How do the teachers feel about using authentic material in their English lessons. To know the teachers' design for the application of authentic materials in their English lessons.
Research Location
In there, the researcher collected data regarding the kind of authentic materials that the English teachers used the most, the designs of the teachers when they used the authentic materials and also their perception about the use of authentic materials in their English teaching.
Data and Source of Data
For data that non-verbally includes lecturers' actions towards the use of authentic materials in teaching English, it can be taken from the direct observation technique. Since the data was from the lecturers, the researcher takes the lecturers who used authentic materials in teaching as a source of data.
Technique of Data Collection
The outcome of interviews can be recorded on her interview sheet on field notes as a useful stock of date. It can be used to fit the data obtained from interviews and observations.
Data Analysis
In this phase, the researcher collected the data of the research topic regarding the types of authentic materials, the teachers' design in applying authentic materials in their classrooms, and their perception of the use of authentic materials in English teaching that can be carried out by using observation , interview and also documentation techniques. In this term, the researcher classified the main point of the data obtained with regard to the types of authentic materials most frequently used by the teachers and the teachers' design for applying authentic materials and their perspectives on the use of authentic materials in their English education. .
Checking of Data Validity
Research Procedure
Researcher processes the data by analyzing the advantages and disadvantages of the problem, further tries to find its solution. Researcher observed the problem study, and then the data result can be interpreted or concluded.
Organization of the Thesis
Determining the historical geographical location, organizational structure and explanation of specific data consisting of data on the types of authentic material, the lecturer's conception of the use of authentic material and the views of lecturers on the use of authentic material in English lessons. This data analysis chapter contains the types of authentic materials that lecturers mostly used in teaching English, the design of using authentic materials in the classroom, and the lecturers' perceptions of using authentic materials in teaching English.
Theoretical Analysis
The Definition of Authentic Materials
28 Bushro Saadoom Al-Nuri, Investigating the Attitude of EFL College Student Teachers towards Using Authentic Materials During Practice, Ahlulbait Jurnal, No.16. 38 Bushro Saadoom Al-Nuri, Investigating the Attitude of EFL College Student Teachers towards Using Authentic Materials During Practice, Ahlulbait Jurnal, No.
The Kinds of Authentic Materials
These kinds of authentic materials can be sought and adapted from many resources such as media, literature, computer software, and the most common is the Internet.41 Besides that, each of them has an impact on the teaching learning process. From the authentic printed materials to the broadcast (audio) materials, media can be used to assist the educators in their teaching learning process.
Selecting and Applying the Authentic Materials a. Selecting Authentic Materials
In addition, teachers need to consider the length of the text and their approach to teaching. Sometimes lecturers have difficulty using authentic materials directly and have to adapt them to suit the individual levels of students. A transformative teacher may change the genre of a text or move content from one medium to another.
For the first time in many years, there was growth in all Southern African Development Community (SADC) countries.
The Advantages of Using Authentic Materials
It means that sometimes when teachers want to use authentic materials in their teaching, adaptation of the text is needed. Authentic materials consisting of materials can be used directly or adapted from lecturer-based teaching and learning objectives. Authentic materials can be selected based on the needs and levels of EFL students.63 Authentic materials are not only used by advanced levels but also by lower level students.
The strategy for using authentic materials for different levels of students is by determining the level of EFL students and choosing the appropriate authentic materials that fit the students' level.
The Disadvantages of Using Authentic Materials
Since authentic materials are not designed for any language learning and are specifically designed as part of people's daily activities, authentic materials are authentic and usable. This meant that by using authentic materials in teaching and learning English, EFL students are exposed to direct contact with real English discourses and real practice of genuine communication in the target language. Another disadvantage of authentic materials is that since authentic materials are not designed for language learning processes, EFL learners at different levels are unable to understand and capture the meaning of authentic materials that are not edited, rewritten and redesigned based on the level or ability of EFL learners.
For lower level EFL students, it will be easier to understand authentic material if the material is adapted.
Using Authentic Materials in Teaching English a. The Role of Authentic Materials in Teaching English
Language Teaching (CLT).66 The use of authentic materials in the EFL classroom, especially in language teaching, has been effective over the past decades. Most of them state that authentic types of materials help to increase students' motivation in learning, especially in teaching skills. In addition, authentic materials help students understand the relationship between the language presented in the classroom and the use of the language in real-world situations.
Instructors can design any writing activity using other authentic materials such as magazines, newspapers, articles or other literature.
Teaching Speaking
Berardo says that authentic material gives students experience using the language in a real context. 71Sacha Antony Berardo, "The use of authentic materials in the teaching of reading," The Reading Matrix, volume 6, no. Depending on the needs of the students or depending on the topic or focus of the activity, different types of videos can be chosen.
Students can also learn with authentic listening material from radio such as BBC News, CNN and VAO.
Teaching Reading
Previous Research Findings
This research analyzes the effect of authentic listening materials on the motivation of language learners by investigating the types of authentic listening materials that students prefer most from BBC News and the other from Lonely Planet classroom. Another study presented by Tungesh G.M that explores the use of media resources and authentic materials for language learning in the ESL classroom. 73 Sacha Antony Berardo, "Using authentic materials in teaching reading", Reading Matrix, vol.6, no.
74I- Cheng Wu, “The Effect of Aural Authentic Materials on the Motivation of Language Learners: A Process-Oriented Conceptualization,” The Journal of Human Resource and Adult Learning, Vol 7,No.2 ( December.
RESEARCH FINDINGS
Description of General Data 1. Description of Research Setting
- Description of Research Subjects
The main aim of Writing Course I is to enable the students to write in English. She received her bachelor's degree in English Education Department from Tarbiyah Faculty of Surabaya Public University (UNESA), Surabaya. She then obtained her master's degree in English Education Department from Malang Public University (Universitas Negeri Malang).
She earned her bachelor's degree in English Education Department at the Islamic University of Malang.
Description of Specific Data
- The Kinds of Authentic Materials that the Teachers Mostly Used
- The Lecturer s’ Design in Applying Authentic Materials for Teaching English Skills
- The Lecturers ’ Perception Toward the Use of Authentic Materials in Teaching English
In addition, authentic printed teaching materials for the Writing Course I provided a real example of English text with the hope that it can increase the students. The lecturers also assessed the authentic materials they used as suitable for the needs and abilities of the students. It could be because the lecturer felt that the material was suitable for the students.
For the application of authentic material in teaching the Reading Comprehension II course, the learning ability of the students was increased step by step. Authentic materials stimulated the students to increase their motivation and ability in learning each English skill. According to her, the students' problem was that they were faced with using authentic listening material to teach Listening.
DISCUSSIONS
Discussion About the Kinds of Authentic Materials that the Lecturers Mostly Used in Teaching English Skills
Any type of authentic material above can be easier to find, browse and download online. Based on the above explanation, the researcher concluded that the types of authentic materials that were mostly used by the English language teachers in the English Education Department of STAIN Ponorogo differed. Mainly, the lecturers chose more authentic materials based on the learning goal and also the needs, abilities of the students as well as the levels of the students.
A variety of authentic materials that the lecturers mostly used were short story, article, newspaper, magazine, songs, podcast, realia, video and audio.
Discussion About the Lecturer s’ D esign in Applying Authentic Materials in Teaching English Skills
In summary, authentic material combined with the lecturers' teaching technique has a purpose it can help to improve the language skills when the students have done it or practiced it. The other category related to the lecturers' design in the application of authentic material was the use of adoption technique. The first one combined the authentic material with the teacher's strategy or technique and then using adoption techniques.
A discussion of lecturers' perceptions of using authentic materials to teach English skills.
Discussion About the Lecturer s’ Perception Toward the Use of Authentic Materials for Teaching English Skills
Sometimes, the authentic materials that were chosen were appropriate to the learning goal, the need and the ability of the students. It was consistent with the data of the research results that the use of authentic materials for teaching English skills gave students benefits such as it can increase students. Due to some difficulties or problems that appeared from the students while using different types of authentic materials in the classroom, the lecturers had to design it creatively.
It was in line with Berardo state that authentic materials should be used according to students' abilities, to overcome the problems created by difficult authentic text, one solution is to simplify them according to the students' level.
CLOSING
Conclusions
The teachers' designs to use authentic materials for their English teaching were classified into two categories. It was used in all English skills teaching if the teachers felt that the authentic materials were appropriate to the students' abilities in each skill. The teachers' perception of the use of authentic materials in their teaching, where it was given the benefits for the students.
In addition, the lecturers felt that they were more challenged when applying authentic materials in their teaching of English skills.
Suggestions
With the hope that the lecturers can create the material that suits the students' needs, abilities and levels. One of the problems that make the lecturers not get an opportunity to express their brand new ideas and show their best ability is due to the lack of facilities. In addition, the institution should facilitate the students to improve their skills and make the teaching and learning process go well.
To improve the English skills of the students, the institution should provide the appropriate media and materials that can be used in teaching the learning process, for example, newspapers, English novels or books, etc.
