic materials help the teacher in getting the material because authentic materials are easy to get, authentic materials are can be used for teaching multiple skills so it help the teacher when usingauthentic materials, and authentic materials make the teacher to be more creative.
The Disadvantages of Using Authentic Materials in the Teaching Process.
disadvantage that authentic materials have some difficulties. Moreover, the
disadvantages for the teacher were categorized into two major disadvantages, they were authentic materials are out-dated easily, and authentic material led the teacher more careful in selecting the materials. The following points discussed those two major categories related to the second research question.
Disadvantages for students. Most of the participants in this research
believed that the authentic materials have limitation for their students. It might because authentic materials have difficult contain, including difficult language and difficult vocabulary. This finding was in line with Richards (2001), who said that one of the disadvantages of authentic materials is that authentic materials have difficult language, vocabulary, and might be not appropriate for students. Below is detail explanation about the disadvantages of used authentic materials for the students.
Consist of difficult language. Authentic materials have difficult content,
including difficult vocabulary and difficult language. Most of the participants said that authentic materials have difficult vocabulary because the students sometime cannot understand the vocabulary, and not familiar with the vocabulary. Richard (2001) argued that authentic materials sometime have difficult vocabulary that is not appropriate with students’ ability. Moreover, another participant believes that
“The disadvantages of using authentic materials for my students, when I
was doing teaching practice, authentic materials make the students hard to understand the vocabulary. For example, sometime when I used some authentic materials and the vocabulary in the materials is uncommon for the students; it caused the students become confused and hard to
understand the material” (Caca, 2017).
Similarly, the participant four experienced the same when using authentic materials in her teaching practice. Participant four stated below:
“When I used song in my teaching practice, this song is very famous but
the vocabularies of this song for some students are uncommon. However, for other students the vocabulary in this song is familiar. Therefore, authentic materials are not comprehensible for students to understand the vocabulary because they are sometimes uncommon with it “(Dona, 2017). In line with participants three and four, participant two also stated that she faced the limitation of using authentic materials is it contains difficult content. The participant two felt that authentic materials have difficult content of language. Her statement is:
“The disadvantage is the language in authentic materials is difficult to
language in authentic material that I used is hard to be understood by my students. Therefore, I need to explain more for my students. However, some students understood about that language of the authentic materials that I used, but not all of my students understood it” (Bianca, 2017).
Disadvantages for teacher. Based on the data gathered from the
interview, authentic material can give disadvantages for teacher. The participants in this research encountered two categories in the disadvantages of authentic materials in their teaching practice. First, authentic materials easily out-date. Second, teacher should be careful in selecting the authentic materials. Below is the detail explanation about the disadvantages for the teacher in using authentic materials in this researcher.
Out-dated easily. Based on the data gathered from the interview, most of
the participants in this research argued that authentic materials become out-dated easily. It made the teacher cannot use authentic materials permanently. It also supported by Berardo (2006) said that one of disadvantages of authentic materials is that the data can become out-dated easily. It was because the data in authentic materials are always up-to-date, so automatically the materials would change rapidly. As seen in the following statements:
“The disadvantages of using authentic materials is easy to out dated,
the issue in newspaper was out-dating. Regarding to this case, when I used authentic materials the issue should always up-to-date”(Ani, 2017).
Similarly, the participant four experienced using authentic materials in her teaching practice is the material out-date easily. As stated by participant four.
“The disadvantage for me as teacher is authentic materials make me
should have the new materials when I do teaching practice. It is because the issues in authentic materials commonly are out-dating easily, so it changes rapidly. For example, when I used newspaper in some meeting, I cannot use this newspaper in next meeting, because the issue in the newspaper was out-dating”(Dona, 2017).
Should be more careful in selecting the materials. The three participants
in this research believe that she should more careful in determining the materials for students. It is because the source of authentic materials can be from anywhere. Richards (2001) argued that the teacher should have a lot of time to determine the suitable materials for students when use authentic materials. This finding also was supported by Guariento and Morley (2001), who stated that the teacher should be more careful in determining the materials that suitable with students’ ability. As
seen in the participants third statements:
“When I used authentic materials, I should be more selective when
consider about the age, level, and content that suitable for my students or not.”
(Caca, 2017)
Regarding to those finding, the researcher concluded that disadvantages of using authentic materials in the teaching practice were categorized into two. Fist, disadvantages of authentic materials for students, it includes the content in authentic materials sometime has difficult language. Second, disadvantages of authentic materials for teacher are authentic materials are out-dated easily, and authentic materials make the teacher should be more careful in selecting the materials.
