AUTHENTIC MATERIAL USED BY PRE-SERVICE TEACHERS AT EED OF UMY IN THEIR TEACHING PRACTICE
7
Chapter Two
Literature Review
This chapter is divided into three parts including the definition of authentic
material along with its kinds, advantages and disadvantages of it. Next is the
definition of pre-service teacher as well as its purposes in an educational program.
The last part is the definition of teaching practice and its impacts.
Authentic Material
This part is divided into four categories. First categories are the definition
of authentic materials. Second categories are kinds of authentic materials. Third
categories are advantages of using authentic materials. Fourth categories are
disadvantages of using authentic material.
Definition of authentic material. Authentic material is teaching resources
that are not especially prepared for the pedagogical purpose. It is argued by
Nunan (1999) that the authentic material is spoken or written language data in
their communication, and is not particularly made for the aim of language
teaching. It is also supported by Richards (2001) who asserted that authentic
material directs to the use of text, videos, and another teaching resource that are
not specially prepared for pedagogical purposes. In addition, Laniro (2007) also
stated that authentic material is not made particularly for teaching in the
classroom, but they make very good learning instrument for students exactly
because they are authentic. From those definitions above, an authentic material is
teaching resources or materials for teaching that are not especially prepared for
8
pedagogical purpose. Through using authentic materials teacher can use things
around them, such us text, and videos.
Kinds of authentic material. According to Laniro (2007) an authentic
material has two main categories. There are authentic materials in terms of printed
and auditory. The printed authentic material is the material that you can look at,
for example unit bills, packing slips, order forms, ATM screens, ATM receipts,
websites, street signs, coupons, traffic tickets, greeting cards, calendars, report
cards, TV guides, food labels, magazine, and newspaper. Furthermore, auditory
material is the material that you can hear. The examples of auditory material are
phone messages, radio broadcasts, podcasts, E-books, movies, videos and DVDs,
television programs. In addition, Berardo (2006) mentioned that authentic
materials that are commonly used in the classroom are newspapers, magazines,
TV programs, movies, songs, and literature.
Based on the theories above, the researcher can summarize that kinds of
authentic material are divided into two. There are authentic materials printed,
authentic audio materials, and authentic audio-visual materials. The authentic
materials printed is the materials that can be seen and touched, for example,
magazine, newspaper, picture, comic book, and novel. Also, authentic audio is the
materials that you can hear and sometime you can hear and watch, for example
radio ads, song, movie, television program, and video.
Advantages of authentic materials. Richards (2001) mentioned five
advantages of authentic materials. First, authentic materials can give a positive
effect for students’ motivation. It is because authentic materials are intrinsically
9
more interesting and motivating than created material. The second benefit is
authentic materials provides authentic culture. When the teacher uses the authentic
material, he/she can easily give the example of a material that is related to culture
that around teacher and students have. For example, In Indonesia the teacher can
use some Lebaran cards to teach congratulation expression, but in Belanda the
teacher can use Christmas card to teach ‘congratulation expression’. Third,
authentic materials prove real life context materials. It means that teaching by
using authentic material the teacher can teach easily, because authentic materials
give the example of anything around students and teacher. For example, for
teaching descriptive text, the teacher uses their classroom for giving an example
to describe something. Fourth benefit is that authentic materials relate more
closely to students’ needs, it is because authentic materials provide rile-life
context, so authentic materials provide a link between the classroom and students
need (students can apply the topic in their daily life)in the real life. Fifth, authentic
materials encourage teacher more creative in the teaching process, since the
teacher will find many materials to teach some topics, so the teacher will be more
creative to make the materials become interesting, and suitable for the students’
ability.
Meanwhile, Laniro (2007) mentioned three advantages of authentic
materials. First, authentic materials help the students to bridge the gap between
the classroom and the real word. Authentic material is considered as real-life
learning context, so the students can easily apply the materials in their life that
they cannot apply it in a class room. For example, when the teacher teaches a
10
procedure text by using video how to make a cake in the class, the students can
apply the procedure in their life. Second, authentic materials can make the
students participate in the learning process. It is because when the teacher asks to
bring authentic material into the class, like coupons and recipes, the students will
wonder what they will do, so the students will be more interested in the learning
activity and they will participate in the classroom activity. Last, authentic
materials give an opportunity to learn local cultures, such as recipes of regional
dishes and celebration. It becomes the advantages of authentic material because
the research mentions that the students will get many benefits by using local
authentic materials because the students directly use things around them
(Jacobson, E., Degener, S., & Purcell-Gates, V., 2003).
In addition, Heitler (2005) mentioned authentic materials have two
advantages. First, authentic materials bring students to the real life contexts.
Second, authentic material proved up-to-date materials. It is because, in authentic
material, the teacher uses the material from newspapers, in which the news in
newspaper always up-to-date.
Regarding those three theories, the researcher can conclude that the
advantages of authentic material are divided into seven categories. First, authentic
materials give the positive effect for student’s motivation. It is also authentic
materials relate more closely to students’ needs, and authentic materials provide a
link between the classroom and students need in the real life. Second, authentic
materials help the students bridging the gap between the classroom and the real
world. Third, authentic material can make the students to be more active in
11
learning process. Fourth, authentic material gives the local cultures material that
makes the students easily learns in classroom and makes the teacher easily teach
the students and achieve the goals & objectives of the lesson. Fifth, authentic
materials provide real life context material; it makes the teacher easily teach the
students and bringing the students to the real life contexts. Sixth, authentic
material provides up-to-date materials. The last, authentic materials encourage the
teacher to be more creative. It is because the teacher will find many materials to
teach some topics, so the teacher will be more creative to make the materials
become interesting, and suitable for the student’s ability.
Disadvantages of authentic materials. Richards (2001) mentioned that
the disadvantages of authentic materials consist of two. First, authentic materials
contain difficult language, vocabulary, and might be not appropriate for teachers
and students. It is because the source of authentic materials can be found
anywhere. On the other words, there is no guideline in using authentic materials
because everything around us can be used as the materials. Second, authentic
materials can be a burden for the teacher. It is because in collecting the materials,
the teacher should have a lot of time to determine suitable materials, activities,
and assignment material for the students.
Also, Berardo (2006) stated three disadvantages of authentic. First,
authentic materials sometimes is difficult to understand for students because
sometimes materials in authentic are not suitable with students’ ability. Second,
authentic materials need a lot of time to collect the data. The last authentic
material is can become outdated easily. It is because the data in authentic
12
materials are always up-to-date; automatically the materials will change rapidly.
Regarding to this case, the teacher should always update the authentic material
since it cannot be used for long time. It is because sometime the issue in the
authentic material relied on the newest issue.
In addition, Guariento and Morley (2001) stated that authentic materials
make the students more confused. If the students get confused, sometimes the
students become demotivated in learning process. It can be caused by the
language in authentic material that is not appropriate with students’ ability. The
next disadvantage is the teacher should be more careful in determining the
material to be use in class room activity. For example, the teacher uses song for
teaching listening, this song is very easy for some students because she/he is
familiar with the song. However, this material is hard for other students, because
they are not familiar with this song. Regarding to this case, the teacher should be
more careful in determining the material that suitable with the student’s ability.
In summary, regarding these three theories the researcher concludes the
disadvantages of authentic material consist of seventh categories. First, authentic
material sometimes has difficult language, vocabulary, and it is not appropriate
for students. Second, authentic materials are difficult to be understood by
students. Third, authentic material is cause’s confusions. It can be caused by the
language in authentic material is not appropriate with students’ ability. Fourth,
authentic material can be a burden for the teacher. It is because in collecting the
materials, the teacher should be careful to determine a suitable materials,
activities, and assignment materials for the students. Fifth, authentic materials
13
takes a lot of time to be collected, since the teacher should have a lot of time to
collect and to determine materials which are suitable for students. Sixth, authentic
materials become outdated easily, because the data in authentic materials are
always up-to-date, automatically the data will change rapidly. The last
disadvantage is the teachers should more careful in choosing the material, because
there is no guideline in using authentic materials and everything around us can be
used as the materials.
Pre-service Teachers
Before becoming a teacher, someone generally experienced to become a
pre-service teacher. It is because from that experience the teacher could get the
benefit since it has some purposes. Therefore in this part the researcher discusses
about two things. The first is definition of pre-service teachers. The second is
purpose of pre-service teacher in programs.
Definition of a pre-service teacher.Pre-service teacher is someone who
learns to be a professional teacher. A professional teacher is someone who can
give the reflection about their experience and can mentor another people.
Becoming a professional teacher takes a lot of time and many experiences
(Lamson &Aldrich, 2003).Pre-service teachers can learn to be professional
teachers through enrolling in Educational Department in a University. Then
afterwards, they can get bachelor degree.
the purpose of the teacher training program.Pre-service teacher program
is aimed to set up graduates to have quality as a teacher (Bransford, Darling,
Hammond, & LePage, 2005). Quality as a teacher means a good pedagogical
14
competence in which pre-service teacher can connect the pedagogical theory. In
addition, the pre service teacher also can apply it in their teaching practice.
Teaching Practice
There are many literatures that talk about teaching practice. In this part,
the researcher discusses the definition of teaching practice based on several
experts’ opinion. Because teaching practice is related to the pre-service teacher,
the researcher also wants to discuss about the impact of teaching practice towards
a pre-service teacher.
Definition of teaching practice. According to UndangUndangDasarRepublik Indonesia, NO 14 Tahun 2005 Bab IV Pasal10
(Indonesian Act Number 14 year’s 2005 Chapter IV verse 10) about educator
(teachers and lecturers) mentions that in order to be a professional teacher and
lecturer they should have good competences. The competence includes the
pedagogical competence, personal competence, professional competence, and
social competence. For having good competence, it needs a lot of preparation.
They can develop their teaching skill by practicum, microteaching, for their
teaching practice (Setiawan, 2014)
According to Peery (2007), teaching practice is a practice done by preservice teacher to teach for the first time as a real teacher in the school. Teaching
practice is the program for the pre-service teachers, consisting of teaching practice
in the class or out of teaching learning activity, in order to make pre-service
teacher becomes a professional teacher. Widiastuti, Suhandana, and Dantes(as
cited in Setiawan, 2014)also said thatteaching practice is one of the intra curricula
15
that consist of teaching practice with guide line, administration of the practice,
counseling, and the other educational assignment. The pre-service teacher should
be able to teach the students, have socialization with in environment, and have
managerial skill.
In addition, Kiggundu and Nayimuli (2009) stated that teaching practice is
an essential factor of teacher training. This program makes pre-service teacher
experience about teaching in the real context. Marais and Meier (2004) argued
that teaching practice is a significant section of becoming a teacher. It makes the
pre-service teacher get skill and knowledge in the real education.
In conclusion, teaching practice is the program for pre-service teachers to
practice their teaching skills in order to be a real teacher in the school. In this
program, pre-service teacher will apply the theory that they have learned in their
teaching practice. Teaching practice programs will make the pre-service teacher
get the experience and skill of teaching processes as a real educator.
The impact of teaching practice program toward a pre-service
teacher.In this section, the impact of teaching practice program toward preservice teacher is divided into two. They are a positive impact and negative
impact.
Positive impact. Teaching practice gives the pre-service teacher
experience about how to become a real teacher in the classroom and school
(Marais & Meier, 2004). Teaching practice also gives the opportunity to attempt
the skill of teaching before they teach in real situation (Kasanda, 1995).Teaching
practice also enables for pre-service teacher to get knowledge about how to
16
mastery of the content of the subject they teach thereby resulting in provisional
growth (Uzeochina, 2015). In addition, Uzeochina, 2015 also said that teaching
practice makes the pre-service teacher get competency in teaching, competency in
lesson demonstration, competency in lesson evaluation and use of the materials,
ad skill of classroom management and organization.
Negativeimpact. Manion , Keith , Morrison & Cohen (2003)mention that
teaching practice makes a combination of expectation, nervousness, enthusiasm
and anxiety for pre-service teacher as they start their teaching practice.Yılmaz,
Çavaş (2007) also said that teaching practice experience affect toward pre-service
teacher beliefs. If the pre-service teacher has a bad experience in teaching practice
such as cannot handling the students, it can make the pre-service teacher worried
when start to teach again.
Conceptual Framework
In the explanation before, the researcher has already explained about three
categories. First is the explanation about definition of authentic materials, kind of
authentic material, advantages and, disadvantages of authentic materials. Second,
the explanation above has already talked about the definition of pre-service
teacher and the purpose of pre-service teacher's educational programs. Third, the
explanation above, the definition of teaching practice, and the impact of teaching
practice towards the pre-service teacher. In addition, the types of authentic
material that is commonly used are newspapers, magazines, TV programs,
movies, song and literature (Berardo, 2006)
17
The significance of authentic material are: First, authentic materials give
the positive effect for student’s motivation. Second, authentic materials relate
more closely to students’ needs, and authentic materials provide a link between
the classroom and students need in the real life. The next, authentic materials help
the students bridge the gap between the classroom and the real world. The fourth
significance is authentic material can make the students to be more active in a
learning process. The fifth authentic material gives the local cultures material that
makes the students easily learns in classroom. The next advantage is bringing the
students to the real life contexts. Authentic materials also provide up-to-date
materials. The next is authentic material makes the teacher easily achieve the
goals & objectives of the lesson. The last is authentic materials provide real life
context material, and also encourages the teacher to be more creative in teaching
process. (Jacobson, E., Degener, S., & Purcell-Gates, V., 2003; Richards, 2001;
Laniro, 2007; Heitler, 2005)
The disadvantages of authentic materials are. The first authentic material
sometimes has difficult language, vocabulary, and it is e not appropriate for
students and teacher. The second is authentic materials is difficult to be
understood by students. The third is authentic material cause’s confusions. The
next is authentic material can be a burden for the teacher. The last disadvantage is
the teachers should more careful in choosing the material. (Guariento and Morley
2001; Ricards, 2001; Berardo, 2006; )
18
These can be represented by this cart:
Figure 1. Conceptual Framework
Chapter Two
Literature Review
This chapter is divided into three parts including the definition of authentic
material along with its kinds, advantages and disadvantages of it. Next is the
definition of pre-service teacher as well as its purposes in an educational program.
The last part is the definition of teaching practice and its impacts.
Authentic Material
This part is divided into four categories. First categories are the definition
of authentic materials. Second categories are kinds of authentic materials. Third
categories are advantages of using authentic materials. Fourth categories are
disadvantages of using authentic material.
Definition of authentic material. Authentic material is teaching resources
that are not especially prepared for the pedagogical purpose. It is argued by
Nunan (1999) that the authentic material is spoken or written language data in
their communication, and is not particularly made for the aim of language
teaching. It is also supported by Richards (2001) who asserted that authentic
material directs to the use of text, videos, and another teaching resource that are
not specially prepared for pedagogical purposes. In addition, Laniro (2007) also
stated that authentic material is not made particularly for teaching in the
classroom, but they make very good learning instrument for students exactly
because they are authentic. From those definitions above, an authentic material is
teaching resources or materials for teaching that are not especially prepared for
8
pedagogical purpose. Through using authentic materials teacher can use things
around them, such us text, and videos.
Kinds of authentic material. According to Laniro (2007) an authentic
material has two main categories. There are authentic materials in terms of printed
and auditory. The printed authentic material is the material that you can look at,
for example unit bills, packing slips, order forms, ATM screens, ATM receipts,
websites, street signs, coupons, traffic tickets, greeting cards, calendars, report
cards, TV guides, food labels, magazine, and newspaper. Furthermore, auditory
material is the material that you can hear. The examples of auditory material are
phone messages, radio broadcasts, podcasts, E-books, movies, videos and DVDs,
television programs. In addition, Berardo (2006) mentioned that authentic
materials that are commonly used in the classroom are newspapers, magazines,
TV programs, movies, songs, and literature.
Based on the theories above, the researcher can summarize that kinds of
authentic material are divided into two. There are authentic materials printed,
authentic audio materials, and authentic audio-visual materials. The authentic
materials printed is the materials that can be seen and touched, for example,
magazine, newspaper, picture, comic book, and novel. Also, authentic audio is the
materials that you can hear and sometime you can hear and watch, for example
radio ads, song, movie, television program, and video.
Advantages of authentic materials. Richards (2001) mentioned five
advantages of authentic materials. First, authentic materials can give a positive
effect for students’ motivation. It is because authentic materials are intrinsically
9
more interesting and motivating than created material. The second benefit is
authentic materials provides authentic culture. When the teacher uses the authentic
material, he/she can easily give the example of a material that is related to culture
that around teacher and students have. For example, In Indonesia the teacher can
use some Lebaran cards to teach congratulation expression, but in Belanda the
teacher can use Christmas card to teach ‘congratulation expression’. Third,
authentic materials prove real life context materials. It means that teaching by
using authentic material the teacher can teach easily, because authentic materials
give the example of anything around students and teacher. For example, for
teaching descriptive text, the teacher uses their classroom for giving an example
to describe something. Fourth benefit is that authentic materials relate more
closely to students’ needs, it is because authentic materials provide rile-life
context, so authentic materials provide a link between the classroom and students
need (students can apply the topic in their daily life)in the real life. Fifth, authentic
materials encourage teacher more creative in the teaching process, since the
teacher will find many materials to teach some topics, so the teacher will be more
creative to make the materials become interesting, and suitable for the students’
ability.
Meanwhile, Laniro (2007) mentioned three advantages of authentic
materials. First, authentic materials help the students to bridge the gap between
the classroom and the real word. Authentic material is considered as real-life
learning context, so the students can easily apply the materials in their life that
they cannot apply it in a class room. For example, when the teacher teaches a
10
procedure text by using video how to make a cake in the class, the students can
apply the procedure in their life. Second, authentic materials can make the
students participate in the learning process. It is because when the teacher asks to
bring authentic material into the class, like coupons and recipes, the students will
wonder what they will do, so the students will be more interested in the learning
activity and they will participate in the classroom activity. Last, authentic
materials give an opportunity to learn local cultures, such as recipes of regional
dishes and celebration. It becomes the advantages of authentic material because
the research mentions that the students will get many benefits by using local
authentic materials because the students directly use things around them
(Jacobson, E., Degener, S., & Purcell-Gates, V., 2003).
In addition, Heitler (2005) mentioned authentic materials have two
advantages. First, authentic materials bring students to the real life contexts.
Second, authentic material proved up-to-date materials. It is because, in authentic
material, the teacher uses the material from newspapers, in which the news in
newspaper always up-to-date.
Regarding those three theories, the researcher can conclude that the
advantages of authentic material are divided into seven categories. First, authentic
materials give the positive effect for student’s motivation. It is also authentic
materials relate more closely to students’ needs, and authentic materials provide a
link between the classroom and students need in the real life. Second, authentic
materials help the students bridging the gap between the classroom and the real
world. Third, authentic material can make the students to be more active in
11
learning process. Fourth, authentic material gives the local cultures material that
makes the students easily learns in classroom and makes the teacher easily teach
the students and achieve the goals & objectives of the lesson. Fifth, authentic
materials provide real life context material; it makes the teacher easily teach the
students and bringing the students to the real life contexts. Sixth, authentic
material provides up-to-date materials. The last, authentic materials encourage the
teacher to be more creative. It is because the teacher will find many materials to
teach some topics, so the teacher will be more creative to make the materials
become interesting, and suitable for the student’s ability.
Disadvantages of authentic materials. Richards (2001) mentioned that
the disadvantages of authentic materials consist of two. First, authentic materials
contain difficult language, vocabulary, and might be not appropriate for teachers
and students. It is because the source of authentic materials can be found
anywhere. On the other words, there is no guideline in using authentic materials
because everything around us can be used as the materials. Second, authentic
materials can be a burden for the teacher. It is because in collecting the materials,
the teacher should have a lot of time to determine suitable materials, activities,
and assignment material for the students.
Also, Berardo (2006) stated three disadvantages of authentic. First,
authentic materials sometimes is difficult to understand for students because
sometimes materials in authentic are not suitable with students’ ability. Second,
authentic materials need a lot of time to collect the data. The last authentic
material is can become outdated easily. It is because the data in authentic
12
materials are always up-to-date; automatically the materials will change rapidly.
Regarding to this case, the teacher should always update the authentic material
since it cannot be used for long time. It is because sometime the issue in the
authentic material relied on the newest issue.
In addition, Guariento and Morley (2001) stated that authentic materials
make the students more confused. If the students get confused, sometimes the
students become demotivated in learning process. It can be caused by the
language in authentic material that is not appropriate with students’ ability. The
next disadvantage is the teacher should be more careful in determining the
material to be use in class room activity. For example, the teacher uses song for
teaching listening, this song is very easy for some students because she/he is
familiar with the song. However, this material is hard for other students, because
they are not familiar with this song. Regarding to this case, the teacher should be
more careful in determining the material that suitable with the student’s ability.
In summary, regarding these three theories the researcher concludes the
disadvantages of authentic material consist of seventh categories. First, authentic
material sometimes has difficult language, vocabulary, and it is not appropriate
for students. Second, authentic materials are difficult to be understood by
students. Third, authentic material is cause’s confusions. It can be caused by the
language in authentic material is not appropriate with students’ ability. Fourth,
authentic material can be a burden for the teacher. It is because in collecting the
materials, the teacher should be careful to determine a suitable materials,
activities, and assignment materials for the students. Fifth, authentic materials
13
takes a lot of time to be collected, since the teacher should have a lot of time to
collect and to determine materials which are suitable for students. Sixth, authentic
materials become outdated easily, because the data in authentic materials are
always up-to-date, automatically the data will change rapidly. The last
disadvantage is the teachers should more careful in choosing the material, because
there is no guideline in using authentic materials and everything around us can be
used as the materials.
Pre-service Teachers
Before becoming a teacher, someone generally experienced to become a
pre-service teacher. It is because from that experience the teacher could get the
benefit since it has some purposes. Therefore in this part the researcher discusses
about two things. The first is definition of pre-service teachers. The second is
purpose of pre-service teacher in programs.
Definition of a pre-service teacher.Pre-service teacher is someone who
learns to be a professional teacher. A professional teacher is someone who can
give the reflection about their experience and can mentor another people.
Becoming a professional teacher takes a lot of time and many experiences
(Lamson &Aldrich, 2003).Pre-service teachers can learn to be professional
teachers through enrolling in Educational Department in a University. Then
afterwards, they can get bachelor degree.
the purpose of the teacher training program.Pre-service teacher program
is aimed to set up graduates to have quality as a teacher (Bransford, Darling,
Hammond, & LePage, 2005). Quality as a teacher means a good pedagogical
14
competence in which pre-service teacher can connect the pedagogical theory. In
addition, the pre service teacher also can apply it in their teaching practice.
Teaching Practice
There are many literatures that talk about teaching practice. In this part,
the researcher discusses the definition of teaching practice based on several
experts’ opinion. Because teaching practice is related to the pre-service teacher,
the researcher also wants to discuss about the impact of teaching practice towards
a pre-service teacher.
Definition of teaching practice. According to UndangUndangDasarRepublik Indonesia, NO 14 Tahun 2005 Bab IV Pasal10
(Indonesian Act Number 14 year’s 2005 Chapter IV verse 10) about educator
(teachers and lecturers) mentions that in order to be a professional teacher and
lecturer they should have good competences. The competence includes the
pedagogical competence, personal competence, professional competence, and
social competence. For having good competence, it needs a lot of preparation.
They can develop their teaching skill by practicum, microteaching, for their
teaching practice (Setiawan, 2014)
According to Peery (2007), teaching practice is a practice done by preservice teacher to teach for the first time as a real teacher in the school. Teaching
practice is the program for the pre-service teachers, consisting of teaching practice
in the class or out of teaching learning activity, in order to make pre-service
teacher becomes a professional teacher. Widiastuti, Suhandana, and Dantes(as
cited in Setiawan, 2014)also said thatteaching practice is one of the intra curricula
15
that consist of teaching practice with guide line, administration of the practice,
counseling, and the other educational assignment. The pre-service teacher should
be able to teach the students, have socialization with in environment, and have
managerial skill.
In addition, Kiggundu and Nayimuli (2009) stated that teaching practice is
an essential factor of teacher training. This program makes pre-service teacher
experience about teaching in the real context. Marais and Meier (2004) argued
that teaching practice is a significant section of becoming a teacher. It makes the
pre-service teacher get skill and knowledge in the real education.
In conclusion, teaching practice is the program for pre-service teachers to
practice their teaching skills in order to be a real teacher in the school. In this
program, pre-service teacher will apply the theory that they have learned in their
teaching practice. Teaching practice programs will make the pre-service teacher
get the experience and skill of teaching processes as a real educator.
The impact of teaching practice program toward a pre-service
teacher.In this section, the impact of teaching practice program toward preservice teacher is divided into two. They are a positive impact and negative
impact.
Positive impact. Teaching practice gives the pre-service teacher
experience about how to become a real teacher in the classroom and school
(Marais & Meier, 2004). Teaching practice also gives the opportunity to attempt
the skill of teaching before they teach in real situation (Kasanda, 1995).Teaching
practice also enables for pre-service teacher to get knowledge about how to
16
mastery of the content of the subject they teach thereby resulting in provisional
growth (Uzeochina, 2015). In addition, Uzeochina, 2015 also said that teaching
practice makes the pre-service teacher get competency in teaching, competency in
lesson demonstration, competency in lesson evaluation and use of the materials,
ad skill of classroom management and organization.
Negativeimpact. Manion , Keith , Morrison & Cohen (2003)mention that
teaching practice makes a combination of expectation, nervousness, enthusiasm
and anxiety for pre-service teacher as they start their teaching practice.Yılmaz,
Çavaş (2007) also said that teaching practice experience affect toward pre-service
teacher beliefs. If the pre-service teacher has a bad experience in teaching practice
such as cannot handling the students, it can make the pre-service teacher worried
when start to teach again.
Conceptual Framework
In the explanation before, the researcher has already explained about three
categories. First is the explanation about definition of authentic materials, kind of
authentic material, advantages and, disadvantages of authentic materials. Second,
the explanation above has already talked about the definition of pre-service
teacher and the purpose of pre-service teacher's educational programs. Third, the
explanation above, the definition of teaching practice, and the impact of teaching
practice towards the pre-service teacher. In addition, the types of authentic
material that is commonly used are newspapers, magazines, TV programs,
movies, song and literature (Berardo, 2006)
17
The significance of authentic material are: First, authentic materials give
the positive effect for student’s motivation. Second, authentic materials relate
more closely to students’ needs, and authentic materials provide a link between
the classroom and students need in the real life. The next, authentic materials help
the students bridge the gap between the classroom and the real world. The fourth
significance is authentic material can make the students to be more active in a
learning process. The fifth authentic material gives the local cultures material that
makes the students easily learns in classroom. The next advantage is bringing the
students to the real life contexts. Authentic materials also provide up-to-date
materials. The next is authentic material makes the teacher easily achieve the
goals & objectives of the lesson. The last is authentic materials provide real life
context material, and also encourages the teacher to be more creative in teaching
process. (Jacobson, E., Degener, S., & Purcell-Gates, V., 2003; Richards, 2001;
Laniro, 2007; Heitler, 2005)
The disadvantages of authentic materials are. The first authentic material
sometimes has difficult language, vocabulary, and it is e not appropriate for
students and teacher. The second is authentic materials is difficult to be
understood by students. The third is authentic material cause’s confusions. The
next is authentic material can be a burden for the teacher. The last disadvantage is
the teachers should more careful in choosing the material. (Guariento and Morley
2001; Ricards, 2001; Berardo, 2006; )
18
These can be represented by this cart:
Figure 1. Conceptual Framework