THE STUDENTS’ PERCEPTION ON THE USE OF AUTHENTIC MATERIALS IN WRITING CLASS AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

Yogyakarta

A Skripsi

Submitted to the Faculty of Language Education as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

Anisa Arifiani 20120540029

English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta

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My highest thankful and honor to Allah SWT who gives me His blessing in my whole life, for always trust me to finish all of my obligation. The second one, my greatest thank you goes to my lovely advisor, Ms. Fitria Rahmawati S.Pd.,M.Hum, thank you for always guiding, support and give me positive advice in finishing this undergraduate thesis. I may not find another advisor who detailed in giving feedback and advice, and also demand me to do my best.

I also want to say thank you for all of the members in English Education Department of Universitas Muhammadiyah Yogyakarta who have given to me a lot of lesson of life, especially PBI class A batch 2012. My thanks are also due to the examiner in my undergraduate thesis examination: Ms. Indah Puspawati, S.Pd., MA and Ms. Maryam Sorohiti, S.S., M.H.Sc. Thanks for the insightful comments and encouragement, even for hard question which incented me to widen my research for various perspectives.

For the most important thing I want to dedicate this undergraduate thesis proposal to my family, thank you for my beloved parents, Ngudijana and Tuginah, thank you for always be there, ups and downs and for always supporting me both in my study and also my life. For my super brothers, Syairul and Ahmad samudra Wicaksana, you always be my best.

This research would not be completed without the contribution of my research participants Didit, Puji, Nimah and also Dita, thank you for your good cooperation. For my kawaii Tivani, Nur, Dewi, Reni, Erni, Lina, Lia, Erlin thank you for all fun we have had in the last four years. For the special one Erlin Asfinarti who know me so

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are the real super fighter, see you on top. I would like to say thank you to mbak caca who always answer every single question, you are my best and the last I would like to dedicate this undergraduate thesis proposal for Aris Rofiq Prasetyo, thank you for giving me your hand, time and wise advice. I will always remember the kindness and the lesson from all of you guys.

Yogyakarta, July 28st 2016

Anisa Arifiani

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Cover ... i

Approval Sheet ... ii

Statement of Authenticity ... iii

Acknowledgement ... iv

Table of Contents ... vi

List of Table ... ix

List of Figures ... x

List of Appendices ... xi

Abstract ... xii

Chapter One ... 1

Introduction ... 1

Background of the Research ... 1

Statement of the Problems ... 4

Limitation of the Problem ... 5

Research Question ... 5

Purpose of the Research ... 6

Significance of the Research ... 6

Outline of the Research ... 8

Chapter Two ... 10

Literature Review ... 10

Concept of Writing ... 10

Process of Writing ... 11

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The Significances of Using Authentic Materials ... 17

The Challenges of Using Authentic Materials ... 20

The Use of Authentic Materials in Writing Class ... 23

Review of Related Studies ... 25

Conceptual Framework ... 27

Chapter Three ... 30

Research Methodology ... 30

Research Design ... 30

Research Setting and Participants ... 31

Data Collection Method ... 33

Data Collection Procedure ... 34

Data Analysis ... 35

Chapter Four ... 37

Findings and Discussion ... 37

The types of authentic materials used by the teachers in the teaching and learning process as perceive by the students in writing class at EED of UMY ... 37

Students’ perception on the significances of using authentic materials in writing class at EED of UMY ... 45

Students’ perception on the difficulties they face in using authentic materials in writing class at EED of UMY ... 54

Chapter Five ... 61

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References ... 65 Appendices ... 70

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Figure 2.1 Process of writing ... 11 Figure 2.2 Process wheel ... 13

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Appendix 1. Interview Protocol ... 1 Appendix 2. Selective coding ... 3

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In learning English, there are several media that can be used. One of the media is authentic materials and it is beneficial both for the teacher and also for the students. However authentic materials are rarely used in class activity. This study aims to reveal 1) the types of authentic materials used by the teacher in the teaching and learning process as perceived by the students in writing class at English Education Department of Universitas Muhammadiyah Yogyakarta (EED of UMY); 2) the significances of using authentic materials in writing class at English Education Department of Universitas Muhammadiyah Yogyakarta EED of UMY; 3) the difficulties of using authentic materials in writing class at English Education Department of Universitas Muhammadiyah Yogyakarta EED of UMY.

This study used qualitative research design and specifically employed

descriptive qualitative research. In this study, the researcher involved 4 (four) students of EED of UMY batch 2014 who were willing to share their ideas. The instrument used in this study was an interview. In analyzing the data, the researcher used open coding, axial coding and the last was selective coding.

The first finding of this study showed that there were six types of authentic materials used in writing class covering, printed book (novel), newspaper, video, movie, music, youtube. The second finding was about the significances of using authentic materials in writing class. Based on the findings from interviewing the participants, there were seven significances of using authentic materials. The significances are that authentic materials improve the students’ language skill, the students enjoy the materials, the students can learn better through various activities, the students feel easy in memorizing materials, the students can learn on their own

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materials in writing class. There were six difficulties of using authentic materials including unfamiliar vocabulary, difficult content, and difficulty in selecting the media, unclear audio/sound of the media, difficult language, and blurred text.

Keywords: authentic materials, types of authentic materials, significances of authentic materials, difficulties of authentic materials

Chapter One Introduction

In this chapter, the researcher presents several points that become the main issues in this research. This chapter includes background of the research, statement of the problem, limitation of the problem, research questions, purpose of the research, significances of the research, and outline of the research.

Background of the Research

Learning English needs several skills to be mastered, there are speaking skill, listening skill, reading skill and also writing skill. One of the most important skills is writing skill because it can support students to be successful in their academic writing. This is in line with Alexander (2009) as cited in Hosseini, Taghizadeh, Abedin and Naseri (2013) who stated that, “strong writing skills may enhance students' chances for success” (p.3). It means that writing ability of students becomes a key to achieve a success in writing. Through writing skill, students can record a memory that happened in their life and can share their opinion, beliefs, feelings, arguments and also

explanation. According to Carroll (1990), “writing provides a relatively permanent record of information, opinions, beliefs, feelings, arguments, explanation and theories”. Writing also claimed as a tool to comprehend thought and concept. Foo (2012) stated that, “writing is such an important learning tool because it helps students to understand ideas and concepts better”(p. 132).

There are several common problems that are usually faced by students in improving their writing skill such as, grammar or structure, vocabulary mastery, organization, and developing the idea. In learning English, there are many students who face the same problem. According to Ghabool, Mariadass and Kashef (2012), “individuals with writing problems may have difficulties in one or more aspects of

writing skill such as proper use of grammar, conventions, punctuation, capitalization, spelling, and some of the basic and initiating aspects of writing” (P. 132). So, in writing skill the students should solve those problems to get a better writing ability because those problems can impede students in improving their writing skill. Leki (1992) as cited in Ghabool, Mariadass and Kashef (2012) stated that, “ESL students are also disappointed with difficulties in understanding word implication and meaning”(p.133).

One of the solutions to solve those problems is the teacher should find the unique aid or media to build up students idea in writing. Teacher can use authentic materials as their media. Authentic materials are assessed as a good aid to be used. This is in line with Peacock (1997) who stated that, “many writers claim that

authentic materials motivate learners because they are intrinsically more interesting or stimulating than artificial or non-authentic materials” (P. 144). Authentic materials make the students feel like to learn the real language because the aid that teacher use is not in the form of course book. Authentic materials serve a real communication that the native speaker usually used. Maroko (2010) define authentic materials is any materials which have not been produced for the educational purposes. Thus, authentic texts are real texts designed not for language students, but for real-life use for both interactional and transactional purposes.

There are many kinds of authentic materials, such as, film, song, newspaper, magazine, games, banner, advertising, stories and play. According to Nunan (1999), input of authentic language can be obtained from many sources such as, TV and radio broadcast, recorded conversation, meetings and newspaper. It means that there are many things that are not made for a learning purpose, but teacher can still use those

aid as their teaching aid. So, teacher should be selective in using authentic materials in order to improve the students writing skill. Moreover, teacher should consider which one of the authentic materials that suitable with the material.

Based on the researcher experience, in English Education Department (EED) of UMY, there are many students who feel difficult in absorbing the main point of lesson, because the teacher sometimes uses teaching material that cannot attract their motivation in learning English. Frequently the students are difficult to develop their writing skill, because of the unappropriate teaching media. Gebhard (1996) assumed that there are unlimited sources of authentic language materials such as TV

commercial, quiz,show, cartoons, news clips, comedy show, film, soap operas, songs and docummentaries that language teachers and learners can utilize for language learning purpose. Hence, it its important to research further about the use of authentic materials in writing class.

Statement of the Problem

Learning English for some students is an activity that is not easy, there are many things that they face, for example, the different level of ability to understand the material and also their writing skill in developing the idea. Based on the researcher’s experience, those problems cause students cannot be maximal in absorb the gist of the material, for example in writing an essay. In writing an essay, students should develop their idea into some paragraphs and they should organize it. Moreover, in writing task, students should master the vocabulary, so, the content of their essay will be valuable.

The unique and attractive teaching media can arise students motivation in learning English and also determine students learning outcomes. In the selection of teaching media, the teacher should choose the media that can attract students’ motivation and attention. Authentic materials are interesting and can motivate the

students, for example, games, song, stories. According to Massod (2013) who argue that, “there are various ways, means and techniques involved in teaching writing. Authentic materials are one of those but very interesting, absorbing and motivating” (p.40). Although authentic materials have a lot of significances but it also have disadvantages that impact the teaching learning process. According to Richards (2001) stated that, “alongside these advantages, authentic materials often contain difficult language, unneeded vocabulary items and complex language structured, which causes a burden for the teacher in lower-level classes” (p. 253). So, teacher must be selective in choosing which kinds of authentic materials, hence it can help students in their writing skill.

The use of teaching material has a lot of area to be discussed. There are studies which have been conducted and also analyzed the effectiveness of teaching material. This study presents several results that will be useful, such as how to apply authentic materials in writing class, the impact of using authentic materials in writing class, then, how to consider in selecting the teaching material in writing class and how students perceive the use of authentic materials in writing class.

Limitation of the Problem

The reason why the researcher conducts this study it was because in the writing class, the teacher uses authentic materials such as movie, video and song. In that class, there are various responds from each student that have joined the writing class. Hence, the writer focus on finding out the students’ perception toward the use of authentic materials in their writing class. This study was conducted in English Education Department of UMY.

To identify the use of authentic materials as a teaching materials in writing class, it is important to conduct a study to students of EED of UMY to find out their perception in the use of authentic materials in their writing class.

Research Questions

Based on the background of the research above, many problem arise. Some problems that can be identified are as follows:

1. What are types of authentic materials used by the teacher in the teaching and learning process as perceive by the students in writing class at EED of UMY?

2. What are the students’ perceptions on the significances of using authentic materials in writing class at EED of UMY?

3. What are the students’ perceptions on the difficulties they face in using authentic materials in writing class at EED of UMY?

Purposes of the Research

In this study, contain three purposes, which are set as follow:

1. To find out types of authentic materials used by the teacher in the teaching and learning process as perceive by the students in writing class at EED of UMY.

2. To identify the students’ perception on the significances of using authentic materials in writing class at EED of UMY.

3. To analyze the students’ perception on the difficulties they face of using authentic materials in writing class at EED of UMY.

Significance of the Research

The findings of this research are hope to provide the valuable contribution to the researcher, the students, English teachers, and future researchers:

The Researcher. This study highlights the students’ perception on the use of authentic materials in writing class at English Education Department of UMY. The research can give more information related to the authentic materials which consist of the benefits and less of difficulties for each material. Then, the researcher gets

information about kind of authentic materials that are usually used in writing class. Finally, the finding of this research might help the researcher on how to use authentic materials in writing class.

Students. This study contains the information of authentic materials that are usually used in writing class at English Education Department of UMY. The finding of this research might help the students to understand of authentic materials. Then, the finding of this research might help the students to identify the benefit and the

difficulties for authentic materials that usually use in writing class. Moreover, the findings of this study expect that the students understand about how to use authentic materials optimally in their learning activity especially in writing class.

English teachers. This study enlightens the students’ perception on the use of authentic materials in writing class at EED of UMY. The research might help English teacher to decide the good material to be used in their class. Then, the finding of this research expects to help the English teacher in selecting which one of the authentic materials that can give more benefits and less of difficulties for their students. Finally, the finding of this research might help the English teachers on how to improve

students’ writing skill.

Future researchers. The finding of this research might help the future researchers as additional sources in conducting other research on the use of authentic materials, especially authentic materials in writing class. Then, this research may give information about authentic materials, such as kinds of authentic materials and also,

the significances or the difficulties in using authentic materials as a teaching media in writing class.

Outline of the Research

This undergraduate thesis consists of five chapters, namely introduction, literature review, methodology, finding and discussion, and the last is conclusion and recommendation.

Chapter one discusses research introduction. This chapter consists of background of the problem, statement of the problem, limitation of the problem, research questions, purpose of the research, significance of the research, and outline of the research.

Chapter two presents a review of related literature. This chapter consists of five sub-chapters; first, it presents some definitions of the terminology used in this paper, process of writing and problem of writing. Then, the second one it will discuss about authentic materials consist of definition of authentic materials, kinds of

authentic materials, the significances of using authentic materials and the challenges of using authentic materials . Next is about the use of authentic materials in writing class. After that, the researcher discusses the review of related study and the last discusses conceptual framework used in this paper

Chapter three discusses about research methodology. This study consists of research design, participant and setting, data collection method, data collection procedure, data analysis.

Chapter four reports the finding and discussion. The first finding is about the types of authentic materials used by the teacher in the teaching and learning process as perceive by the students at EED of UMY. Secondly is about the students’

UMY, the last finding is about the students’ perception on the difficulties they faced of using authentic materials in writing class at EED of UMY.

Chapter five presents about conclusion and recommendation of this study. This chapter summarizes the research findings and proposes some recommendations emerged from the findings. The researcher proposed some recommendation for the teacher, the institution, and for future researcher.

Chapter Two Literature Review

This chapter deals with review of some theories and previous studies which are relevant to the topic. There are several contents discussed in this literature review, which are writing, authentic materials and then the use of authentic materials. Finally, the last part is review of related study and conceptual framework.

Writing

In writing there are some important parts that should be understood by students, which are concept of writing and process of writing. Those parts need to be understood by students in order to make the students able to write well. Besides, students should understand kinds of problems that they might be faced when they do writing activity. Those important points of writing are discussed in this chapter.

Concept of Writing. In language learning there are two categorizes of language skills that the students should master, the first one is productive skills and the second one is receptive skill. This is in line with Javed, Juan, and Nazli (2013), “the four basic English language skills are divided into two categories such as receptive skills and productive skills. Reading and listening are considered receptive skills whereas speaking and writing are known as productive skills” (p. 130). Writing skill is categorized as productive skill, which means that students should product word from their own and make it into a sentence or paragraph. Writing activity is one of the skills that are challenging to be learned in learning English. This in line with Harmer (1991) as quoted by Awaliah (2014) who stated that, “each skill has difficulties for student but writing has become the most complicated skill” (p. 52).

Writing is considered as a way that allows a person to share their thought, belief, feelings and idea into a written text and it can be understood by the reader. Writing can be said as a way to express idea, feeling and thought in written form and it combines word to form meaningful message that writer wants to express to the readers (Orianda and Rosa, 2013).

Process of writing. In writing skill students need to comprehend processes of writing. A good writing has several steps that should be done. In process of writing, it consist of four stages, they are, planning, drafting, editing, and final version (Harmer, 2004). These stages are represented in the following way:

Figure 2.1 process of writing (taken from Harmer, 2004)

Planning. In the beginning, writer will start to think or make a plan about

what they are going to write. For some writers, they might engage making notes to decide what they are going to say. In this stage, the writer should consider about three main issues. The first is purpose of their writing, they should pay attention on the language they used and also the information that they choose to take in. the second one is audience they are writing for, it consists of the language use, whether formal or informal tone. The last one is content structure; it is about deciding which one to include between idea, facts or argument and how to cycle it.

Drafting. In this part, the writer will deal with the assumption that it will be

generated in the planning as a guide. This stage is needed because the writer will not have a broad explanation when he or she is writing.

Editing (reflecting and revising). In this stage, there are several possibilities

that the writer can do in editing their work. For examples, read through what they have written to see whether where it works or where it does not, or the information is not clear, ambiguous or confusing, the writer may use different form of words for particular sentences. Reflecting and revising can be done by other readers or editors who comment and make suggestions. Then, the writer can make appropriate revision.

Final version. After the writer has edited their work and might be done some

revisions, then, the writer can make their final version of their work. This may be look extremely different from original work and the first draft through edited stage but now the writer can send their work to the reader.

These writing processes could be represented in a process wheel that shows many directions that the writer takes. Only when the real final version reached it is the culmination:

Problems of Writing. In learning English, mastering writing skill is not an easy activity for several students because there are many aspects that student should learn such as conventions, and punctuation vocabulary, developing idea. Based on the research that has been conducted by Ghabool, Mariadass, and Kashef (2012, p.132), “ESL teachers in Malaysia confirm the problems in writing development, especially in conventions, and punctuation”. It means that several students are facing those problems, and it can interfere them in their learning activity.

Another aspect in writing is vocabulary. It is one of the aspects that is difficult to be mastered by students because students need to organize their thinking. Achmad (2013) stated that, the English vocabularies are included to the core competence in learning English, because, firstly, we need to build up our thinking by entering denotation and connotation of English vocabulary system. Besides vocabulary consists of two components and students should comprehend it first and it might be their challenges. Behlol (2010) argued that, “vocabularies can be divided into passive vocabularies and active vocabularies. Passive vocabulary is consist of word that only be understood if they appear in a speech or writing, but we cannot use it in our own speech or writing because we are not fully conversant with it. Then, active vocabulary is a word that we usually use it in our speech or writing because we know the word accurately” (p. 40).

Another problem in mastering writing is developing idea and organizing idea. Students should choose the theme, assembling the point of idea and collect the data. This in line with Ghabool, Mariadass, and Kashef (2012) who argued that writing consists of a lot of activities which result in understanding, such as an understanding

includes a process of thinking about the topic, notes gathering, data collection. Beside those problems, grammar also becomes the vital problem for students. “Many

students’ errors in speech and writing performances are grammatical” (Brown, 2001, p. 367). Learners also should consider about content areas which are all taught in English, such as “mathematics, social studies, science, and business (Ghabool,

Mariadass, and Kashef, 2012). So that, there are many aspects that should be mastered by students in writing and it might be the difficulties for the students.

Authentic Materials

Authentic materials is considered as media usually used by native speaker in their daily life and have been created not for learning purposes but to fulfill in language community. Mundra (2014) argued that, “authentic materials are any product or thing designed or produced by native speakers for native speakers’ daily activities, authentic materials are not designed and produced for English Language Teaching (ELT) contexts” (p. 189). Peacock (1997) also defines authentic materials as the materials that have been produced to fulfill some social purposes in the language community. Similar with Taylor (1994) stated that considered authentic language input as any material in English which has not been specifically produced for the purpose of language teaching. The use of authentic materials in teaching learning activity in classroom is not a new issue. According to Azri and Rashdi (2014), “teachers started use authentic materials in the 1970s as a result of the spread of the Communicative Language Teaching Approach” (p.249).

Authentic materials as a learning media has several purposes, the first one is, as a media that acquaint students to the real life with the real media and the second one is exposure the student to the real language. Polio (2014) stated that, “authentic materials that were not created for language learning purposes. Instead, they were

created with some real-life goal for, generally, native speakers. They include both spoken and written language samples. Some obvious examples include magazine, movie reviews, television shows, conversations between native speakers, train schedules, nutrition labels” (p. 1). Kilickaya (2004) also argued that, authentic materials can exposure to real language and use in its own community.

Authentic materials can bring a big impact for students in their learning activities, because authentic materials contain the real language that usually used by native speaker. This is in line with Gilmore (2007) who stated that, “authentic language input as the language carrying a real message which is created by a real speaker or writer for a real audience” (p. 68). Authentic materials are also reputed to help students comprehend between classroom knowledge and the real world.

Willikins (1997) as cited in Rahman (2013) states that, “authentic text creates a bridge between classroom knowledge and a students’ capacity to participate in the real world events” (p.4).

In writing, it offers three genres to be learned by students, authentic materials can be used a media to learn those three genres. Those three genres classified by Brown (2004); he enlightens those three genres of writing in the table:

Table 2.1 Examples of Authentic Materials for Writing Genres (taken from Brown, 2004, p. 219)

Writing Genres

No. Academic writing Job-related writing Personal writing 1 Papers and general subject

reports

Messages (e.g., phone messages)

Letters, emails 2 Essays, compositions Letters / emails Messages, notes 3 Academically focused

journals

Memos (e.g., interoffice) Calendar entries, shopping list 4 Short-answer test responses Reports (job evaluations,

project)

Financials documents, (checks tax forms)

5 Technical reports (e.g., lab reports)

Types of Authentic Materials. Authentic materials are one of the learning materials that can be used in writing class. Genhard (1996) as cited in Azri and Rashdi (2014) stated that authentic materials are classified into three categories as follows:

Authentic listening materials. This kind of these materials is appropriate with

auditory students. Kinds of these authentic listening materials are radio news,

cartoons, song, and music. The significance of using song and music is supported by Mishan (2005), he argued that songs have some benefits for the learners and therefore attest more productive in terms of discussion, analysis and others.

Authentic visual materials. This kind of these materials is appropriate with

visual students. Kinds of these authentic listening materials are street signs, magazines, newspaper, pictures, and post card, video and film/movie. The use of film/movie is supported by Mishan (2005) he said that, “film can also be used in language learning contexts to support a text” (p, 223).

Authentic printed materials. This kind of these materials is a common

materials that usually used by teacher in classroom. These materials are appropriate with auditory, visual and also kinesthetic students, such as, sport reports, newspaper, restaurant menus and train tickets. The use of newspaper is in line Mishan (2005), he stated that newspaper is the most traditional of the cultural products to be used in language learning.

6 Theses, dissertations Advertisements, announcements

Medical reports, immigration documents

7 Manual Diaries, personal journals

8 Fictions (e.g., short stories, poetry)

The significances of using authentic materials. The use of authentic materials in teaching learning activity has given a big significance to the teacher and learner. Authentic materials will give abundant advantages when teacher know how to select and implement it in their class. Tanti and Yusuf (2010) stated that authentic materials serve a lot of advantages when teachers can select and apply it

appropriately. There are five significances of using authentic in classroom, such as, students can learn real language, authentic material can be found easily, more

interesting, authentic materials represent the culture of native speakers, and the last is authentic materials can be used by every level of learners.

Learn the real language. It is not denying because authentic materials make

students learn the real language that native speaker usually used in their daily life and it is important to be learned. Azri and Rashdi (2014) quoted that authentic materials are used to the purpose of students’ learning, students will feel that learning through authentic materials make them learn that real language for communication is

important, reverse with the classroom language itself. So that, the use of authentic materials allow students to learn the real language not only clutch hold in grammar formula from texts. According to Rahman (2013) learning through authentic materials leads students to learn the rules, typical and also the routine of native speaker in apply their language.

Can be found easily. Authentic materials also can be found easily in daily

life, so that teacher would not feel difficult in finding the materials. This is in line with Ogus and Bahar (2008) stated that, “authentic materials can be found easily since they are available in daily life such as food and drink packages, recipes, newspapers, or television programs” (p.470). Teaching grammar is conventionally done by using concocted texts (Rahman, 2013). This situation makes students learn grammar

formula only because text is revolving round various instances of use of the grammar point being taught.

Is more interesting. Another significance of using authentic materials in a

class is authentic materials are more interesting than non-authentic materials because they are more focus in communicate the message rather than accentuate the aspect of target language. Gilimore (2007) pointed out, “authentic language materials are more appealing to the language learners than non-authentic language materials because of their objective to communicate a message rather than emphasizing particular aspects of the target language” (p.70).

Represent the culture of native speakers. Moreover using authentic materials

give big effect to students, because authentic materials represent the culture of native speakers. So that, students can also learns the culture of the target language. This is in line with Peacock (1997) mention that students will directly influence on EFL

learners’ knowledge on how the native speaker behave and use the language because authentic materials expose the cultures of native speakers. Authentic materials are also reputed as a natural media because authentic materials contain the real situation. Mundra (2014) stated that, “authentic materials are said to be natural since authentic materials reflect on what has really happened, what is really happening, or what will happen” (p.199).

Can be appropriate for every level of learners. The last significance of

authentic materials is authentic materials can be used by every level of learner as long as teacher can choose selectively authentic materials with their students. This is in line whit Demitrescu (2000) who stated that, “authentic materials appropriately selected and implemented, can be used to develop task that depart from formulatic language

learning and provide a bridge between the linguistic skills of learners and their professional knowledge goals”. Authentic materials are not only used by advanced learners, but also by lower-level learners but the strategy for using authentic materials for different levels of learners is by determining EFL learners’ level and selecting appropriate authentic materials that fit with learners’ level (Mundra, 2014, p.199).

The challenges of using authentic materials. All of teaching learning media that usually used by teacher has it significance and also the challenges, authentic materials as well. Beside all of those significances which is offered by authentic materials. It also has some challenges in applying authentic materials as a teaching media, such as, in selecting authentic materials, authentic materials also contain of complex, difficult texts, vocabularies, sentences, after that, culturally biased and contains irrelevant vocabulary. And the last challenges is authentic materials may decrease students motivation.

Select authentic materials appropriately. The first challenge in using

authentic materials is selecting the appropriate authentic materials to be applied in the class. In selecting authentic materials as teaching media, teacher should consider their students first. So, they can decide what kind of authentic materials that can be used in the class. Martinez (2002) as quoted by Kilickaya (2004), suggests that, “teachers may use authentic materials for the learners to listen for the gist of the information presented and also he adds that by using authentic materials teachers will have the opportunity to encourage students to read for pleasure especially certain topics of their interest”.

Contain of complex, difficult texts, vocabularies, sentences. The second one

sentences, and language varieties and it cause students less of motivation to learn through authentic materials. This is in line with Peacock (1997) state that it is important that materials selected for the classroom motivate learners, because authentic materials to be significantly less of interesting than artificial materials because it contain of complex, difficult texts, vocabularies, sentences, and language varieties. This is in line with Richards (2001) stated that, “authentic materials often contain difficult language, unneeded vocabulary items and complex language structures, which causes a burden for the teacher in lower-level classes” (p. 253). It means that these aspects might be decrease students’ motivation and interfere students in learning through authentic materials in their classroom.

Moreover, linguistic competence is an essential thing in learning English, therefore, it should be keep in students mind. Rahman (2013) pointed out that, “the teacher needs to keep the learners’ present linguistic competence and the desired linguistic competence in mind” (p.211). It means that in teaching activity the teacher should be selective in choosing the teaching media especially in using authentic materials, because teacher needs to maintain the students’ linguistic ability. In

addition, some students also faced difficulty in arrange procedural text. This is in line with Tanti and Yusuf (2010) stated that, “students found difficulties to find and write the appropriate action verbs, name of tool, and ingredients needed” (p.471).

Decrease students’ motivation. Using authentic materials can make low level learner less motivated in learning English because authentic materials comprise complex content. For example when using music or song and also radio news, the content of music which the students cannot understand what the speaker say, may decrease students motivation in learning English. This is in line whit Mackenzie

(1997), he state that using TV and radio news report are sometimes the reporter speak to fast. The uses of authentic materials in low level learner may decrease students’ motivation and it can make them frustrated because they lack many lexical items and structures used in the target language (Kilickaya, 2004). So that, the used of authentic materials should increase students motivation in learning the target language because motivation make the student easy in absorbing the point of the lesson. Tra (2009) argued that, “students’ motivation can be increased if the authentic materials were selected carefully in terms of student linguistic and conceptual knowledge level” (p. 15).

Culturally biased and contains irrelevant vocabulary. The last challenges is

authentic materials sometime are culturally biased and contains irrelevant vocabulary. Martinez (2002) as cited in Bahrani and Sim (2013) stated that another challenges in using authentic materials in teaching activity is authentic materials are culturally biased and contains irrelevant vocabulary which is unneeded by students. Low level language proficiency or beginner level language learners may have a hard time interpreting what they hear or read because of the media that are usually used by native speaker in their daily life. So that, low language low level language proficiency or beginner level language learners should adapt with the new culture that are usually content irrelevant vocabulary.

The Use of Authentic Materials in Writing Class

There are some problems that are usually faced by the students, such as lack of vocabulary, feel difficult in developing and organizing their idea, and then, grammar structure. So that learning through authentic materials can be their solution to solve

their problem. Here, several examples of using authentic materials in writing class according to Harmer (2007):

Using music and picture. Writing activities that involve music and picture

make students write freely in an engaging way. These media have abundant possibilities in the form of method. Music and pictures are unique materials that contain a lot of vocabulary and can help the students in developing their idea in writing activity. Through these media students can train their writing skill and also their listening skill. Example of using music and picture, teacher can ask their

students to listen to the music, then the teacher can ask their students to write the film scene that they think it could accompany. Teacher can help their student with dictate the first sentence of the story and then student should continue it.

Newspapers and magazines. Another media that can cover those problems is

using newspapers and magazines. These two of media allow students to learn about analyzing about the genres of writing, grammar and also developing idea. These kind of medias usually applied in advance level, because the use of language. Example on the use of newspapers and magazines is teacher can ask their students to look at the range of different articles and ask them to analyze how headlines are constructed, and how articles are normally arranged. Another example is teacher can ask his or her beginner level students to find out the name of place used in the article and for intermediate level, teacher also can asked students to retell the news that they have read (Rahman, 2013).

Brochures and guide. In addition, students also can use brochures and guide

as their learning media. Younger learners usually enjoy whit this kind of media. These kinds of media potentially engage children and teenagers as writing serious piece of

work, it also make the students learn real language. Example of using those media is the teacher may ask their students to look a variety of brochures, and then students can analyze how they put together. Teachers can ask their student to write down their own brochure.

Picture series. The technique in using authentic materials can be done in

various ways, for example, use picture series in improving narrative writing skill (Awaliyah, 2014). This kind of activity can be done by giving the students example of narrative text and then explain about the general structure, function and step in

making narrative text. After that the teacher gives picture series to the students and asks them to make a group and write narrative text based on picture series.

So that, authentic materials is one of the solutions to teach students from beginner level up to advance level. Authentic materials can be used at any level. This is in line with Guariento & Moley (2001) argued that the uses of authentic materials should be considered with the learners’ ability and teacher can add suitable task in which total understanding is not important.

Review of Related Study

In conducting the research, the researcher examines some other researches that are related with the discussion in this research. There are many studies discuss about authentic materials and also writing. The previous studies that evaluated are about using authentic materials and writing class. There are two researches with the similar discussion with this research that will be observe the researcher since those

researchers give review in conducting this study. The researcher would like to present the summary of the studies to highlight the main point of those researches concisely.

The first research entitled “Authentic Materials in a Vocational School Writing Class” this research done by Tanti and Yusuf (2010). The research is done in

vocational school in Kuningan. The aim of this research was to investigate the use of authentic materials in writing procedural text in English classes of a vocational school. This study used quasi-experimental design and purposive sampling technique by analyzing thirty students of automatic courses serves as the control group and thirty students who taking Agricultural Product Technology Course as the experimental group. Based on this research, the finding showed that authentic materials can improve the students’ writing skill in procedural text. Authentic materials can be effective when the teacher select and apply it appropriately as their teaching materials. Since it can be found easily in daily life, authentic materials also give a lot of advantages, for example, the students can learn English in the form of real context.

Another previous study comes from Masood (2013), entitled “Exploiting Authentic Materials for Developing Writing Skills at Secondary Level”. The research is done in Federal Government Boys Model School F-8/3 Islamabad in Pakistan. The aim of this present study was to scrutinize the efficacy of authentic materials for enhancing writing skills of the second language assimilators at secondary level. This study applied experimental research design and observations methodology. The researcher took eight teachers and ten students from tenth grade as his participants by random sampling. Based on his research, the result indicated that authentic materials are a good aid to be used to increase students’ motivation in learning English and the result also showed significance differences in their writing skill after got the treatment through authentic materials. The students of Federal Government Boys Model School F-8/3 Islamabad is passive learners, the implementation of course book only is not

help enough in their teaching learning activity the teacher needs to support their teaching materials by using authentic materials in order to motivate the students in learning English.

In summary, in conducting this study, the researcher takes those two previous related studies as the basic knowledge. The previous studies give an abundant

information about authentic materials. Those two previous studies only focused on the effectiveness of using authentic materials whether in this study focused in finding out students understanding on the use of authentic materials. For instance, some previous studies provided research weather experimental research design to find out the effectiveness of authentic materials. On the other hand, this study use interview to collect the data and the researcher also tries to give additional information about significances and challenges in using authentic materials as their learning media. Conceptual Framework

It has been explained that in writing activity students usually face some problems which are conventions, punctuations, vocabulary, developing idea, organizing idea and grammar. It is happened because writing skill is a challenging skill. The students should understand about the concept of writing and process of writing. Those things are important to be mastered in order to make student has a good writing skill. Authentic materials can be used as the media in language learning activities. The role of authentic material as the learning media has a big impact for the students in do writing activity

Authentic material is one of the learning media that is unique and attractive. It is because authentic materials serve the material with an interesting way, so that the students feel enjoy and learn the real language. Authentic materials allow for every

student in any level to learn through this media as long as the teacher can select it appropriately. It can motivate the students in train their writing skill. Hence, the use of authentic materials can cover the problems that appear in writing class.

Hence, this study focuses on the students understanding toward authentic material in writing class. Then, this study also going to find out about the students perception on the significances and challenges on the use of authentic materials in writing class at English Education Department of Universitas Muhammadiyah Yogyakarta.

Writing

Problems in writing 1.Conventions 2.Punctuations 3.Vocabulary 4.Developing idea 5.Organizing idea 6.Grammar Authentic Materials

Types of authentic materials 1.Authentic listening materials 2.Authentic visual materials 3.Authentic printed materials Significances of authentic materials 1.Learn real language 2.Found easily

3.More interesting and enjoyable

4.Increase motivation 5.Appropriate for any

level learner

Difficulties of authentic materials 1.Select authentic

materials appropriately 2. Contain of complex

sentences, difficult text, and unneeded vocabulary. 3.Linguistic

competences. 4.Decrease students’

motivation. 5.Culturally biased. Figure 2.3 Conceptual Framework

Chapter Three Research Methodology

This chapter explains the methodology used for this research. This chapter presents five parts. The first part discusses the research design used in this study. The next part presents setting and participants of this research. Then, the next part

discusses data collection and reasons of choosing the method. After that, this part discusses the data collection procedure. Finally, data analysis is to verify the data at the end of this methodology chapter.

Research Design

The aim of this research was to find out the students’ perception on the use of authentic materials in writing class at EED UMY. This research applied qualitative method in gathering the data. Qualitative research methodology was suitable for this research because this research discusses the students’ perception on the use of authentic material in writing class. Creswell (2012) stated that qualitative research will be appropriate to be employed when it will identify research participants’

opinion, believe, or even perception. Similarly, Cohen, Manion and Morrison (2011), argues that qualitative data is organizing, accounting for, and explaining the data in order to make sense of data in terms of participant’s definition of situation, nothing patterns, themes, and categories. Hence, this method can be used to collect the data and answer the research questions.

In addition, this research used descriptive qualitative to analize the data. According to Cresweel (2012), description is a detailed rendering of people, places, or events in a setting in qualitative research. It means that through this method, it allows the reseacher to describe about people, place, idea or perception based on the

participant understanding of social phenomena. This in line with Ritchie and lewis (2003) who argued that the essential purpose is to explore and describe participants' understanding and interpretations of social phenomena in a way that captures their inherent nature. Therefore, in this research, descriptive research method can be used to describe a situation that occurs in the environment.

Research Setting and Participant

Setting. In this part, the researcher explains the setting of place and setting of times of this research. The researcher chooses to conduct the research in English Education Department of Universitas Muhammadiyah Yogyakata. There were three main reasons why the researcher chooses EED of UMY as the setting of place of this research. The first reason why the researcher chooses EED of UMY was the lecturers of EED of UMY use authentic materials as their teaching media. The second reason was the students of EED of UMY are exposed to the use of authentic materials in their learning activities. The last reason was both the lecturers and the EED students have an experience in using authentic materials. Therefore, choosing EED of UMY was suitable place to conduct the research.

The next one is the setting of time. Determining the time of the research also has an important role. In this research the researcher conducted the research in academic year 2015/2016 in 20th March to 20th April 2016.

Participant. The participants of this study were English Education department students’ ofUniversity of Muhammadiyah Yogyakarta (UMY). The researcher

involved students from English Education Department batch 2014 as the participant. The researcher chooses them because the researcher believes that the students’ batch 2014 had ever got the knowledge through using authentic materials in writing class in

which they have abundant information which is suitable to the study. Students batch 2014 probably join some course that use authentic materials as their learning media for example, basic academic reading and writing, academic writing, Capita Selecta on Grammar course, interpretative reading and argumentative writing , reading and writing for career development. These courses used authentic materials as their learning media. In addition, the reason why the researcher choose this batch it was because, students batch 2014 have a factual or current information about authentic materials.

In deciding the number of participant to be interviewed in this research, the researcher entrusted to the theoretical saturation. It was because theoretical saturation help the researcher to get the beneficial information from the participants with an ideal number of target of the participants. Theoretical saturation is the general rule in determining the number of the respondents, in which there is no new data or theme from the interview, the interview can be stopped (Lewis, 2003). Based on data gathered from four participants the interview was stopped to until the fourth participants, as the data are considered enough to answer the research questions. Moreover, the researcher used convenience sampling in conducting this research. Convenience sampling is the researcher selects participants because they are willing and available to be studied (Cresswell, 2012, p. 145). The researcher choose the respondents who are available at that time and also is willing to be interviewed and to share their ideas. Participants of this research were four students of English Education Department batch 2014. One male and the rest are three females. The age range was about twenty up to twenty three years old. Their level of proficiency is intermediate. All of those students have used authentic materials as their learning media, such as by using advertisement, novel, newspaper, song, movie or film.

Data Collection Method

This study focused on the students’ perception on the use of authentic materials in writing class. The data collected via semi structured interview. Open-ended question was applied in this research, because it allows the participant to share their idea or experiences. Open-ended question also gives advantages. Creswell (2012) argued that, “open-ended question provides useful information when you cannot directly observe participants, and they permit participants to describe detailed personal information” (p. 218). In this interview, the researcher chooses one-on-one interviews. One-on-one interview was applied as a type of interview, which Creswell (2012) described as “an ideal for interviewing participants who are not hesitant to speak, who are articulate, and who can hare idea comfortably” (p. 218). The reason why the researcher chooses interview technique was because through these kinds of interview, the participant can share their perception or idea on the use of authentic materials in writing class. The instrument of this research in conducting one-on-one interview were an interview guide line, the recording and note. The content of interview guide line was several questions that given to the participants in order to answer the research questions. The questions were about students’ understanding toward authentic materials, then, students’ perceptions on the significances of using authentic materials in writing class, and the difficulties they faced in using authentic materials in writing class.

The first question was related with the first research question, it was about the students understanding toward authentic materials. This part includes several points, for example, the definition of authentic materials, then, kinds of authentic materials. The second question will be about the significances of using authentic materials. The participants given a question dealing with the significances that they get after using

authentic materials in their writing class. The last question were about the difficulties in using authentic materials. In this part, the question was about the students’ opinion regarding about the use of authentic materials in their writing class.

Data Collection Procedure

In conducting the research, the researcher used descriptive qualitative. It means that the researcher did some interviews to the participants. To get in touch with the participants, the first step was the researcher will contact the participant through SMS, E-mail or Whats App depends on participants’ availability. Then, the researcher make an appointment to do the interview and also make an agreement to decide the time and the place to done the interview. The interview conducted in UNIRES

(University Residence) or around UMY depending on the participants’ availability. It was because these places were reachable. After that, the researcher arranged the schedule to interview with the participant. The interview were around ten to fifth teen minutes for each participant. In conducting the interview, the language that the

researcher prefers to use was Indonesia. There were two main reasons in choosing this language, the first one was the participant is an Indonesian, so the questions easier to understand by the participant. The second one was the researcher will be easier in excavate the information from the participants.

Data Analysis

After collecting the data by conducting the interview, the next step was to analyze the data. The purpose of this research was to find out the students’ perception on the use of authentic materials and conjugate the data in order to answer the

research questions. There were several steps in analyzing the data. The steps belong to transcribing the data, member checking and coding the data. The first step was to

transcribe each interview which is conducted from each respondent. Creswell (2012) argued that transcription is the process of converting audiotape recording or field notes into text data. The researcher used a recorder on behalf to record the process of interviewing. Word, phrases and sentences spoken by the respondent will be

transcribed. After transcribing the data, the next step was member checking. Member checking is a step which is after the researcher transcribes the result of interview then the researcher gives it to the participants in order to make sure the transcribe is correct and also to find out whether the data is valid or not. The next step was coding the data. Coding is a process conducted after reading the data. Coding is a deciphering or interpretation of data and includes the naming of concepts and also explaining and discussing them in more detail (Bhom, 2004, p. 270).

There were three types of coding, the data that may be partially considered as phases in the research process – open coding, axial coding and selective coding”. The first one was open coding, it was a process which is discussing, identifying,

categorizing and their properties become the basis for sampling on theoretical grounds. The second was axial coding, it is a middle stage of coding whereby in a very short textual fragment in a detailed analysis but in a lager extracts of whole text. In axial coding, categories were related to their sub categories, and the relationships tested against data. Also, further development of categories took place and one continues to look for indications of them. The last step was selective coding. It is the process by which all categories are selected only the "main" category and categories that need further explication are filled-in with descriptive detail and should answer the research questions. This type of coding was the last part of a study (Corbin and

Chapter Four Finding and Discussion

This chapter presents the finding and discussion of research about students’ perception on the use of authentic materials in writing class at English Education Department of Universitas Muhammadiyah Yogyakarta. There are three major findings revealed from this study based on the formulation of the problem. The first one is the finding reports the types of authentic materials used in the learning activity at EED of UMY. Second one is the findings on the students’ perceptions on the significances of using authentic materials in writing class at EED of UMY. Lastly, this finding reports the students’ perceptions on the difficulties they faced in using authentic materials in writing class at EED of UMY.

Types of authentic materials used by the teachers in the teaching and learning process as perceive by the students at EED of UMY.

In the beginning of the interview, the researcher asked the participants about types of authentic materials they have used in writing class and also the

implementation or activities of using authentic materials in writing class. These authentic materials include novel, video, music, newspaper, movie, and also YouTube. The researcher classified those media into 3 types: Authentic printed materials, authentic audio visual materials and the last authentic audio materials. The researcher found that all of the four participants mention the same media which were used in writing class.

Finding 1: Authentic printed materials; novel and newspaper. All

media in writing class. The lecturer used novel and also newspaper as her/his teaching media in the writing class.

The first media is novel. The title of the novel that already used by the

students was “wimpy kids” they used this media in basic reading and writing subject. .Here are the samples of participants’ statements, as stated by all participants:

(P.1.2) “Book. Mostly we use book, novel and also academic book”.

(P.2.2) “For basic reading and writing, lecture uses print book with the title is “wimpy kid”.

(P.3.2) “In the first semester we used novel, newspaper, music and also video”.

(P.4.2) “Music, video, novel, newspaper and movie”.

The second media is newspaper. Based on the interview result, the participant explained that authentic materials which used in the first semester was newspaper. This finding is supported by Mishan (2005), he stated that newspaper is the most traditional of the cultural products to be used in language learning. It is proved by the statements coming from the participant three and four who stated that:

(P.3.2) “In the first semester we used novel, newspaper, music and also video”.

(P.4.2) “Music, video, novel, newspaper and movie”.

Besides, based on the data obtained from interview, the researcher found some activities by using novel and newspaper that were used by the lecturer. The first one is the activities of using novel were; reading the novel, describing book, combining

between book and video and also doing a closed book journal. Here are some samples of participants’ statements:

(P.1.3) “Printed book and novel use English. We learn to write after read the book”.

(P.1.10) “At that time, the lecture asked us (students) to read novel “diary of wimpy kid”. In a meeting we asked to read 10 pages and then we should describe and explain it”.

(P.1.27) “Sometime I combine between reading a book and watching a video”. (P.4.19) “In interpretative reading and argumentative writing, we (the

students) are asked to read a printed book, then we do a closed book journal. Because of the language that we do not understand, causes we cannot write anything when we do a closed book journal. It is because the language of the book that we cannot understand”.

Moreover, based on the data gathered from interview, the researcher also found some activities that were used by the lecturer in their writing class of using newspaper. The activities of using newspaper are; making summary and explained it and the last is find a job vacancy. This is like what participants number two, three and four said:

P.2.7 Lecture gives us (the students) newspaper “Jakarta post” then we choose one topic that we like and then we make a summary of it and explain it in front of the class.

P.3.7 the lecture divide us (the students) into group and gives us newspaper, then asked us to choose one topic, such as sport, entertainment and film. Then, we describe about the information of the article and share it to our friends.

(P.4.5) “For newspaper, we learn about job vacation. Then, we (the students) asked by the lecture to identify about the job, criteria of the applicant, whether fresh graduate or not, and kind of the job”.

Finding 2: Authentic audio visual materials; video, movie/film, YouTube. All of the participant agreed that in their the first semester at writing subject which they have joined, the also used video, movie/film and YouTube as their learning media.

The first audio visual media is video. The participant mention that they used this media in academic reading and writing. This media was prepared by the teacher in the writing class. Here are the statement by all participants:

(P.1.4) “Perhaps, video”.

(P.2.3) “Then, for academic reading and writing, lecture uses video as learning media”.

(P.3.2) “In the first semester we used novel, newspaper, music and also video”.

(P.4.2) “Music, video, novel, newspaper and movie”.

The second audio visual media that the students already used is movie/film. Participant number four answered that she used movie or film in the writing class, (P.4.2) “Music, video, textbook, newspaper and movie”. Movie or film help the

students to understand the materials more, because movie or film server an

entertainment rather that text. This finding is supported by Mishan (2005) he said that, “film can also be used in language learning contexts to support a text” (p, 223).

The third audio visual media used by participant number one is YouTube. Seitz, Milroy, Orsini, Wyrick, Herring and Koech (2011) they stated that, “YouTube is a website which allows the members to post videos for people to watch and also the can post comments the video via online”. This media was used by the student to provide more source in learning English. This media were also used by the students to learn on their own way and prepared by themselves. The following response present the finding :( P.1.25) “When I don’t understand, I used you tube and learn it with my own way”.

Moreover, the researcher also found about the implementation of video and also movie/film. The first is the implementation of the video. In this media, it had different activities which were designed by the lecturer. Here are several activities which done by the students, such as the lecture was showed the video and asked the students to describe it or relate it to the topic, choosing the video and relate it whit their dream, combining book and also video in learning tenses and also watching video and learn about adding transition in a paragraph. Here are sample statements coming from participant one, two, three and four:

(P.1.5) “The lecture shows the video and asks the students to describe it”. (P.1.6) “We are asked to choose one video and then write about the correlation with our dream”.

(P.1.28) “When I read about tenses part and I do not understand about it I will combine it with watching video. In my opinion watching video is more effective because we can pause and start it anytime we want and we can write notes. I also can do that in reading activity but I prefer to use video”.

(P.2.6) “So, the lecture gives video, then we (students) watch it and should adjust it with our material. For example in making paragraph, we learn about how to add transition, so that it becomes a good paragraph”.

(P.3.5) “After watching the video, we (the students) asked to write about the character, conversation, and about greeting used in the video”.

The second one is the implementation of movie/film. Based on the interview result, the participants showed that in writing class that she was joined, the lecturer asked the students to analyze the character based on the movie. Participant number 2 said, (P.2.9) “We (the students) are asked to watch the cartoon and then we analyze the character”. The last is the implementation of YouTube that already used by the students. The students used YouTube as their additional sources to understand the materials more. He said: (P.1.30) “I can smoothly write when I understand about the materials. And I used book and also video (YouTube) to make it clear”.

Finding 3: Authentic audio materials; Music/song. Based on data obtained, one participant remembered well that on first semester, the lecturer used music as their learning media. The following is the sample statement from participant three and four: (P.3.2) “In the first semester we used textbook, newspaper, music and also video”. Participant number four mention: (P.4.2) “Music, video, textbook, newspaper and movie”.

The finding showed that in writing class that they have joined, the lecture used music as their teaching media. Music is a media that have not been created for

educational purpose but music is a fruitful for teaching and learning process. This is in line whit Mishan (2005), he argued that songs have some benefits for the learners and therefore attest more productive in terms of discussion, analysis and others. It is also support by Gebhard (1996) who argued that teacher can used songs for language learning purpose.

In addition in the terms of activities, participant number three and also participant number four mention the activity in using music were same. The students done missing lyric while using music in writing class. Here, are some of the

participants’ statement from participant three and four:

(P.3.6) “We (the students) listen to the music and then the lecture gives us a text. There will be a missing lyrics and we asked to full fill the lyric with the correct vocabulary”.

(P.4.4) “For music, the lecture gives us (the students) a text, then ask us to full fill the missing lyric”.

In summary, there were six authentic materials that used by the students in their learning activity at English Education Department of Universitas

Muhammadiyah Yogyakarta, including authentic printed materials, such as printed book, it is include novel newspaper, and then, authentic audio visual materials such as video, movie/film and YouTube and the last is authentic audio materials like

music/song. Moreover, from the interview result, we can conclude that there are so many media that has not been created for educational purpose, but we can used it as our learning media. This is in line whit Nunan (1999), input of authentic language can

be obtained from many sources such as, TV and radio broadcast, recorded conversation, meetings and newspaper. This finding also supported by Genhard (1996) as cited in Azri and Rashdi (2014) they classify authentic materials into three categories, the first one is authentic listening materials, authentic visual materials and the last is authentic printed materials.

Students’ perception on the significances of using authentic materials in writing

class at EED of UMY.

Based on the finding of the interview, the researcher found out several significances in using authentic materials in writing class at EED of UMY. The significances which comes up from the interview are authentic materials improve the students language skills, and the they also mention that authentic materials are enjoyable, the students can learn better through various activities, authentic materials also make the students easy in remember the materials, they also can learn on their own pace, authentic materials can be found easily and the last is authentic materials offer daily language.

Finding 1: Authentic materials improve the students language skill. In using authentic materials, it allow the students to learn many things and also help the students in improving their language skill. There are nine language skills that have been improved by using authentic materials. Firstly is, they can deliver their

argument. This finding is comes up from participant number one, he said: (P.1.9) “I feel like I have provisions. For example when I read a printed book I can deliver my argument”. The second skill is the students can express their opinion. It is also

mention by participant number one, he said: (P.1.11) “I can write and can express my opinion”. The third skill is through authentic materials it gives the students a

background knowledge too. The following responds from participant number one present the finding: (P.1.29) “Give background knowledge related to the topic”.

The fourth one is, the students can learn about grammar structure. Here are the statement comes out from all of the participants:

(P.1.12) “From those media I learn about structure of the sentence”.

(P.1.14) “From those media mostly I learn about structure and vocabulary”. (P.2.5) “It is about the systematic in how to make a good writing”.

(P.3.4) “It is about hamburger that describe about paragraph. So, there are three parts; opening, core and closing. The top of bread as main sentence, the middle of hamburger as the content and the bottom as the conclusion”.

(P.3.15) “I found new vocabulary and then I can learn about the structure”. (P.4.9) “I learn about new vocabulary, grammar and also conversation”. The fifth skill is the students learn about how to make a good paragraph. One of the participant explained that she got the skill from watching video. These are statements coming from participants’ number one and two:

(P.1.13) “Second, regarding to writing skill, I learn about how to make a good paragraph, including introduction, content and the conclusion”.

(P.2.14) “From video, make us (the students) understand more than reading a book. We learn about how to make a good paragraph”.

The sixth skill which the students got by using authentic materials such as video, music and also printed book is they can enrich their vocabulary. As indicated by participant one, three and four:

(P.1.32) “It will be relate with new vocabularies”.

(P.3.14) “Through video, I found new vocabulary and it is I rarely used”. (P.3.18) “I can enrich my vocabulary”.

(P.4.8) “Maybe, I get a lot of new vocabulary from the music that I don’t know about the meaning, then, now I know the meaning”.

(P.4.9) “I learn about new vocabulary, grammar and also conversation”. (P.4.20) “It impacts me. For example from printed book, in the beginning there are so many unfamiliar vocabulary, it makes me open the dictionary to looking for the meaning. Then, because I usually do a closed book journal then the result that I get increased and I got new vocabulary”.

The seventh skill is the students can analyze the line of the story and the character. Participant number two stated that she learn this skill by using printed book. She responded (P.2.13) “From printed book, we (the students) learn about how to analyze the line of the story and also the character”. The eight skill that the students got by using authentic materials is greeting. Participant number three stated that she got this skill when she used video. She said, (P.3.16) “Sometimes I learn greeting from video”. The last language skill is pronunciation. Participant number fourth stated that she learn pronunciation through video. She said, (P.4.3) “We learn about the conversation, how to pronounce it”. She also adding the explanation about the

differences between when she use textbook and also video, (P.4.11) “(using video) for example about a conversation between client and manager, I know about the

conversation and how to pronounce it, whereas when I used textbook I just can imagine it, so it is so not clear”.

Finding 2: Students feel enjoy. The second significance in using authentic materials such as cartoon and music is the students feel enjoy and fun in learning English and they did not feel bored. Then, they also got refreshing when using movie. The following responds indicated the finding from all of the participants:

(P.1.16) “I feel like my skill between reading and listening are almost same, but a little higher on listening, so in using both of them, I did not face any difficulty, so I fell enjoy”.

(P.2.8) “It is a cartoon for kids, so it is just for refreshing. (P.2.12) “I feel enjoy too”.

(P.3.8) “I feel enjoy”.

(P.4.6) “I feel fun and enjoy because those media is rarely used.

P.4.7 When we used music we learn and also listen to the music, so it is not boring.

So that, it can be concluded that the students feel enjoy when they are learning English was because, authentic materials are refreshing, and rarely used and they are not bored because they can listen to the music

Finding 3: Students can learn better through various activities. The third significance in using authentic materials is the students can learn better through various activities based on their preferences. Authentic materials entertain the

students while they learning English, authentic materials also provide them new idea, and the students feel more enthusiastic when they joined the writing class too. The excerpts from participant two and three can show those significances:

(P.2.15) “We (the students) get entertainment from the media like writing for pleasure, and lead the students to love writing”.

(P.2.18) “The use of those media impacts my writing skill rather than using a usual media like textbook because it is interesting and we more enthusiastic”. (P.2.23) “Because it is interesting and I like listening rather than reading. I like listening and also watching”.

(P.3.10) “It is more interesting. Because I get more than a textbook. To be honest, I did not like reading.

(P.3.13) “Using video and music is more interesting and make me feels fun”. (P.2.25) “We (the students) used book previously, then the lecture asked to read the book, but now we used media like film, music and another, it makes us interest and also not bored”.

(P.3.26) “It impacts me on how I write in every task. I got new idea and I feels more interested and exciting. It also makes the quality on my writing

increase”.

It can be concluded that, students feel interesting in using authentic materials because they get entertainment so they are not bored, authentic materials make them enthusiastic, it is also fun and can increase their quality of writing. This finding also supported by Genhard (1996), he classified authentic materials based on the

preference of the students who are auditory, visual or kinesthetic.

Finding 4: Students feel ease in memorizing materials. When the students learn English, especially in writing they have to memorize the content of the material.

while choosing a good authentic materials, it should make the students enthusiastic so the students will be motivated in joining the class. After that, the teacher should pay attention to the level of their students so that he/she can decide what kind of authentic materials which appropriate to their students. The last is, the teacher should manage the class while using authentic materials, it is to avoid over time while using authentic materials such as movie or film.

For students. For the students, in using authentic materials the students are hoped to be more creative, active and also independent in improving their own writing skill. After that, the students are expected to be more diligent in enriching their

vocabulary and also learning about grammar structure by using authentic materials. Lastly, the students are hoped that they can learning English wherever they are by using authentic materials that exist in their daily life.

For future researchers. The researcher hopes that the future researcher can further develop the study in case of on the use of authentic materials in learning and teaching process. Then, the researcher hopefully that future researchers can find out more detail and expand to the activities of the authentic materials. Thus, it can be evaluation and consideration for English teacher in implementing authentic materials in their class.

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