THE AUTHENTIC MATERIAL USED BY 6th GRADE TEACHER OF ENGLISH FOR YOUNG LEARNER COURSE AT UMM - 2012
THE AUTHENTIC MATERIAL USED BY 6th GRADE TEACHER
OF ENGLISH FOR YOUNG LEARNER COURSE
AT UMM - 2012
THESIS
By:
DIANA AMILIA
(09360083)
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
ACKNOWLEDGEMENT
Alhamdulillah, all praise is to Allah SWT, the merciful and charitable.
Because of his guidance, blessing and affection, he can finish this thesis. Sholawat
and peace are always for our prophet Muhammad.
She would like to express great appreciation and thank to many persons who
are being kind to the completion of her thesis. She appreciates and thanks to Rina W.
Setyaningrum, M.Ed and Drs. Mas'udi, M.Ed for the valuable guidance and their
worth advice; thus, her thesis can run well. Thank you very much to English for
young learner course 2012, especially Ma’am Rina who permitted and helped my
research.
Great thank are also to her beloved parents, Tono and Rustin, her beloved
sister Syela, for prayers, encouragement, guidance, sacrifice, and support for success
in every part of her life including in this thesis. Her thanks also go to all lecturers of
English Department of Muhammadiyah University of Malang who have given so
much worth knowledge and great suggestions in finishing her study.
Finally, her special expression of gratitude is for all of her best friends
especially, B’Brother UMM’09, 6th grade EYL Course, KKN 07, Nanda, Septih,
Dino, Wulan, Enok, Uly, Boti, Deny, AutoCAD crews, Tisa, Lina, Tika, Domas,
Christy, and others that could not be mentioned one by one.
Malang, July 2013
Diana Amilia
TABLE OF CONTENTS
APPROVAL ........................................................................................................ iii
LEGALIZATION ............................................................................................... iv
MOTTO AND DEDICATION ............................................................................ .v
ABSTRACT ........................................................................................................ vi
ACKNOWLEDGEMENT .................................................................................. vii
TABLE OF CONTENTS....................................................................................... vii
CHAPTER I INTRODUCTION
1.1 Background of Study ....................................................................................... 1
1.2 Statements of Problem .................................................................................... 5
1.3 Purposes of Study ............................................................................................ 5
1.4 Significances of Study ..................................................................................... 6
1.5 Scope and Limitation ...................................................................................... 6
1.6 Definition of Key Terms ................................................................................. 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching English to Young Learners ............................................................... 8
2.2 The Implementation of Teaching English ........................................................ 9
2.3 Young Learner‘s Characteristics and Young Learner Teacher’s
Characteristics ................................................................................................. 9
2.3.1 Young Learners’ Characteristics ......................................................... 9
2.3.2
Young Learners Teacher’s Characteristics............................................11
2.4 Teaching Material ........................................................................................... 14
2.4.1 The Definition of Teaching Material .....................................................14
2.4.2
Authentic Material .................................................................................15
2.5 The implementation of Authentic Material ........................................... ...........18
2.6 Criteria in Selecting Material..............................................................................19
2.7 Students’ Response ............................................................................................20
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .............................................................................................. 22
3.2 Research Subject ............................................................................................. 23
3.3 Research Instrument ........................................................................................ 23
3.3.1 Observation...............................................................................................23
3.3.2 Questionnaire .......................................................................................... 25
3.4 Data Collection ..................................................................................................27
3.4.1 Procedure of Data Collection .................................................................. 27
3.5 Data Analysis .................................................................................................... 28
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ........................................................................................... 31
4.1.1 The Authentic materials .......................................................................... 31
4.1.2 The Implementation ................................................................................ 32
4.1.3 The Students’ Response ........................................................................... 36
4.2 Discussion ....................................................................................................... 38
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion ...................................................................................................... 40
5.2 Suggestions ..................................................................................................... 41
REFERENCES
APPENDIXES
1. Observation Checklist 1
2. Observation Checklist 2
3. Questionnaire Sheet
4. Observation Checklist 1 (result)
5. Observation Checklist 2 (result)
6. The Result of Questionnaire
7. Calculating the Questionnaire Result
8. Lesson Plans
9. Documentation
REFERENCES
Arikunto, Suharsimi. 2010. Evaluasi program pendidikan, pedoman teoritis bagi
mahasiswa praktisi pendidikan. Jakarta: PT Bumi Aksara.
Ary, et. Al. 2010. Introduction to Research in Education (Eighth Edition). Canada:
Wadsworth.
Baniabdelrahman. Abdallah Ahmad. 2006. The Effect of Using Authentic English
Language Materials on EFL Students’ Achievement in Reading
Comprehension. Volume 7 - Issue No. 1.
Beckman, Leslie Opp- & Sarah J. Klinghammer. 2006. Shaping the Way We Teach
English. United State: University of Oregon.
Cameron, Lynne. 2001. Teaching Languages to Young Learners. United kingdom:
Cambridge University Press.
Casper, Virginia and Rachel Theilheimer. 2010. Early Chilhood Education. New
York: McGraw Hill.
Cohen, Louis. et al. 2007. Research Methods in Education. New York: Taylor &
Francis e-Library.
Colker. L.” Twelve characteristics of effective early childhood teachers” in Karen
Menke (editor). New York: McGraw-Hill Companies.
Gebhard, J.G. (1996). Teaching English as a Foreign Language: A Teacher SelfDevelopment and Methodology Guide. Ann Arbor: The University of
Michigan Press.
Guariento, W., & Morley, J. (2001). Text and Task Authenticity in The EFL
Classroom. ELT Journal, 55(4), 347–353. (retrieved: 16 November 2012)
Haley,M. H. & Austin, T.Y.(2004). Content-based second language teaching and
learning. USA: Pearson education.
Harmer, J. (2001). The Practice of English Language Teaching (third ediition),
Cambridge: Longman Group.
Jacobsen, David, et al. 2009. Methods for teaching. United States: Pearson.
Kilickaya. F. (2004). Authentic materials and cultural content in EFL classroom. The
Internet TESL Journal, 10 (7). (Retrieved: 04 Februari 2013)
Linse, Caroline T. 2005. Practical English Language Teaching Young Learners. New
York: McGraw-Hill ESL/ELT.
Mas’udi. 2011. Pembelajaran “Pakem” Bahasa Inggris Dengan Metode Aplikasi
Strategi “Dalia”. Jurnal Penelitian Dan Pemikiran Pendidikan, Volume 1,
Nomor 1.
Mishan, Freda.2005. Designing Authenticity into Language Learning Materials. UK:
Intellect books.
Mcmilan. James K 2001. Educational Research Fundamentals for The Consumer
(second edition). New York: HarperCollins College Publishers.
Nunan, David. 2004. Task-based Language Teaching. United States: Cambridge
University Press.
Powel, et. al. 2002. Introduction to learning and behavior (third edition). USA:
Eadsworth.
Richards, Jack C. 2011. Competence and Performance in Language Teachin. New
York: Cambridge University Press.
Sabilah, Fardini. 2004. Teaching english to young learners: it's policy, framework,
and activity-based teaching. umm: unpublished book.
Slaterry, Mary and Willis. 2001. English for Primary Teachers. UK: Oxford
University Press.
Pinsonneault, Bridget Connors. 2008. Authentic input in early second language
learning. Thesis: University of Massachusetts Amherst.
Tuckman, Bruce W. 1999. Conducting Educational Research (Fifth Edition. United
State: by Harcourt Brace & Company.
Tomlinson, Brian. 2012. “Materials development for language learning and
teaching”. Lang. Teach. (2012), 45.2, 143–179 c Cambridge University
Press. (Retrieved: 29 January 2013).
Zorba, Mehmet Galip. 2011. “Enriching kindergarten learners’ English by using
language portfolio and additional instructional materials”. Contemporary
Online Language Education Journal, 2011, 1(2), 35-43.(Retrieved:
04 February 2013).
CHAPTER I
INTRODUCTION
This chapter discusses background of the study, statements of the problem,
purposes of the study, significance of the study, scope and limitation, and the
definition of the key terms.
1.1 Background of Study
English is a language used by a large number of people in the world. English
has increasingly become the medium of communication around the world both in
local and global contexts. The realization of the importance of English makes every
country want its people become better equipped with English. Absolutely, this
necessity is also applicable to Indonesia. In Indonesia, English is not only learned by
adult but also young learners. English is taught even before children enter the
kindergarten, there is a special class for children who are still around two or three
years old, Indonesian calls this as playgroup.
There has been an “English-for-Young Learners-fever” among Indonesian,
especially those living in big cities. Parents are ambitiously bringing their children by
sending them to play groups, kindergarten or courses offering English designed
especially for children. Moreover, schools which offer bilingual classes are also being
parent’s concern. Many parents think that having children who are able to use English
seems to be considered a necessity in this current age of globalization.
1
2
This phenomenon has made Teaching English to Young Learners (TEYL)
increasingly famous.
A large number of young learners have been given English in the early age.
According to Harmer (2001: 37), ‘some people say that children learn languages
faster than adults do. They talk of children who appear to pick up new languages
effortlessly. Perhaps this has something to do with the plasticity of a young brain.’ It
means that children learn languages easily and their ages are the best period for
acquiring the languages, and make teaching English very important to conduct in the
early age.
The learners especially young learners in Indonesia usually have difficulties in
learning English, so that the most challenging tasks faced by English to young
learner’s teacher is how to catch the students’ interest and decide the suitable strategy
and material of teaching. Those are required to stimulate the students’ imagination
and make students more motivated to learn. In addition, in the practice, there is a lack
of materials and strategy for teaching English to young learners. A number of
teachers who teach English to young learners have difficulty in finding appropriate
materials for their students. Some teachers may designed materials that are often
produced in house and implement those materials into the classroom day-by-day
lesson plans. They do not teach beyond the book and try to teach in creative way.
Moreover, in reality based on the writer’s experiences teaching English to
young learners is not as simple as teaching English to adult. It requires the knowledge
of knowing children’s characteristics. Sabilah (2004) has stated that young learners
are still learning about their environment. They like to talk about themselves, their
3
parents, their pets, toys and friends. They like to move around and like to learn
something by doing singing, playing games, coloring and cutting pictures. The way of
teaching young learners is different from others. By understanding their
characteristics, it can help teacher to develop the teaching strategies and materials that
are appropriate in the teaching learning process. Besides, understanding children’s
characteristics, English to Young learners’ teachers should know that young learners
are suggested to have a good learning environment in making them more attracted to
learn. It is supported by Harmer (2007: 38), ‘young learner’s classroom should be
bright and colorful with windows the children can see out of, and be spacious enough
for different activities.’
English has four basic skills, they are reading, speaking, writing, and
listening. That is why in teaching and learning practice, it should be more associated
with the way learners use that skills to communicate compared with the language
component, vocabulary, pronunciation, and spelling (Mas’udi: 2011). There are some
kinds of material used in teaching and learning practice, one of them is authentic
material. It can work on the four skills; Gebhard (1996) has stated that there are four
kinds of authentic material, such as authentic listening/viewing materials, authentic
visual materials, authentic printed materials, and realia.
A study conducted by Baniabdelrahman (2006) entitled The Effect of Using
Authentic English Language Materials on EFL Students’ Achievement in Reading
Comprehension found that the use of authentic materials had a significantly greater
positive effect on the eleventh grade EFL students’ reading comprehension
achievement scores than the effect of the use of the non-authentic material. That was
4
a study which was conducted in eleventh grade EFL students. Another study about
authentic material which was conducted by Pinsonneault (2008) about Authentic
Input in Early Second Language Learning found that authentic materials were a
viable choice to provide input of a second language for a young L2 learner. The
result of those research motivated the writer to conduct the study about the use of
authentic material given to the young learner. In addition, the writer wanted to know
the implementation and the students’ responses for the use of authentic material.
Teacher has a big role to support the students in receiving the knowledge, so
that the teacher must comprehend the material that will be delivered before they teach
it in class. The success of using authentic material was shown by the responses of the
learners. If the responses of the learners indicated that they enjoyed the class and
there was a learning process in terms of behavior changing, it meant that the material
was suitable with the students’ needs. However, the learners would not focus and get
enough motivation of support to study if the material was not suitable with learners’
needs and characteristics, unattractive and uninteresting.
The teacher must be able to use various materials to make students more
interested in learning English. Considering the background, the writer is interested in
conducting a study at English for Young Learner course. English for Young Learner
course was the course undertaken by English department students for ten weeks in
odd semester. After having some general knowledge of the background, the writer
decided to investigate the use of authentic materials in English for Young Learner
course by 6th grade teachers in their practice teaching.
5
1.2 Statement of Study
1.2.1
What kinds of authentic material were used by the 6th grade teachers of EYL
course at UMM - 2012?
1.2.2
How were the authentic materials implemented by the 6th grade teachers of
EYL course at UMM - 2012?
1.2.3
How was the students’ response toward the authentic materials was used by
the 6th grade teachers of EYL course at UMM - 2012?
1.3 Purpose of Study
1.3.1
To find out the kinds of authentic material used by the 6th grade teachers of
EYL course at UMM - 2012.
1.3.2
To describe the implementation of the authentic materials used by the 6th
grade teachers of EYL course at UMM - 2012.
1.3.3
To know the students’ response toward the authentic materials used by
the
6th grade teachers of EYL course at UMM - 2012.
1.4 Significance of Study
The writer hoped that the result of this research can contribute some ideas,
concept and information to the young learner’s teacher in term of creating variation of
teaching English using authentic material. It will give information on the use of
material which is appropriate in teaching English to young learners.
The study also expected to give significance improvement to the students in
term of developing their skills in English. Through the implementation of authentic
material, the students can use English as a mean communication naturally.
6
The last, the result of this study can be used as a reference for the next
researcher. This study is expected to be used as a strategy of the follow up research in
teaching English for young learners.
1.5 Scope and Limitation
This study intends to explain about authentic materials used by EYL students’
practice teacher and the way how to apply those materials in the classroom. Besides,
the writer also explains about young learners’ response toward those materials used
by students’ practice teaching. Moreover, this study did not discus all kinds of
authentic material but only on the using of authentic visual materials, authentic
printed materials, and authentic authentic listening/viewing materials.
1.6 Definition of Key Terms
1.6.1
Authentic Material
Authentic materials is a material that refers to the use of spoken and written
material that has been produced for the purposes of communication not for the
purposes of language teaching (Nunan, 2004).
1.6.2
English for Young Learner course
English for Young Learners course is a course conducted by English
Department of University of Muhammadiyah Malang in the odd semester.
This is a program in which every student should practice teaching young
learner students.
7
1.6.3
Young Learners
Young learners are defined as children between the ages 5-12 (Caroline,
2005).
1.6.4
Response
Response is a kind of reaction in form of feeling, opinion, or act that occurs
because of certain stimulation from an object.
OF ENGLISH FOR YOUNG LEARNER COURSE
AT UMM - 2012
THESIS
By:
DIANA AMILIA
(09360083)
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
ACKNOWLEDGEMENT
Alhamdulillah, all praise is to Allah SWT, the merciful and charitable.
Because of his guidance, blessing and affection, he can finish this thesis. Sholawat
and peace are always for our prophet Muhammad.
She would like to express great appreciation and thank to many persons who
are being kind to the completion of her thesis. She appreciates and thanks to Rina W.
Setyaningrum, M.Ed and Drs. Mas'udi, M.Ed for the valuable guidance and their
worth advice; thus, her thesis can run well. Thank you very much to English for
young learner course 2012, especially Ma’am Rina who permitted and helped my
research.
Great thank are also to her beloved parents, Tono and Rustin, her beloved
sister Syela, for prayers, encouragement, guidance, sacrifice, and support for success
in every part of her life including in this thesis. Her thanks also go to all lecturers of
English Department of Muhammadiyah University of Malang who have given so
much worth knowledge and great suggestions in finishing her study.
Finally, her special expression of gratitude is for all of her best friends
especially, B’Brother UMM’09, 6th grade EYL Course, KKN 07, Nanda, Septih,
Dino, Wulan, Enok, Uly, Boti, Deny, AutoCAD crews, Tisa, Lina, Tika, Domas,
Christy, and others that could not be mentioned one by one.
Malang, July 2013
Diana Amilia
TABLE OF CONTENTS
APPROVAL ........................................................................................................ iii
LEGALIZATION ............................................................................................... iv
MOTTO AND DEDICATION ............................................................................ .v
ABSTRACT ........................................................................................................ vi
ACKNOWLEDGEMENT .................................................................................. vii
TABLE OF CONTENTS....................................................................................... vii
CHAPTER I INTRODUCTION
1.1 Background of Study ....................................................................................... 1
1.2 Statements of Problem .................................................................................... 5
1.3 Purposes of Study ............................................................................................ 5
1.4 Significances of Study ..................................................................................... 6
1.5 Scope and Limitation ...................................................................................... 6
1.6 Definition of Key Terms ................................................................................. 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching English to Young Learners ............................................................... 8
2.2 The Implementation of Teaching English ........................................................ 9
2.3 Young Learner‘s Characteristics and Young Learner Teacher’s
Characteristics ................................................................................................. 9
2.3.1 Young Learners’ Characteristics ......................................................... 9
2.3.2
Young Learners Teacher’s Characteristics............................................11
2.4 Teaching Material ........................................................................................... 14
2.4.1 The Definition of Teaching Material .....................................................14
2.4.2
Authentic Material .................................................................................15
2.5 The implementation of Authentic Material ........................................... ...........18
2.6 Criteria in Selecting Material..............................................................................19
2.7 Students’ Response ............................................................................................20
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .............................................................................................. 22
3.2 Research Subject ............................................................................................. 23
3.3 Research Instrument ........................................................................................ 23
3.3.1 Observation...............................................................................................23
3.3.2 Questionnaire .......................................................................................... 25
3.4 Data Collection ..................................................................................................27
3.4.1 Procedure of Data Collection .................................................................. 27
3.5 Data Analysis .................................................................................................... 28
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ........................................................................................... 31
4.1.1 The Authentic materials .......................................................................... 31
4.1.2 The Implementation ................................................................................ 32
4.1.3 The Students’ Response ........................................................................... 36
4.2 Discussion ....................................................................................................... 38
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion ...................................................................................................... 40
5.2 Suggestions ..................................................................................................... 41
REFERENCES
APPENDIXES
1. Observation Checklist 1
2. Observation Checklist 2
3. Questionnaire Sheet
4. Observation Checklist 1 (result)
5. Observation Checklist 2 (result)
6. The Result of Questionnaire
7. Calculating the Questionnaire Result
8. Lesson Plans
9. Documentation
REFERENCES
Arikunto, Suharsimi. 2010. Evaluasi program pendidikan, pedoman teoritis bagi
mahasiswa praktisi pendidikan. Jakarta: PT Bumi Aksara.
Ary, et. Al. 2010. Introduction to Research in Education (Eighth Edition). Canada:
Wadsworth.
Baniabdelrahman. Abdallah Ahmad. 2006. The Effect of Using Authentic English
Language Materials on EFL Students’ Achievement in Reading
Comprehension. Volume 7 - Issue No. 1.
Beckman, Leslie Opp- & Sarah J. Klinghammer. 2006. Shaping the Way We Teach
English. United State: University of Oregon.
Cameron, Lynne. 2001. Teaching Languages to Young Learners. United kingdom:
Cambridge University Press.
Casper, Virginia and Rachel Theilheimer. 2010. Early Chilhood Education. New
York: McGraw Hill.
Cohen, Louis. et al. 2007. Research Methods in Education. New York: Taylor &
Francis e-Library.
Colker. L.” Twelve characteristics of effective early childhood teachers” in Karen
Menke (editor). New York: McGraw-Hill Companies.
Gebhard, J.G. (1996). Teaching English as a Foreign Language: A Teacher SelfDevelopment and Methodology Guide. Ann Arbor: The University of
Michigan Press.
Guariento, W., & Morley, J. (2001). Text and Task Authenticity in The EFL
Classroom. ELT Journal, 55(4), 347–353. (retrieved: 16 November 2012)
Haley,M. H. & Austin, T.Y.(2004). Content-based second language teaching and
learning. USA: Pearson education.
Harmer, J. (2001). The Practice of English Language Teaching (third ediition),
Cambridge: Longman Group.
Jacobsen, David, et al. 2009. Methods for teaching. United States: Pearson.
Kilickaya. F. (2004). Authentic materials and cultural content in EFL classroom. The
Internet TESL Journal, 10 (7). (Retrieved: 04 Februari 2013)
Linse, Caroline T. 2005. Practical English Language Teaching Young Learners. New
York: McGraw-Hill ESL/ELT.
Mas’udi. 2011. Pembelajaran “Pakem” Bahasa Inggris Dengan Metode Aplikasi
Strategi “Dalia”. Jurnal Penelitian Dan Pemikiran Pendidikan, Volume 1,
Nomor 1.
Mishan, Freda.2005. Designing Authenticity into Language Learning Materials. UK:
Intellect books.
Mcmilan. James K 2001. Educational Research Fundamentals for The Consumer
(second edition). New York: HarperCollins College Publishers.
Nunan, David. 2004. Task-based Language Teaching. United States: Cambridge
University Press.
Powel, et. al. 2002. Introduction to learning and behavior (third edition). USA:
Eadsworth.
Richards, Jack C. 2011. Competence and Performance in Language Teachin. New
York: Cambridge University Press.
Sabilah, Fardini. 2004. Teaching english to young learners: it's policy, framework,
and activity-based teaching. umm: unpublished book.
Slaterry, Mary and Willis. 2001. English for Primary Teachers. UK: Oxford
University Press.
Pinsonneault, Bridget Connors. 2008. Authentic input in early second language
learning. Thesis: University of Massachusetts Amherst.
Tuckman, Bruce W. 1999. Conducting Educational Research (Fifth Edition. United
State: by Harcourt Brace & Company.
Tomlinson, Brian. 2012. “Materials development for language learning and
teaching”. Lang. Teach. (2012), 45.2, 143–179 c Cambridge University
Press. (Retrieved: 29 January 2013).
Zorba, Mehmet Galip. 2011. “Enriching kindergarten learners’ English by using
language portfolio and additional instructional materials”. Contemporary
Online Language Education Journal, 2011, 1(2), 35-43.(Retrieved:
04 February 2013).
CHAPTER I
INTRODUCTION
This chapter discusses background of the study, statements of the problem,
purposes of the study, significance of the study, scope and limitation, and the
definition of the key terms.
1.1 Background of Study
English is a language used by a large number of people in the world. English
has increasingly become the medium of communication around the world both in
local and global contexts. The realization of the importance of English makes every
country want its people become better equipped with English. Absolutely, this
necessity is also applicable to Indonesia. In Indonesia, English is not only learned by
adult but also young learners. English is taught even before children enter the
kindergarten, there is a special class for children who are still around two or three
years old, Indonesian calls this as playgroup.
There has been an “English-for-Young Learners-fever” among Indonesian,
especially those living in big cities. Parents are ambitiously bringing their children by
sending them to play groups, kindergarten or courses offering English designed
especially for children. Moreover, schools which offer bilingual classes are also being
parent’s concern. Many parents think that having children who are able to use English
seems to be considered a necessity in this current age of globalization.
1
2
This phenomenon has made Teaching English to Young Learners (TEYL)
increasingly famous.
A large number of young learners have been given English in the early age.
According to Harmer (2001: 37), ‘some people say that children learn languages
faster than adults do. They talk of children who appear to pick up new languages
effortlessly. Perhaps this has something to do with the plasticity of a young brain.’ It
means that children learn languages easily and their ages are the best period for
acquiring the languages, and make teaching English very important to conduct in the
early age.
The learners especially young learners in Indonesia usually have difficulties in
learning English, so that the most challenging tasks faced by English to young
learner’s teacher is how to catch the students’ interest and decide the suitable strategy
and material of teaching. Those are required to stimulate the students’ imagination
and make students more motivated to learn. In addition, in the practice, there is a lack
of materials and strategy for teaching English to young learners. A number of
teachers who teach English to young learners have difficulty in finding appropriate
materials for their students. Some teachers may designed materials that are often
produced in house and implement those materials into the classroom day-by-day
lesson plans. They do not teach beyond the book and try to teach in creative way.
Moreover, in reality based on the writer’s experiences teaching English to
young learners is not as simple as teaching English to adult. It requires the knowledge
of knowing children’s characteristics. Sabilah (2004) has stated that young learners
are still learning about their environment. They like to talk about themselves, their
3
parents, their pets, toys and friends. They like to move around and like to learn
something by doing singing, playing games, coloring and cutting pictures. The way of
teaching young learners is different from others. By understanding their
characteristics, it can help teacher to develop the teaching strategies and materials that
are appropriate in the teaching learning process. Besides, understanding children’s
characteristics, English to Young learners’ teachers should know that young learners
are suggested to have a good learning environment in making them more attracted to
learn. It is supported by Harmer (2007: 38), ‘young learner’s classroom should be
bright and colorful with windows the children can see out of, and be spacious enough
for different activities.’
English has four basic skills, they are reading, speaking, writing, and
listening. That is why in teaching and learning practice, it should be more associated
with the way learners use that skills to communicate compared with the language
component, vocabulary, pronunciation, and spelling (Mas’udi: 2011). There are some
kinds of material used in teaching and learning practice, one of them is authentic
material. It can work on the four skills; Gebhard (1996) has stated that there are four
kinds of authentic material, such as authentic listening/viewing materials, authentic
visual materials, authentic printed materials, and realia.
A study conducted by Baniabdelrahman (2006) entitled The Effect of Using
Authentic English Language Materials on EFL Students’ Achievement in Reading
Comprehension found that the use of authentic materials had a significantly greater
positive effect on the eleventh grade EFL students’ reading comprehension
achievement scores than the effect of the use of the non-authentic material. That was
4
a study which was conducted in eleventh grade EFL students. Another study about
authentic material which was conducted by Pinsonneault (2008) about Authentic
Input in Early Second Language Learning found that authentic materials were a
viable choice to provide input of a second language for a young L2 learner. The
result of those research motivated the writer to conduct the study about the use of
authentic material given to the young learner. In addition, the writer wanted to know
the implementation and the students’ responses for the use of authentic material.
Teacher has a big role to support the students in receiving the knowledge, so
that the teacher must comprehend the material that will be delivered before they teach
it in class. The success of using authentic material was shown by the responses of the
learners. If the responses of the learners indicated that they enjoyed the class and
there was a learning process in terms of behavior changing, it meant that the material
was suitable with the students’ needs. However, the learners would not focus and get
enough motivation of support to study if the material was not suitable with learners’
needs and characteristics, unattractive and uninteresting.
The teacher must be able to use various materials to make students more
interested in learning English. Considering the background, the writer is interested in
conducting a study at English for Young Learner course. English for Young Learner
course was the course undertaken by English department students for ten weeks in
odd semester. After having some general knowledge of the background, the writer
decided to investigate the use of authentic materials in English for Young Learner
course by 6th grade teachers in their practice teaching.
5
1.2 Statement of Study
1.2.1
What kinds of authentic material were used by the 6th grade teachers of EYL
course at UMM - 2012?
1.2.2
How were the authentic materials implemented by the 6th grade teachers of
EYL course at UMM - 2012?
1.2.3
How was the students’ response toward the authentic materials was used by
the 6th grade teachers of EYL course at UMM - 2012?
1.3 Purpose of Study
1.3.1
To find out the kinds of authentic material used by the 6th grade teachers of
EYL course at UMM - 2012.
1.3.2
To describe the implementation of the authentic materials used by the 6th
grade teachers of EYL course at UMM - 2012.
1.3.3
To know the students’ response toward the authentic materials used by
the
6th grade teachers of EYL course at UMM - 2012.
1.4 Significance of Study
The writer hoped that the result of this research can contribute some ideas,
concept and information to the young learner’s teacher in term of creating variation of
teaching English using authentic material. It will give information on the use of
material which is appropriate in teaching English to young learners.
The study also expected to give significance improvement to the students in
term of developing their skills in English. Through the implementation of authentic
material, the students can use English as a mean communication naturally.
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The last, the result of this study can be used as a reference for the next
researcher. This study is expected to be used as a strategy of the follow up research in
teaching English for young learners.
1.5 Scope and Limitation
This study intends to explain about authentic materials used by EYL students’
practice teacher and the way how to apply those materials in the classroom. Besides,
the writer also explains about young learners’ response toward those materials used
by students’ practice teaching. Moreover, this study did not discus all kinds of
authentic material but only on the using of authentic visual materials, authentic
printed materials, and authentic authentic listening/viewing materials.
1.6 Definition of Key Terms
1.6.1
Authentic Material
Authentic materials is a material that refers to the use of spoken and written
material that has been produced for the purposes of communication not for the
purposes of language teaching (Nunan, 2004).
1.6.2
English for Young Learner course
English for Young Learners course is a course conducted by English
Department of University of Muhammadiyah Malang in the odd semester.
This is a program in which every student should practice teaching young
learner students.
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1.6.3
Young Learners
Young learners are defined as children between the ages 5-12 (Caroline,
2005).
1.6.4
Response
Response is a kind of reaction in form of feeling, opinion, or act that occurs
because of certain stimulation from an object.