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To answe r the fris t research quesiton ,the researcher interviewed the . s s a l C I g n i d a e R c i s a B f o r e r u t c e
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N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground……… . .
B ResearchProblem s………... .. .
C ProblemLimtiaiton……… . .
D ResearchObjecitve s……….. .
E ResearchBenefti s……….. .
F Deifniitono fTerm s……… 1 4 4 4 5 7 E
R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.
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1 Percepiton………... .
a Deifniitono fPercep iton………..… . ... .
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.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. … … … … … n o it p e c r e
P .. . ....
.
c TheFactorsI n lfuencingPercepiton... .
2 AuthenitcMateiral .s... .
a Deifniitono fAuthenitcMateiral .s... .
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c Type so fAuthenitcMateirals... 9 9 9
0 1
0 1
1 1
1 1
2 1
v i x .
d Argument sAgainstt heUseo fAuthen itcMateiral s …
… .. . … … … … … … … m o o r s s a l C e h t n
i …...
.
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.. .. .. .. .. .. .. .. .. .. .. .. .. m o o r s s a l C e h t n
i ... .f TheDevelopmen to fAuthen itcMate irals…………
.
g Previou sStudyonUsingt heAuthenitc s
l a ir e t a
M ……….
.
h Selecitono fAuthenitcMateirals... .
3 BasicReadingI ………... .
a T heNature...… ... .
b TheObjecitve s………... .
c TheParitcipan.t... .
d IntensiveReading... .
B Theoreitca lFramework……… 31
4 1
6 1
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7 1
9 1
9 1
0 2 12
12
2 2
Y G O L O D O H T E M H C R A E S E R . I I I R E T P A H C
.
A ResearchMethod……….………. .
B ResearchParitcipants……… … . .
C ResearchInsrtument s……….……….……….. .
D DataGatheirngTechnique……… ….… ………. .
E DataAnalysi sTechnique……… …… .
F ResearchProcedure……… .… 5 2
5 2
6 2
9 2
1 3 32 H
C R A E S E R . V I R E T P A H
C FINDINGANDDISCUSSION
.
A TheDevelopmen toft heAuthenitcMate iralsi nBasic ..
.. .. .. .. .. .. .. .. .. .. .. s s a l C I g n i d a e
R ..………....
.
B ELESPStudents ’Percepitonont heUseo fAuthenitc .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s s a l C I g n i d a e R c i s a B n i s l a ir e t a M
4 3
0 5 S
N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H C
.
A Conclusion s……….. .
B Recommendaiton s……… …… … 1 1 1
1 1 5 …
… … … … … … … … … … … … … … … … … … S E C N E R E F E
R … …. …….. 1 8 1
… … … … … … … … … … … … … … … … … … … S E C I D N E P P
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S E L B A T F O T S I L
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M 52
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4 TheResul to fClose-EndedQuesitonnarieonStudents ’Expeirencei n .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .s t x e T c it n e h t u A e h t g n i d a e
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T -EndedQuesitonnarieonStudents ’Evaluaitonon I g n i d a e R c i s a B n i s l a ir e t a M c it n e h t u A g n i s U f o s e g a t n a v d A e h
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I R E T P A H C
N O I T C U D O R T N I
s e d i v o r p r e t p a h c s i h
T the background informaiton deailng wtih the s
s u c s i d o t g n i o g s i r e h c r a e s e r e h t , r e t p a h c s i h t n I . c i p o t h c r a e s e
r the research
, s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p , n o it a l u m r o f m e l b o r p , d n u o r g k c a b
h c r a e s e
r beneftisandalsodeifniitonoft erm .s
.
A ResearchBackground
o y r a t s u
K (1988 )deifne stha t“readingi soneoft hemosti mpo trants killsi n il
s e d i s e b e g a u g n a l g n i n r a e
l stening , speaking , and w iritng” ( .p .)1 Fo r the r
, s t n e d u t
s eading become sa need to obtain the weatlh o finformaiton tha ti s n
i e l b a li a v
a thep irnted sources .Whent hestudent shavegood r eading skills, t hey h
e r p m o c o t e l b a e b l li
w end ,understand ,and obtain al o to finformaiton f romt he t
x e
t s . Therefore , developing reading skills i s an essenita l par t o f language g
n i n r a e
l .
r “ , ) 2 8 9 1 ( l l e h c ti M o t g n i d r o c c
A eading can be deifned loosely a sthe s
l o b m y s d e t n ir p r o n e tt ir w f o e s n e s e k a m o t y ti li b
a ” . I tmeanst hatt heuseo fthe t
x e
t s i sexrtemely essenital i n reading classest o faclitiatet hestudent sin making ti
r w f o e s n e
s ten o r p irnted symbols . According to Velazquez and Redmond ,
) 7 0 0 2
( theforeignl anguaget eacher snormallyuset wo kind sofl earningsources: s
k o o b t x e
t da n authenitctexts.I tmeanst ha ttheteacher smayprovidet hestudents h
ti
2 y
l s u o i v b o e r a s k o o b t x e t e h
T designedf o reducaitona lpurposes .Therefore , s
t n e d u t s e h
t commonly read some reading passage sin the textbook sin reading U
. s e s s a l
c nfo trunately ,Shrumand Gilsan ( 2000 )statetha tthet extbook smay no t e
s o p x
e thel earner stot her ea llanguageuse .
Many language textbook s contain poo lry moitvated and illogically t
o n o d t a h t s e u g o l a i d d n a s t x e t d e c n e u q e
s relfec treal-wo lrd language o r e h t f o s e l p m a x e e l p it l u m n i a t n o c y ll a u s u y e h t h g u o h tl a , s n o it a u ti s
n e s e r p g n i e b r a m m a r
g t ( .ed p 2 8 .) s e n if e d ) 8 9 9 1 ( n o s n il m o
T the authenitc mateiral sa es t h mate iral swhich e
r
a no tw irttenforl anguaget eachingpurposess incet heyareproducedf ort her ea l n
o it a c i n u m m o
c . However , consideirng the students ’ need to the realtiy o f c
a e t y n a m , e s u e g a u g n a
l her snowaday sprefer t o use t heauthenitc mateirals .A s :
6 0 0 2 ( a y i n a h
K 71 , sa ctied in Vahid ,2011 )beileves t ehat t h use o fauthen itc s
n o it a u ti s g n i n r a e l n i r a l u p o p y l g n i s a e r c n i e m o c e b s a h s l a ir e t a
m in t hecourse o f
e d a c e d e h
t .Fo rexample ,the teacher suse a newspape raritcle to inrtoduce the s
r e n r a e
l ot a learning topic .By using the authen itc mateirals ,the student sare n
e v ir
d tobeclose rto t hel anguageuse .Moreover ,Patlirdge(2001 )statesthatt he authenitcmate iral smus tbeused in order t o produce the students ’awarenes so f languageandr eadings kills.
e c n i
S theEngilsh LanguageEducaitonStudy Program(ELESP )o fSanata s
m i a y ti s r e v i n U a m r a h
D to prepare good Engilsh teachers ,i tcetrainly rtains sti t
s eud nt sto have good reading skills . I sn emester I ,the student swo uld have a e
s r u o
c knowna sBasicReadingI Class. Byj oiningt hi scourse,t heyareexpec ted o
t be able to understand some basic reading srtategies ,apply reading srtategie s n
e h
3 c
s i d s t x e t e h t n i d e s u s e ir a l u b a c o
v ussed ,and become independen tand effecitve s
r e d a e
r . Inordert oachievet hoseg s ,oal theauthenitcmateiral sa reusedasr eading n
i s e c r u o
s c s. Tlas he student sa reencouraged to read vairou skind so fauthen itc s
t x e
t .Nevetrheless, t her eadingacitviite susingauthenitctext ssomeitme sbrough t s
t n e d u t s e h
t into rtoubles .Theymightf acesomechallenge ssinceauthenitct ext s e
r a y ll a c i s a
b no twirtten f o reducaitona lneeds .Then, i tbecom enecessaryfort he r
e r u t c e
l s tos electt hemos tapprop irateauthenitcr eadingmateiral .s ,s
s e c o r p e h t n
I authenitcmateiral shavebeen commonly usedin aco llege m
o o r s s a l
c ,especially in reading class .I tseem ssimlia rto the use o fauthenitc a
ir e t a
m lsi nBasicReadingI Clas so fELESPo fSanataDharmaUniverstiy .When g
n i v a
h reading acitviites , the lecturer s involve the student s in readi ng the s
l a ir e t a m c it n e h t u
a .Ast hestudent swhoperceivet heuseo fauthenitcmate iralsi n t
n e r e f fi d e v a h t h g i m y e h t ,s s a l c g n i d a e
r point so fview. Thei rpercepiton smigh t t
r e h t e h w l a e v e
r h e use o fauthenitc mateiral sis considered a sadvantageou s .
s e c r u o s g n i n r a e
l Howeve,r since the authenitc mateiral sare no tcreated fo r ,s
e s o p r u p l a n o it a c u d
e t hedevelopmen to fauthen itcmateiral sshouldbepaidmore s
l a ir e t a m c it n e h t u a f o e s u e h t e k a m o t r e d r o n i n o it n e tt
a effecitve in Basic
i d a e
R ng IClas .s e h t g n ir e d i s n o
C researchbackground,t her esearche rwould ilket oseehow i
s a B n i d e p o l e v e d e r a s l a ir e t a m c it n e h t u a e h
t c Reading IClass .Since authenitc o
s l a r e h c r a e s e r e h t , y l p p u s g i b n i e r a s l a ir e t a
m intendsto seehow t hel ecture ro f s
s s a l C I g n i d a e R c i s a
B electst heauthenitcmateiral .s Moreove,r t her esearcheri s r
e g a
4 I
g n i d a e R c i s a
B Clas sand some challenge sthe student scommonly face when d
a e r y e h
t the authen itc mateirals . To answe r those research problems , the d
e t c u d n o c r e h c r a e s e
r asurveys tudy.
.
B ResearchProblems
e h
T researcher conduct sthi sstudy in orde rto ifnd the answer sto t he :
s w o ll o f s a s n o it s e u q d e t a l u m r o f
.
1 Howaret heauthen itcmate iral sdevelopedi nBasicReading IClass? .
2 Whati st hestudents ’percepitonont heuseo fauthenitcmateiralsi nBasic g
n i d a e
R I Class?
.
C ProblemLimtia iton
o w t n o s e s u c o f y d u t s s i h
T main point sdeailng wtih t he use o fauthen itc n
i s l a ir e t a
m Basic Reading IClass .The researcher intend sto invesitgate the .
s s a l C I g n i d a e R c i s a B n i s l a ir e t a m c it n e h t u a f o t n e m p o l e v e
d Throught hi sstudy ,
e h
t researcher also want sto see ELESP students ’percepiton on the use o f s
l a ir e t a m c it n e h t u a f o e s u e h t e u l a v y e h t w o h , s l a ir e t a m c it n e h t u
a in Basic
.s s a l C I g n i d a e R
u t s e h
T dent swho havet aken BasicReading I Class i n t heacademicyea r e
h t e m o c e b 3 1 0 2 / 2 1 0
2 paritcipant so fthi sstudy .In thi sstudy ,the researche r s
ti m
5 .
D ResearchObjec itves
e h t , y d u t s s i h t g n it c u d n o c y
B researcheraimst o know how t he authen itc I
g n i d a e R c i s a B n i d e p o l e v e d e r a s l a ir e t a
m Class. T his study i salso intended to n e h t u a g n i d a e r e t a ir p o r p p a e h t s t c e l e s I g n i d a e R c i s a B f o r e r u t c e l e h t w o h e e
s itc
.s t n e d u t s e h t r o f s l a ir e t a
m Anothe robjecitvei st o ifndoutt hes tudents ’percepiton t
n e h t u a f o e s u e h t n
o icmateiralsi n BasicReading C I lass .Through t hestudents ’ n
o it s e g g u s d n a n o it p e c r e
p s t , hi sstudy t ires to ifnd some soluiton sfo rbette r n
o it a t n e m e l p m
i o fauthen itcmate iralsi nBasicReading I Class.
.
E ResearchBeneftis
e t u b ir t n o c o t d e t c e p x e s i y d u t s s i h
T some benefti s to educaitona l s
a h h c i h w t n e m p o l e v e
d relaiton wtih language teaching .Therefore ,the benefti s e
l b a u l a v e b o t d e r e d i s n o c e r
a t o:
.
1 Student so fBasicReadingI Class
e h t , y d u t s s i h t h g u o r h
T student scan relfec tand evaluate how t he use fo o
t m e h t s e v ir d s l a ir e t a m c it n e h t u
a have posiitve o r negaitve percepiton. By w
o h n o t c a f l a e r e h t g n i w o n
k thel ecture rdevelopst heauthenitcmateiralsi nBasic t
, s s a l C I g n i d a e
R hi s study hopefu lly help s the student s to broade n thei r e
g d e l w o n
k and increase thei rawarenes son the use o fauthen itc mateiral sin m
o o r s s a l c g n i n r a e l e g a u g n a
l . Moreover , thi s study also invesitgate s some m
s t n e d u t s e h t s e g n e ll a h
6 n
o it s e g g u
s s on theuseo fauthenitcmateiralsi n BasicReading IClass, i ncluding s
l a ir e t a m g n i d a e r c it n e h t u a e h t t c e l e s d l u o h s r e r u t c e l e h t w o
h .
.
2 Lecturers fo BasicReading I Class
f o e s u e h t e u l a v s t n e d u t s w o h n o n o it a m r o f n i e h t s e d i v o r p y d u t s s i h T
n i s l a ir e t a m c it n e h t u
a BasicReadingI Class .Sincet hestudents ’percepitonmigh t e
r u t c e l e h t ,s u o ir a v e
b r scan r elfec tand evaluatet heuseo fauthenitcmateiralsi n c
i s a
B Reading IClass .When thestudent shavepostiive percepiton, t he l ecture r t
h g i
m conside rusingt hesemateiral sast hevaluablel earningsourcesi n class. On ,
d n a h r e h t o e h
t thelecturers shouldimprovetheuseo fauthenitcmateiralsi nclas s .
e s a c s i h t n o n o it p e c r e p e v it a g e n e v a h s t n e d u t s e h t n e h
w Actually ,these migh t
e r u t c e l e h t r o f t u p n i e m o c e
b r swho arei nterested i nusingtheauthenitcmateiral s n
i Basic Reading IClass .Throug h thi sstudy ,the lecturer sare able to conside r t
n e m e l p m i y e h t w o h d n a e s u d l u o h s y e h t s l a ir e t a m c it n e h t u a t a h
w the authenitc
f o l a o g e h t e z i e s o t m o o r s s a l c g n i n r a e l e g a u g n a l n i s l a ir e t a
m Basic Reading I
s s a l
C .Fo rinstance ,the lecturer scan re lfec to revaluate any crtieira o fusing authenitc mateiral sin class ,then improve the implementaiton of the authenitc
.s l a ir e t a m
.
3 FutureResearcher s
e h
T researcherhope sthatt hi sstudy cani nsp rieotherresearcher swhoare d
e t s e r e t n
7 d
n o c n i o d d l u o h s y e h t t a h w w o n
k ucitng fu trhe rdiscussion abou tthe related .
c i p o
t For i nstance, t hi sstudy may be usefu lfor t he nex tresearcherst o conduc t s
e i d u t s r e h tr u
f ontheuseo fauthenitcmateiralsinr eadingclass.
.
F Deifni itono fTerms
n o it i n if e d e h t s e d i v o r p n o it c e s s i h
T o fkey mter swhich are related t o t he c
i p o
t discussed in thi sstudy .The keyword sare percep iton ,authenitc mateirals , d
n
a BasicReadingI .
.
1 Percep iton
2 9 9 1 ( y k c i n i K d n a r e n ti e r
K ) state tha t “percepiton i s a menta l and s g n i d n u o r r u s r u o d n a t s r e d n u d n a t e r p r e t n i o t s u s e l b a n e t a h t s s e c o r p e v it i n g o
c ”
) 6 2 . p
( . Anothe r deifniiton i s also stated by Szliagy i and Wallace (1980) . m
e h t o t g n i d r o c c
A , “percepiton i sde ifned a sthe proces sby which individual s e g a s s e m a o t n i il u m it s h c u s t e r p r e t n i n e h t d n a e z i n a g r o , il u m it s g n i m o c n i o t d n e tt a
r o i v a h e b r o n o it c a e t a ir p o r p p a n a s e t a c i d n i n r u t n i t a h
t ” (p .70). In t hi sstudy, t he it
p e c r e
p on deal swtih the students ’opinion ,thought ,feeilng ,understanding ,o r g
n it e r p r e t n
i no theuseo fauthenitcmateiral si nBasicReadingI Class .
.
2 Authen itcMaterials
k c o c a e
P (1997 )de ifnesauthen itcmateiral sast hemate iralst ha thavebeen o
t d e c u d o r
p ful ifll some socia l purpose sin the targe tlanguage commun tiy . g
n i d r o c c
8 m
r e t e h T . s r e n r a e l e g a u g n a l r o f d e ti d
e emphasizes tha tbasically et h authenitc a
c u d e r o f e d a m t o n e r a s l a ir e t a
m itona lpurposes .In t hi sstudy, thet erm referst o y
d u t s s i h t e c n i s s l a ir e t a m d e t n ir p c it n e h t u a e h
t focusesonr eadingclass .
.
3 BasicReadingI (KPE 01 ) 1
I g n i d a e R c i s a
B i s a compulsory course in the Engilsh Language a
t a n a S f o m a r g o r P y d u t S n o it a c u d
E Dharma Universtiy Yogyaka tra, which i s I
r e t s e m e s n i d e r e f f
o .According to Academic Guideilne’ sBook ( 12 1)0 , “Basic I
g n i d a e
R i sdesigned to help the student sdevelop thei rltiera land inferenita l ,
g n i m m i k s , g n i w e i v e r p ( s ll i k s g n i d a e r c i s a b , n o i s n e h e r p m o
c scanning ,guessing
. ” y r a l u b a c o v h s il g n E r i e h t p o l e v e d d n a ) t x e t n o c m o r f s g n i n a e m d r o
w Through
s e it i v it c a g n i d a e r n i d e v l o v n i e b l li w s t n e d u t s e h t , e s r u o c s i h
t tomeett hegoal so f
. fl e s ti e s r u o
c In thi scase, the student sof Clas sD and E ni Engilsh Language y
ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d
E are encouraged by the
r e r u t c e
9 I I R E T P A H C
W E I V E R E R U T A R E T I L
s e d i v o r p r e t p a h c s i h
T some theo ire stha tare relevan tto thi sstudy .Thi s r
o j a m o w t s e s s u c s i d r e t p a h
c patrs: theoreitca l descirpiton and theoreitca l .
k r o w e m a r f
.
A Theoreitca lDescrip iton
s t n i o p n i a m e e r h t e r a e r e h
T whichwli lbediscussedi nt hi spatr .Thereare d
n a , s l a ir e t a m c it n e h t u a , n o it p e c r e
p BasicReading I Class .
.
1 Percepiton
.
a Deifntii ono fPercep iton
n a m tl
A ,Valenzi ,and Hodgetts(1985 )deifne percep iton a s“theresul to f y
b y ll u f g n i n a e m i l u m it s e h t g n it e r p r e t n
i which people selec t and group the il
u m it
s ”(p .85) .Accordingt o Santoso (2000), when aperson see ssomething and h
r o s i h s e s
u e rsensoryr eceptorst o givemeaningt oaparitcularobject , rheo she t
c e j b o e h t e t a l s n a rt l li
w into percepiton o fone object .George and Jone s(2005) f
o n o it i n if e d r a li m i s e v a h o s l
a percepiton .Theydeifnepercepiton a s“theproces s s e s n e s ’ s l a u d i v i d n i m o r f t u p n i e h t g n it e r p r e t n i d n a , g n i z i n a g r o , g n it c e l e s f o
r e d r o n i ) e t s a t d n a , n o i s i v , h c u o t , ll e m s , g n ir a e h
( to give meaning to thei r
t n e m n o ri v n
0 1
o t g n i n a e m e v i g o t r e d r o n i t e r p r e t n i o t s r o t p e c e r y r o s n e s y b d e t c e l e s e r a i l u m it s
g n i h t e m o
s whichexistsi npeople’s urrounding .s
.
b TheProces so fCrea itngPercep iton
n a m tl
A et .al (1985 )explainthatt heselecitonoft hedataf romsitmulu sby l
a u d i v i d n
i ‘ s sensor i s the beginning step o f a perceptua l process . Sensory s
r o t p e c e
r store the sitmulu stha tare obtained from the surrounding ,and then i
d e e c o r
p tt o t hebrain .They statetha t“the senso rselectst he dataf rom sitmulu s i
o t l a u d i v i d n i w o ll a d n
a nterprett o t hesensorymessage” .Then,t hepercepiton i s a
n i F . il u m it s e h t s t e r p r e t n i n i a r b e h t r e tf a d e m r o
f lly ,the resul to findividua’l s e
r e f fi d o t m i h s d a e l n o it p e c r e
p n tbehaviorresponse .
P e h T 1 . 2 e r u g i
F erceptua lProcess
(Atlman et la ., 1985 , )p.8 6
.
c TheFactorsIn lfuencingPercep iton
o t g n i d r o c c
A Atlman et .al (1985) ,there ea r fou rfactors in lfuencing a n
o it p e c r e p s ’ n o s r e
p : )(1 Seleciton .Thisi st heproces soff ocusingonlyonasmal l r
o t c a f s i h T . il u m it s f o r e b m u
n may deal wtih people’s i nteres to fsitmuil .Since t
s i x e s u l u m it s f o s r e b m u n d n a s u o ir a v e r a e r e h
t i ng in the envrionment ,people il
u m it S
, n o it p e c r e P
, n o it a z i n a g r o
d n a
n o it a t e r p r e t n i
il u m it s f o ’
s r o s n e S
f o n o it c e l e s
il u m it s
l a r o i v a h e B
1 1 y
a
m selec tonlycetrain sitmuilt heyarei nterestedi nt o beprocessed i nt hebrain . e
l p o e p , e r o f e r e h
T m ay perceive paritcula rthing sdifferenlty because they have .
s t s e r e t n i s u o ir a
v ( 2) Organizaiton .The organizaiton o fsitmul ii sto make the o t e l b a e b l li w e l p o e p , il u m it s e h t g n i z i n a g r o y B . l u f g n i n a e m i l u m it s d e t c e l e s
y ll a it i n i s e c u d e r i l u m it s f o n o it a z ir o g e t a c e h T . t u p n i e h t e z ir o g e t a
c complex
o f n
i rmaiton into simple catego ires . Tha t i s why people may have dfiferen t e
c r e
p piton toward one same sitmulus . (3 ) Stiuaiton . The stiuaiton which s
e c n e u lf n
i percep iton may dea lwtih a person’ sfamiilartiy wtih ,o rexpectaiton o
, n o it a u ti s a , t u o b
a rpas texpeirence .Whensomeoneexpeirenced somethingbad e
v i e c r e p t h g i m e h s r o e h , t s a p e h t n
i thesamet hingnegaitvely .(4 )Sefl-Concept . fl
e
S -concep talsoaffect ssomeone’ spercepiton t oward something .Sel fconcepti s o
e m o s y a w e h
t nef eel sabou tand perceiveshimseflo rhersefl .S -eflconcepti st he e
n o e m o s w o h s e n i m r e t e d h c i h w f l e s e n o f o e g a m i l a t n e
m perceives something .
a n e h
W person ha sa relaitvely stable and posiitve sefl-concept ,he o rshe may .
y l e v it i s o p g n i h t e m o s e v i e c r e p
.
2 Authen itcMaterial s
.
a Deifniitono fAuthen itcMaterials
2 9 9 1 ( e i
L , p. 85 ,a sctied in Herawat,i 1996 , p. 82 )desc irbes authenitc e
s u r o f d e n g i s e d y ll a i c e p s s l a ir e t a m s e c r u o s l a n i g ir o “ s a s l a ir e t a
m outside the
” m o o r s s a l c e g a u g n a
l . Gebhard (1996 ) also deifnes authenitc mateiral s a s “anything tha ti sused a sa par to fcommunicaiton” ( .p 01 ) .0 A sthe produc to f
t u a , n o it a c i n u m m o c l a n i g ir
2 1 .
s e s o p r u
p Lee( 1995)s tatestha t“at exti susuallyr egardedast extuallyauthenitci f , e s o p r u p e v it a c i n u m m o c e fi l l a e r a r o f t u b , s e s o p r u p g n i h c a e t r o f n e tt ir w t o n s i ti
o t e g a s s a m n i a tr e c a s a h r e ti r w e h t e r e h
w pas son to the reader”. Thus ,deailng ,
m o o r s s a l c e h t n i s l a ir e t a m c it n e h t u a f o e s u e h t h ti
w authenitc mateirals can be d
i a
s a so irgina lmateiral sfo rcommunicaitonwhichareno tsimpilifedf ort eaching .s
e s o p r u p
.
b T heCharacterisitcso fAuthen itcMaterials
8 8 9 1 ( n a n u
N )providesthreecharacteirsitco fauthenitcmateirals: )(1 T he n
a h t r e h t o s i s l a ir e t a m e h t g n i c u d o r p f o m i
a to t each l anguage i n class .I tmean s l a e r n i e g a s s e m y e v n o c o t d e s u e r a t a h t s l a ir e t a m e r a s l a ir e t a m c it n e h t u a t a h
t -lfie
o n d n a t x e t n o
c t simply represen tthe language .(2 )The mateiral sare taken fo r o
s n i a tr e
c urces .They are no tadapted from othe rsources .(3 )The oultook i s l
a n i g ir
o . tIi sno tchangedetihert hel anguageort hes pelilng ( .p 4 ) 5
0 0 2 ( n a h s i
M , sa ctied in A -lMusallam ,2009 , 6p. 1 -17 )states tha tthe a
e d i n i a
m fo rusingauthen itcmateiralsi neducaitona l ifeld si t‘he3c’s’. tIr efer s o
t thecharacte irsitc so fauthenitcmate irals i n accordance wtih cutlure ,currency , h
c d n
a allenge . Authen itc mateiral s incorporate and represen t the cutlures fo r
e ti r
w soft het argetl anguage .Thecurrentt opic sand t hel anguageareoffered in e
h
t authen itctexts ,a swel last hoser elevantt o t hel earners .Besides ,theauthenitc s
l a ir e t a
m are intirnsically more challenging ye tcan be used a tal lpro ifciency s
3 1 .
c Type so fAuthen itcMaterials
r o c c
A ding t o Gebhard (1996 ,) there are fou rtype so fauthenitc mate iral s h
c i h
w haveusedbyt het eachersi nt heclassroom :(1 )Authenitc ilstening /viewing s
a h c u s , s l a ir e t a
m slien tflims ;TV commercials ,quiz shows, catroon ,s news , ,
s g n o s , s e i v o m , s a m a r d , s w o h s y d e m o
c home video . (2 ) Authenitc visua l mate irals ,such a sphotographs ,painitngs ,stamps ,slihouettes ,calenda rpictures ,
s g n i w a r
d bychlidren .(3 )Authenitcp irnted mateirals ,sucha snewspape raritcles , ;
s e n i z a g a
m movie adveritsement ;history books ;ly irc sto popula rsongs ;comic l
e v o n ; s d r a c g n it e e r g ; s k o o
b .(4 )Reaila ,such a sdo lls ,puppets ,balloons ,balls , ,
k l a h c , s e n o t
s sand , glasses , scissors , folded paper , phones , hats , manikins (p . 01 -0 1 0 .)
.
d Argument sAgainsttheUseo fAuthen itcMaterialsi nt heClassroom
o t g n i d r o c c
A Gebhard (1996) , the disadvantage o f using authenitc s
i s l a ir e t a
m tha t“somestudentswli lno taccep tauthenitcmate iral sand media sa n
i e
b g valuable learning source” .Since the authenitc mateiral sare basically no t ,
e s o p r u p l a n o it a c u d e r o f e d a
m the problem tha tmigh tcome up i sthe rejeciton . m o o r s s a l c e h t n i s l a ir e t a m c it n e h t u a f o e s u e h t d r a w o t s t n e d u t s e h t m o r f
g n ir e d i s n o
C theauthenitcmateiral sa sentetrainmen,tt hestudent swli lsomeitme s g
n i s u t r o p p u s t o
n authen itc mateiral s a s a valuable learning source in the m
o o r s s a l
c .
m o o r s s a l c e h t n i s l a ir e t a m c it n e h t u a g n i s u f o e g a t n a v d a s i d d n o c e s e h T
h ti w s l a e
4 1 s
e t a t s e H . s l a ir e t a m c it n e h t u
a tha tauthenitc mateiral s“may be too cutlurally y
ti n u m m o c e g a u g n a l e h t e d i s t u o d n a t s r e d n u o t t l u c if fi d d n a d e s a i
b ”. I tmigh t
s i h t n i t s i x e s e r u tl u c f o r e b m u n e h t h ti w r a il i m a f t o n e r a s t n e d u t s e h t e c n i s n e p p a h
n o it i d n o c s i h T . h tr a e e l o h
w d irve sthem to misunderstand cetrain cutlures .The n
o i n i p o e m a
s i sstated by Nosrtand (1989 ,a sctied in Al-Musallam ,2009 )in h
c i h
w “authenitctextsf rom onecutluremay giveaf alse i mpression t o astuden t t i s e k a m h c i h w t x e t n o c c it n e h t u a n a n i d e t n e s e r p e r a y e h t s s e l n u r e h t o n a m o r f
r a e l
c preciselywhatt heyexemplfiy”. e r a s l a ir e t a m c it n e h t u a e h
T no t suppo tred to use in the classroom ir
e d i s n o
c ngt hestudents ’psychologicalf actor .When t hestudent s ifnd unfamiila r h
ti
w vocabularyandsrtucture ,st heymightpanicand f ee lfrusrtated to understand s
A . s l a ir e t a m c it n e h t u a e h t n i d e y e v n o c n o it a m r o f n i e h
t Kiilckaya( 2004 )beileves t
a h
t “the use o f authen itc mateiral s a t lowe r level scause sstudent s to fee l s m e ti l a c i x e l y n a m k c a l s l e v e l e s e h t t a s t n e d u t s e c n i s d e t a v it o m e d d n a d e t a rt s u r f
e g a u g n a l t e g r a t e h t n i d e s u s e r u t c u rt s d n
a ” .
.
e Argument sSupporttheUseof Authen itc Material sint heClassroom
m u g r a e m o s e r a e r e h
T ent swhich show the posiitve response toward the m
o o r s s a l c e h t n i s l a ir e t a m c it n e h t u a f o e s
u . A sctied from Nunan (1999) ,the t a h t s i t n a tr o p m i s i s l a ir e t a m c it n e h t u a e h t o t s t n e d u t s e h t g n i c u d o rt n i y h w n o s a e r
t a h t n o it a c i n u m m o c c it n e h t u a e h t f o s e r u t a e f e m o s n i a t n o c s l a ir e t a m c it n e h t u a
r a e p p a y l e r a
r in the non-authenitc mateiral s(p 2. 21 ) .Therefore ,such authenitc a
ir e t a
5 1
, n o i s n e h e r p m o c g n i d a e r s a l l e w s a y c n e i c if o r p e g a u g n a l l l a r e v o r i e h t e v o r p m i
, e c n e t e p m o c e v it a c i n u m m o
c grammaitcal,l exica lands tyilsitcknowledge . )
9 9 9 1 ( n a n u N o t g n i d r o c c
A , another reason deal swtih the students ’ T
. n o it a v it o
m he use o fauthen itc mateiral sin the classroom lead sto greate r t
s e r e t n
i and vairety in the mateira lfo rthe learners .I tis also suppo tred by e
H rawat i (1996 ) in which authen itc mateiral s can enhance the students ’ m
e h t r o f g n it s e r e t n i s i c i p o t e h t e c n i s n o it a v it o
m ( .p )8 . 3
r e v o e r o
M , Herawat i(1996 )states tha tthe student swli lbe able to know n
e p p a h t a h
w on t heothe rside oft hewo lrd by reading authenitcmateiralsi n t he m
o o r s s a l
c .Thi scase is also suppo tred by Gebhard (1996) .He states t hat the e h t d n a s r e n r a e l n e e w t e b n o it a l e r t c e ri d e h t n e h t g n e rt s n a c s l a ir e t a m c it n e h t u a
f o n o it a m r o f n i e fi l l a i c o s r o l a r u tl u c e h t e d i v o r p y e h t e c n i s d lr o w e h t e d i s t u o
r o
f eign count ires( p 2.10 ) .By making t hebes to fusing t heauthenitcmate iral ,s i t n
o d s t n e d u t s e h t t a h t s n a e
m o tonlys tudylanguage ,butalsothecutlure. ,
g n i d a e r n o g n i s u c o
F a studycariredou tbyVigli (1987 ,a sctiedi nRojas , 8
0 0
2 ) shows tha tusing authenitc mateiral sin the classroom give sthe student s e
g a t n a v d
a oni mprovingreadingcomprehensions kill: li
g i V , g n i d a e r n
I found sign ifi can tdfiference sin comprehension wtih o
h w s t n e d u t s e g a u g n a l g n i n n i g e
b read unedtied authenitct exts .No tonly n
o i s n e h e r p m o c r i e h t d i
d skillsi ncrease ,butt herewerealso i mprovement s n
e tt ir w d n a l a r o n
i language pefrormance .The resutl soft heseand othe r s
e i d u t
s indicate tha twe may be underesitmaitng the posiitve effect sof n
o i s n e h e r p m o c g n i d a e r d n a g n i n e t s il h t o b n o s t x e t c it n e h t u
6 1 .f TheDevelopmen to fAuthen itcMaterialsi nClassroom
According to Tomilnson (1998) , “mateiral s developmen t refer s to d n a t u p n i e g a u g n a l f o s e c r u o s e d i v o r p o t s r e h c a e t e h t y b e n o d s i h c i h w g n i h t y n a h c i h w s y a w n i s e c r u o s e s o h t ti o l p x e o
t maximizethe ilkeilhoodofi ntake“ (p .2) . g n i y l p p u s e h t s t n e d u t s e h t e d i v o r p t h g i m r e h c a e t e h t ,s l a ir e t a m e h t g n i p o l e v e d y B e g a u g n a l t r o p p u s d n a e t o m o r p o t r e d r o n i e g a u g n a l e h t t u o b a n o it a m r o f n i f o
learning .Tomilnson ( 1998 )states tt ha ast he develope ro fmateirals ,theteacher s . m o o r s s a l c e h t o t n i s l a ir e t a m c it n e h t u a e h t g n ir b t h g i
m In thi sstudy ,since the
t o n e r a s l a ir e t a m c it n e h t u
a specially designed fo r educaitonal purposes , the n i g n i n r a e l g n i d a e r tr o p p u s o t r e d r o n i m e h t ti o l p x e d n a p o l e v e d o t d e e n s r e r u t c e l c i s a
B Reading IClas .s
.
g Previou sStudyonUsingtheAuthen itcMaterials
t u o b a y d u t s s u o i v e r p e h t m o r
F the use o fauthenitc mateiral sin reading s
s a l
c ,therewa sar esearche rnamedEnasI brahimAl-Musallam .Hewa sastuden t , y ti s r e v i n U d u a S g n i K n i e r u t a r e ti L d n a e g a u g n a L h s il g n E f o t n e m tr a p e D f o h ti w g n il a e d s i s e h t a e d a m o h w a i b a r A i d u a
S the authenitc mateirals i n reading s r e n r a e L d n a ’ s r o t c u rt s n I e g e ll o C “ d e lt it n e h c r a e s e r y e v r u s a d e t c u d n o c e H . s s a l c t
Attiudest o Authen itcEFLReadingMateiralsi n Saud iArabia” .Hegathered t he g n it u b ir t s i d y b a t a
d the quesitonnaries and conducitng the interviews . The : h d a y i R n i n o it u ti t s n i n o it a c u d e r e h g i h e e r h t m o r f e l a m e f i d u a S 4 4 1 e r e w s t c e j b u s ( y ti s r e v i n U d u a S g n i
K KSU) ,Imam Mohammed bin Saud Islamic Universtiy y ti s r e v i n U n a tl u S e c n ir P d n a , ) U I S M I
7 1
f o e s u e h t d r a w o t s e d u ti tt a e v it i s o p d a h s r e h c a e t d n a s r e n r a e l e g e ll o C i d u a S L F E
. s e s s a l c g n i d a e r n i s l a ir e t a m c it n e h t u
a When t he paritcipant sresponded t o some A
e s o h c y e h t , e ri a n n o it s e u q e h t n i s t n e m e t a t
s (Agree) ,SA (S rtongly Agree) ,N l A , r e h c r a e s e r e h t s a , r e v e w o H . ) e e r g a s i D y l g n o rt S ( D S , ) e e r g a s i D ( D , )l a rt u e N
(
-e h t d e t a g it s e v n i r e h ti e n m a ll a s u
M fu trher informaiton on why t he student sgave e
v it i s o
p no rnegaitver esponset ot hes tatement .s
.
h Selecitono fAuthen itc Materials
5 9 9 1 ( e e
L )s tatestha t“acarefu landwises elecitono fmateiralsf ocusedon i
s o p a t n a w e w f i t s u m a s i s r e n r a e
l itver esponsef rom t hem” .Therefore ,thet ex t it
a p m o c e b t s u
m ble wtih the course objecitves .In thi sstudy, i tmean stha tthe f o s e v it c e j b o e s r u o c e h t h ti w e l b it a p m o c e b t s u m s l a ir e t a m c it n e h t u a f o n o it c e l e s
. s s a l c I g n i d a e R c i s a
B Fu trher ,avairetyoft extt ype smus tbeselected inordert o g
n i n r a e l f o s l a o g e h t t e e
m . Fo rexample, t hestudent sread newspaperi n ordert o .
s e i g e t a rt s g n i d a e r e m o s g n i c it c a r p m e h t p l e
h Eskey (1986 ,a sctied in Glo ira 8
8 9
1 , p.12 )says tt “ha oncer eadingmateira lapprop iratet ot hel eve land i nterest s t n e d u t s t a h t l a ir e t a m e h t f o e r o m e h t , d e if it n e d i n e e b s a h t n e d u t s r a l u c it r a p a f o
k s g n i d a e r s i h y l k c i u q e r o m e h t d n a r e tt e b e h t ,s d a e
r ill swli ldevelop”.
Sincet herearemany avaliablereading mateiral ,s t heseleciton o freading s
s e n a s e m o c e b s l a ir e t a
m enita lpatr .Byr eadingapprop iratemateiral ,st hes tudent s h ti w e e r g a s l a ir e t a m e s o h t e s u a c e b s ll i k s g n i d a e r ri e h t g n i p o l e v e d f o e r a w a e b l li w
n a s e it il i b a p a c r i e h
8 1 d
e r e d i s n o c e b o t d e e n w e i
v in selecitng mateiral sfo rreading l esson, t hey are a s w
o ll o f s:
)
1 Readablitiy
c it n a m e s d n a y tl u c if fi d c it s i u g n il f o n o it a n i b m o c e h t s e v l o v n i y ti li b a d a e R
t c e l e s d l u o h s r e h c a e t e h t , e s a c s i h t n I . e c n a v e l e
r the approp irate text s by
n o it r o p o r p e h t g n ir e d i s n o
c o fnewl exica ltiem sbasedont hel eve loft hestudents . e l b it a p m o c a h ti w s t x e t g n it c e l e s y b y r a l u b a c o v f o n o i s n e t x e e h t g n i u s r u P
. y ti v it c a g n i d a e r f o s l a o g e h t e v e i h c a l li w s m e ti l a c i x e l w e n f o n o it r o p o r p
)
2 Sutiab litiyo fContent
t r e d r o n
I o meett hesuitablitiy o fconten,tt het eache rneedst o i nvesitgate g
n it c e l e s n I . e k il s t n e d u t s s i h t a h
w thereadingmateiral ,st het eacher sshouldt hink t
u o b
a thestudents’i nteres tand alsothel eve lo fchallenge swhethert hecontenti s p
m o c ’ s t n e d u t s s i h r o f e l b a ti u
s etence. River s(1987 ,a sctied in A -lMusallam , 9
0 0
2 , p. 31 ) claim s tha tthe p irmary crtieiron fo r selecitng the approp irate n
e h t u
a itc tex ti scontent .He states tha t“atlhough length , ilnguisitc complextiy , t
n a c if i n g i s y a l p l l a t n e d u t s e h t r o f t s e r e t n i d n
a rolesi n t heseleciton o fmateirals , .
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t Thelearners’i nterest s t
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i c if e n e b e b l li w s l a ir e t a m g n i d a e
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e c n e t e p m o c ’ s t n e d u t s e h t n o d e s a b s s e c o r p e h t n i e c it c a r p e v i g t a h t s t x e t g n i s o o h c
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a teache rmay conside raboutt he d l u o h s s l a ir e t a m g n i d a e r d e t c e l e s e h t t a h t s n a e m t I .s d r o w f o e g d e l w o n k ‘ s t n e d u t s
e h t e v i
g student soppo truntiy to bulid the
