AUTHENTIC MATERIAL USED BY PRE-SERVICE TEACHERS AT EED OF UMY IN THEIR TEACHING PRACTICE
26
Chapter Four
Finding and Discussion
In this chapter, the researcher reports the findings based on data analysis
and the discussion of the finding. There are three major findings reported in this
research based on the research questions. First, the researcher reports the types of
authentic materials which commonly used by pre-service teachers at EED of
UMY during their teaching practice. Second, the researcher reports the
significances of using authentic materials that are commonly used by the preservice teacher at EED of UMY in teaching practice. Third, the researcher reports
the disadvantages of using authentic material which commonly used by the preservice teacher at EED of UMY in the teaching process.
Types of Authentic Materials are commonly Used by the Pre-service Teacher
at EED of UMY during Their Teaching Practice.
The researcher had gathered the data from the participants of this research.
The researcher in this research found eleven types of authentic materials that are
commonly used in their teaching practice. In this finding, the types of authentic
materials which commonly used were categorized into two categories, namely
printed materials, and auditory materials. The following point discuss about those
two major categories related to the first research question.
Printed. The printed material is the material that you can look at (Laniro,
2007). Printed material was found as the types of authentic materials which
commonly used by the participants in this research. Most of the participants in this
research used printed material. This research found four kinds of printed materials
27
which are commonly used by students of EED UMY in their teaching practicum.
There are picture, newspaper, magazine, and literature used by pre-service
teacher. Therefore, this finding was in line with Berardo (2006), who said that
some of the authentic material that is commonly used is newspaper, magazine,
and literature (ex, novel and comic). Below is the detail explanation of printed
materials which are commonly used by the participants in this research.
Picture. Picture was found as one kind of authentic material that is
commonly used by the participants in this research. Most of the participants in this
research used picture in their teaching practice. Participant one said that she/he
used picture for teaching narrative text and occupation in her teaching practice.
Similarly, the participant three also stated that she experienced to use a common
type in printed material which is picture in their teaching practice.
Participant one and three stated below:
“When I did teaching practice, I often used picture. I taught narrative at
that time, so I used picture about the narrative text. And I also used picture to
teach about occupation, I brought some picture such as policeman, doctor, and
etc.” (Ani, 2017). In addition “I also often used picture when I was doing my
teaching practice.” (Caca, 2017).
To sum up, two from four participants experienced in using picture, a
common type in printed authentic material in their teaching practice. This finding
was supported by Gebhard (2006) who said that picture is one of authentic
materials which commonly used.
28
Newspaper. One from four participants in this research often used
newspaper in her teaching practice. This finding was supported by Berardo
(2006), who stated that newspaper is one of the kind authentic materials that
commonly used in the classroom. Participants four stated below:
“Based on my experience, when I was doing teaching practice I mostly
used newspaper.” (Dona, 2017)
The statement of participant four explained that newspaper is one of
authentic materials which are able to support the teaching process in the
classroom activity and the participant commonly used newspaper in teaching
practice. Likewise, this finding was supported by Liona (2014) who stated that
newspaper is one of authentic materials that commonly used in teaching practice.
Magazine. Magazine can be used for the materials in teaching process.
Magazine was one of the kinds of authentic materials that are commonly used in
the classroom (Berardo, 2006). Based on the data obtained, it was shown that a
participant from the research used magazine in the teaching practice. The fourth
participants, used magazine for teaching in her teaching practice. As she argued
below;
“I used also magazine, when I was doing my teaching practice.” (Dona,
2017).
The statement of the fourth participant mentioned above indicated that the
participant commonly used magazine as authentic material in teaching practice.
This finding was line with Liona (2014) who stated that magazine is kind of
29
authentic materials which are commonly use in classroom activity in teaching
process.
Literature. Literature is written works or works of art that are considered
to be good and to have lasting importance, such as poems, plays, novel, and
comic. Literature was one of the kinds of the authentic materials which are
commonly used in the classroom (Berardo, 2006). Based on the data obtained,
participant fourth commonly used literature in her teaching practice. She often
used comic and novel in her teaching practice. It can be seen in the following
statements:
“Based on my experience, when I was doing teaching practice I generally
used comic and something like that. Something like that, I mean also using novel
when I was doing teaching practice.” (Dona, 2017).
The statement of the fourth participant above mentioned that the
participant commonly used literature (comic and novel ) as authentic material in
teaching process. The finding was supported by Liona (2014) who stated that the
literature can be used in teaching and learning process. Besides, the teacher
commonly used authentic material as literature to teach children (young learners).
Auditory. The auditory material is the material that you can listen and
watch such as movie, television program, and video (Laniro, 2007). Auditory
material was found as the type of authentic materials that are commonly used by
the participants in this research. All of the participants in this research used
auditory material. This finding found three kinds of auditory materials that are
30
commonly used. They are video, song, and movie.Therefore, this finding was in
line with Berardo (2006), who said that some of the authentic materials that are
mostly used are movie, song, TV program, and video. Below is the detail
explanation of auditory materials that are commonly used by the participants in
this research.
Video. Video was found as one of authentic materials which commonly
used by the participants in this research. Most participants in this research used
video in their teaching practice. For instance, participant one said that she often
used video in her teaching practice for teaching narrative text. The participants
brought a video about folklore or fairy tale. As seen in the following statements:
“When I was doing teaching practice, I commonly used video. At that
time, I was teaching about narrative, so I brought some video that telling about a
fairy tale or folklore.” (Ani, 2017). Similarly, another participant used video in her
teaching practice. She often used some music, or video when teaching in senior
high school. As stated by participant four. “Usually I used music video, when I
did teaching practice in senior high school.” (Dona, 2017)
In line with participant one and four, participant three also stated that she
commonly used video in her teaching practice. Her statement is:
“Like I said before, that the examples of authentic materials I used in my
teaching practice were video, song, music and etc. The first kind that I
used was Video. Video was kind of authentic materials that I commonly
used, when I was doing my teaching practice (Caca, 2017).
31
To sum up, all of the participants experience using video as authentic
materials in their teaching practice. These findings in line with Laniro (2007) that
indicated one of the examples of authentic materials is video. Video is kind of
authentic materials that commonly used in classroom (Berardo, 2006). The
participant used some video of fairytale, or some music video, or some video that
explain about the materials that they learn in the meeting.
Song. Song was one of the authentic materials which were commonly used
by the participants. Two participants of this research used song in their teaching
practice. It is also supported by Berardo (2006) one of kind authentic materials
that commonly used in the class room is song. Some participants often used the
song for teaching listening. It can be seen in the following statement:
“Usually I used song, when I was doing teaching practice. I often used
song for teaching listening skill” (Bianca, 2017). “Based on my experience, when
I was doing teaching practice I also often used song.” (Dona, 2017)
The statement of participant two explained that the song is one of
authentic materials which is able to support the teaching process in the classroom
activity. Likewise, this finding was supported by Liona (2014) who stated that
song is one of authentic materials used in teaching practice.
Movie. In teaching practice, the participants used movie as material for the
teaching. Movie that was meant in this context is anything recorded sequence of
image that tells a story or the real movie that the students can watch on a screen,
32
or LCD projector. Movie was found as one of authentic materials that commonly
used in the teaching practice. This finding is in line with Berardo (2006) who said
that movie is a kind of authentic material that is mostly used in the classroom.
Below are the participant two’s statements:
“In the past, when I was doing teaching practice I often used movie,
because it is very help me in teach the students” (Bianca, 2017)
The statement which was mentioned by the participant above indicated the
participant who used movie as teaching material since movie can help the
participants to teach the students. Besides, this finding was in line with Liona
(2014) who said that movie is mostly used to teach the children in the classroom
in order to create interested atmosphere in teaching and learning process.
Regarding to those finding, the researcher conclude that the kind of
authentic materials were commonly used by pre-service teacher at EED of UMY
in their teacher practice were categorized into two. They were printed materials
and auditory materials. First, printed materials are picture, newspaper, magazine,
and literature. Second, auditory materials are video, song, and movie.
The Significances of Using Authentic Materials in the Teaching Process.
Another aim that the researcher explored in this research was show
significant the authentic materials are for pre-service teacher in their teaching
practices. After the participants explained about the kind of authentic materials
that they often used in teaching practice, the participants explained the
significance of using authentic materials in their teaching practices. In this
finding, the researcher divided the significances of using authentic materials into
33
two categories. First are the significances for the students. Second is the
significances for teacher. The significances for student where categorized into two
major significances, they are that authentic materials is motivating, and authentic
materials is interesting. Moreover, the significance for the teacher was categorized
into three major significances, those are authentic material is easy to get, authentic
material is can be used for teaching multiple skills, and authentic material make
the teacher more creative. The following points discuss about those major
categories related to the second research question.
Significance for students. Based on the data gathered from the interview,
increasing students’ engagement was found as one of the significances of using
authentic materials in the teaching practice. Most of the participants in this
research argued that increasing students’ engagement is one of the significances in
using authentic materials. Authentic materials motivated students, and were able
to drive the interest in learning process. Below is the detailed explanation about
the significance of authentic materials in this research regarding to increases
students’ engagement.
Improving students’ motivation. Most of the participants in this research
believe that authentic materials can make students more motivated in learning.
This finding was also supported by Richards (2001) who said that authentic
materials have a positive effect on learner motivation, because they are
intrinsically more interesting and motivating that created materials. The
participants believed that authentic material can give motivation for students
34
because authentic materials provided real-life context, and make students easy to
understand. It can be seen in following statement:
“The second reason is when I was teaching by using authentic materials,
the students can look at the real-life example of this material. It can cause
the students to become more motivated. They become more motivated
because they can look at the real example of the topic”. (Ani, 2017)
“For example, when I explain about some topic and some students get
confused about it, by using authentic materials it can be some example of
this topic. Moreover, it can make student understand the topic easily so it
makes the students more motivated in learning process ‘”(Bianca, 2017).
To sum up, most of the participants believed that authentic materials can
motivate the students. It was because authentic materials provide real-life context,
so it motivated the student in learning. This finding was in line with Richard
(2001) he said that authentic material is providing real-life context, it caused the
students becomes more motivated in learning because the example of authentic
materials is anything around the students. Moreover, authentic materials can
motivate the students because authentic materials are easy to be understood.
Laniro (2007) argued that authentic materials help students to bridge the gap
between the classroom and real word, so authentic materials make students easily
to understanding.
35
Students’ interest. The use of authentic materials in teaching practice can
make students more interested in learning process. Richard (2001) argued that
authentic materials give positive effect for students’ interest. Therefore, in this
finding the participants explained four factors that authentic materials can make
students interested. First, it was because authentic materials provide real-life
context. Second, authentic materials made students enjoy, so the students can
were interested in classroom. Third, authentic materials make students enjoy in
the classroom. Fourth, authentic materials were fun for students, so the students
enjoy in the classroom. As seen in the following statements:
“When I used authentic materials in my teaching practice, it is can be more
real-life. I mean the content for teaching the students, so it helps me when
I am doing teaching practice. It helps me get the attention of the students,
and automatically makes students more interested in teaching
practice”(Bianca, 2017).
Similarly, the participant three experienced teaching by using authentic
materials. The third participant made the students become more interested. It was
because the content in authentic materials is more real. Moreover, the participant
three believes that authentic materials can be more interested. Itwas because using
authentic materials make students feel enjoy in learning process, so the students
can be interested in the classroom. The participants three also said that authentic
materials can make students interested, because authentic material make students
not bored in the class room. As stated by participant three.
36
“Because when I used video and picture, it can give the example on their
real-life, so the students can be more enjoyed in the classroom. The
students can enjoy the learning because some video or picture that I
brought. It can make the students interested in learning process. Authentic
materials also can make students not bored. It is probably because the
teacher of this school, that I was doing my teaching practice teaches the
students by using text book. It makes the students feel bored in learning
process. When I was doing teaching practice I used video and picture, and
the students tell me that they are very interested in learning English,
because it not boring for them” (Caca, 2017).
In line with participant two and three, participant four also stated that she
thought that authentic materials can make students more interested. It was because
when she used authentic materials the students felt that learning process is a lot
fun. When students are fun in learning process, it made the students more
interesting in classroom. Her statement is:
“When I was using song and music video in my teaching practice, it can
make my students enjoyed the learning process are fun in the class room, it
is because the students feel interested with the material that I teach”
(Dona, 2017).
Significances for teacher. Based on the data gathered from the interview,
the significance for teacher was found as one of the advantages of using authentic
materials in this research. Most of the participants in this research argued that
37
teacher engagement is one of the significances of using authentic material. The
participants in this research encountered three categories of comprehensible. First,
authentic materials were easy to get. Second, authentic materials were can be used
for teaching multiple skills. Third, authentic materials made the teacher more
creative. Below is detail explanation about the significances of authentic materials
for the teacher.
Easy to get. Authentic materials were easy to get, when the participant
used in their teaching practice. The participant one tends to mention that authentic
materials was very easy to get, because the authentic materials are around the
teacher. The participant one also can get the authentic materials from Internet. It
was also supported by Belaid (2015) who said that the source of authentic
materials from internet, printed materials such as magazine and newspaper, and
anything surrounding us can be authentic materials, so it helps the teacher for
getting authentic materials for teaching. As participant one mentioned bellow:
“For me as a teacher, the advantage of using authentic material is easy to
get. It is because many things around me can be used as authentic
materials. For example, we can search from internet. So it is very helpful
for me to get the materials for teaching my teaching practice”(Ani, 2017).
Can be used for teaching multiple skills. One of the participants in this
research believed that authentic materials can be used for teaching multiple skills.
Can be used for teaching multiple skills mean that one material of authentic
materials can be used for teaching listening, speaking, reading, and writing. This
38
finding was in line with Belaid (2015), who said that the teacher can use an
authentic material for teaching listening, speaking, reading, and writing. This can
be seen in the following statements:
“Based on my experience when I was used authentic material in my
teaching practice, I feel that authentic material helps me in teaching
because it is can be used for teaching multiple skills. I just need to use one
teaching materials for explaining many aspects. I can use for listening,
speaking, reading, and writing. For example, I used a movie. From the
movie, the students can learn how to pronounce something, how the
students understood the movie, and what the meaning of the movie that
related with topic that we are learning”(Bianca, 2017).
The statement of the second participant above showed that the participant
can use authentic material for teaching multiple skills. Additionally, those
multiple skills are divided into four, and those are listening, speaking, reading,
and writing. Hence, this finding was supported by Belaind (2015) who stated that
authentic material can be implemented in multiple skills especially in teaching
process.
Make teacher to be more creative. Using authentic materials in the
teaching practice can create creative teacher. The participant three experienced
using authentic materials in her teaching practice and she found that teaching with
authentic material encourages her to be more creative. It wasbecause the
participants need to think what she woulddo with the materials. Belaid (2015)
39
argued that authentic material makes the teacher to be more innovative and
creative when they are using it in the teaching practice. As participant three
mentioned bellow:
“For me as a teacher, I felt more creative when I used authentic materials.”
(Caca, 2017)
Regarding to those finding, the researcher concluded that authentic
materials give significant for students and teacher. First, authentic materials make
students more motivated when the teacher used authentic materials in the
classroom, and authentic materials make students interesting in learning process.
Second, authentic materials help the teacher in getting the material because
authentic materials are easy to get, authentic materials are can be used for
teaching multiple skills so it help the teacher when usingauthentic materials, and
authentic materials make the teacher to be more creative.
The Disadvantages of Using Authentic Materials in the Teaching Process.
Another aim that the researcher explored in this research was what the
disadvantages of using authentic materials by pre-service teacher in their teaching
practice. After the participants explain about the kind of authentic materials that
they often used in their teaching practice, the significances of using authentic
materials in their teaching practice, and the participants have to explain how the
disadvantages of using authentic materials in their teaching practices. In this
finding, the researcher divided the disadvantages of using authentic materials into
two categories wasthe disadvantage for the students. Secondwas the disadvantage
for teacher. The disadvantage for student was categorized into one major
40
disadvantage that authentic materials have some difficulties. Moreover, the
disadvantages for the teacher were categorized into two major disadvantages, they
were authentic materials are out-dated easily, and authentic material led the
teacher more careful in selecting the materials. The following points discussed
those two major categories related to the second research question.
Disadvantages for students. Most of the participants in this research
believed that the authentic materials have limitation for their students. It might
because authentic materials have difficult contain, including difficult language
and difficult vocabulary. This finding was in line with Richards (2001), who said
that one of the disadvantages of authentic materials is that authentic materials
have difficult language, vocabulary, and might be not appropriate for students.
Below is detail explanation about the disadvantages of used authentic materials
for the students.
Consist of difficult language. Authentic materials have difficult content,
including difficult vocabulary and difficult language. Most of the participants said
that authentic materials have difficult vocabulary because the students sometime
cannot understand the vocabulary, and not familiar with the vocabulary. Richard
(2001) argued that authentic materials sometime have difficult vocabulary that is
not appropriate with students’ ability. Moreover, another participant believes that
authentic materials have difficult language for students. It wasalso supported by
Guartiento and Morley (2001) who stated that authentic materials can make
students confuse, because the language in authentic material is not appropriate
with students ability. As seen in the following statements:
41
“The disadvantages of using authentic materials for my students, when I
was doing teaching practice, authentic materials make the students hard to
understand the vocabulary. For example, sometime when I used some
authentic materials and the vocabulary in the materials is uncommon for
the students; it caused the students become confused and hard to
understand the material” (Caca, 2017).
Similarly, the participant four experienced the same when using authentic
materials in her teaching practice. Participant four stated below:
“When I used song in my teaching practice, this song is very famous but
the vocabularies of this song for some students are uncommon. However,
for other students the vocabulary in this song is familiar. Therefore,
authentic materials are not comprehensible for students to understand the
vocabulary because they are sometimes uncommon with it “(Dona, 2017).
In line with participants three and four, participant two also stated that she
faced the limitation of using authentic materials is it contains difficult content.
The participant two felt that authentic materials have difficult content of language.
Her statement is:
“The disadvantage is the language in authentic materials is difficult to
understand for students. For example, when I used video, or movie, or
song for teaching my students, they have difficulties in understood it. The
42
language in authentic material that I used is hard to be understood by my
students. Therefore, I need to explain more for my students. However,
some students understood about that language of the authentic materials
that I used, but not all of my students understood it” (Bianca, 2017).
Disadvantages for teacher. Based on the data gathered from the
interview, authentic material can give disadvantages for teacher. The participants
in this research encountered two categories in the disadvantages of authentic
materials in their teaching practice. First, authentic materials easily out-date.
Second, teacher should be careful in selecting the authentic materials. Below is
the detail explanation about the disadvantages for the teacher in using authentic
materials in this researcher.
Out-dated easily. Based on the data gathered from the interview, most of
the participants in this research argued that authentic materials become out-dated
easily. It made the teacher cannot use authentic materials permanently. It also
supported by Berardo (2006) said that one of disadvantages of authentic materials
is that the data can become out-dated easily. It was because the data in authentic
materials are always up-to-date, so automatically the materials would change
rapidly. As seen in the following statements:
“The disadvantages of using authentic materials is easy to out dated,
because the material in authentic always up-to-date. For example, when I
used newspaper in 2013, and I used this newspaper in 2014 automatically
43
the issue in newspaper was out-dating. Regarding to this case, when I used
authentic materials the issue should always up-to-date”(Ani, 2017).
Similarly, the participant four experienced using authentic materials in her
teaching practice is the material out-date easily. As stated by participant four.
“The disadvantage for me as teacher is authentic materials make me
should have the new materials when I do teaching practice. It is because
the issues in authentic materials commonly are out-dating easily, so it
changes rapidly. For example, when I used newspaper in some meeting, I
cannot use this newspaper in next meeting, because the issue in the
newspaper was out-dating”(Dona, 2017).
Should be more careful in selecting the materials. The three participants
in this research believe that she should more careful in determining the materials
for students. It is because the source of authentic materials can be from anywhere.
Richards (2001) argued that the teacher should have a lot of time to determine the
suitable materials for students when use authentic materials. This finding also was
supported by Guariento and Morley (2001), who stated that the teacher should be
more careful in determining the materials that suitable with students’ ability. As
seen in the participants third statements:
“When I used authentic materials, I should be more selective when
selecting the materials that I used. For example, when I was using video, I should
44
consider about the age, level, and content that suitable for my students or not.”
(Caca, 2017)
Regarding to those finding, the researcher concluded that disadvantages of
using authentic materials in the teaching practice were categorized into two. Fist,
disadvantages of authentic materials for students, it includes the content in
authentic materials sometime has difficult language. Second, disadvantages of
authentic materials for teacher are authentic materials are out-dated easily, and
authentic materials make the teacher should be more careful in selecting the
materials.
In conclusion, those finding answered the research questions of this
research which; to know what kind of authentic materials are commonly used,
significances, and disadvantages of used authentic materials used by pre-service
teacher at EED of UMY in their teaching practice. First, to know the kind of
authentic materials which commonly used by pre-service teacher at EED of UMY
in their teaching practice, and they are printed materials (picture, newspaper,
magazine, literature), and auditory materials (video, song, movie). Second, the
significances of authentic materials are motivating and interesting for students in
learning process. Moreover, authentic materials are easy to get for teacher,
authentic materials are can be used for teaching multiple skills, and authentic
materials make the teacher more creative. Third, the disadvantages of authentic
materials are having difficulty contain language for students. Authentic materials
not only have disadvantages for students, but also for teacher. The disadvantages
45
for teacher are authentic materials are out-dated easily, and make the teacher
should be careful in selecting the materials.
Chapter Four
Finding and Discussion
In this chapter, the researcher reports the findings based on data analysis
and the discussion of the finding. There are three major findings reported in this
research based on the research questions. First, the researcher reports the types of
authentic materials which commonly used by pre-service teachers at EED of
UMY during their teaching practice. Second, the researcher reports the
significances of using authentic materials that are commonly used by the preservice teacher at EED of UMY in teaching practice. Third, the researcher reports
the disadvantages of using authentic material which commonly used by the preservice teacher at EED of UMY in the teaching process.
Types of Authentic Materials are commonly Used by the Pre-service Teacher
at EED of UMY during Their Teaching Practice.
The researcher had gathered the data from the participants of this research.
The researcher in this research found eleven types of authentic materials that are
commonly used in their teaching practice. In this finding, the types of authentic
materials which commonly used were categorized into two categories, namely
printed materials, and auditory materials. The following point discuss about those
two major categories related to the first research question.
Printed. The printed material is the material that you can look at (Laniro,
2007). Printed material was found as the types of authentic materials which
commonly used by the participants in this research. Most of the participants in this
research used printed material. This research found four kinds of printed materials
27
which are commonly used by students of EED UMY in their teaching practicum.
There are picture, newspaper, magazine, and literature used by pre-service
teacher. Therefore, this finding was in line with Berardo (2006), who said that
some of the authentic material that is commonly used is newspaper, magazine,
and literature (ex, novel and comic). Below is the detail explanation of printed
materials which are commonly used by the participants in this research.
Picture. Picture was found as one kind of authentic material that is
commonly used by the participants in this research. Most of the participants in this
research used picture in their teaching practice. Participant one said that she/he
used picture for teaching narrative text and occupation in her teaching practice.
Similarly, the participant three also stated that she experienced to use a common
type in printed material which is picture in their teaching practice.
Participant one and three stated below:
“When I did teaching practice, I often used picture. I taught narrative at
that time, so I used picture about the narrative text. And I also used picture to
teach about occupation, I brought some picture such as policeman, doctor, and
etc.” (Ani, 2017). In addition “I also often used picture when I was doing my
teaching practice.” (Caca, 2017).
To sum up, two from four participants experienced in using picture, a
common type in printed authentic material in their teaching practice. This finding
was supported by Gebhard (2006) who said that picture is one of authentic
materials which commonly used.
28
Newspaper. One from four participants in this research often used
newspaper in her teaching practice. This finding was supported by Berardo
(2006), who stated that newspaper is one of the kind authentic materials that
commonly used in the classroom. Participants four stated below:
“Based on my experience, when I was doing teaching practice I mostly
used newspaper.” (Dona, 2017)
The statement of participant four explained that newspaper is one of
authentic materials which are able to support the teaching process in the
classroom activity and the participant commonly used newspaper in teaching
practice. Likewise, this finding was supported by Liona (2014) who stated that
newspaper is one of authentic materials that commonly used in teaching practice.
Magazine. Magazine can be used for the materials in teaching process.
Magazine was one of the kinds of authentic materials that are commonly used in
the classroom (Berardo, 2006). Based on the data obtained, it was shown that a
participant from the research used magazine in the teaching practice. The fourth
participants, used magazine for teaching in her teaching practice. As she argued
below;
“I used also magazine, when I was doing my teaching practice.” (Dona,
2017).
The statement of the fourth participant mentioned above indicated that the
participant commonly used magazine as authentic material in teaching practice.
This finding was line with Liona (2014) who stated that magazine is kind of
29
authentic materials which are commonly use in classroom activity in teaching
process.
Literature. Literature is written works or works of art that are considered
to be good and to have lasting importance, such as poems, plays, novel, and
comic. Literature was one of the kinds of the authentic materials which are
commonly used in the classroom (Berardo, 2006). Based on the data obtained,
participant fourth commonly used literature in her teaching practice. She often
used comic and novel in her teaching practice. It can be seen in the following
statements:
“Based on my experience, when I was doing teaching practice I generally
used comic and something like that. Something like that, I mean also using novel
when I was doing teaching practice.” (Dona, 2017).
The statement of the fourth participant above mentioned that the
participant commonly used literature (comic and novel ) as authentic material in
teaching process. The finding was supported by Liona (2014) who stated that the
literature can be used in teaching and learning process. Besides, the teacher
commonly used authentic material as literature to teach children (young learners).
Auditory. The auditory material is the material that you can listen and
watch such as movie, television program, and video (Laniro, 2007). Auditory
material was found as the type of authentic materials that are commonly used by
the participants in this research. All of the participants in this research used
auditory material. This finding found three kinds of auditory materials that are
30
commonly used. They are video, song, and movie.Therefore, this finding was in
line with Berardo (2006), who said that some of the authentic materials that are
mostly used are movie, song, TV program, and video. Below is the detail
explanation of auditory materials that are commonly used by the participants in
this research.
Video. Video was found as one of authentic materials which commonly
used by the participants in this research. Most participants in this research used
video in their teaching practice. For instance, participant one said that she often
used video in her teaching practice for teaching narrative text. The participants
brought a video about folklore or fairy tale. As seen in the following statements:
“When I was doing teaching practice, I commonly used video. At that
time, I was teaching about narrative, so I brought some video that telling about a
fairy tale or folklore.” (Ani, 2017). Similarly, another participant used video in her
teaching practice. She often used some music, or video when teaching in senior
high school. As stated by participant four. “Usually I used music video, when I
did teaching practice in senior high school.” (Dona, 2017)
In line with participant one and four, participant three also stated that she
commonly used video in her teaching practice. Her statement is:
“Like I said before, that the examples of authentic materials I used in my
teaching practice were video, song, music and etc. The first kind that I
used was Video. Video was kind of authentic materials that I commonly
used, when I was doing my teaching practice (Caca, 2017).
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To sum up, all of the participants experience using video as authentic
materials in their teaching practice. These findings in line with Laniro (2007) that
indicated one of the examples of authentic materials is video. Video is kind of
authentic materials that commonly used in classroom (Berardo, 2006). The
participant used some video of fairytale, or some music video, or some video that
explain about the materials that they learn in the meeting.
Song. Song was one of the authentic materials which were commonly used
by the participants. Two participants of this research used song in their teaching
practice. It is also supported by Berardo (2006) one of kind authentic materials
that commonly used in the class room is song. Some participants often used the
song for teaching listening. It can be seen in the following statement:
“Usually I used song, when I was doing teaching practice. I often used
song for teaching listening skill” (Bianca, 2017). “Based on my experience, when
I was doing teaching practice I also often used song.” (Dona, 2017)
The statement of participant two explained that the song is one of
authentic materials which is able to support the teaching process in the classroom
activity. Likewise, this finding was supported by Liona (2014) who stated that
song is one of authentic materials used in teaching practice.
Movie. In teaching practice, the participants used movie as material for the
teaching. Movie that was meant in this context is anything recorded sequence of
image that tells a story or the real movie that the students can watch on a screen,
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or LCD projector. Movie was found as one of authentic materials that commonly
used in the teaching practice. This finding is in line with Berardo (2006) who said
that movie is a kind of authentic material that is mostly used in the classroom.
Below are the participant two’s statements:
“In the past, when I was doing teaching practice I often used movie,
because it is very help me in teach the students” (Bianca, 2017)
The statement which was mentioned by the participant above indicated the
participant who used movie as teaching material since movie can help the
participants to teach the students. Besides, this finding was in line with Liona
(2014) who said that movie is mostly used to teach the children in the classroom
in order to create interested atmosphere in teaching and learning process.
Regarding to those finding, the researcher conclude that the kind of
authentic materials were commonly used by pre-service teacher at EED of UMY
in their teacher practice were categorized into two. They were printed materials
and auditory materials. First, printed materials are picture, newspaper, magazine,
and literature. Second, auditory materials are video, song, and movie.
The Significances of Using Authentic Materials in the Teaching Process.
Another aim that the researcher explored in this research was show
significant the authentic materials are for pre-service teacher in their teaching
practices. After the participants explained about the kind of authentic materials
that they often used in teaching practice, the participants explained the
significance of using authentic materials in their teaching practices. In this
finding, the researcher divided the significances of using authentic materials into
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two categories. First are the significances for the students. Second is the
significances for teacher. The significances for student where categorized into two
major significances, they are that authentic materials is motivating, and authentic
materials is interesting. Moreover, the significance for the teacher was categorized
into three major significances, those are authentic material is easy to get, authentic
material is can be used for teaching multiple skills, and authentic material make
the teacher more creative. The following points discuss about those major
categories related to the second research question.
Significance for students. Based on the data gathered from the interview,
increasing students’ engagement was found as one of the significances of using
authentic materials in the teaching practice. Most of the participants in this
research argued that increasing students’ engagement is one of the significances in
using authentic materials. Authentic materials motivated students, and were able
to drive the interest in learning process. Below is the detailed explanation about
the significance of authentic materials in this research regarding to increases
students’ engagement.
Improving students’ motivation. Most of the participants in this research
believe that authentic materials can make students more motivated in learning.
This finding was also supported by Richards (2001) who said that authentic
materials have a positive effect on learner motivation, because they are
intrinsically more interesting and motivating that created materials. The
participants believed that authentic material can give motivation for students
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because authentic materials provided real-life context, and make students easy to
understand. It can be seen in following statement:
“The second reason is when I was teaching by using authentic materials,
the students can look at the real-life example of this material. It can cause
the students to become more motivated. They become more motivated
because they can look at the real example of the topic”. (Ani, 2017)
“For example, when I explain about some topic and some students get
confused about it, by using authentic materials it can be some example of
this topic. Moreover, it can make student understand the topic easily so it
makes the students more motivated in learning process ‘”(Bianca, 2017).
To sum up, most of the participants believed that authentic materials can
motivate the students. It was because authentic materials provide real-life context,
so it motivated the student in learning. This finding was in line with Richard
(2001) he said that authentic material is providing real-life context, it caused the
students becomes more motivated in learning because the example of authentic
materials is anything around the students. Moreover, authentic materials can
motivate the students because authentic materials are easy to be understood.
Laniro (2007) argued that authentic materials help students to bridge the gap
between the classroom and real word, so authentic materials make students easily
to understanding.
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Students’ interest. The use of authentic materials in teaching practice can
make students more interested in learning process. Richard (2001) argued that
authentic materials give positive effect for students’ interest. Therefore, in this
finding the participants explained four factors that authentic materials can make
students interested. First, it was because authentic materials provide real-life
context. Second, authentic materials made students enjoy, so the students can
were interested in classroom. Third, authentic materials make students enjoy in
the classroom. Fourth, authentic materials were fun for students, so the students
enjoy in the classroom. As seen in the following statements:
“When I used authentic materials in my teaching practice, it is can be more
real-life. I mean the content for teaching the students, so it helps me when
I am doing teaching practice. It helps me get the attention of the students,
and automatically makes students more interested in teaching
practice”(Bianca, 2017).
Similarly, the participant three experienced teaching by using authentic
materials. The third participant made the students become more interested. It was
because the content in authentic materials is more real. Moreover, the participant
three believes that authentic materials can be more interested. Itwas because using
authentic materials make students feel enjoy in learning process, so the students
can be interested in the classroom. The participants three also said that authentic
materials can make students interested, because authentic material make students
not bored in the class room. As stated by participant three.
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“Because when I used video and picture, it can give the example on their
real-life, so the students can be more enjoyed in the classroom. The
students can enjoy the learning because some video or picture that I
brought. It can make the students interested in learning process. Authentic
materials also can make students not bored. It is probably because the
teacher of this school, that I was doing my teaching practice teaches the
students by using text book. It makes the students feel bored in learning
process. When I was doing teaching practice I used video and picture, and
the students tell me that they are very interested in learning English,
because it not boring for them” (Caca, 2017).
In line with participant two and three, participant four also stated that she
thought that authentic materials can make students more interested. It was because
when she used authentic materials the students felt that learning process is a lot
fun. When students are fun in learning process, it made the students more
interesting in classroom. Her statement is:
“When I was using song and music video in my teaching practice, it can
make my students enjoyed the learning process are fun in the class room, it
is because the students feel interested with the material that I teach”
(Dona, 2017).
Significances for teacher. Based on the data gathered from the interview,
the significance for teacher was found as one of the advantages of using authentic
materials in this research. Most of the participants in this research argued that
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teacher engagement is one of the significances of using authentic material. The
participants in this research encountered three categories of comprehensible. First,
authentic materials were easy to get. Second, authentic materials were can be used
for teaching multiple skills. Third, authentic materials made the teacher more
creative. Below is detail explanation about the significances of authentic materials
for the teacher.
Easy to get. Authentic materials were easy to get, when the participant
used in their teaching practice. The participant one tends to mention that authentic
materials was very easy to get, because the authentic materials are around the
teacher. The participant one also can get the authentic materials from Internet. It
was also supported by Belaid (2015) who said that the source of authentic
materials from internet, printed materials such as magazine and newspaper, and
anything surrounding us can be authentic materials, so it helps the teacher for
getting authentic materials for teaching. As participant one mentioned bellow:
“For me as a teacher, the advantage of using authentic material is easy to
get. It is because many things around me can be used as authentic
materials. For example, we can search from internet. So it is very helpful
for me to get the materials for teaching my teaching practice”(Ani, 2017).
Can be used for teaching multiple skills. One of the participants in this
research believed that authentic materials can be used for teaching multiple skills.
Can be used for teaching multiple skills mean that one material of authentic
materials can be used for teaching listening, speaking, reading, and writing. This
38
finding was in line with Belaid (2015), who said that the teacher can use an
authentic material for teaching listening, speaking, reading, and writing. This can
be seen in the following statements:
“Based on my experience when I was used authentic material in my
teaching practice, I feel that authentic material helps me in teaching
because it is can be used for teaching multiple skills. I just need to use one
teaching materials for explaining many aspects. I can use for listening,
speaking, reading, and writing. For example, I used a movie. From the
movie, the students can learn how to pronounce something, how the
students understood the movie, and what the meaning of the movie that
related with topic that we are learning”(Bianca, 2017).
The statement of the second participant above showed that the participant
can use authentic material for teaching multiple skills. Additionally, those
multiple skills are divided into four, and those are listening, speaking, reading,
and writing. Hence, this finding was supported by Belaind (2015) who stated that
authentic material can be implemented in multiple skills especially in teaching
process.
Make teacher to be more creative. Using authentic materials in the
teaching practice can create creative teacher. The participant three experienced
using authentic materials in her teaching practice and she found that teaching with
authentic material encourages her to be more creative. It wasbecause the
participants need to think what she woulddo with the materials. Belaid (2015)
39
argued that authentic material makes the teacher to be more innovative and
creative when they are using it in the teaching practice. As participant three
mentioned bellow:
“For me as a teacher, I felt more creative when I used authentic materials.”
(Caca, 2017)
Regarding to those finding, the researcher concluded that authentic
materials give significant for students and teacher. First, authentic materials make
students more motivated when the teacher used authentic materials in the
classroom, and authentic materials make students interesting in learning process.
Second, authentic materials help the teacher in getting the material because
authentic materials are easy to get, authentic materials are can be used for
teaching multiple skills so it help the teacher when usingauthentic materials, and
authentic materials make the teacher to be more creative.
The Disadvantages of Using Authentic Materials in the Teaching Process.
Another aim that the researcher explored in this research was what the
disadvantages of using authentic materials by pre-service teacher in their teaching
practice. After the participants explain about the kind of authentic materials that
they often used in their teaching practice, the significances of using authentic
materials in their teaching practice, and the participants have to explain how the
disadvantages of using authentic materials in their teaching practices. In this
finding, the researcher divided the disadvantages of using authentic materials into
two categories wasthe disadvantage for the students. Secondwas the disadvantage
for teacher. The disadvantage for student was categorized into one major
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disadvantage that authentic materials have some difficulties. Moreover, the
disadvantages for the teacher were categorized into two major disadvantages, they
were authentic materials are out-dated easily, and authentic material led the
teacher more careful in selecting the materials. The following points discussed
those two major categories related to the second research question.
Disadvantages for students. Most of the participants in this research
believed that the authentic materials have limitation for their students. It might
because authentic materials have difficult contain, including difficult language
and difficult vocabulary. This finding was in line with Richards (2001), who said
that one of the disadvantages of authentic materials is that authentic materials
have difficult language, vocabulary, and might be not appropriate for students.
Below is detail explanation about the disadvantages of used authentic materials
for the students.
Consist of difficult language. Authentic materials have difficult content,
including difficult vocabulary and difficult language. Most of the participants said
that authentic materials have difficult vocabulary because the students sometime
cannot understand the vocabulary, and not familiar with the vocabulary. Richard
(2001) argued that authentic materials sometime have difficult vocabulary that is
not appropriate with students’ ability. Moreover, another participant believes that
authentic materials have difficult language for students. It wasalso supported by
Guartiento and Morley (2001) who stated that authentic materials can make
students confuse, because the language in authentic material is not appropriate
with students ability. As seen in the following statements:
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“The disadvantages of using authentic materials for my students, when I
was doing teaching practice, authentic materials make the students hard to
understand the vocabulary. For example, sometime when I used some
authentic materials and the vocabulary in the materials is uncommon for
the students; it caused the students become confused and hard to
understand the material” (Caca, 2017).
Similarly, the participant four experienced the same when using authentic
materials in her teaching practice. Participant four stated below:
“When I used song in my teaching practice, this song is very famous but
the vocabularies of this song for some students are uncommon. However,
for other students the vocabulary in this song is familiar. Therefore,
authentic materials are not comprehensible for students to understand the
vocabulary because they are sometimes uncommon with it “(Dona, 2017).
In line with participants three and four, participant two also stated that she
faced the limitation of using authentic materials is it contains difficult content.
The participant two felt that authentic materials have difficult content of language.
Her statement is:
“The disadvantage is the language in authentic materials is difficult to
understand for students. For example, when I used video, or movie, or
song for teaching my students, they have difficulties in understood it. The
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language in authentic material that I used is hard to be understood by my
students. Therefore, I need to explain more for my students. However,
some students understood about that language of the authentic materials
that I used, but not all of my students understood it” (Bianca, 2017).
Disadvantages for teacher. Based on the data gathered from the
interview, authentic material can give disadvantages for teacher. The participants
in this research encountered two categories in the disadvantages of authentic
materials in their teaching practice. First, authentic materials easily out-date.
Second, teacher should be careful in selecting the authentic materials. Below is
the detail explanation about the disadvantages for the teacher in using authentic
materials in this researcher.
Out-dated easily. Based on the data gathered from the interview, most of
the participants in this research argued that authentic materials become out-dated
easily. It made the teacher cannot use authentic materials permanently. It also
supported by Berardo (2006) said that one of disadvantages of authentic materials
is that the data can become out-dated easily. It was because the data in authentic
materials are always up-to-date, so automatically the materials would change
rapidly. As seen in the following statements:
“The disadvantages of using authentic materials is easy to out dated,
because the material in authentic always up-to-date. For example, when I
used newspaper in 2013, and I used this newspaper in 2014 automatically
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the issue in newspaper was out-dating. Regarding to this case, when I used
authentic materials the issue should always up-to-date”(Ani, 2017).
Similarly, the participant four experienced using authentic materials in her
teaching practice is the material out-date easily. As stated by participant four.
“The disadvantage for me as teacher is authentic materials make me
should have the new materials when I do teaching practice. It is because
the issues in authentic materials commonly are out-dating easily, so it
changes rapidly. For example, when I used newspaper in some meeting, I
cannot use this newspaper in next meeting, because the issue in the
newspaper was out-dating”(Dona, 2017).
Should be more careful in selecting the materials. The three participants
in this research believe that she should more careful in determining the materials
for students. It is because the source of authentic materials can be from anywhere.
Richards (2001) argued that the teacher should have a lot of time to determine the
suitable materials for students when use authentic materials. This finding also was
supported by Guariento and Morley (2001), who stated that the teacher should be
more careful in determining the materials that suitable with students’ ability. As
seen in the participants third statements:
“When I used authentic materials, I should be more selective when
selecting the materials that I used. For example, when I was using video, I should
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consider about the age, level, and content that suitable for my students or not.”
(Caca, 2017)
Regarding to those finding, the researcher concluded that disadvantages of
using authentic materials in the teaching practice were categorized into two. Fist,
disadvantages of authentic materials for students, it includes the content in
authentic materials sometime has difficult language. Second, disadvantages of
authentic materials for teacher are authentic materials are out-dated easily, and
authentic materials make the teacher should be more careful in selecting the
materials.
In conclusion, those finding answered the research questions of this
research which; to know what kind of authentic materials are commonly used,
significances, and disadvantages of used authentic materials used by pre-service
teacher at EED of UMY in their teaching practice. First, to know the kind of
authentic materials which commonly used by pre-service teacher at EED of UMY
in their teaching practice, and they are printed materials (picture, newspaper,
magazine, literature), and auditory materials (video, song, movie). Second, the
significances of authentic materials are motivating and interesting for students in
learning process. Moreover, authentic materials are easy to get for teacher,
authentic materials are can be used for teaching multiple skills, and authentic
materials make the teacher more creative. Third, the disadvantages of authentic
materials are having difficulty contain language for students. Authentic materials
not only have disadvantages for students, but also for teacher. The disadvantages
45
for teacher are authentic materials are out-dated easily, and make the teacher
should be careful in selecting the materials.