AUTHENTIC MATERIALS USED IN ENGLISH FOR YOUNG LEARNERS COURSE AT UNIVERSITY OF MUHAMMADIYAH MALANG

i

AUTHENTIC MATERIALS USED IN ENGLISH FOR YOUNG

LEARNERS COURSE AT UNIVERSITY OF

MUHAMMADIYAH MALANG

THESIS

COVER

By:

LIA YOHANA

201210100311128

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

ii

AUTHENTIC MATERIALS USED IN ENGLISH FOR YOUNG

LEARNERS COURSE AT UNIVERSITY OF

MUHAMMADIYAH MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Education

By:

LIA YOHANA

201210100311128

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

iii This thesis written by Lia Yohana was approved on April 27th, 2016

APPROVAL

By:

Advisor I, Advisor II,

iv This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang and accepted as

one of the requirements to achieve Sarjana Degree in English Department

On May 4th, 2016

Approved by:

Faculty of Teacher Training and Education University of Muhammadiyah Malang

Dean,

Dr. Poncojari Wahyono, M.Kes.

Examiners: Signatures:

1. Dr. Masduki, M. Pd 1...………..

2. Santi Prastiyowati, S. Pd., M. Pd 2………...

3. Rina Wahyu Setyaningrum, M. Ed 3………

v

MOTTO AND DEDICATION

اًرْسي رْسعْلا عم َنإ

O

اًرْسي رْسعْلا عم َنإف

O

Inna ma'a al'usri yusran. Fainna ma'a al'usri yusran Karena sesungguhnya sesudah kesulitan itu ada kemudahan.

Sesungguhnya sesudah kesulitan itu ada kemudahan.

(Q.S. AL INSYIRAH 5-6)

I dedicated this thesis to:

 My beloved parents Mr. Ismadi and Mrs. Siami.

 My sister Ika Rachmawati.

 My uncle David Kurniawan.

 My beloved grandfather and grandmother.

vi

ORIGINALITY DECLARATION

The undersigned:

Name : Lia Yohana

Student ID Number : 201210100311128 Program of Study : English Department

Faculty : Faculty of Teacher Training and Education

I hereby declare that in this thesis there is no any thesis or paper that have been proposed to receive a bachelor degree, and there is no ideas or notions written or published by another person, unless what has been written in this thesis and mentioned in the references.

Malang, 27 April 2016

viii

ACKNOWLEDGEMENTS

Alhamdulilllahirabbil-l ‘alamin, all gratitude was upon to Allah SWT. With his grandeur the writer was able to finish her study in University of Muhammadiyah Malang. As it was the first thesis she wrote, the process of doing and completing the research was not easy for her. This work is not just about how to put words in papers but also how to make it becoming valuable sources for the others. Thus, just because of Allah she can fix any problems she faced during the process. Second, the writer would like to say gigantic thanks to her beloved parents Mr. Ismadi and Mrs. Siami. However, special thanks were for her daddy Mr. Ismadi. He worth much for the writer. The writer cannot describe how proud she is with him. Although, many people taught her daddy was a driver, but she proudly said

they were wrong and totally wrongs. Her daddy was the man behind the writer’s

success. He was the man who always supports the writer when she was down. Thus, the writer humbly say thanks for all the sweats that have run out of his

body, the motivations, supports, prayers and thank you for always being writer’s

special carter. To her sister and his husband (Ika Rachmawati and David Kurniawan), grandfather and grandmother (Mr. Roselan and Mrs. Tiari), thank you for all prayers and supports.

Third, as the writer’s thesis will not be completed unless she had a powerful

guidance from the expert. Thus, she would like to say another gratitude to her 1st advisor Mrs. Rina Wahyu Setyaningrum, M.ED. She thanked her lecture a lot for all the valuable time, supports, motivations, encouragement, ideas, and the

corrections she made on the writers’ papers. The writer was always enjoy every

discussions she had and will always remember every advices that the lecture gave to her and for Mr. Puji Sumarsono M. Ed., M.Pd, thank you for helping the writer while sorting the idea, thank you for always guiding her through even he was in unhealthy condition, and thank you for always helping her to carry out her missions.

Furthermore, for my brilliant motivator Miss. Rafika Rabba Farah, thank you for the precious time you spent for reading my thesis, the suggestions, and also the references you sent to the writer and last but not least, the writer would say thanks to her best friend Harist Fahmi Ruddin. Thank you for the supports, motivations, and times. Sorry for the arguments that the writer made to you and please know it

that “You are awesome!”. Finally, thanks to all lectures in English Department, 6th

grade students teachers (Hilda, Rivida, Ipan, Fakhri, and Mas Afif), my sister and brother in law Heni and Shoodiq and all my friends who had support me that I cannot mention their names one by one.

Malang, 21 April 2016

ix

TABLE OF CONTENTS

TABLE OF CONTENTS

COVER ... Error! Bookmark not defined.

APPROVAL ... Error! Bookmark not defined.

MOTTO AND DEDICATION ... Error! Bookmark not defined.

ORIGINALITY DECLARATION ... Error! Bookmark not defined.

Abstract ... Error! Bookmark not defined.

ACKNOWLEDGEMENTS ... Error! Bookmark not defined.

TABLE OF CONTENTS ... ix CHAPTER I INTRODUCTION ... Error! Bookmark not defined.

1.1 Background of the Study ... Error! Bookmark not defined.

1.2 Statements of the Problems ... Error! Bookmark not defined.

1.3 Purposes of the Study ... Error! Bookmark not defined.

1.4 Significance of the Study ... Error! Bookmark not defined.

1.5 Scope and Limitation ... Error! Bookmark not defined.

1.6 Definition of Key Terms ... Error! Bookmark not defined.

1.6.1 Authentic Materials ... Error! Bookmark not defined.

1.6.2 English for Young Learner Course .. Error! Bookmark not defined.

1.6.3 Young Learner ... Error! Bookmark not defined.

CHAPTER II REVIEW OF RELATED LITERATURE ... Error! Bookmark not defined.

2.1 Authentic Materials ... Error! Bookmark not defined.

2.1.1 Kinds of Authentic Materials ... Error! Bookmark not defined.

2.1.2 Advantages of Authentic Materials .. Error! Bookmark not defined.

2.1.3 Disadvantages of Authentic Materials ... Error! Bookmark not defined.

2.1.4 Criteria in Selecting Authentic Materials ... Error! Bookmark not defined.

2.2 Young Learners and Young Learners Teachers’ Characteristics

x 2.2.1 Young Learners Characteristics ... Error! Bookmark not defined.

2.2.2 Young Learners’ Teachers Characteristics .... Error! Bookmark not defined.

2.3 Authentic Materials for Young Learners ... Error! Bookmark not defined.

CHAPTER III RESEARCH METODOLOGY .... Error! Bookmark not defined.

3.1 Research Design ... Error! Bookmark not defined.

3.2 Research Subjects ... Error! Bookmark not defined.

3.3 Procedure of the Data Collection ... Error! Bookmark not defined.

3.3.1 Research Instrument ... Error! Bookmark not defined.

3.3.2 Procedure of the Data Collection ... Error! Bookmark not defined.

3.4 Data Analysis ... Error! Bookmark not defined.

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ... Error! Bookmark not defined.

4.1 Research Findings ... Error! Bookmark not defined.

4.1.1 Kinds of Authentic Materials used in EYL Course ... Error! Bookmark not defined.

4.1.2 The Challenges from the use of Authentic Materials... Error! Bookmark not defined.

4.2 Discussions ... Error! Bookmark not defined.

CHAPTER V CONCLUSIONS AND SUGGESTIONS .... Error! Bookmark not defined.

5.1 Conclusions ... Error! Bookmark not defined.

5.2 Suggestions ... Error! Bookmark not defined.

5.2.1 For the English Teachers ... Error! Bookmark not defined.

5.2.2 For the Next Researchers ... Error! Bookmark not defined.

REFERENCES ... Error! Bookmark not defined.

xi

LIST OF TABLE

Table 1 Criteria in Choosing Authenthic Materials (Berardo, 2006) ... Error! Bookmark not defined.

xii

LIST OF FIGURES

Figure 1 Authentic materials need much efforts and times to prepare ... Error! Bookmark not defined.

Figure 2 AM containing difficult language and difficult vocabulary. ... Error! Bookmark not defined.

xiii

LIST OF APPENDICES

APPENDIX I OBSERVATION CHECKLIST .... Error! Bookmark not defined.

APPENDIX II The Result of the Observation ChecklistError! Bookmark not defined.

APPENDIX III INTERVIEW ... Error! Bookmark not defined.

APPENDIX IV The Result of the Interview about the 6th Grade Students Teachers Challenges (Translated Version) ... Error! Bookmark not defined.

41

REFERENCES

Alshumaimeri, Y.,A.,& Alzyadi, M.,S. (2015). Using Material Authenticity in the Saudi English Textbook Design: A Content Analysis from the Viewpoint of EFL Teachers. ALLS, 6(2), 229-241.

Ary, Donald. 2010. Introduction to Research in Education (Eighth Edition). Canada: Thomson Wadsworth.

Baleghizadeh, S. (2010). The Impact of Student- Initiated Interaction on EFL Reading Comprehension. Studies in Literature and Lannguage, 1(4), 20-18.

Benavent, T. G., and Peñamaría, S. S. R. (2011). Use of Authentic Materials in the ESP Classroom. Encuentro, 20, 89-94.

Berardo, S. (2006). The Use of Authentic Materials in the Teaching of Reading. The Reading Matrix, 6(2), 60-69.

Blagojevič, S. (2013). Original Text as Authenthic ESP Teaching Material- The Case of

Philosophy. Journal of English for Specific Purposes at Tertiary Level, 1(1), 113-126. Brog, s. (2006). The Distinctive Characteristics of foreign Language Teachers. Language

Teaching Research, 10(1), 3-31.

Cameron, L. (2001). Teaching Language to Young Learners. Cambridge.

Creswell, John W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Fourth Edition). United State of America: Pearson Education, Inc.

Darwish, S. H. (2014). Teachers' Perception on Authentic Materials In Language Teaching in Kuwait. Journal of Education and Practice, 5(1), 119-125.

Gilmore, A. (2007). Authentic Materials and authenticity in foreign language learning. Language Teaching, 97-118.

Guariento, W. and Morley, J. (2001). Txt and Task Authenticity in the EFL Classroom. ELT, 55(4), 347-353.

Huang, J., Tindall, E. and Nisbet, D. (2011). Authenthic Activities and Materials for Adult ESL Learners. Journal of Adult Education, 40(1), 1-10.

Hwang, C. C. (2005). Effective EFL Education Trough Popular Authentic Materials. Asian EFL Journal, 7(1), 1-12.

Juan, L. (2014). Authentic or Bespoke: A Discussion of the Application of Authentic Materials in Bussiness English Teaching. Studies in Literature and Language, 9(1), 68-71.

Karimi, M. and Dowlatabadi, H.R. (2014). Authenticity vs. Practicality: Metacognitive Awareness through Authentic Materials in EFL Classroom. Procedia- Social and Behavioral Sciences, 844-851.

Kelly, C., Kelly, L., Offner, M., & Vorland, B. (2002). Effective Ways to use Authentic Materials with EFL/ESL students. The Internet TESL Journal, 8(11).

Kılıç, Z.V. and İlter, B.G. (2015). The Effect of Authentic Materials on 12th Grade Students'

Attitudes in EFL Classes. ELT, 4(1), 2-15.

Kilickaya, F. (2004). Authenthic Materials and Cultural Content in EFL Classroom. The Internet TESL Journal, 10(7).

Kozhevnikova, E. (2014). Exposing to Authentic Materials as a Way to Increase Student's Language Proficiency and Cultural Awareness. Procedia-Social and Behavioral Science, 4462-4466.

Lasley II, T. J., Siedentop, D. and Yinger, R. (2006). A Systemic Approach to Enhancing Teacher Quality: The Ohio Model. Journal of Teacher Education, 57(1), 13-21.

42 Melvin, B.S. and Stout, D.F. (2000). Motivating Language Learners Through Authentic Materials. In W. Rivers, Interactive Language Teaching (pp. 44-56). United Kingdom: Cambridge University Press.

OBILIŞTEANU, G. (2015). Using Authentic Materials in Second Language Teaching. Social

Science, 8(1), 64-68.

Phillips, S. (2001). Young Learners. Oxford.

Richards, J. C. (2001). Curriculum Development in Language Teaching. UK: Cambridge University Press.

Richards, J. C., and Rodgers, T. S. (2001). Approach and Methods in Language Teaching (2nd ed.). New York: Cambridge University Press.

Sabilah, F. (2004). Teaching English to Young Learners: It's Policy, Framework, and Activity- Based Teaching. Faculty of Teacher Training and Education Muhammadiyah University of Malang.

Sabilah, F., Bonavidi, R., Sumarsono, P., Handayani, F. A. N., Rahayu, E., L., Wardhani, A., I. (2009). English For Elementary School Teachers. (Hartono, Ed.) Malang: Language Center- UMM PRESS.

Suyanto, K., K., E. (2009). English for Young Learners- Melejitkan Potensi Anak Melalui english Class yang Fun, Asyik, dan Menarik. Jakarta: PT Bumi Aksara.

Thomas, C. (2014). Meeting EFL Learners Halfway by Using Locally Relevant Authentic Materials. English Teaching Forum, 52(3), 14-23.

Tomlinson, B. (2011). Materials Development in Language Teaching. United Kingdom: Cambridge university Press.

Wang, W. C., Lin, C. H., and Lee, C.C. (2011). Thinking of the Texbook in the ESL/EFL classroom. English Language Teaching, 4(2), 91-96.

Zhafarghandi, A. M., Barekat, B., and Homaei, S. (2014). A Survey of Iranian EFL

Teachers’ and Learners’ Perceptions towards Authentic Listenng Materials at

University Level. Advances in Language and LiteraryStudies, 5(4), 184-197. Zohoorian, Z. (2015). Motivation Level: A Study on the Effect of an Authentic Context.

1

CHAPTER I INTRODUCTION

Chapter one is very vital to know and it is divided into several sections. The sections in this part consists of background of the study, statements of the problems, purposes of the study, significance of the study, statement of the problem, scope and limitation, and definition of key terms. Each part from those sections is as follows;

1.1 Background of the Study

Language gives one exposure to know culture, religion, traditions and economic life. Learning another language apart from the mother tongue has always been important and challenging for the language learners. English is a widely spoken language and it is considered as a global language because largest number of people are speaking English in the world across the borders (Harmer 2007; Bauer 2002). As English is considered as a foreign language in Indonesia with the establishment of ASEAN Economic Community (AEC), Indonesia has to be prepared to face any global challenges and the intense competition appears in that era. Every new job opportunity in the free trades of course opens with the knowledge and exposure of English (Graddol, 2000).

As a result, the implementation of AEC will bring some consequences. One of the consequences to tackle is its impact on the current skilled labor. Most of the Indonesian workers are educated only up to the junior high school with very low foreign language competency. Meanwhile, in this globalization era, they have to master that language to communicate with the global community. In this

2 regard, in order to improve the professional quality of Indonesian society, Indonesian government should be more care about early foreign language education.

Zhetpisbayeva & Shelestova (2015) state that, “The importance of knowing a foreign language as a tool for access to sources of information is

unquestionable.” Besides, it is very important for students to communicate with

foreign language (FL), FL study, English particularly, might be a monster among Indonesians. This was a conventional mindset among those who have not yet realizes about its importance. However, as a foreign language, English has gained a lot of attention from Indonesian government. Various suggestions for the up gradation of English teaching have been made such as the stipulation that was made by the Ministry of Education and Science 1992 which allows elementary school level to consider English as an additional lesson in the school curriculum.

In contrast, as the policy of national curriculum changed, the new curriculum—2013 curriculum—set up by a new policy makers has altered the previous policy. Regrettably, English as foreign language which is widely taught at school has been deleted from the curriculum without significant reason behind the policy. On one view point, this decision can be good in order to keep the

students’ nationality. However, on the other views it might be so harmful for the

learners. It may hinder their views about the worlds. Language reflects the culture of the society who speaks the language and by studying a foreign language student can open a broader knowledge about the world (Kozhevnikova 2013; Jiang 2000). Thus, integrating culture into the language learning will have

3 positive effect for the learners because they can be more aware with the cultural values of the targeted language.

In this regard, numbers of competence teachers are still required to teach English. Moreover, this requirement was also made because most of the language learners in FL situation did not take any initiative to learn a language more than what is required outside the classroom (Guo, 2012). Students do not have sufficient exposure to interact with people from other countries and the language input for FL learners are mostly received inside the classroom. Thus, in order to create successful language learners, English teacher has the biggest responsibility

in raising the students’ motivation to study the target language.

Sabilah (2004), states that a teacher must be able to choose the best materials that suit the learners and the objective of the study. While teaching, teachers have to keep in mind with the aim and the objective of the subjects. Teachers cannot just focus about how to teach the language system, but they need to be creative to make the language make sense for the learners. Dealing with the teacher ability in providing the most suitable materials, there was still lack awareness among the Indonesian educators. They usually tend just to pick the available materials without considering the learners linguistic competence and characteristic. Such problem also has experienced by the researcher. While she was doing her internship, she found herself and college just picking up the materials without considering the students interest.

Nowadays, young learners are living in a period of rapid technological changes in mass communications (Sownharya, Gomathi, & Muhuntarajan 2014; Fairclough 2006). Students are accustomed to gain knowledge from the media

4 around them. When the students are watching an English movie in their PC or in the TV cable, they were not just entertaining theirself. Through such media, they were also trying to train their listening skills. Additionally, movie provides the learners with the real life language input and exposes them to the natural expressions and the natural flow of speech.

Internet is also considered to be the greatest innovation in Information Technology that is used widely by the digital native. The information in the internet is reliable, easily available, less expensive and effective sources of sharing information and knowledge (Tafani, 2009). With internet, while students are spending most of their time for browsing, gaming, reading, streaming, they also learn some new language, culture, vocabulary, ect.

Bringing authentic materials (AM) into the classroom to teach a language can be highly motivating because it helps the students to feel the real environment of the targeted language (Juan, 2014; Blagojevič, 2013). While, some researchers thought that the use of AM might be demotivating for the lower language learners because it contains complex vocabulary and structure (Kilickaya 2004; Gilmore 2007). However, Baleghizadeh (2010) study showed that AM can be introduced not only to advance language learner as long as in was accompanied by the adequate assistance. While the teacher takes the role as facilitator, students were trying to accomplish the task. In addition, they were given an opportunity to ask the difficult words and texts to the teacher.

Yu (2006), in her study in the application of AM with forty junior college

in Chung Cheng Institution of Technology, found improvement in the students’

5 the materials related with their real world and interest. Peacock (1997), investigated the use of AM in the classroom and found that the motivation and on task behavior increased significantly when the students taught use AM. Additionally, the result of quasi- experimental mixed method study which is conducted by Zohoorian (2014), showed that the students who were put in authentic context achieved higher motivation level rather than those in the traditional one. It is clear that AM offer many advantages to success the language teaching. If it is selected carefully, AM can be one of the most powerful sources of sharing information and up gradation of knowledge bank. It covers a wide range of information and students can get a lot of practical wisdom in pretty less time. AM are very flexible to be used. Besides, it helps to increase learners’ motivation, provide new information in an amusing way, it also bridges the gap between the classroom and the outside world.

Based on above statements, it makes sense if most of the foreign language

teachers’ use AM as much as possible inside their classroom. Such decision to use

AM in the classroom was also made by the researcher while teaching the young learners in English for Young Learners Course. Using AM to teach the young learners may present various challenges. The challenges are occurred because the beginner learners are not accustomed to the normal speed conversation present by the native speakers. It is also obvious, if every student teachers in English for Young Learners Course in University of Muhammadiyah Malang has challenges while using AM in their class. Different teacher might have different challenges; therefore, the researcher is interested in studying the Authentic Materials used in English for Young Learners Course at University of Muhammadiyah Malang.

6

1.2 Statements of the Problems

1. What kinds of authentic materials were used in English for Young Learners Course at University of Muhammadiyah Malang?

2. What were the challenges of the use of authentic materials in English for Young Learner Course at University of Muhammadiyah Malang?

1.3 Purposes of the Study

1. To find out the kinds of authentic materials used in English for Young Learners Course at University of Muhammadiyah Malang.

2. To know the challenges of the used of authentic materials in English for Young Learner Course at University of Muhammadiyah Malang.

1.4 Significance of the Study

The result of this study will redound to the benefits of English student teacher, students and the next researchers. Considering that English plays an important role in science, technology, and business today, hopefully the English student teacher who tries to use authentic materials in their class can adapt themselves with any challenges that come from the materials. This research will give them some useful information about some challenges in using authentic materials and the way to solve the challenges. Consequently, teacher can be more aware in providing the most suitable materials that helps to arouse their students’ motivation to learn the foreign language. Furthermore, the study also expected to give the students significant improvement in their English through the authentic materials and for the next researcher, this study is also expected can be used as their reference in follow up research in teaching English for Young Learner classes.

7

1.5 Scope and Limitation

This research focused on the authentic materials used in 6th grade in English for Young Learner Course in University of Muhammadiyah Malang. 6th grades student teachers were the target of the research because the researcher was one of the students teacher in that class. Considering the availability of those materials inside the class, the researcher limit her study only into three kinds of authentic materials, those are; authentic listening or viewing material, authentic visual materials, and authentic printed materials.

1.6 Definition of Key Terms

Before discussing further, it is necessary to clarify the meaning of the key terms to avoid any misunderstanding and misinterpreting. Those key terms are defined as follow:

1.6.1 Authentic Materials

Authentic materials are materials which originally produced by someone or certain group of people for any purposes that is other than just to teach a

language such us the children’s song, song lyrics, candy and noddle

wraps, travelling brochure, famous people picture, poster, comic, newspaper, etc.

1.6.2 English for Young Learner Course

English for Young Learner course is a course that is conducted by English Department in University of Muhammadiyah Malang.

1.6.3 Young Learner

2 regard, in order to improve the professional quality of Indonesian society, Indonesian government should be more care about early foreign language education.

Zhetpisbayeva & Shelestova (2015) state that, “The importance of knowing a foreign language as a tool for access to sources of information is unquestionable.” Besides, it is very important for students to communicate with foreign language (FL), FL study, English particularly, might be a monster among Indonesians. This was a conventional mindset among those who have not yet realizes about its importance. However, as a foreign language, English has gained a lot of attention from Indonesian government. Various suggestions for the up gradation of English teaching have been made such as the stipulation that was made by the Ministry of Education and Science 1992 which allows elementary school level to consider English as an additional lesson in the school curriculum.

In contrast, as the policy of national curriculum changed, the new curriculum—2013 curriculum—set up by a new policy makers has altered the previous policy. Regrettably, English as foreign language which is widely taught at school has been deleted from the curriculum without significant reason behind the policy. On one view point, this decision can be good in order to keep the students’ nationality. However, on the other views it might be so harmful for the learners. It may hinder their views about the worlds. Language reflects the culture of the society who speaks the language and by studying a foreign language student can open a broader knowledge about the world (Kozhevnikova 2013; Jiang 2000). Thus, integrating culture into the language learning will have

3 positive effect for the learners because they can be more aware with the cultural values of the targeted language.

In this regard, numbers of competence teachers are still required to teach English. Moreover, this requirement was also made because most of the language learners in FL situation did not take any initiative to learn a language more than what is required outside the classroom (Guo, 2012). Students do not have sufficient exposure to interact with people from other countries and the language input for FL learners are mostly received inside the classroom. Thus, in order to create successful language learners, English teacher has the biggest responsibility in raising the students’ motivation to study the target language.

Sabilah (2004), states that a teacher must be able to choose the best materials that suit the learners and the objective of the study. While teaching, teachers have to keep in mind with the aim and the objective of the subjects. Teachers cannot just focus about how to teach the language system, but they need to be creative to make the language make sense for the learners. Dealing with the teacher ability in providing the most suitable materials, there was still lack awareness among the Indonesian educators. They usually tend just to pick the available materials without considering the learners linguistic competence and characteristic. Such problem also has experienced by the researcher. While she was doing her internship, she found herself and college just picking up the materials without considering the students interest.

Nowadays, young learners are living in a period of rapid technological changes in mass communications (Sownharya, Gomathi, & Muhuntarajan 2014; Fairclough 2006). Students are accustomed to gain knowledge from the media

4 around them. When the students are watching an English movie in their PC or in the TV cable, they were not just entertaining theirself. Through such media, they were also trying to train their listening skills. Additionally, movie provides the learners with the real life language input and exposes them to the natural expressions and the natural flow of speech.

Internet is also considered to be the greatest innovation in Information Technology that is used widely by the digital native. The information in the internet is reliable, easily available, less expensive and effective sources of sharing information and knowledge (Tafani, 2009). With internet, while students are spending most of their time for browsing, gaming, reading, streaming, they also learn some new language, culture, vocabulary, ect.

Bringing authentic materials (AM) into the classroom to teach a language can be highly motivating because it helps the students to feel the real environment of the targeted language (Juan, 2014; Blagojevič, 2013). While, some researchers thought that the use of AM might be demotivating for the lower language learners because it contains complex vocabulary and structure (Kilickaya 2004; Gilmore 2007). However, Baleghizadeh (2010) study showed that AM can be introduced not only to advance language learner as long as in was accompanied by the adequate assistance. While the teacher takes the role as facilitator, students were trying to accomplish the task. In addition, they were given an opportunity to ask the difficult words and texts to the teacher.

Yu (2006), in her study in the application of AM with forty junior college in Chung Cheng Institution of Technology, found improvement in the students’ vocabulary, verbal expressions, cultural understanding, and motivation as long as

5 the materials related with their real world and interest. Peacock (1997), investigated the use of AM in the classroom and found that the motivation and on task behavior increased significantly when the students taught use AM. Additionally, the result of quasi- experimental mixed method study which is conducted by Zohoorian (2014), showed that the students who were put in authentic context achieved higher motivation level rather than those in the traditional one. It is clear that AM offer many advantages to success the language teaching. If it is selected carefully, AM can be one of the most powerful sources of sharing information and up gradation of knowledge bank. It covers a wide range of information and students can get a lot of practical wisdom in pretty less time. AM are very flexible to be used. Besides, it helps to increase learners’ motivation, provide new information in an amusing way, it also bridges the gap between the classroom and the outside world.

Based on above statements, it makes sense if most of the foreign language teachers’ use AM as much as possible inside their classroom. Such decision to use AM in the classroom was also made by the researcher while teaching the young learners in English for Young Learners Course. Using AM to teach the young learners may present various challenges. The challenges are occurred because the beginner learners are not accustomed to the normal speed conversation present by the native speakers. It is also obvious, if every student teachers in English for Young Learners Course in University of Muhammadiyah Malang has challenges while using AM in their class. Different teacher might have different challenges; therefore, the researcher is interested in studying the Authentic Materials used in English for Young Learners Course at University of Muhammadiyah Malang.

6

1.2 Statements of the Problems

1. What kinds of authentic materials were used in English for Young Learners Course at University of Muhammadiyah Malang?

2. What were the challenges of the use of authentic materials in English for Young Learner Course at University of Muhammadiyah Malang?

1.3 Purposes of the Study

1. To find out the kinds of authentic materials used in English for Young Learners Course at University of Muhammadiyah Malang.

2. To know the challenges of the used of authentic materials in English for Young Learner Course at University of Muhammadiyah Malang.

1.4 Significance of the Study

The result of this study will redound to the benefits of English student teacher, students and the next researchers. Considering that English plays an important role in science, technology, and business today, hopefully the English student teacher who tries to use authentic materials in their class can adapt themselves with any challenges that come from the materials. This research will give them some useful information about some challenges in using authentic materials and the way to solve the challenges. Consequently, teacher can be more aware in providing the most suitable materials that helps to arouse their students’ motivation to learn the foreign language. Furthermore, the study also expected to give the students significant improvement in their English through the authentic materials and for the next researcher, this study is also expected can be used as their reference in follow up research in teaching English for Young Learner classes.

7

1.5 Scope and Limitation

This research focused on the authentic materials used in 6th grade in English for Young Learner Course in University of Muhammadiyah Malang. 6th grades student teachers were the target of the research because the researcher was one of the students teacher in that class. Considering the availability of those materials inside the class, the researcher limit her study only into three kinds of authentic materials, those are; authentic listening or viewing material, authentic visual materials, and authentic printed materials.

1.6 Definition of Key Terms

Before discussing further, it is necessary to clarify the meaning of the key terms to avoid any misunderstanding and misinterpreting. Those key terms are defined as follow:

1.6.1 Authentic Materials

Authentic materials are materials which originally produced by someone or certain group of people for any purposes that is other than just to teach a language such us the children’s song, song lyrics, candy and noddle wraps, travelling brochure, famous people picture, poster, comic, newspaper, etc.

1.6.2 English for Young Learner Course

English for Young Learner course is a course that is conducted by English Department in University of Muhammadiyah Malang.

1.6.3 Young Learner