Elesp students` perception on the use of authentic materials in basic reading I class
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ELESP STUDENTS’ PERCEPTION ON THE USE OF
AUTHENTIC MATERIALS IN BASIC READING I CLASS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Angela Kenya Astari
Student Number: 091214082
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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ELESP STUDENTS’ PERCEPTION ON THE USE OF
AUTHENTIC MATERIALS IN BASIC READING I CLASS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Angela Kenya Astari
Student Number: 091214082
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
of parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, July 16, 2013
Angela Kenya Astari
091214082
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Angela Kenya Astari
Nomor Mahasiswa
: 091214082
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
ELESP STUDENTS’ PERCEPTION ON THE USE OF AUTHENTIC
MATERIALS IN BASIC READING I CLASS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 4 Juli 2013
Yang menyatakan
Angela Kenya Astari
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ABSTRACT
Astari, Angela Kenya. 2013. ELESP Students ‘Perception on the Use of Authentic
Materials in Basic Reading I Class. Yogyakarta: Sanata Dharma University.
In Basic Reading I Class, the use of texts is necessary as the learning tools.
In fact, the lecturers are interested in making the use of authentic materials in
reading class. Yet, since the authentic materials are made not for educational
purposes, the students may not perceive the use of authentic materials in reading
class positively. In this case, the lecturers should be able to develop the authentic
materials as the appropriate learning sources for the students of Basic Reading I
Class. Thus, this research is conducted to survey how ELESP students perceive
the use of authentic materials in Basic Reading I Class.
The research questions then were formulated as: 1) How are the authentic
materials developed in Basic Reading I Class? and 2) What is students’ perception
on the use of authentic materials in Basic Reading I Class?
To answer the first research question, the researcher interviewed the
lecturer of Basic Reading I Class. The results then were presented and discussed
to obtain a clear picture of the development of authentic materials in Basic
Reading I Class. The researcher distributed the questionnaires to the students in
order to answer the second research question. Moreover, the researcher also
interviewed six students in order to gain the further information on why they gave
positive or negative responses to some statements in the questionnaire.
From the analysis, it could be concluded that: first, the development of
authentic materials in Basic Reading I Class is done by adopting the authentic
materials as learning sources for reading activities, pbwork, and also reader’s logs.
The lecturer keeps the originality of authentic texts, explains on the cultural
aspect, selects the authentic materials and designs appropriate activities for the
students. Second, in general, all of students (100%) have positive perception on
the use of authentic materials in Basic Reading I Class. In fact, the authentic
materials are the most preferable learning sources in Basic Reading I Class
besides the textbooks. Generally, the most challenging part for the students is
finding many unfamiliar vocabularies in the authentic materials. However, they
still perceive the use of authentic materials positively since they believe that the
challenge is beneficial to improve their vocabulary mastery. Therefore, the
researcher then addressed several recommendations to 1) lecturers to keep using
the authentic materials, vary the activities in class, and select the best appropriate
authentic materials, 2) students to start developing reading habit outside the class
and list the unfamiliar vocabularies, and 3) future researcher to design a set of
authentic reading materials to the students or to conduct a deeper investigation
over the use of authentic materials in Basic Reading I which focusses on certain
aspect.
Keywords: the authentic materials, perception, Basic Reading I.
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ABSTRAK
Astari, Angela Kenya. 2013. ELESP Students ‘Perception on the Use of Authentic
Materials in Basic Reading I Class. Yogyakarta: Sanata Dharma University.
Di kelas Basic Reading I, penggunaan teks bacaan sangat penting sebagai
media pembelajaran. Faktanya, para dosen tertarik untuk menggunakan teks
otentik di kelas reading. Tetapi, karena teks otentik dibuat tidak untuk tujuan
pendidikan, mahasiswa mungkin tidak memberikan tanggapan positif terhadap
penggunan teks otentik di kelas reading. Dalam kasus ini, dosen seharusnya
mampu mengembangkan materi otentik supaya menjadi sumber belajar yang tepat
bagi siswa di kelas Basic Reading I. Oleh karena itu, penelitian ini dilaksanakan
dengan tujuan untuk mencari tahu persepsi mahasiswa program studi Pendidikan
Bahasa Inggris terhadap penggunaan teks otentik di kelas Basic Reading I.
Pertanyaan-pertanyaan yang kemudian akan dijawab dalam skripsi ini
dapat dirumuskan sebagai berikut: 1) Bagaimana teks autentik dikembangakn di
kelas Basic Reading I ? dan 2) Bagaimana persepsi mahasiswa terhadap
penggunaan teks otentik di kelas Basic Reading I ?
Untuk menjawab rumusan masalah yang pertama, peneliti mewawancarai
dosen pengampu mata kuliah Basic Reading I. Data penelitian disajikan dan
dibahas untuk mendapatkan gambaran yang jelas mengenai pengembangan materi
otentik di kelas Basic Reading I. Peneliti menyebarkan kuesioner kepada
mahasiswa untuk menjawab rumusan masalah yang kedua. Selain itu, peneliti
juga mewawancarai enam mahasiswa untuk mendapatkan informasi lebih lanjut
mengenai alasan mahasiswa memberikan respon positif atau negatif ketika
mengisi kuisoner.
Berdasarkan analisa data, dapat disimpulkan bahwa: pertama,
perkembangan materi otentik di kelas Basic Reading I dilakukan dengan cara
mengadopsi materi otentik menjadi bahan bacaan di dalam kelas, pbwork, dan
juga reader’s logs. Dosen tidak merubah materi otentik (asli), menjelaskan aspek
budaya kepada mahasiswa, memilih materi otentik, dan memberikan kegiatan
yang sesuai untuk mahasiswa Kedua, secara umum, semua mahasiswa (100%)
memberikan tanggapan yang positif terhadap penggunaan materi otentik di kelas
Basic Reading I. Faktanya, materi otentik menjadi sumber pembelajaran yang
paling disukai di kelas Basic Reading I selain teks bacaan dari buku pelajaran.
Pada umumnya, mahasiswa menemukan tantangan ketika menemukan banyak
kosa kata baru di materi otentik. Akan tetapi, mahasiswa tetap memberikan
tanggapan positif terhadap penggunaan teks autentik di kelas Basic Reading I
karena tantangan itu bermanfaat bagi mereka untuk memperkaya perbendaharaan
kosa kata. Oleh karena itu, peneliti kemudian mengusulkan beberapa rekomendasi
yang ditujukan kepada: 1) para dosen untuk tetap menggunakan materi otentik,
memvariasi kegiatan di kelas, dan memilih materi autentik yang tepat, 2) seluruh
mahasiswa untuk membangun kebiasaan membaca di luar kelas dan mendata kosa
kata baru yang ditemukan di materi otentik, dan 3) calon peneliti selanjutnya
untuk merancang materi dari bacaan otentik untuk mahasiswa, atau melakukan
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penelitian lebih lanjut tentang penggunaan materi otentik di kelas Basic Reading I
yang fokus terhadap aspek tertentu .
Kata kunci: tanggapan, materi otentik, kelas Basic Reading I.
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Stay Hungry ...
Stay Foolish ...
I dedicate this thesis to :
All of people who love me ...
All of people whom I love ...
Especially my family
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ACKNOWLEDGEMENTS
First of all, I would like to praise the Lord for His beautiful masterpieces
in life. I thank Him so much for giving me the chance so that I can make people
whom I love happy through the result of my thesis. He never gets tired of listening
to my prayers and blessing me along the journey of my thesis. I thank Him for
sending me many fabulous people who always support me in completing this
thesis.
My greatest gratitude goes to my best sponsor I have ever had, Bundaku
Caecilia Tutyandari, S.Pd., M.Pd. and also Drs. Barli Bram, M. Ed., Ph.D.
They have always guided me patiently in writing and revising this thesis. Their
advice, comments, suggestions, corrections were so valuable and beneficial for
me. I thank all of lecturers, staff, and students of ELESP Sanata Dharma
University for giving the best of helpful efforts during I studied in this campus. I
realized that I was nothing. Yet, I am something because of them. I especially
thank Ibu C. Sih Carla Prabandari, S.Pd., M. Hum for being the best mother
for ELESP students of Class B (2009). For my second family, All of ELESP
students of Class B (2009), I thank them for the moments we laughed and cried
together. I also say thanks to my seniors and juniors in ELESP who kindly
shared their knowledge, became my proof readers and became the participants of
my study, especially Mas Berlin Ade Pramudya, Mbak Maria Ivonna, Mbak
Agatha Paskalin, Mbak Hedwig, Pak Miko,
Reading I ( Class D & Class E).
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and the students of Basic
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Bapak Yohanes Marjiyo, Ibu Lucia Marmini, and Mas Dismas
Fersandika are my best mood boosters. I sincerely thank them for being my best
parents and brother. When I was weak and dispirited about my thesis, they always
supported and raised me up. Their pictures and voices always made my spirit
aflame. This thesis is finished because of their love and prayers. I deeply thank
my boyfriend, Yulius Wisnu Ade Pramudya and his family, for always loving,
motivating, and caring about me.
I would like to thank Shela Novitasari, Fitriani, Intan Lestari, Qahar
Malik, Radinal Akbar, Yogaku Puspitarini, Maria Evitasari, Maria Sisca
Inovanni, Kakak Sisilia Endah Lestari, Mang Yoga Pradana Marutadewa ,
Mbak Felicicta Devi, Mbak Elisabeth Liece, Mbak Claudia Yessie, Mbak
Cicilia Rosi, Mbak Catarina Awang, Mbak Christina Aprilia, Mbak Wulan,
Mbak Ruth Septi, Mbak Riska Budiarti, Mbak Claudia Yessi, Mbokdhe
Danik, Mbak Sisca, Mbak Shinta, Mama Ayu , all of members of ELEGY
play performance and other best friends whom I can not mention one by one. I
thank my best family in ND Corp; Jeje Venansia Ajeng, Inang Iluminata Hani,
Mbak Agustina Hana, and Wudi Wisnu Agung Pradana, Dear PUSTIMers; I
Made Suryana, Monika Nur Indah, Emilya Frederika, Yushendra Kusuma,
Gregorius Pambudi, Listya Dewi, Palma Adhinta, my beautiful and wonderful
“CIWIS”; Kanindia Ichan, Fransisca Eka, Natasya Nindyasari, Putri
Alexandra, Sisilia Arini, Margareta Mia, my best musicians at “PROGRESSIO
band”; Bastian, Dani, Yustinus Cahyadi, Nanda, my family in Cantus Firmus
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Choir, especially Mas Pancasona Aji, S.Sn for being my great angels who are
sent by God. I am nothing without their love and care. I would also like to express
my appreciation to the members of KONSER POELANG KAMPUNG
ALUMNI CF and UC PBI USD 2013. Since those two events were held when I
was completing my thesis, I thanked them for supporting and understanding my
position.
Finally, I address my greatest gratitude to all of people I know whose
names could not be mentioned one by one. Just continue making many good
deeds in this universe. May God always be with them all.
Angela Kenya Astari
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TABLE OF CONTENT
Page
TITLE PAGE ……………………………………………………………........
i
APPROVAL PAGES …………………………………………………………
ii
STATEMENT OF WORK’S ORIGINALITY ………………………………
iv
PERNYATAAN PERSETUJUAN PUBLIKASI ………………………………
v
ABSTRACT ………………………………………………………………….
vi
ABSTRAK ……………………………………………………………………..
vii
ACKNOWLEDGEMENTS ………………………………………………......
ix
TABLE OF CONTENTS …………………………………………………...... xiii
LIST OF TABLES ……………………………………………………………
xv
LIST OF FIGURE ……………………………………………………………
xvi
LIST OF APPENDICES ……………………………………………………
xvii
CHAPTER I. INTRODUCTION
A. Research Background …………………………………….
1
B. Research Problems …………………………………..........
4
C. Problem Limitation ……………………………………….
4
D. Research Objectives ……………………………………..
4
E. Research Benefits ………………………………………..
5
F. Definition of Terms ………………………………………
7
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description …………………………………
9
1. Perception ………………………………….................
9
a. Definition of Perception……………………..…....
9
b. The Process of Creating
Perception……………...........................................
10
c. The Factors Influencing Perception.........................
10
2. Authentic Materials.......................................................
11
a. Definition of Authentic Materials...........................
11
b. The Characteristics of Authentic Materials.............
12
c. Types of Authentic Materials..................................
13
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d. Arguments Against the Use of Authentic Materials
in the Classroom …………………...………..........
13
e. Arguments Support the Use of Authentic Materials
in the Classroom......................................................
14
f. The Development of Authentic Materials…………
16
g. Previous Study on Using the Authentic
Materials………………………………………….
16
h. Selection of Authentic Materials............................
17
3. Basic Reading I …………………………………........
19
a. The Nature...........................…...............................
19
b. The Objectives ……………...................................
c. The Participant.........................................................
20
21
d. Intensive Reading.....................................................
21
B. Theoretical Framework …………………………………
22
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ………………………….…………….
25
B. Research Participants ………………………………….…
25
C. Research Instruments ……….………………….………..
26
D. Data Gathering Technique ……….……………………….
29
E. Data Analysis Technique …………………………………
31
F. Research Procedure ……………………………………….
32
CHAPTER IV. RESEARCH FINDING AND DISCUSSION
A. The Development of the Authentic Materials in Basic
Reading I Class..........................………………………....
34
B. ELESP Students’ Perception on the Use of Authentic
Materials in Basic Reading I Class......................................
50
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ……………………………………………..
111
B. Recommendations ………………………………………
115
REFERENCES …………………………………………………….………..
118
APPENDICES ……………………………………………………………….. 121
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LIST OF TABLES
Table
4.1
Page
The Result of Close-Ended Questionnaire on Students’ Interest and
Motivation on Reading English Texts........................................................ 52
4.2
The Result of Close-Ended Questionnaire on Students’ Experience in
Reading the Authentic Texts....................................................................... 55
4.3
The Result of Close-Ended Questionnaire on Students’ Evaluation on
The Advantages of Using Authentic Materials in Basic Reading I Class.
4.4
The Result of Close-Ended Questionnaire on Students’ Challenges on
Reading Authentic Materials in Basic Reading I Class..............................
4.5
57
76
The Result of Close-Ended Questionnaire on Students’ Perception on
the Use of Authentic Materials in Basic Reading I Class.......................... 84
4.6
The Result of Open-Ended Questionnaire on Students’ Perception on
the Use of Authentic Materials in Basic Reading I Class.......................... 86
4.7
The Result of Close-Ended Questionnaire on Students’ Suggestion on
the Selection of Authentic Materials in Basic Reading I Class.................. 91
4.8
The Result of Open-Ended Questionnaire on Some Preferable Topics of
Authentic Materials for the Students of Basic Reading I Class................. 96
4.9
The Result of Open-Ended Questionnaire on Some Preferable Types of
Authentic Materials for the Students of Basic Reading I Class................. 98
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LIST OF FIGURE
Figure
2.1
Page
The Perceptual Process................................................................................ 10
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LIST OF APPENDICES
Appendix
Page
A. Surat Permohonan Ijin Penelitian ……………………………………….. 122
B. Blueprint of Questionnaire....................................................……….......... 125
C. Questionnaire………………………………………………………........... 133
D. Questionnaire of Al-Musallam................................................................... 137
E.
Percentage Result of Close-Ended Questions............................................ 142
F.
Raw Data of Open-Ended Questions......................................................... 146
G. Classification Data of the Students’ Answer on Open -Ended
Questions..................................................................................................... 159
H. The Blueprint of Interview Question List for Lecturer………………….. 163
I.
Transcript of Lecturer’s Interview……………………………................ 165
J.
Blueprint of Interview Question List for
Students....................................................................................................... 171
K. Transcript of Students’ Interviews............................................................. 175
L.
Syllabus of Basic Reading I Class………………………………………... 205
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CHAPTER I
INTRODUCTION
This chapter provides the background information dealing with the
research topic. In this chapter, the researcher is going to discuss the research
background, problem formulation, problem limitation, research objectives,
research benefits and also definition of terms.
A.
Research Background
Kustaryo (1988) defines that “reading is one of the most important skills in
learning language besides listening, speaking, and writing” (p. 1). For the
students, reading becomes a need to obtain the wealth of information that is
available in the printed sources. When the students have good reading skills, they
will be able to comprehend, understand, and obtain a lot of information from the
texts. Therefore, developing reading skills is an essential part of language
learning.
According to Mitchell (1982), “reading can be defined loosely as the
ability to make sense of written or printed symbols”. It means that the use of the
texts is extremely essential in reading classes to facilitate the students in making
sense of written or printed symbols. According to Velazquez and Redmond
(2007), the foreign language teachers normally use two kinds of learning sources:
textbooks and authentic texts. It means that the teachers may provide the students
with those two kinds of learning sources in reading classes.
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The textbooks are obviously designed for educational purposes. Therefore,
the students commonly read some reading passages in the textbooks in reading
classes. Unfortunately, Shrum and Glisan (2000) state that the textbooks may not
expose the learners to the real language use.
Many language textbooks contain poorly motivated and illogically
sequenced texts and dialogues that do not reflect real-world language or
situations, although they usually contain multiple examples of the
grammar being presented (p. 28).
Tomlinson (1998) defines the authentic materials as the materials which
are not written for language teaching purposes since they are produced for the real
communication. However, considering the students’ need to the reality of
language use, many teachers nowadays prefer to use the authentic materials. As
Khaniya (2006: 17, as cited in Vahid, 2011) believes that the use of authentic
materials has become increasingly popular in learning situations in the course of
the decade. For example, the teachers use a newspaper article to introduce the
learners to a learning topic. By using the authentic materials, the students are
driven to be closer to the language use. Moreover, Paltridge (2001) states that the
authentic materials must be used in order to produce the students’ awareness of
language and reading skills.
Since the English Language Education Study Program (ELESP) of Sanata
Dharma University aims to prepare good English teachers, it certainly trains its
students to have good reading skills. In semester I, the students would have a
course known as Basic Reading I Class. By joining this course, they are expected
to be able to understand some basic reading strategies, apply reading strategies
when reading various some types of texts, provide the meanings of essential
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vocabularies used in the texts discussed, and become independent and effective
readers. In order to achieve those goals, the authentic materials are used as reading
sources in class. The students are encouraged to read various kinds of authentic
texts. Nevertheless, the reading activities using authentic texts sometimes brought
the students into troubles. They might face some challenges since authentic texts
basically are not written for educational needs. Then, it become necessary for the
lecturers to select the most appropriate authentic reading materials.
In the process, authentic materials have been commonly used in a college
classroom, especially in reading class. It seems similar to the use of authentic
materials in Basic Reading I Class of ELESP of Sanata Dharma University. When
having reading activities, the lecturers involve the students in reading the
authentic materials. As the students who perceive the use of authentic materials in
reading class, they might have different points of view. Their perceptions might
reveal whether the use of authentic materials is considered as advantageous
learning sources. However, since the authentic materials are not created for
educational purposes, the development of authentic materials should be paid more
attention in order to make the use of authentic materials effective in Basic
Reading I Class.
Considering the research background, the researcher would like to see how
the authentic materials are developed in Basic Reading I Class. Since authentic
materials are in big supply, the researcher also intends to see how the lecturer of
Basic Reading I Class selects the authentic materials. Moreover, the researcher is
eager to discover the students’ perception on the use of authentic materials in
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Basic Reading I Class and some challenges the students commonly face when
they read the authentic materials. To answer those research problems, the
researcher conducted a survey study.
B.
Research Problems
The researcher conducts this study in order to find the answers to the
formulated questions as follows:
1.
How are the authentic materials developed in Basic Reading I Class?
2.
What is the students’ perception on the use of authentic materials in Basic
Reading I Class?
C.
Problem Limitation
This study focuses on two main points dealing with the use of authentic
materials in Basic Reading I Class. The researcher intends to investigate the
development of authentic materials in Basic Reading I Class. Through this study,
the researcher also wants to see ELESP students’ perception on the use of
authentic materials, how they value the use of authentic materials in Basic
Reading I Class.
The students who have taken Basic Reading I Class in the academic year
2012/2013 become the participants of this study. In this study, the researcher
limits the participants in Class D and Class E.
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D.
Research Objectives
By conducting this study, the researcher aims to know how the authentic
materials are developed in Basic Reading I Class. This study is also intended to
see how the lecturer of Basic Reading I selects the appropriate reading authentic
materials for the students. Another objective is to find out the students’ perception
on the use of authentic materials in Basic Reading I Class. Through the students’
perception and suggestions, this study tries to find some solutions for better
implementation of authentic materials in Basic Reading I Class.
E.
Research Benefits
This study is expected to contribute some benefits to educational
development which has relation with language teaching. Therefore, the benefits
are considered to be valuable to:
1.
Students of Basic Reading I Class
Through this study, the students can reflect and evaluate how the use of
authentic materials drives them to have positive or negative perception. By
knowing the real fact on how the lecturer develops the authentic materials in Basic
Reading I Class, this study hopefully helps the students to broaden their
knowledge and increase their awareness on the use of authentic materials in
language learning classroom. Moreover, this study also investigates some
challenges the students may face when reading the authentic materials in Basic
Reading I Class. Thus, this investigation gives opportunity to the students to give
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suggestions on the use of authentic materials in Basic Reading I Class, including
how the lecturer should select the authentic reading materials.
2.
Lecturers of Basic Reading I Class
This study provides the information on how students value the use of
authentic materials in Basic Reading I Class. Since the students’ perception might
be various, the lecturers can reflect and evaluate the use of authentic materials in
Basic Reading I Class. When the students have positive perception, the lecturer
might consider using these materials as the valuable learning sources in class. On
the other hand, the lecturers should improve the use of authentic materials in class
when the students have negative perception on this case. Actually, these might
become input for the lecturers who are interested in using the authentic materials
in Basic Reading I Class. Through this study, the lecturers are able to consider
what authentic materials they should use and how they implement the authentic
materials in language learning classroom to seize the goal of Basic Reading I
Class. For instance, the lecturers can reflect or evaluate any criteria of using
authentic materials in class, then improve the implementation of the authentic
materials.
3.
Future Researchers
The researcher hopes that this study can inspire other researchers who are
interested in exploring the use of authentic materials in reading class. Through this
study, they can obtain any information dealing with the topic. Then, they will
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know what they should do in conducting further discussion about the related
topic. For instance, this study may be useful for the next researchers to conduct
further studies on the use of authentic materials in reading class.
F.
Definition of Terms
This section provides the definition of key terms which are related to the
topic discussed in this study. The keywords are perception, authentic materials,
and Basic Reading I.
1.
Perception
Kreitner and Kinicky (1992) state that “perception is a mental and
cognitive process that enables us to interpret and understand our surroundings”
(p. 26). Another definition is also stated by Szilagyi and Wallace (1980).
According to them, “perception is defined as the process by which individuals
attend to incoming stimuli, organize and then interpret such stimuli into a message
that in turn indicates an appropriate action or behavior” (p. 70). In this study, the
perception deals with the students’ opinion, thought, feeling, understanding, or
interpreting on the use of authentic materials in Basic Reading I Class.
2.
Authentic Materials
Peacock (1997) defines authentic materials as the materials that have been
produced to fulfill some social purposes in the target language community.
According to Nunnan and Miler (1995), authentic materials are not created and
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edited for language learners. The term emphasizes that basically the authentic
materials are not made for educational purposes. In this study, the term refers to
the authentic printed materials since this study focuses on reading class.
3.
Basic Reading I (KPE 110)
Basic Reading I is a compulsory course in the English Language
Education Study Program of Sanata Dharma University Yogyakarta, which is
offered in semester I. According to Academic Guideline’s Book (2011), “Basic
Reading I is designed to help the students develop their literal and inferential
comprehension, basic reading skills (previewing, skimming, scanning, guessing
word meanings from context) and develop their English vocabulary”. Through
this course, the students will be involved in reading activities to meet the goals of
course itself. In this case, the students of Class D and E in English Language
Education Study Program of Sanata Dharma University are encouraged by the
lecturers to use the authentic materials as valuable learning sources.
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CHAPTER II
LITERATURE REVIEW
This chapter provides some theories that are relevant to this study. This
chapter discusses two major parts: theoretical description and theoretical
framework.
A.
Theoretical Description
There are three main points which will be discussed in this part. There are
perception, authentic materials, and Basic Reading I Class.
1.
Perception
a.
Definition of Perception
Altman, Valenzi, and Hodgetts (1985) define perception as “the result of
interpreting the stimuli meaningfully by which people select and group the
stimuli” (p. 85). According to Santoso (2000), when a person sees something and
uses his or her sensory receptors to give meaning to a particular object, he or she
will translate the object into perception of one object. George and Jones (2005)
also have similar definition of perception. They define perception as “the process
of selecting, organizing, and interpreting the input from individuals’ senses
(hearing, smell, touch, vision, and taste) in order to give meaning to their
environment”. Therefore, perception can be concluded as the process whereby the
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stimuli are selected by sensory receptors to interpret in order to give meaning to
something which exists in people’ surroundings.
b.
The Process of Creating Perception
Altman et al. (1985) explain that the selection of the data from stimulus by
individual‘s sensor is the beginning step of a perceptual process. Sensory
receptors store the stimulus that are obtained from the surrounding, and then
proceed it to the brain. They state that “the sensor selects the data from stimulus
and allow individual to interpret to the sensory message”. Then, the perception is
formed after the brain interprets the stimuli. Finally, the result of individual’s
perception leads him to different behavior response.
Stimuli
Sensors’
selection of
stimuli
Perception,
organization,
a nd
interpretation
of stimuli
Behavioral
response
Figure 2.1 The Perceptual Process
(Altman et al., 1985, p. 86)
c.
The Factors Influencing Perception
According to Altman et al. (1985), there are four factors influencing a
person’s perception: (1) Selection. This is the process of focusing only on a small
number of stimuli. This factor may deal with people’s interest of stimuli. Since
there are various and numbers of stimulus existing in the environment, people
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may select only certain stimuli they are interested in to be processed in the brain.
Therefore, people may perceive particular things differently because they have
various interests. (2) Organization. The organization of stimuli is to make the
selected stimuli meaningful. By organizing the stimuli, people will be able to
categorize the input. The categorization of stimuli reduces initially complex
information into simple categories. That is why people may have different
perception toward one same stimulus. (3) Situation. The situation which
influences perception may deal with a person’s familiarity with, or expectation
about, a situation, or past experience. When someone experienced something bad
in the past, he or she might perceive the same thing negatively. (4) Self-Concept.
Self-concept also affects someone’s perception toward something. Self concept is
the way someone feels about and perceives himself or herself. Self-concept is the
mental image of oneself which determines how someone perceives something.
When a person has a relatively stable and positive self-concept, he or she may
perceive something positively.
2.
Authentic Materials
a.
Definition of Authentic Materials
Lie (1992, p. 85, as cited in Herawati, 1996, p. 82) describes authentic
materials as “original sources materials specially designed for use outside the
language classroom”. Gebhard (1996) also defines authentic materials as
“anything that is used as a part of communication” (p. 100). As the product of
original communication, authentic materials are not addressed for educational
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purposes. Lee (1995) states that “a text is usually regarded as textually authentic if
it is not written for teaching purposes, but for a real life communicative purpose,
where the writer has a certain massage to pass on to the reader”. Thus, dealing
with the use of authentic materials in the classroom, authentic materials can be
said as original materials for communication which are not simplified for teaching
purposes.
b.
The Characteristics of Authentic Materials
Nunan (1988) provides three characteristic of authentic materials: (1) The
aim of producing the materials is other than to teach language in class. It means
that authentic materials are materials that are used to convey message in real-life
context and not simply represent the language. (2) The materials are taken for
certain sources. They are not adapted from other sources. (3) The outlook is
original. It is not changed either the language or the spelling (p. 4)
Mishan (2005, as cited in Al-Musallam, 2009, p. 16-17) states that the
main idea for using authentic materials in educational field is ‘the 3c’s’. It refers
to the characteristics of authentic materials in accordance with culture, currency,
and challenge. Authentic materials incorporate and represent the cultures of
writers of the target language. The current topics and the language are offered in
the authentic texts, as well as those relevant to the learners. Besides, the authentic
materials are intrinsically more challenging yet can be used at all proficiency
levels.
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c.
Types of Authentic Materials
According to Gebhard (1996), there are four types of authentic materials
which have used by the teachers in the classroom: (1) Authentic listening/ viewing
materials, such as silent films; TV commercials, quiz shows, cartoons, news,
comedy shows, dramas, movies, songs, home video. (2) Authentic visual
materials, such as photographs, paintings, stamps, silhouettes, calendar pictures,
drawings by children. (3) Authentic printed materials, such as newspaper articles,
magazines; movie advertisement; history books; lyrics to popular songs; comic
books; greeting cards; novel. (4) Realia, such as dolls, puppets, balloons, balls,
stones, chalk, sand, glasses, scissors, folded paper, phones, hats, manikins
(p. 100-10).
d.
Arguments Against the Use of Authentic Materials in the Classroom
According to Gebhard (1996), the disadvantage of using authentic
materials is that “some students will not accept authentic materials and media as
being valuable learning source”. Since the authentic materials are basically not
made for educational purpose, the problem that might come up is the rejection
from the students toward the use of authentic materials in the classroom.
Considering the authentic materials as entertainment, the students will sometimes
not support using authentic materials as a valuable learning source in the
classroom.
The second disadvantage of using authentic materials in the classroom
deals with culture bias. Martinez (2002) has an argument against the use of
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authentic materials. He states that authentic materials “may be too culturally
biased and difficult to understand outside the language community”. It might
happen since the students are not familiar with the number of cultures exist in this
whole earth. This condition drives them to misunderstand certain cultures. The
same opinion is stated by Nostrand (1989, as cited in Al-Musallam, 2009) in
which “authentic texts from one culture may give a false impression to a student
from another unless they are presented in an authentic context which makes it
clear precisely what they exemplify”.
The authentic materials are not supported to use in the classroom
considering the students’ psychological factor. When the students find unfamiliar
with vocabulary and structures, they might panic and feel frustrated to understand
the information conveyed in the authentic materials. As Kilickaya (2004) believes
that “the use of authentic materials at lower levels causes students to feel
frustrated and demotivated since students at these levels lack many lexical items
and structures used in the target language”.
e.
Arguments Support the Use of Authentic Materials in the Classroom
There are some arguments which show the positive response toward the
use of authentic materials in the classroom. As cited from Nunan (1999), the
reason why introducing the students to the authentic materials is important is that
authentic materials contain some features of the authentic communication that
rarely appear in the non-authentic materials (p. 212). Therefore, such authentic
materials introduce the students to how language is used in the real world and
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improve their overall language proficiency as well as reading comprehension,
communicative competence, grammatical, lexical and stylistic knowledge.
According to Nunan (1999), another reason deals with the students’
motivation. The use of authentic materials in the classroom leads to greater
interest and variety in the material for the learners. It is also supported by
Herawati (1996) in which authentic materials can enhance the students’
motivation since the topic is interesting for them (p. 83).
Moreover, Herawati (1996) states that the students will be able to know
what happen on the other side of the world by reading authentic materials in the
classroom. This case is also supported by Gebhard (1996). He states that the
authentic materials can strengthen the direct relation between learners and the
outside the world since they provide the cultural or social life information of
foreign countries (p. 102). By making the best of using the authentic materials, it
means that the students do not only study language, but also the culture.
Focusing on reading, a study carried out by Vigil (1987, as cited in Rojas,
2008) shows that using authentic materials in the classroom gives the students
advantage on improving reading comprehension skill:
In reading, Vigil found significant differences in comprehension with
beginning language students who read unedited authentic texts. Not only
did their comprehension skills increase, but there were also improvements
in oral and written language performance. The results of these and other
studies indicate that we may be underestimating the positive effects of
authentic texts on both listening and reading comprehension.
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f.
The Development of Authentic Materials in Classroom
According to Tomlinson (1998), “materials development refers to
anything which is done by the teachers to provide sources of language input and
to exploit those sources in ways which maximize the likelihood of intake“ (p. 2).
By developing the materials, the teacher might provide the students the supplying
of information about the language in order to promote and support language
learning. Tomlinson (1998) states that as the developer of materials, the teachers
might bring the authentic materials into the classroom. In this study, since the
authentic materials are not specially designed for educational purposes, the
lecturers need to develop and exploit them in order to support reading learning in
Basic Reading I Class.
g.
Previous Study on Using the Authentic Materials
From the previous study about the use of authentic materials in reading
class, there was a researcher named Enas Ibrahim Al-Musallam. He was a student
of Department of English Language and Literature in King Saud University,
Saudi Arabia who made a thesis dealing with the authentic materials in reading
class. He conducted a survey research entitled “College Instructors’ and Learners
Attitudes to Authentic EFL Reading Materials in Saudi Arabia”. He gathered the
data by distributing the questionnaires and conducting the interviews. The
subjects were 144 Saudi female from three higher education institution in Riyadh:
King Saud University (KSU), Imam Mohammed bin Saud Islamic University
(IMSIU), and Prince Sultan University (PSU). The result of his study showed that
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EFL Saudi College learners and teachers had positive attitudes toward the use of
authentic materials in reading classes. When the participants responded to some
statements in the questionnaire, they chose A (Agree), SA (Strongly Agree), N
(Neutral), D (Disagree), SD (Strongly Disagree). However, as the researcher, AlMusallam neither investigated the further information on why the students gave
positive nor negative response to the statements.
h.
Selection of Authentic Materials
Lee (1995) states that “a careful and wise selection of materials focused on
learners is a must if we want a positive response from them”. Therefore, the text
must be compatible with the course objectives. In this study, it means that the
selection of authentic materials must be compatible with the course objectives of
Basic Reading I class. Further, a variety of text types must be selected in order to
meet the goals of learning. For example, the students read newspaper in order to
help them practicing some reading strategies. Eskey (1986, as cited in Gloria
1988, p. 12) says that “once reading material appropriate to the level and interests
of a particular student has been identified, the more of the material that student
reads, the better and the more quickly his reading skills will develop”.
Since there are many available reading materials, the selection of reading
materials becomes an essential part. By reading appropriate materials, the students
will be aware of developing their reading skills because those materials agree with
their capabilities and interest. Gloria (1988) states that there are three points of
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view need to be considered in selecting materials for reading lesson, they are as
follows:
1)
Readability
Readability involves the combination of linguistic difficulty and semantic
relevance. In this case, the teacher should select the appropriate texts by
considering the proportion of new lexical items based on the level of the students.
Pursuing the extension of vocabulary by selecting texts with a compatible
proportion of new lexical items will achieve the goals of reading activity.
2)
Suitability of Content
In order to meet the suitability of content, the teacher needs to investigate
what his students like. In selecting the reading materials, the teachers should think
about the students’ interest and also the level of challenges whether the content is
suitable for his students’ competence. Rivers (1987, as cited in Al-Musallam,
2009, p. 31) claims that the primary criterion for selecting the appropriate
authentic text is content. He states that “although length, linguistic complexity,
and interest for the student all play significant roles in the selection of materials,
the single most important criterion for selection is content”. The learners’ interests
and needs are the most essential factors in the selection of authentic texts.
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3)
Exploitability
Reading materials will be beneficial if they are exploited. Exploitation
means that the teacher makes the best use of the reading materials in order to
facilitate the students in learning. The teacher exploits the reading materials by
choosing texts that give practice in the process based on the students’ competence
as readers. For example, in exploiting the texts, a teacher may consider about the
students ‘knowledge of words. It means that the selected reading materials should
give the students opportunity to build their vocabulary mastery. Raygor (1985)
argues that “a good way to expand your vocabulary is to read lot, especially
different areas”. This emphasizes that a teachers should select various kind of
texts or topics in reading class as a way in developing the students’ reading
vocabulary.
3.
Basic Reading I
As a study program which deals with language, the English Language
Education Study Program of Sanata Dharma University has several courses
related to language skill practices. Basic Reading I is one of the courses which
invites ELESP students to improve their readin
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ELESP STUDENTS’ PERCEPTION ON THE USE OF
AUTHENTIC MATERIALS IN BASIC READING I CLASS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Angela Kenya Astari
Student Number: 091214082
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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ELESP STUDENTS’ PERCEPTION ON THE USE OF
AUTHENTIC MATERIALS IN BASIC READING I CLASS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Angela Kenya Astari
Student Number: 091214082
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
i
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iii
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
of parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, July 16, 2013
Angela Kenya Astari
091214082
iv
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Angela Kenya Astari
Nomor Mahasiswa
: 091214082
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
ELESP STUDENTS’ PERCEPTION ON THE USE OF AUTHENTIC
MATERIALS IN BASIC READING I CLASS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 4 Juli 2013
Yang menyatakan
Angela Kenya Astari
v
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ABSTRACT
Astari, Angela Kenya. 2013. ELESP Students ‘Perception on the Use of Authentic
Materials in Basic Reading I Class. Yogyakarta: Sanata Dharma University.
In Basic Reading I Class, the use of texts is necessary as the learning tools.
In fact, the lecturers are interested in making the use of authentic materials in
reading class. Yet, since the authentic materials are made not for educational
purposes, the students may not perceive the use of authentic materials in reading
class positively. In this case, the lecturers should be able to develop the authentic
materials as the appropriate learning sources for the students of Basic Reading I
Class. Thus, this research is conducted to survey how ELESP students perceive
the use of authentic materials in Basic Reading I Class.
The research questions then were formulated as: 1) How are the authentic
materials developed in Basic Reading I Class? and 2) What is students’ perception
on the use of authentic materials in Basic Reading I Class?
To answer the first research question, the researcher interviewed the
lecturer of Basic Reading I Class. The results then were presented and discussed
to obtain a clear picture of the development of authentic materials in Basic
Reading I Class. The researcher distributed the questionnaires to the students in
order to answer the second research question. Moreover, the researcher also
interviewed six students in order to gain the further information on why they gave
positive or negative responses to some statements in the questionnaire.
From the analysis, it could be concluded that: first, the development of
authentic materials in Basic Reading I Class is done by adopting the authentic
materials as learning sources for reading activities, pbwork, and also reader’s logs.
The lecturer keeps the originality of authentic texts, explains on the cultural
aspect, selects the authentic materials and designs appropriate activities for the
students. Second, in general, all of students (100%) have positive perception on
the use of authentic materials in Basic Reading I Class. In fact, the authentic
materials are the most preferable learning sources in Basic Reading I Class
besides the textbooks. Generally, the most challenging part for the students is
finding many unfamiliar vocabularies in the authentic materials. However, they
still perceive the use of authentic materials positively since they believe that the
challenge is beneficial to improve their vocabulary mastery. Therefore, the
researcher then addressed several recommendations to 1) lecturers to keep using
the authentic materials, vary the activities in class, and select the best appropriate
authentic materials, 2) students to start developing reading habit outside the class
and list the unfamiliar vocabularies, and 3) future researcher to design a set of
authentic reading materials to the students or to conduct a deeper investigation
over the use of authentic materials in Basic Reading I which focusses on certain
aspect.
Keywords: the authentic materials, perception, Basic Reading I.
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ABSTRAK
Astari, Angela Kenya. 2013. ELESP Students ‘Perception on the Use of Authentic
Materials in Basic Reading I Class. Yogyakarta: Sanata Dharma University.
Di kelas Basic Reading I, penggunaan teks bacaan sangat penting sebagai
media pembelajaran. Faktanya, para dosen tertarik untuk menggunakan teks
otentik di kelas reading. Tetapi, karena teks otentik dibuat tidak untuk tujuan
pendidikan, mahasiswa mungkin tidak memberikan tanggapan positif terhadap
penggunan teks otentik di kelas reading. Dalam kasus ini, dosen seharusnya
mampu mengembangkan materi otentik supaya menjadi sumber belajar yang tepat
bagi siswa di kelas Basic Reading I. Oleh karena itu, penelitian ini dilaksanakan
dengan tujuan untuk mencari tahu persepsi mahasiswa program studi Pendidikan
Bahasa Inggris terhadap penggunaan teks otentik di kelas Basic Reading I.
Pertanyaan-pertanyaan yang kemudian akan dijawab dalam skripsi ini
dapat dirumuskan sebagai berikut: 1) Bagaimana teks autentik dikembangakn di
kelas Basic Reading I ? dan 2) Bagaimana persepsi mahasiswa terhadap
penggunaan teks otentik di kelas Basic Reading I ?
Untuk menjawab rumusan masalah yang pertama, peneliti mewawancarai
dosen pengampu mata kuliah Basic Reading I. Data penelitian disajikan dan
dibahas untuk mendapatkan gambaran yang jelas mengenai pengembangan materi
otentik di kelas Basic Reading I. Peneliti menyebarkan kuesioner kepada
mahasiswa untuk menjawab rumusan masalah yang kedua. Selain itu, peneliti
juga mewawancarai enam mahasiswa untuk mendapatkan informasi lebih lanjut
mengenai alasan mahasiswa memberikan respon positif atau negatif ketika
mengisi kuisoner.
Berdasarkan analisa data, dapat disimpulkan bahwa: pertama,
perkembangan materi otentik di kelas Basic Reading I dilakukan dengan cara
mengadopsi materi otentik menjadi bahan bacaan di dalam kelas, pbwork, dan
juga reader’s logs. Dosen tidak merubah materi otentik (asli), menjelaskan aspek
budaya kepada mahasiswa, memilih materi otentik, dan memberikan kegiatan
yang sesuai untuk mahasiswa Kedua, secara umum, semua mahasiswa (100%)
memberikan tanggapan yang positif terhadap penggunaan materi otentik di kelas
Basic Reading I. Faktanya, materi otentik menjadi sumber pembelajaran yang
paling disukai di kelas Basic Reading I selain teks bacaan dari buku pelajaran.
Pada umumnya, mahasiswa menemukan tantangan ketika menemukan banyak
kosa kata baru di materi otentik. Akan tetapi, mahasiswa tetap memberikan
tanggapan positif terhadap penggunaan teks autentik di kelas Basic Reading I
karena tantangan itu bermanfaat bagi mereka untuk memperkaya perbendaharaan
kosa kata. Oleh karena itu, peneliti kemudian mengusulkan beberapa rekomendasi
yang ditujukan kepada: 1) para dosen untuk tetap menggunakan materi otentik,
memvariasi kegiatan di kelas, dan memilih materi autentik yang tepat, 2) seluruh
mahasiswa untuk membangun kebiasaan membaca di luar kelas dan mendata kosa
kata baru yang ditemukan di materi otentik, dan 3) calon peneliti selanjutnya
untuk merancang materi dari bacaan otentik untuk mahasiswa, atau melakukan
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penelitian lebih lanjut tentang penggunaan materi otentik di kelas Basic Reading I
yang fokus terhadap aspek tertentu .
Kata kunci: tanggapan, materi otentik, kelas Basic Reading I.
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Stay Hungry ...
Stay Foolish ...
I dedicate this thesis to :
All of people who love me ...
All of people whom I love ...
Especially my family
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ACKNOWLEDGEMENTS
First of all, I would like to praise the Lord for His beautiful masterpieces
in life. I thank Him so much for giving me the chance so that I can make people
whom I love happy through the result of my thesis. He never gets tired of listening
to my prayers and blessing me along the journey of my thesis. I thank Him for
sending me many fabulous people who always support me in completing this
thesis.
My greatest gratitude goes to my best sponsor I have ever had, Bundaku
Caecilia Tutyandari, S.Pd., M.Pd. and also Drs. Barli Bram, M. Ed., Ph.D.
They have always guided me patiently in writing and revising this thesis. Their
advice, comments, suggestions, corrections were so valuable and beneficial for
me. I thank all of lecturers, staff, and students of ELESP Sanata Dharma
University for giving the best of helpful efforts during I studied in this campus. I
realized that I was nothing. Yet, I am something because of them. I especially
thank Ibu C. Sih Carla Prabandari, S.Pd., M. Hum for being the best mother
for ELESP students of Class B (2009). For my second family, All of ELESP
students of Class B (2009), I thank them for the moments we laughed and cried
together. I also say thanks to my seniors and juniors in ELESP who kindly
shared their knowledge, became my proof readers and became the participants of
my study, especially Mas Berlin Ade Pramudya, Mbak Maria Ivonna, Mbak
Agatha Paskalin, Mbak Hedwig, Pak Miko,
Reading I ( Class D & Class E).
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and the students of Basic
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Bapak Yohanes Marjiyo, Ibu Lucia Marmini, and Mas Dismas
Fersandika are my best mood boosters. I sincerely thank them for being my best
parents and brother. When I was weak and dispirited about my thesis, they always
supported and raised me up. Their pictures and voices always made my spirit
aflame. This thesis is finished because of their love and prayers. I deeply thank
my boyfriend, Yulius Wisnu Ade Pramudya and his family, for always loving,
motivating, and caring about me.
I would like to thank Shela Novitasari, Fitriani, Intan Lestari, Qahar
Malik, Radinal Akbar, Yogaku Puspitarini, Maria Evitasari, Maria Sisca
Inovanni, Kakak Sisilia Endah Lestari, Mang Yoga Pradana Marutadewa ,
Mbak Felicicta Devi, Mbak Elisabeth Liece, Mbak Claudia Yessie, Mbak
Cicilia Rosi, Mbak Catarina Awang, Mbak Christina Aprilia, Mbak Wulan,
Mbak Ruth Septi, Mbak Riska Budiarti, Mbak Claudia Yessi, Mbokdhe
Danik, Mbak Sisca, Mbak Shinta, Mama Ayu , all of members of ELEGY
play performance and other best friends whom I can not mention one by one. I
thank my best family in ND Corp; Jeje Venansia Ajeng, Inang Iluminata Hani,
Mbak Agustina Hana, and Wudi Wisnu Agung Pradana, Dear PUSTIMers; I
Made Suryana, Monika Nur Indah, Emilya Frederika, Yushendra Kusuma,
Gregorius Pambudi, Listya Dewi, Palma Adhinta, my beautiful and wonderful
“CIWIS”; Kanindia Ichan, Fransisca Eka, Natasya Nindyasari, Putri
Alexandra, Sisilia Arini, Margareta Mia, my best musicians at “PROGRESSIO
band”; Bastian, Dani, Yustinus Cahyadi, Nanda, my family in Cantus Firmus
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Choir, especially Mas Pancasona Aji, S.Sn for being my great angels who are
sent by God. I am nothing without their love and care. I would also like to express
my appreciation to the members of KONSER POELANG KAMPUNG
ALUMNI CF and UC PBI USD 2013. Since those two events were held when I
was completing my thesis, I thanked them for supporting and understanding my
position.
Finally, I address my greatest gratitude to all of people I know whose
names could not be mentioned one by one. Just continue making many good
deeds in this universe. May God always be with them all.
Angela Kenya Astari
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TABLE OF CONTENT
Page
TITLE PAGE ……………………………………………………………........
i
APPROVAL PAGES …………………………………………………………
ii
STATEMENT OF WORK’S ORIGINALITY ………………………………
iv
PERNYATAAN PERSETUJUAN PUBLIKASI ………………………………
v
ABSTRACT ………………………………………………………………….
vi
ABSTRAK ……………………………………………………………………..
vii
ACKNOWLEDGEMENTS ………………………………………………......
ix
TABLE OF CONTENTS …………………………………………………...... xiii
LIST OF TABLES ……………………………………………………………
xv
LIST OF FIGURE ……………………………………………………………
xvi
LIST OF APPENDICES ……………………………………………………
xvii
CHAPTER I. INTRODUCTION
A. Research Background …………………………………….
1
B. Research Problems …………………………………..........
4
C. Problem Limitation ……………………………………….
4
D. Research Objectives ……………………………………..
4
E. Research Benefits ………………………………………..
5
F. Definition of Terms ………………………………………
7
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description …………………………………
9
1. Perception ………………………………….................
9
a. Definition of Perception……………………..…....
9
b. The Process of Creating
Perception……………...........................................
10
c. The Factors Influencing Perception.........................
10
2. Authentic Materials.......................................................
11
a. Definition of Authentic Materials...........................
11
b. The Characteristics of Authentic Materials.............
12
c. Types of Authentic Materials..................................
13
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d. Arguments Against the Use of Authentic Materials
in the Classroom …………………...………..........
13
e. Arguments Support the Use of Authentic Materials
in the Classroom......................................................
14
f. The Development of Authentic Materials…………
16
g. Previous Study on Using the Authentic
Materials………………………………………….
16
h. Selection of Authentic Materials............................
17
3. Basic Reading I …………………………………........
19
a. The Nature...........................…...............................
19
b. The Objectives ……………...................................
c. The Participant.........................................................
20
21
d. Intensive Reading.....................................................
21
B. Theoretical Framework …………………………………
22
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ………………………….…………….
25
B. Research Participants ………………………………….…
25
C. Research Instruments ……….………………….………..
26
D. Data Gathering Technique ……….……………………….
29
E. Data Analysis Technique …………………………………
31
F. Research Procedure ……………………………………….
32
CHAPTER IV. RESEARCH FINDING AND DISCUSSION
A. The Development of the Authentic Materials in Basic
Reading I Class..........................………………………....
34
B. ELESP Students’ Perception on the Use of Authentic
Materials in Basic Reading I Class......................................
50
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ……………………………………………..
111
B. Recommendations ………………………………………
115
REFERENCES …………………………………………………….………..
118
APPENDICES ……………………………………………………………….. 121
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LIST OF TABLES
Table
4.1
Page
The Result of Close-Ended Questionnaire on Students’ Interest and
Motivation on Reading English Texts........................................................ 52
4.2
The Result of Close-Ended Questionnaire on Students’ Experience in
Reading the Authentic Texts....................................................................... 55
4.3
The Result of Close-Ended Questionnaire on Students’ Evaluation on
The Advantages of Using Authentic Materials in Basic Reading I Class.
4.4
The Result of Close-Ended Questionnaire on Students’ Challenges on
Reading Authentic Materials in Basic Reading I Class..............................
4.5
57
76
The Result of Close-Ended Questionnaire on Students’ Perception on
the Use of Authentic Materials in Basic Reading I Class.......................... 84
4.6
The Result of Open-Ended Questionnaire on Students’ Perception on
the Use of Authentic Materials in Basic Reading I Class.......................... 86
4.7
The Result of Close-Ended Questionnaire on Students’ Suggestion on
the Selection of Authentic Materials in Basic Reading I Class.................. 91
4.8
The Result of Open-Ended Questionnaire on Some Preferable Topics of
Authentic Materials for the Students of Basic Reading I Class................. 96
4.9
The Result of Open-Ended Questionnaire on Some Preferable Types of
Authentic Materials for the Students of Basic Reading I Class................. 98
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LIST OF FIGURE
Figure
2.1
Page
The Perceptual Process................................................................................ 10
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LIST OF APPENDICES
Appendix
Page
A. Surat Permohonan Ijin Penelitian ……………………………………….. 122
B. Blueprint of Questionnaire....................................................……….......... 125
C. Questionnaire………………………………………………………........... 133
D. Questionnaire of Al-Musallam................................................................... 137
E.
Percentage Result of Close-Ended Questions............................................ 142
F.
Raw Data of Open-Ended Questions......................................................... 146
G. Classification Data of the Students’ Answer on Open -Ended
Questions..................................................................................................... 159
H. The Blueprint of Interview Question List for Lecturer………………….. 163
I.
Transcript of Lecturer’s Interview……………………………................ 165
J.
Blueprint of Interview Question List for
Students....................................................................................................... 171
K. Transcript of Students’ Interviews............................................................. 175
L.
Syllabus of Basic Reading I Class………………………………………... 205
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CHAPTER I
INTRODUCTION
This chapter provides the background information dealing with the
research topic. In this chapter, the researcher is going to discuss the research
background, problem formulation, problem limitation, research objectives,
research benefits and also definition of terms.
A.
Research Background
Kustaryo (1988) defines that “reading is one of the most important skills in
learning language besides listening, speaking, and writing” (p. 1). For the
students, reading becomes a need to obtain the wealth of information that is
available in the printed sources. When the students have good reading skills, they
will be able to comprehend, understand, and obtain a lot of information from the
texts. Therefore, developing reading skills is an essential part of language
learning.
According to Mitchell (1982), “reading can be defined loosely as the
ability to make sense of written or printed symbols”. It means that the use of the
texts is extremely essential in reading classes to facilitate the students in making
sense of written or printed symbols. According to Velazquez and Redmond
(2007), the foreign language teachers normally use two kinds of learning sources:
textbooks and authentic texts. It means that the teachers may provide the students
with those two kinds of learning sources in reading classes.
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The textbooks are obviously designed for educational purposes. Therefore,
the students commonly read some reading passages in the textbooks in reading
classes. Unfortunately, Shrum and Glisan (2000) state that the textbooks may not
expose the learners to the real language use.
Many language textbooks contain poorly motivated and illogically
sequenced texts and dialogues that do not reflect real-world language or
situations, although they usually contain multiple examples of the
grammar being presented (p. 28).
Tomlinson (1998) defines the authentic materials as the materials which
are not written for language teaching purposes since they are produced for the real
communication. However, considering the students’ need to the reality of
language use, many teachers nowadays prefer to use the authentic materials. As
Khaniya (2006: 17, as cited in Vahid, 2011) believes that the use of authentic
materials has become increasingly popular in learning situations in the course of
the decade. For example, the teachers use a newspaper article to introduce the
learners to a learning topic. By using the authentic materials, the students are
driven to be closer to the language use. Moreover, Paltridge (2001) states that the
authentic materials must be used in order to produce the students’ awareness of
language and reading skills.
Since the English Language Education Study Program (ELESP) of Sanata
Dharma University aims to prepare good English teachers, it certainly trains its
students to have good reading skills. In semester I, the students would have a
course known as Basic Reading I Class. By joining this course, they are expected
to be able to understand some basic reading strategies, apply reading strategies
when reading various some types of texts, provide the meanings of essential
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vocabularies used in the texts discussed, and become independent and effective
readers. In order to achieve those goals, the authentic materials are used as reading
sources in class. The students are encouraged to read various kinds of authentic
texts. Nevertheless, the reading activities using authentic texts sometimes brought
the students into troubles. They might face some challenges since authentic texts
basically are not written for educational needs. Then, it become necessary for the
lecturers to select the most appropriate authentic reading materials.
In the process, authentic materials have been commonly used in a college
classroom, especially in reading class. It seems similar to the use of authentic
materials in Basic Reading I Class of ELESP of Sanata Dharma University. When
having reading activities, the lecturers involve the students in reading the
authentic materials. As the students who perceive the use of authentic materials in
reading class, they might have different points of view. Their perceptions might
reveal whether the use of authentic materials is considered as advantageous
learning sources. However, since the authentic materials are not created for
educational purposes, the development of authentic materials should be paid more
attention in order to make the use of authentic materials effective in Basic
Reading I Class.
Considering the research background, the researcher would like to see how
the authentic materials are developed in Basic Reading I Class. Since authentic
materials are in big supply, the researcher also intends to see how the lecturer of
Basic Reading I Class selects the authentic materials. Moreover, the researcher is
eager to discover the students’ perception on the use of authentic materials in
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Basic Reading I Class and some challenges the students commonly face when
they read the authentic materials. To answer those research problems, the
researcher conducted a survey study.
B.
Research Problems
The researcher conducts this study in order to find the answers to the
formulated questions as follows:
1.
How are the authentic materials developed in Basic Reading I Class?
2.
What is the students’ perception on the use of authentic materials in Basic
Reading I Class?
C.
Problem Limitation
This study focuses on two main points dealing with the use of authentic
materials in Basic Reading I Class. The researcher intends to investigate the
development of authentic materials in Basic Reading I Class. Through this study,
the researcher also wants to see ELESP students’ perception on the use of
authentic materials, how they value the use of authentic materials in Basic
Reading I Class.
The students who have taken Basic Reading I Class in the academic year
2012/2013 become the participants of this study. In this study, the researcher
limits the participants in Class D and Class E.
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D.
Research Objectives
By conducting this study, the researcher aims to know how the authentic
materials are developed in Basic Reading I Class. This study is also intended to
see how the lecturer of Basic Reading I selects the appropriate reading authentic
materials for the students. Another objective is to find out the students’ perception
on the use of authentic materials in Basic Reading I Class. Through the students’
perception and suggestions, this study tries to find some solutions for better
implementation of authentic materials in Basic Reading I Class.
E.
Research Benefits
This study is expected to contribute some benefits to educational
development which has relation with language teaching. Therefore, the benefits
are considered to be valuable to:
1.
Students of Basic Reading I Class
Through this study, the students can reflect and evaluate how the use of
authentic materials drives them to have positive or negative perception. By
knowing the real fact on how the lecturer develops the authentic materials in Basic
Reading I Class, this study hopefully helps the students to broaden their
knowledge and increase their awareness on the use of authentic materials in
language learning classroom. Moreover, this study also investigates some
challenges the students may face when reading the authentic materials in Basic
Reading I Class. Thus, this investigation gives opportunity to the students to give
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suggestions on the use of authentic materials in Basic Reading I Class, including
how the lecturer should select the authentic reading materials.
2.
Lecturers of Basic Reading I Class
This study provides the information on how students value the use of
authentic materials in Basic Reading I Class. Since the students’ perception might
be various, the lecturers can reflect and evaluate the use of authentic materials in
Basic Reading I Class. When the students have positive perception, the lecturer
might consider using these materials as the valuable learning sources in class. On
the other hand, the lecturers should improve the use of authentic materials in class
when the students have negative perception on this case. Actually, these might
become input for the lecturers who are interested in using the authentic materials
in Basic Reading I Class. Through this study, the lecturers are able to consider
what authentic materials they should use and how they implement the authentic
materials in language learning classroom to seize the goal of Basic Reading I
Class. For instance, the lecturers can reflect or evaluate any criteria of using
authentic materials in class, then improve the implementation of the authentic
materials.
3.
Future Researchers
The researcher hopes that this study can inspire other researchers who are
interested in exploring the use of authentic materials in reading class. Through this
study, they can obtain any information dealing with the topic. Then, they will
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know what they should do in conducting further discussion about the related
topic. For instance, this study may be useful for the next researchers to conduct
further studies on the use of authentic materials in reading class.
F.
Definition of Terms
This section provides the definition of key terms which are related to the
topic discussed in this study. The keywords are perception, authentic materials,
and Basic Reading I.
1.
Perception
Kreitner and Kinicky (1992) state that “perception is a mental and
cognitive process that enables us to interpret and understand our surroundings”
(p. 26). Another definition is also stated by Szilagyi and Wallace (1980).
According to them, “perception is defined as the process by which individuals
attend to incoming stimuli, organize and then interpret such stimuli into a message
that in turn indicates an appropriate action or behavior” (p. 70). In this study, the
perception deals with the students’ opinion, thought, feeling, understanding, or
interpreting on the use of authentic materials in Basic Reading I Class.
2.
Authentic Materials
Peacock (1997) defines authentic materials as the materials that have been
produced to fulfill some social purposes in the target language community.
According to Nunnan and Miler (1995), authentic materials are not created and
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edited for language learners. The term emphasizes that basically the authentic
materials are not made for educational purposes. In this study, the term refers to
the authentic printed materials since this study focuses on reading class.
3.
Basic Reading I (KPE 110)
Basic Reading I is a compulsory course in the English Language
Education Study Program of Sanata Dharma University Yogyakarta, which is
offered in semester I. According to Academic Guideline’s Book (2011), “Basic
Reading I is designed to help the students develop their literal and inferential
comprehension, basic reading skills (previewing, skimming, scanning, guessing
word meanings from context) and develop their English vocabulary”. Through
this course, the students will be involved in reading activities to meet the goals of
course itself. In this case, the students of Class D and E in English Language
Education Study Program of Sanata Dharma University are encouraged by the
lecturers to use the authentic materials as valuable learning sources.
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CHAPTER II
LITERATURE REVIEW
This chapter provides some theories that are relevant to this study. This
chapter discusses two major parts: theoretical description and theoretical
framework.
A.
Theoretical Description
There are three main points which will be discussed in this part. There are
perception, authentic materials, and Basic Reading I Class.
1.
Perception
a.
Definition of Perception
Altman, Valenzi, and Hodgetts (1985) define perception as “the result of
interpreting the stimuli meaningfully by which people select and group the
stimuli” (p. 85). According to Santoso (2000), when a person sees something and
uses his or her sensory receptors to give meaning to a particular object, he or she
will translate the object into perception of one object. George and Jones (2005)
also have similar definition of perception. They define perception as “the process
of selecting, organizing, and interpreting the input from individuals’ senses
(hearing, smell, touch, vision, and taste) in order to give meaning to their
environment”. Therefore, perception can be concluded as the process whereby the
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stimuli are selected by sensory receptors to interpret in order to give meaning to
something which exists in people’ surroundings.
b.
The Process of Creating Perception
Altman et al. (1985) explain that the selection of the data from stimulus by
individual‘s sensor is the beginning step of a perceptual process. Sensory
receptors store the stimulus that are obtained from the surrounding, and then
proceed it to the brain. They state that “the sensor selects the data from stimulus
and allow individual to interpret to the sensory message”. Then, the perception is
formed after the brain interprets the stimuli. Finally, the result of individual’s
perception leads him to different behavior response.
Stimuli
Sensors’
selection of
stimuli
Perception,
organization,
a nd
interpretation
of stimuli
Behavioral
response
Figure 2.1 The Perceptual Process
(Altman et al., 1985, p. 86)
c.
The Factors Influencing Perception
According to Altman et al. (1985), there are four factors influencing a
person’s perception: (1) Selection. This is the process of focusing only on a small
number of stimuli. This factor may deal with people’s interest of stimuli. Since
there are various and numbers of stimulus existing in the environment, people
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may select only certain stimuli they are interested in to be processed in the brain.
Therefore, people may perceive particular things differently because they have
various interests. (2) Organization. The organization of stimuli is to make the
selected stimuli meaningful. By organizing the stimuli, people will be able to
categorize the input. The categorization of stimuli reduces initially complex
information into simple categories. That is why people may have different
perception toward one same stimulus. (3) Situation. The situation which
influences perception may deal with a person’s familiarity with, or expectation
about, a situation, or past experience. When someone experienced something bad
in the past, he or she might perceive the same thing negatively. (4) Self-Concept.
Self-concept also affects someone’s perception toward something. Self concept is
the way someone feels about and perceives himself or herself. Self-concept is the
mental image of oneself which determines how someone perceives something.
When a person has a relatively stable and positive self-concept, he or she may
perceive something positively.
2.
Authentic Materials
a.
Definition of Authentic Materials
Lie (1992, p. 85, as cited in Herawati, 1996, p. 82) describes authentic
materials as “original sources materials specially designed for use outside the
language classroom”. Gebhard (1996) also defines authentic materials as
“anything that is used as a part of communication” (p. 100). As the product of
original communication, authentic materials are not addressed for educational
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purposes. Lee (1995) states that “a text is usually regarded as textually authentic if
it is not written for teaching purposes, but for a real life communicative purpose,
where the writer has a certain massage to pass on to the reader”. Thus, dealing
with the use of authentic materials in the classroom, authentic materials can be
said as original materials for communication which are not simplified for teaching
purposes.
b.
The Characteristics of Authentic Materials
Nunan (1988) provides three characteristic of authentic materials: (1) The
aim of producing the materials is other than to teach language in class. It means
that authentic materials are materials that are used to convey message in real-life
context and not simply represent the language. (2) The materials are taken for
certain sources. They are not adapted from other sources. (3) The outlook is
original. It is not changed either the language or the spelling (p. 4)
Mishan (2005, as cited in Al-Musallam, 2009, p. 16-17) states that the
main idea for using authentic materials in educational field is ‘the 3c’s’. It refers
to the characteristics of authentic materials in accordance with culture, currency,
and challenge. Authentic materials incorporate and represent the cultures of
writers of the target language. The current topics and the language are offered in
the authentic texts, as well as those relevant to the learners. Besides, the authentic
materials are intrinsically more challenging yet can be used at all proficiency
levels.
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c.
Types of Authentic Materials
According to Gebhard (1996), there are four types of authentic materials
which have used by the teachers in the classroom: (1) Authentic listening/ viewing
materials, such as silent films; TV commercials, quiz shows, cartoons, news,
comedy shows, dramas, movies, songs, home video. (2) Authentic visual
materials, such as photographs, paintings, stamps, silhouettes, calendar pictures,
drawings by children. (3) Authentic printed materials, such as newspaper articles,
magazines; movie advertisement; history books; lyrics to popular songs; comic
books; greeting cards; novel. (4) Realia, such as dolls, puppets, balloons, balls,
stones, chalk, sand, glasses, scissors, folded paper, phones, hats, manikins
(p. 100-10).
d.
Arguments Against the Use of Authentic Materials in the Classroom
According to Gebhard (1996), the disadvantage of using authentic
materials is that “some students will not accept authentic materials and media as
being valuable learning source”. Since the authentic materials are basically not
made for educational purpose, the problem that might come up is the rejection
from the students toward the use of authentic materials in the classroom.
Considering the authentic materials as entertainment, the students will sometimes
not support using authentic materials as a valuable learning source in the
classroom.
The second disadvantage of using authentic materials in the classroom
deals with culture bias. Martinez (2002) has an argument against the use of
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authentic materials. He states that authentic materials “may be too culturally
biased and difficult to understand outside the language community”. It might
happen since the students are not familiar with the number of cultures exist in this
whole earth. This condition drives them to misunderstand certain cultures. The
same opinion is stated by Nostrand (1989, as cited in Al-Musallam, 2009) in
which “authentic texts from one culture may give a false impression to a student
from another unless they are presented in an authentic context which makes it
clear precisely what they exemplify”.
The authentic materials are not supported to use in the classroom
considering the students’ psychological factor. When the students find unfamiliar
with vocabulary and structures, they might panic and feel frustrated to understand
the information conveyed in the authentic materials. As Kilickaya (2004) believes
that “the use of authentic materials at lower levels causes students to feel
frustrated and demotivated since students at these levels lack many lexical items
and structures used in the target language”.
e.
Arguments Support the Use of Authentic Materials in the Classroom
There are some arguments which show the positive response toward the
use of authentic materials in the classroom. As cited from Nunan (1999), the
reason why introducing the students to the authentic materials is important is that
authentic materials contain some features of the authentic communication that
rarely appear in the non-authentic materials (p. 212). Therefore, such authentic
materials introduce the students to how language is used in the real world and
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improve their overall language proficiency as well as reading comprehension,
communicative competence, grammatical, lexical and stylistic knowledge.
According to Nunan (1999), another reason deals with the students’
motivation. The use of authentic materials in the classroom leads to greater
interest and variety in the material for the learners. It is also supported by
Herawati (1996) in which authentic materials can enhance the students’
motivation since the topic is interesting for them (p. 83).
Moreover, Herawati (1996) states that the students will be able to know
what happen on the other side of the world by reading authentic materials in the
classroom. This case is also supported by Gebhard (1996). He states that the
authentic materials can strengthen the direct relation between learners and the
outside the world since they provide the cultural or social life information of
foreign countries (p. 102). By making the best of using the authentic materials, it
means that the students do not only study language, but also the culture.
Focusing on reading, a study carried out by Vigil (1987, as cited in Rojas,
2008) shows that using authentic materials in the classroom gives the students
advantage on improving reading comprehension skill:
In reading, Vigil found significant differences in comprehension with
beginning language students who read unedited authentic texts. Not only
did their comprehension skills increase, but there were also improvements
in oral and written language performance. The results of these and other
studies indicate that we may be underestimating the positive effects of
authentic texts on both listening and reading comprehension.
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f.
The Development of Authentic Materials in Classroom
According to Tomlinson (1998), “materials development refers to
anything which is done by the teachers to provide sources of language input and
to exploit those sources in ways which maximize the likelihood of intake“ (p. 2).
By developing the materials, the teacher might provide the students the supplying
of information about the language in order to promote and support language
learning. Tomlinson (1998) states that as the developer of materials, the teachers
might bring the authentic materials into the classroom. In this study, since the
authentic materials are not specially designed for educational purposes, the
lecturers need to develop and exploit them in order to support reading learning in
Basic Reading I Class.
g.
Previous Study on Using the Authentic Materials
From the previous study about the use of authentic materials in reading
class, there was a researcher named Enas Ibrahim Al-Musallam. He was a student
of Department of English Language and Literature in King Saud University,
Saudi Arabia who made a thesis dealing with the authentic materials in reading
class. He conducted a survey research entitled “College Instructors’ and Learners
Attitudes to Authentic EFL Reading Materials in Saudi Arabia”. He gathered the
data by distributing the questionnaires and conducting the interviews. The
subjects were 144 Saudi female from three higher education institution in Riyadh:
King Saud University (KSU), Imam Mohammed bin Saud Islamic University
(IMSIU), and Prince Sultan University (PSU). The result of his study showed that
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EFL Saudi College learners and teachers had positive attitudes toward the use of
authentic materials in reading classes. When the participants responded to some
statements in the questionnaire, they chose A (Agree), SA (Strongly Agree), N
(Neutral), D (Disagree), SD (Strongly Disagree). However, as the researcher, AlMusallam neither investigated the further information on why the students gave
positive nor negative response to the statements.
h.
Selection of Authentic Materials
Lee (1995) states that “a careful and wise selection of materials focused on
learners is a must if we want a positive response from them”. Therefore, the text
must be compatible with the course objectives. In this study, it means that the
selection of authentic materials must be compatible with the course objectives of
Basic Reading I class. Further, a variety of text types must be selected in order to
meet the goals of learning. For example, the students read newspaper in order to
help them practicing some reading strategies. Eskey (1986, as cited in Gloria
1988, p. 12) says that “once reading material appropriate to the level and interests
of a particular student has been identified, the more of the material that student
reads, the better and the more quickly his reading skills will develop”.
Since there are many available reading materials, the selection of reading
materials becomes an essential part. By reading appropriate materials, the students
will be aware of developing their reading skills because those materials agree with
their capabilities and interest. Gloria (1988) states that there are three points of
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view need to be considered in selecting materials for reading lesson, they are as
follows:
1)
Readability
Readability involves the combination of linguistic difficulty and semantic
relevance. In this case, the teacher should select the appropriate texts by
considering the proportion of new lexical items based on the level of the students.
Pursuing the extension of vocabulary by selecting texts with a compatible
proportion of new lexical items will achieve the goals of reading activity.
2)
Suitability of Content
In order to meet the suitability of content, the teacher needs to investigate
what his students like. In selecting the reading materials, the teachers should think
about the students’ interest and also the level of challenges whether the content is
suitable for his students’ competence. Rivers (1987, as cited in Al-Musallam,
2009, p. 31) claims that the primary criterion for selecting the appropriate
authentic text is content. He states that “although length, linguistic complexity,
and interest for the student all play significant roles in the selection of materials,
the single most important criterion for selection is content”. The learners’ interests
and needs are the most essential factors in the selection of authentic texts.
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3)
Exploitability
Reading materials will be beneficial if they are exploited. Exploitation
means that the teacher makes the best use of the reading materials in order to
facilitate the students in learning. The teacher exploits the reading materials by
choosing texts that give practice in the process based on the students’ competence
as readers. For example, in exploiting the texts, a teacher may consider about the
students ‘knowledge of words. It means that the selected reading materials should
give the students opportunity to build their vocabulary mastery. Raygor (1985)
argues that “a good way to expand your vocabulary is to read lot, especially
different areas”. This emphasizes that a teachers should select various kind of
texts or topics in reading class as a way in developing the students’ reading
vocabulary.
3.
Basic Reading I
As a study program which deals with language, the English Language
Education Study Program of Sanata Dharma University has several courses
related to language skill practices. Basic Reading I is one of the courses which
invites ELESP students to improve their readin