vii ABSTRACT
Kristanti, Priska. (2017). The Use of Authentic Materials to Teach Descriptive Text in Tourism Vocational School. Yogyakarta: English Language Education Study Program, Faculty of Teachers Training and Education, Sanata Dharma University.
English is taught in tourism vocational school as a compulsory subject. The tenth grade students there learn about descriptive texts. They learn it mainly from a textbook chosen by the school. It is very comfortable for teachers to only use the textbook in teaching descriptive texts. Nevertheless, the students will lack exposure to language in real situation.
In order to give an alternative solution of that problem, this paper proposes an objective. The objective of this paper is to discuss the benefits of using authentic materials for tourism vocational school students.
To attain the objective, this paper uses library study as the research method. All data like theory of reading, theory of authentic materials, and theory of descriptive texts are gained by searching it from books and journals.
From the study, there are four advantages and one disadvantage found. First advantage is the students are exposed to language in real situation. Second, the students get their self-fulfilment. Third, the students’ motivation increases. The last advantage is authentic materials bring cultural information for the students. The disadvantage is teachers should make more effort in searching for suitable authentic materials.
viii ABSTRAK
Kristanti, Priska. (2017). The Use of Authentic Materials to Teach Descriptive Text in Tourism Vocational School. Yogyakarta: English Language Education Study Program, Faculty of Teachers Training and Education, Sanata Dharma University.
Bahasa Inggris diajarkan di sekolah kejuruan pariwisata sebagai salah satu mata pelajaran wajib. Murid kelas sepuluh di sana belajar tentang teks deskriptif. Mereka belajar hal tersebut dari sebuah buku pelajaran yang dipilih oleh sekolah tersebut. Sangatlah nyaman bagi guru untuk hanya menggunakan buku pelajaran dalam mengajarkan teks deskriptif. Namun demikian, murid-murid akan kekurangan pemaparan akan bahasa dalam situasi sehari-hari.
Untuk memberikan solusi alternatif kepada masalah tersebut, karya tulis ini mengajukan sebuah tujuan. Tujuan karya tulis ini adalah untuk membahas keuntungan memakai materi autentik bagi murid-murid sekolah kejuruan pariwisata.
Untuk mencapai tujuan tersebut, karya tulis ini memakai penelitian pustaka sebagai metode penelitian. Semua bahan seperti teori membaca, teori materi autentik, dan teori teks deskriptif didapatkan dengan mencarinya dari buku-buku dan jurnal-jurnal.
Dari tinjauan tersebut, maka ditemukan empat keuntungan dan satu kerugian. Keuntungan pertama adalah murid-murid mendapatkan pemaparan tentang bahasa dalam situasi sehari-hari. Kedua, murid-murid mendapatkan kepuasan akan apa yang mereka inginkan. Ketiga, motivasi murid-murid meningkat. Keuntungan yang terakhir yaitu materi autentik memberi informasi kebudayaan bagi murid-murid. Kerugiannya adalah guru harus berusaha lebih keras dari biasanya untuk mencari materi autentik yang sesuai bagi murid-murid.
THE USE OF AUTHENTIC MATERIALS TO TEACH
DESCRIPTIVE TEXT IN TOURISM VOCATIONAL SCHOOL
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Priska Kristanti Student Number: 101214037
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
THE USE OF AUTHENTIC MATERIALS TO TEACH
DESCRIPTIVE TEXT IN TOURISM VOCATIONAL SCHOOL
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Priska Kristanti Student Number: 101214037
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2017
“Ask and it will be given to you;
seek and you will find;
knock and the door will be opened to you.”
(Matthew 7:7)
I dedicate this Final Paper to
my sweet Jesus Christ, my beloved family, and my kind friends
ABSTRACT
Kristanti, Priska. (2017). The Use of Authentic Materials to Teach Descriptive Text in Tourism Vocational School. Yogyakarta: English Language Education Study Program, Faculty of Teachers Training and Education, Sanata Dharma University.
English is taught in tourism vocational school as a compulsory subject. The tenth grade students there learn about descriptive texts. They learn it mainly from a textbook chosen by the school. It is very comfortable for teachers to only use the textbook in teaching descriptive texts. Nevertheless, the students will lack exposure to language in real situation.
In order to give an alternative solution of that problem, this paper proposes an objective. The objective of this paper is to discuss the benefits of using authentic materials for tourism vocational school students.
To attain the objective, this paper uses library study as the research method. All data like theory of reading, theory of authentic materials, and theory of descriptive texts are gained by searching it from books and journals.
From the study, there are four advantages and one disadvantage found. First advantage is the students are exposed to language in real situation. Second, the students get their self-fulfilment. Third, the students’ motivation increases. The last advantage is authentic materials bring cultural information for the students. The disadvantage is teachers should make more effort in searching for suitable authentic materials.
Keywords: reading, authentic materials, descriptive texts, tourism vocational school
ABSTRAK
Kristanti, Priska. (2017). The Use of Authentic Materials to Teach Descriptive Text in Tourism Vocational School. Yogyakarta: English Language Education Study Program, Faculty of Teachers Training and Education, Sanata Dharma University.
Bahasa Inggris diajarkan di sekolah kejuruan pariwisata sebagai salah satu mata pelajaran wajib. Murid kelas sepuluh di sana belajar tentang teks deskriptif. Mereka belajar hal tersebut dari sebuah buku pelajaran yang dipilih oleh sekolah tersebut. Sangatlah nyaman bagi guru untuk hanya menggunakan buku pelajaran dalam mengajarkan teks deskriptif. Namun demikian, murid-murid akan kekurangan pemaparan akan bahasa dalam situasi sehari-hari.
Untuk memberikan solusi alternatif kepada masalah tersebut, karya tulis ini mengajukan sebuah tujuan. Tujuan karya tulis ini adalah untuk membahas keuntungan memakai materi autentik bagi murid-murid sekolah kejuruan pariwisata.
Untuk mencapai tujuan tersebut, karya tulis ini memakai penelitian pustaka sebagai metode penelitian. Semua bahan seperti teori membaca, teori materi autentik, dan teori teks deskriptif didapatkan dengan mencarinya dari buku-buku dan jurnal-jurnal.
Dari tinjauan tersebut, maka ditemukan empat keuntungan dan satu kerugian. Keuntungan pertama adalah murid-murid mendapatkan pemaparan tentang bahasa dalam situasi sehari-hari. Kedua, murid-murid mendapatkan kepuasan akan apa yang mereka inginkan. Ketiga, motivasi murid-murid meningkat. Keuntungan yang terakhir yaitu materi autentik memberi informasi kebudayaan bagi murid-murid. Kerugiannya adalah guru harus berusaha lebih keras dari biasanya untuk mencari materi autentik yang sesuai bagi murid-murid.
Kata kunci: reading, authentic materials, descriptive texts, tourism vocational school
ACKNOWLEDGEMENTS
I would like to thank my Almighty Jesus Christ for His love, grace, favor and guidance that He gives to me every day. He gives me extra strength whenever I need it. His heart is so kind that He always gives the best to me.
I would like also to thank Yohana Veniranda, M.Hum., Ph.D. for saving me when I was at the end of my rope . I also give my gratitude to my academic advisor Caecilia Tutyandari, S.Pd., M.Pd. and Drs. Barli Bram, M.Ed., Ph.D. for their caring attention. My great thank goes to Pius Nurwidasa Prihatin, Ed.D. for giving me guidance in academic and social aspect. I learned important lessons about building relationship with others from him. I would like to address my thanks to PBI staff and also USD library staff for giving me nice services.
I would like to express my deepest gratitude to my beloved parents, my brother, and my big family who have given motivation and love to me, so that I can get up again after sleeping for a long time.
My sincere gratitude goes to all my beloved sisters in Puri Nugraha, Ita, ka Nana, Valent, Tya, ce Ayin, ce Lina, and mba Enggar. They have supported me and given me advice, so that I would not give up finishing my paper. I thank Dian, Olin, Decha, Siwi, cik Des, and all my classmates who always motivate, cherish, and help me throughout this journey. I also thank Tita, mba Dinar, and my entire cell group for their sincere prayers that give me extra strength and courage.
Priska Kristanti
x
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... x
CHAPTER I. INTRODUCTION A. Background ... 1
B. Research Method ... 3
CHAPTER II. DISCUSSION A. Authentic Materials ... 4
B. Teaching Descriptive Text Using Authentic Materials ... 6
C. Advantage and Disadvantage Using Authentic Materials ... 12
CHAPTER III. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... ... 15
B. Recommendations ... 16
CHAPTER I INTRODUCTION
This chapter contains two parts. The first part of this chapter will convey the background of this paper. The other part is the research method which describes the method used in this paper.
A. Background
English is important for many people. Harmer (2001) said that almost a quarter of the world’s population uses English as communication tool (p. 18). It could be seen even more real in the tourism. Much travel and tourism in this world use English (Harmer, 2001, p. 15). It also happens in Indonesia.
People could see that many travel agents in Indonesia have already prepared their advertisement in Indonesian language and English. They do that because they know that tourists can come from Indonesia or even abroad. They are also aware that many people from abroad use English as their communication tool. So, they also prepare their tour guides to be able to communicate in English when give service to foreigners.
Knowing great potential of tourism in Indonesia, some vocational schools open tourism program. It is also supported by Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 70/2013 states that one of the vocational
school programs is tourism. So, students there learn about tourism. They also learn English like any other vocational school students in Indonesia because
English is a compulsory subject. They learn reading, listening, writing and speaking English.
The students in the tenth grade of vocational school must learn about several kinds of texts like recounts, narratives, announcements and descriptive texts. By learning a descriptive text, students will get knowledge about how a descriptive text looks like.
Teachers usually use a textbook as the material in their teaching process. A textbook contains all ready materials that have to be learned by students in one semester or even one year. It has been made by writers based on the curriculum from government. So, it is very easy and comfortable for teachers to teach from the textbook.
Besides a textbook, teachers can also use authentic materials to teach. Authentic materials are very useful for students in learning English. Martinez (2002) describes authentic materials as materials that are made by native speakers for native speakers (as cited in Al Azri and Al Rashdi, 2014, p. 249). Authentic materials can be found anywhere. It can be newspapers, magazines, restaurant menus, travel brochures, manuals, bills, and clothing labels. For it relates to the real world, students can learn how the language is used in the real world. The writers of textbooks usually make the materials in the textbooks understandable by students. Therefore, the writers really make the materials for the students by considering students’ ability levels. It means that students will only be familiar with the language used in the textbook not with the real language used by the native speaker. Hence, the students should be given exposure to the real language
in order to make them familiar with it, so that they will not be shocked when they have to use English after they graduate from school. It is very important to consider vocational school students, especially tourism program, who will interact with foreigners when they work as a tour guide or ticketing staff in the airport. Sometimes, materials in the course book have been made a little bit unrealistic or have never been used by the native speakers. For example, one unrealistic expression is found in teaching invitations “How do you fancy going to the restaurant for dinner?” (Polio, 2014, p. 3). Moreover, Farrell (2009) mentions that “most of textbooks used in school were boring” (p. 10).
This paper has the purpose to discuss the benefits of using authentic materials to teach descriptive text for tourism vocational school students.
B. Research Method
This paper used library study as the research method. George (2008) mentions that library study is conducting by searching and finding data like personal or experts’ opinions on a research question from books or journals (p. 6).
CHAPTER II DISCUSSION
In this chapter, the writer will discuss about theories of authentic materials, teaching descriptive text using authentic materials, and advantage and disadvantage of using authentic materials.
A. Authentic Materials
Authentic materials are materials written by native speakers to other native speakers with their own purposes such as persuading, giving information, or entertaining (Tomlinson, 1998 & Wallace, 1992). From the perspective of the native speakers, they do not make authentic materials to be only used in a language classroom. They do not make it especially just for language learning purpose. Though it is made without any thoughts of language learning purpose, it can be used in the language learning process just like materials in the textbook. It is because authentic materials represent how language is used in the real situation. Teachers can find authentic materials easily because there are many available authentic materials surround our environment. Authentic materials can be found in international news like BBC or CNN, English language newspapers, fact sheets about local culture, tourist brochures and newsletters (Gebhard, 2000, pp. 101).
Peacock (1997) states that authentic materials are more active, interesting, and stimulating compared to text books (p. 144). So, teachers should consider using authentic materials in the classroom. Teachers could integrate authentic
materials with the textbook for example they could change a text in the textbook with authentic text that is suitable with the theme or what to be learned at that time or in other words, teachers could use material adaptation. It will make students be more motivated when they have other materials than their textbooks.
Material adaptation is a process to make existing materials more suitable for students to learn (Tomlinson & Masuhara, 2004, p. 10). To make the authentic materials more suitable for students learning from it, teachers should do material adaptation. Tomlinson says that there are three types of material adaptation which are Plus, Minus, and Zero. In Plus category, there are addition and expansion techniques. Minus category has three techniques, namely: deletion, subtraction, and reduction. In Zero category, there are modification, replacement, reorganization, resequencing, and conversion. This paper will suggest using addition technique because we need the materials to be authentic. Addition technique means that teachers can add different texts into the existing materials. Tomlinson says that if teachers feel that there is something not quite right between the existing materials like in the textbook and several things like teaching environment, learners, preferences, and course objectives, it can be the reason for adapting materials. To do material adaptation there are several steps that teachers should do. It starts from analyzing teaching context, identifying reasons for adaptation, evaluating, listing objectives, and then adapting.
In choosing authentic text to be used in learning reading, there are several criteria that could be used by teachers. McGrath (2002) proposed eight criteria which are relevance to course book and learners' needs, topic interest, cultural
fitness, logistical considerations, cognitive demands, linguistic demands, quality and exploitability (as cited in Al Azri, 2014, p. 251). So, teachers cannot choose authentic text randomly. Teachers should consider whether the authentic text related to the theme students learn at that time. If the students are on learning descriptive text about tourist resort, teachers should not take procedural text about diving.
Peacock (1997) also conveys some reasons why teachers should consider using authentic materials in the classroom (as cited in Al Azri, 2014, p. 251). Peacock found that authentic materials could prepare learners for real life. With learning using authentic text, the students will be accustomed to how the language used in real life. It means that authentic text can meet the students’ need in knowing how the language used in the real life. Authentic materials can also increase motivation of the students in learning English. Teachers will also be encouraging to adopt for effective teaching methods and also be more creative in preparing the lesson. Authentic materials also brings authentic information about culture like a text about a castle in England, students will get information about England culture.
B. Teaching Descriptive Text Using Authentic Materials
Tourism vocational school students in tenth grade must learn English as stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 70/2013. In that policy also stated about standard competence and basic
competence for students in learning English as follow:
3. The standard competence is students understand, apply, and analyze factual, conceptual, and procedural knowledge based on their curiosity in science, technology, arts, culture, humanities, nationality, and civilization related to the cause of phenomenon and event, and apply procedural knowledge on specific field based on their interest and talent.
3.7 The basic competence is students analyze the social function, text structure, and language features from descriptive text about people, tourist resorts, and monuments contextually.
So, teachers need to facilitate the students in order to learn about descriptive text. The generic structure of descriptive text is identification part and description part. The identification part will convey the identity of things, people, or places that will be described. In the description part, the things mentioned in the identification part will be described in detail. Descriptive text uses present tense for telling the facts of object descriptions and adjective for describing the things in general for the language features.
Teachers can teach the students about descriptive text by using the textbook. Students can learn about the social function, text structure, and language features from it. For the supplement material, teachers can also give authentic materials to the students. Students can learn how English is used in the real world by reading the authentic materials.
Anthony, Pearson and Raphael (1993) describe reading as a process to grasp the meaning from written texts by using a dynamic interaction between the reader’s existing knowledge, the information suggested by the written language,
and the context of the reading situation (as cited in Farrell, 2009, p. 14). It means that reading can help students in enriching their knowledge as the process of grasping meaning from texts.
In teaching descriptive text, teachers should care for the learners, so that there is a process of learning by the students. The purpose of teaching according to Brown (2000) is guiding and facilitating learning, enabling the learners to learn, and setting the condition for learning (p. 7). So, teachers need to be very creative in facilitating students in learning descriptive text.
Farrell (2009) states there are three models of reading namely bottom-up processing model, top-down processing model, and interactive processing model (p. 18-19). The three models are described below:
1. Bottom-up processing model
The students process information starting from the words, move to phrases, and then to full sentences with this model (Farrell, 2009, p. 18). From smallest unit of the text then students start to make some sense to find the meaning from the texts. 2. Top-down processing model
The students have their own prior knowledge and experiences that influence the way they understand and interpret a text (Farrell, 2009, p. 18). This process will start immediately after students read the title and glance quickly through the text. The students will bring their prior knowledge and experiences that they have when they read along the text. When reading along the passage, the students also search for confirmation about their understanding about the topic.
3. Interactive processing model
Interactive processing model can be called as the combination between top-down processing model and bottom-up processing model (Farrell, 2009, p. 19). This model promotes a more balance process to the students in comprehending the descriptive text. Thus, the students can extract meaning from the text itself and the students’ prior knowledge. Farrell (2009) shows that in interactive processing model, bottom-up processing model and top-down processing model occur simultaneously when students read a text (p.19). In the bottom-up processing model, students focus on the extracting meaning from the words by words. On the contrary, using the top-down processing model, students focus on their prior knowledge and experiences in comprehending the message of the text. Thus, the combination of both bottom-up and top-down processing model or the interactive processing model is really beneficial in comprehending the text better. Therefore, teachers need to teach this processing model to students.
When teachers teach reading to students, they should remember that the goal of it is to make the students be strategic readers. Strategic readers do something before reading, during reading, and after reading (Farrell, 2009, p. 37-38). Teachers can arrange these activities to help the students in reading the descriptive text.
1. Before reading
Before starting to read the descriptive text, teachers could help the students recall their background knowledge about the text. There are some activities can be done to do it such as word association, direct experience, and prediction.
a. Word association
By doing word association, students could decide which prior knowledge they should take before they read the descriptive text. This word association activity is very easy to do. First, teachers write a key word or phrase on the board. Teachers ask the students to write down whatever words or phrases as many as possible that come up in their mind after reading the key word in three minutes. The students should not worry about grammar or spelling because this activity only focuses on the content of students’ background knowledge.
b. Direct experience
This activity helps the students to get their background knowledge by participating directly in activity related to the topic. Teachers should also prepare the concepts and important vocabulary of the text. After students get the concepts and vocabulary, teachers should present a lesson. This lesson should require students participate directly in an activity that develops the concepts and uses the vocabulary.
c. Prediction
Prediction activity makes students recall their previous experience they have related to the topic of the text they will read. After the students recall it, they start guessing what will happen in the descriptive text. One thing that good readers do is making prediction about what they are going to read. Thus, this prediction activity will train students to be good readers. This activity is also very simple. First, teachers just need to show a part of the text to the students like the title or picture, or first line. After that, teachers ask the students about what information
they think that they will get from the text and also the reason why they think that they will get that information. This prediction activity is repeated throughout the reading process which is in prereading, during reading, and postreading.
2. During reading
During reading, there are some strategies that can be done by students which are prediction, questioning, and summarizing.
a. Prediction
Prediction activity in this stage has intention which is to develop student’s ability to read critically and reflectively. Teachers have a task to encourage their students to make their own predictions about what they are going to read. When students read the text, they think about whether their prior predictions were correct or not. They need to make adjustment if their prior predictions were not correct.
b. Questioning
Teachers encourage students to make their own question about the text that can help them to understand the text. This activity can be done individually or in group. Teachers can divide the students into groups. Every group makes their own questions with the answers also related to the text. After that, teachers ask the groups to exchange the questions only. Every group should answer other groups’ questions then.
c. Summarizing
This activity trains students to be able to get main idea of a part of the text and then paraphrase it in their own words. First, students should be shown how to recognize a topic sentence of a paragraph. After founding all topic sentences,
students should write it on their notes and then try to join them all with fewer sentences. After finishing it, students could paraphrase it with their own words. It will train their comprehension skills.
3. After reading
In this stage, students still do prediction activity. Students determine whether they want to confirm or to adjust their prior prediction after they read the whole text. Students can also note which part of the text that makes them surprise.
C. Advantage and Disadvantage Using Authentic Materials
When teachers decide to use authentic materials in classroom, they and their students will get some advantages. There are four advantages that will be discussed here. The first advantage is the students are exposed to real language. Gebhard (2000) argues that authentic materials can become a bridge between the students and the real world (p.102). The students will get a wide picture of how English is used in the real world. It is necessary for them to be familiar with it so that the students will not get shocked when they work in tourism field in the future. It is very beneficial for them so they will work easier. The tourism students are expected to be able to use English as communication tool with foreigners naturally after they are graduated from their school and work in tourism field.
The second advantage is that authentic materials are more related to learners’ needs. Teachers should plan what to teach in their classrooms based on their students’ interests and needs (Davies & Pearse, 2000, p. 14). When tourism students learn English with authentic texts, they will feel that their needs are
fulfilled. It is because they need to know how English is used in real life. They will work in tourism field or even have their own travel agent in the future and they need to know how to use English in real world at that time. Therefore, they need to be prepared from now. They also become more confident to deal with real life situations. They will not get shocked and afraid of English in real life because they have already encountered that when they learn it with authentic materials in their classroom.
Another advantage is authentic materials can affect students’ motivation positively. Davies and Pearse (2000) also mention that authentic materials can be a solution for teachers to increase students’ motivation (p.14). It is related to previous advantage. When the learners feel that their need is fulfilled, they will be more enthusiastic in learning. It is very good to have positive feeling in learning because it can boost learning process. The students will be able to comprehend the materials faster. Therefore, they will not have to learn the same subject again and again. Teachers and students will not want if they waste too much time for the same theme.
The last advantage is authentic materials bring cultural information for the students. Davies and Pearse (2000) confirm that when students read an authentic text, they also get to know the culture of the writer of that text (p. 107). It will be very beneficial for the students to learn about culture, especially for tourism students. They will have to know culture from many countries. It will be very good for them because they will meet foreigners from many countries when they work in tourism field. Students can get the cultural information from the text by
using interactive processing model in reading the text. If the students are given a text about London city, they might grasp that many people there like to have cups of tea. In the future when the students already work, when they meet with tourists from London, they might have an idea to make an itinerary for the tourists to visit tea garden because they know that people from London like tea.
CHAPTER III
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions of the use of authentic materials to teach descriptive text in tourism vocational school. Along with the conclusions there are also recommendations for teachers and future researchers.
A. Conclusions
From the discussion, the writer can draw the conclusion in this chapter. The authentic materials can be used in teaching descriptive text for tourism vocational school students at tenth grade. It is because the benefits of using authentic materials that can be gained by the students.
Teachers can apply authentic materials in their classrooms to teach descriptive text by making supplement materials that contain authentic materials. Teachers can use material adaptation in applying it in the learning process. Teachers also need to train students to use interactive processing models in reading the text. Besides that, teachers can arrange activities before, during, and after reading. Those will help students in gaining benefits from reading authentic materials.
There are four advantages of using authentic materials. First, authentic materials can expose learners to the real language. The students will be familiar with how English is used in real life. Second, the students get their self-fulfilment. Third, authentic materials have a positive effect on learners' motivation. The last
advantage is authentic materials bring cultural information to the students‘attention. Besides advantages, using authentic materials can also give a disadvantage. The teachers will have to make a big effort to search for suitable authentic materials. Nevertheless, the advantages can overcome the disadvantage. Thus, the teachers can use authentic materials as supplemented materials not replace the whole textbook.
B. Recommendations
There are some suggestions for English teachers of Vocational School and future researchers who are interested in authentic materials.
1. For English Teachers of Vocational School
Authentic materials are beneficial in language learning process. Therefore, teachers can use authentic materials in their classrooms. They can try to make reading activities that contain authentic materials for their students. Teachers can make supplement materials that contain authentic materials for students.
2. For Future Researchers
REFERENCES
Al Azri, R. H. & Al-Rashdi, M. H. (2014). The effect of using authentic materials in teaching [Electronic version]. International journal of scientific & technology research 3(10), pp. 249-254.
Brown, D. H. (2000). Principles of language learning & teaching. New York: Longman.
Davies, P. & Pearse, E. (2000). Success in English teaching. Oxford: Oxford University Press.
Farrell, T. S. C. (2009). Teaching reading to English language learners. Thousand Oaks, CA: Corwin Press.
Gebhard, J.G. (2000). Teaching English as a foreign or second language. Michigan: The University of Michigan Press.
George, M.W. (2008). The elements of library research. Princeton: Princeton University Press.
Harmer, J. (2001). The practice of English language teaching. Essex, England: Longman.
Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners [Electronic version]. ELT journal 51(2), pp. 144-156.
Polio, C. (2014). Using authentic materials in the beginning language classroom [Electronic version]. CLEAR News 18(1).
Tomlinson, B. (1998). Materials development in language teaching. Cambridge: Cambridge University Press.
Tomlinson, B. & Masuhara, H. (2004). Developing language course materials. Singapore: SEAMEO Regional Language Centre.
Wallace, C. (1992). Reading. Oxford: Oxford University Press.
