T1 112007164 Full text

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Students’ Attitudes toward the Use of Authentic Materials in SMPN 2 Ampel Purnomo Adi Sasongko

Abstract

The use of authentic material is now developing rapidly. It becomes more popular and widely used, because it is believed that using authentic material to teach English offers more benefits than using non-authentic materials or contrived (textbook). The use of authentic materials are also controversial instead of offering benefits it also believed that authentic materials had its disadvantages, This study aimed to investigate and describe the students’ attitude toward the use of authentic materials in teaching reading in SMPN 2 Ampel. The subject of this study involved a group of students, which consists of 2 classrooms at same level or same grade that was eight grade of junior high school, which included 63 students who were taking English class. This study used a descriptive method. Data were collected by teaching students English subject inside the classroom activity using authentic materials. Then, data were collected through questionnaire by some adaptations from Peacock (1997), Rosalina (2006) and Bagus (2011). After that, writer presented the data by using tables and charts. Then, the data was analyzed and described. The result of the study generally showed that the students had positive attitude toward the use of authentic material in reading English subject.

Keywords: Authentic Material

Introduction

English is international language. It means English should be widely known in many countries and used by many people around the world. It is undeniably, that English is now becoming an important language to know even to master. One of instruction of a language like English is Material. Material has a very important role in teaching and learning activity. Allwright (1990, cited in Kitao, 1997) believed that materials should teach students to learn. Material also should be the source for ideas and activities in a learning activity. He added that material should give teachers rationales for what they do. Beside the material, attitude in fact is also as important as material. Attitude is known plays important role as material in learning and teaching activity. Richek, List and Lerner (1989, cited in Rosalina, 2004) found that ultimate success of instruction is strongly affected by the students’ attitude. Gardner and Lambert (1959) stated that students who have positive attitude toward language learning have positive reaction toward language learning. A positive attitude often leads learners to use a

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variety of learning strategies that can facilitate skill development in language learning. They are many types of materials and one of them is authentic material. The use of authentic materials in second language teaching is controversial. It is believed that authentic materials offer many advantages. One of its advantages is that authentic materials create positive attitude for students. Al-Musallam (2009) found that students showed positive attitude toward the use of authentic materials. In the other hand, it is also believed that the use of authentic materials can discourage students’. Morrison (1989, cited in Peacock, 1997) acknowledged that authentic materials possibly burden and de-motivate students, since it is sometimes too difficult.

Based on the explanation above, the writer directly experienced on how teachers of SMPN 2 Ampel have applied the authentic material. Teachers always use the authentic material as far as they can. They try to combine between authentic material and non-authentic material. In some occasion, teachers of SMPN 2 Ampel have made use of authentic material as the main materials, which are supported by textbook (non-authentic materials). In some occasion, teachers also make use authentic materials to support the textbook or handout like picture of a magazine, videos from the Internet or news from a newspaper, because textbook and handout are sometime not sufficient to accommodate students’ needs.

In learning and teaching activity, material is one of the important components that cannot be omitted. Brown (1995, cited in Rahimi, 2008) stated teaching material means, “Any systematic description of the techniques and activities to be used in classroom teaching”. Material can also be considered as a resource in learning and teaching activity where both teacher and students need a material to learn and practice, it also supports students learning (Right, 2008). Kitao (1997) added that language instruction contains five important components; they are students, teachers, materials, teaching method and evaluation. Allwright (1990, cited in Kitao, 1997) even, Materials often controls learning and

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teaching. Allwright statement is true when in a classroom situation both teacher and students depend heavily in a textbook, where textbook is the main material and it also controls the method and procedure of learning (Kitao, 1997). In other words, materials are always strongly related to teaching method and approaches. There are also some important roles of materials in learning and teaching process. Materials can significantly increase students’ achievement by supporting students learning. For example, a worksheet may provide a student with more needs to practice and gain a new skill in class (Right, 1999).

McGrath (2004, cited in Rosalina, 2008) categorized kinds of materials in the following ways:

1. Published vs. Unpublished Materials

The examples of published materials are books, cassettes, videotapes, and so on. Unpublished materials can be teacher-made materials or any objects (visual or audio visual) that the teacher uses in the classroom including realia such as chairs, bags, pencils, blackboards, and many other things in the classroom.

2. Global vs. Regional Materials

Global materials are those materials, which are published without any particular market purpose. The global materials are very important because it links teachers and learners to the outside world. The global materials are not the only thing to get through the target language and the cultures but also the experiences of the people who are engaged in creating the materials, so that they can be perceived as applicable, attractive, and valuable materials. The global materials are usually published by well-known and notable publishers, like Cambridge University Press, Pearson Education, Oxford University Press and Longman. On the other hand, regional materials are usually published by local publishers or department

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and also for specific market. Thus, it is said that the regional materials are more relevant to the learners’ or students’ need.

3. Authentic vs. Created Materials

The last, materials can also be divided into two kinds: authentic and created materials. Along with Richard (2001), the term ‘authentic materials’ refers to the use of text and objects that are not specifically created for pedagogical purpose. In contrast, ‘Created materials’ refers to “textbooks and other specifically developed instructional recourses”.

The next one, this study will discuss further about authentic material. There are some definitions about authentic material. Martinez (2002) defined authentic material as real-life materials, where this material is easy to find in students daily life, but this material is not created for educational purposes. Martinez added some examples of authentic materials like newspapers and magazine, websites, utility bills, songs, pill bottles, etc. The similar idea stated also by Widdowson (1990, as cited in Tamo, 2009) believed that authentic materials are teaching and learning material that can be used in classroom and it had not been changed any way for learning and teaching the second or foreign language. At the same thoughts, Nunan (1989, as cited in Laamri, 2009) viewed that authentic materials are the sample of spoken or written languages that have not been produced for teaching and learning. Berardo (2006) had the same definitions about authentic material. He found that authentic material is any real-life material both in spoken and written, which is purposed for communication and social purpose, even not for pedagogical purpose or teaching and learning importance. Harmer (1991, cited in Kilickaya, 2004) stated that authentic materials are materials, which are not intended for learning a language of students, but for native speakers or the speakers of the language itself. He also added that the language on the authentic material is natural. It means the same language as used by the speakers of the language. Kilickaya (2004) defined

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authentic material as “material, which involves language naturally occurring as communication in native-speaker context of use, or rather those selected contexts where Standard English is the norm” In addition; authentic materials are materials that have been produced to fulfill some social purpose in the language community (Peacock, 1997). Even though, authentic material is not purposed for teaching and learning purpose, still authentic material can be used as teaching and learning importance. Martinez (2002) argued that authentic material like book and journal should be applied in teaching language. It means that any kind of material can be explored for student. The same idea of the purpose of authentic material also stated by Hastings and Murphy (2002) agreed that authentic materials like: books, magazines, video, etc., potentially can be used in the second or foreign language classes. In short, authentic material is any kind of material, which is not intended or purposed for EFL learning and teaching activity, but it still can be used for learning and teaching activity.

When teachers use authentic material in a language learning and teaching situation, some number of teachers may take them directly or only take little part of the authentic materials. Brown and Menasche (1993, cited in Bagus, 2011) have grouped the degrees of authenticity in the materials, which are used for pedagogical purpose. They are:

- Genuine materials

Genuine materials are created only for the realm or real life, this kind of material is not for the classroom, but can be used in the classroom for language teaching, for example, Internet, website, newspaper, etc.

- Altered materials

In altered materials, there is no meaning change. But, the original materials has been altered in other ways (for example, the insertion of glosses, visal resetting and the additional of visuals)

6 - Adapted materials

Although the materials are created for real life, the material’ vocabulary and grammatical structure are changed to simplify the text, for example, textbook and handout.

- Stimulated materials

Stimulated materials are specially written by the author for purpose of language teaching. The author tries to make it look authentic by using characteristics of genuine texts.

- Minimal / incidental

Minimal / incidental materials are created for the classroom with no attempt to make the material appear genuine.

In learning and teaching and teaching activity, teachers would consider the good materials for their students. They will think which materials will help them in their teaching. Even though, authentic materials are not produced for language teaching and learning activity, authentic materials have some advantages in language learning and teaching. Brosnan, Brown, and Hood (1984, as cited in Oura, 2001, p 69-70) found the importance of the use of authentic material in the classroom activity:

1. The language is natural. By simplifying language or altering it for teaching purposes (limiting structure, controlling vocabulary, etc.) we may risk on making the reading task more difficult, we may, in fact, be removing clues to meaning.

2. It offers the student the chance to deal with small amounts of print, which, at the same time, contain complete, meaningful messages.

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3. It provides students with the opportunity to make use of non-linguistic clues (layout, pictures, colors, symbols, the physical setting in which it occurs) and so more easily to arrive at meaning from the printed word.

4. Adults need to be able to see the immediate relevance of what the do in the classroom to what they need to do outside it, and real-life reading materials treated realistically makes the connecting obvious.

However, it is unrequited that teachers may face some problems when teachers are dealing with the authentic materials. Martinez (2002, as cited in Berardo, 2006) argued that authentic materials can be culturally biased, often it needs a good cultural background knowledge when reading, and also too many mixed structures that causes problems in understanding the texts, especially for students in the lower level. Richards (2001, as cited in Kilickaya, 2004) found that authentic materials often contain difficult language, unneeded vocabulary items and complex language structures, which sometimes caused burden for the teachers. In addition, teacher in the lower levels students may get some problems as they need some time it needs more time to prepare the materials to make in fit to the level of students.

In deciding which materials that will be used in the learning and teaching is very important aspect, considering the goals that understanding the meaning than the form of the texts is worth taking. Nuttal (1996, as cited in Berardo, 2006) pointed out three important criteria when choosing authentic material for teaching:

1. Suitability of content. It can be regarded as the most important of these three aspects. The reading materials should attract the students’ interest, be relevant to their needs and motivating the students.

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2. Exploitability. It refers to how the text can be used to develop the students’ competence as readers. A text that cannot be exploited for teaching purpose has no use in the classroom.

3. Readability. It describes the combination of structural and lexical difficulty of a text, as well as referring to the amount of new vocabulary and any new grammatical forms present.

Berardo (2006) added the variety and presentation also important in choosing materials. The suitability of authentic materials to presentation is important also. The use of picture, diagrams, photograph helps the text into a context, beside help the students to understand the meaning, the more attractive the text is, the more students are motivated.

After choosing the material to use for learning and teaching, it is also important to know students’ attitude towards the materials. Ajzen (2005, cited in Bagus, 2011) concluded that attitude is the most important factor in learning a language; it can help the teachers to indentify students’ difficulties when they are dealing with the materials. He added that knowing students’ attitude could also help teachers to decide the most appropriate materials for the students. In addition, Secord and Backman (1969, cited in Azwar, 1995) concluded that attitude could be seen into three interrelated aspects, which are thought/belief (cognition), feeling (affective), and action (conation). He explained those three aspects in this way:

1. Cognitive responses reflect the perception of, and thoughts about, the attitude object. The belief towards the object attitude is formed of what people have seen or known. That means, when the belief has been formed in people mind, it will be the basic knowledge of what they expect from the specific object.

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2. Affective is related to the feeling, evaluation or the subjective emotions of an individual toward an attitude object. Generally, the emotional reaction in the affective component is influenced by the belief toward the object. When an individual has a belief toward an object, it will shape the affection, whether s/he likes the attitude object or not.

3. Conative component shows the action or the action tendency within the individual related to the attitude object that they meet. The action tendency is consistent with the belief and feeling, which form the individual attitude. So, it is logical that the attitude will be reflected in the action toward an object.

Those three aspects are important, because the attitude of an object can be assessed by measuring those three aspects. The cognitive aspect is measured by students’ point of view regarding several theories about authentic material. Affective is measured by students’ feelings about the materials. Conative is measured through students’ statement of reaction about the material.

To conclude, material and attitude are important factors in teaching and learning activity. In determining the success of learning and teaching activity it is needed to consider some criteria in choosing the learning and teaching material. Attitude also plays an important role. Moreover, the use authentic material offers advantages for teacher and also students’ attitude, but there are also some problems occurs.

This study aimed to investigate the students’ attitude toward the use of authentic materials in reading in SMPN 2 Ampel, with the following research question, “What is students’ attitude toward the use of authentic materials in teaching reading in SMPN 2 Ampel?” Since, it is believed that attitude has important role in creating positive attitude in teaching and learning activity. It will bring benefit both for English teachers and students

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generally, and especially for English and students teachers in SMPN 2 Ampel. The result of this study is expected to give useful information about students’ attitude to the English subject materials. By knowing the students’ attitude toward the use of authentic materials in SMPN 2 Ampel, it is hoped that teachers will prepare suitable materials for students in order to accommodate and fulfill students’ needs. It also hoped that this study will contribute the improvement of English practice in SMPN 2 Ampel. Further, the result of this study is also expected to help the teacher in creating positive attitude in learning and teaching through authentic materials.

The Study

In this part the writer explains how and when the data was collected, analyzed. Within, there are some reasons why the writer chose SMPN 2 Ampel as the subject of this study.

A. Context of the Study

This study was conducted in SMPN 2 Ampel, a very small district of Boyolali where the writer collected the data. The first reason why the writer chose the students of SMPN 2 was the time and energy efficiency. The writer had a good relationship with English teachers in the school, which enabled the writer to get to know about the general picture of English learning and teaching process better than other schools in the school. The use of authentic materials have been developing in SMPN 2 Ampel, English teachers were trying to make use of authentic materials like magazine and newspaper, songs and even traffic signs for teaching English. The students were in the academic year of 2012/2013 and the data was collected from 8th to 30th March 2012. As a foreign language, English was used very rarely both inside and outside the class. Teachers and students tend to use Indonesian inside the class during teaching and learning activities, while Javanese was used outside the class very

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common in order to communicate each other, instead of using English. The good thing was, SMPN 2 Ampel has a language laboratory with good facilities like, projector, 20 units of CPU, headphone, etc to support the data collection process. The process of data collection was conducted by the English teachers of SMPN 2 Ampel and the writer.

B. Participants

The participants of this study were one third of total population on the same grade which consisted of two different classes (8C and 8D) out of 6 classes, which were one-third of the total population at the same level, Those two classes consisted of 63 students, 29 students belonged to 8C class and 34 students belonged to 8D class of SMPN 2 Ampel, so it was a representative and sufficient number to conduct a research.

Being the eight-grader students would be the perfect stage on learning English subject in SMP level because of the less pressure condition, if compared with the seventh grader who are tend to adapt with the new school environment or even the ninth grader who are focused on the national examination ahead. This consideration would be second reason of choosing the eight-grader students as the subject. Another reason was this method of sampling relatively simple, where the writer only took two classes as the subject of this study.

C. Instrument of Data Collection

A fifteen-statement-questionnaire was distributed to the students as the instrument of data collection. As students’ first language was Indonesian, the questionnaire is adapted by using Indonesian to avoid misunderstanding. The questionnaire was given once on each class, and it was distributed in post activity in each meeting. The questionnaire was adapted from Peacock (1997) and Bagus (2011). Peacock (1997) provided a questionnaire, which used scale 1 to 5 to measure the attitude toward authentic material. Whereas, Bagus (2011)

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provided an adapted questionnaire also from Peacock, then he simplified the questionnaire by converting Peacock’s scale into 4 statements answer, like “strongly disagree”, “disagree”, “strongly” and “agree”. This simplification was done to make it easier when the writer decided whether it is a positive or negative response. As the focus of this study, attitude was measured by three aspects; like cognitive, affective and conative. Whereas, statements 1 to 5 were purposed to measure affective component, statements number 6 to 10 is purposed to measure the cognitive component, and the rest statement 11 to 15 is purposed to measure conative component.

D. Data Collection Procedure

Before the research was conducted, writer asked formal letter of permission from the writer’s faculty and then it was given to SMPN 2 Ampel. Next, the writer asked informal permission by directly seeing the headmaster of SMPN 2 Ampel.

Before the teaching and learning activity started, the participants or the students were given explanation about what was meant by authentic material, so authentic materials would not sound strange to the students. Then, some videos from the Internet were given as a warming up activity and to grab students or participant attention and interest. Then authentic materials were given to the participants during the teaching and learning activity. Such as, a song was played repeatedly and participants were asked to fill some missing words of lyrics. As it was reading became the main thing to teach, participants were given article from newspaper and website on the article and websites. Then, participants were provided and given some comprehension questions to answer based on the materials. For the reading activity where authentic materials were used, the writer (a student-teacher) and the teacher had discussed, prepared and taken the appropriate authentic materials, which matched to students’ competency level. There were two meetings in each classroom, so in total there

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were four meetings. By the end of the teaching and learning activity of English subject, the participants were asked to answer to the 15 statements by choosing some options.

E. Data Analysis Procedure

This study used descriptive method since it describes the attitudes of the students of SMPN 2 Ampel toward the use of authentic materials. First, the writer divided the participants’ responses into two: positive and negative responses. The responses were considered positive, when they belonged to strongly agree and agree. On the other hand, the responses were classified into negative answers, when they belonged to strongly disagree and disagree. Then, the writer created and concluded an overall result. The overall result was also completed with a table and a diagram. In a brief, by concluding or seeing the diagram of the overall result, a brief explanation and conclusion the result of the research was clearly seen.

Further, the result of the questionnaire was analyzed by using frequency distribution table. For each criterion the writer added also a diagram and a table to make clearer depiction. The diagram showed how many responses of some options for each question. It was purposed to show how significant the difference between four options. So, the explanation would be easier to digest in that way. Next, in every question item of each diagram, the writer narrated, analyzed then concluded it.

By considering the good attitude of the use of authentic materials, the writer matched and analyzed the data found with some theories related to the good attitude of using the authentic materials in EFL. Based on the related theories, the writer came to a decision whether the experts’ say to be perceived the same to the attitude shown by the eight grade of SMPN 2 Ampel.

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Findings and Discussion

In this section, the collected data through the distributed questionnaire were described, analyzed and interpreted based on the background theories and the relevant literatures. The data were presented in form of tables and charts. The description of the data in this part was presented and arranged in four criterions based on the relationship between them related to the important criteria in selecting authentic material for teaching by Nuttal (as cited in Berardo, 2006), which are suitability of content, exploitability, readability, and variety and presentation. Table 1 presents the result of questionnaire. Table 1. The result of Questionnaire

No. Question Items Strongly

Disagree

Disagree Agree Strongly Agree 1. I like the reading topic in English subject

material. 0 5 54 4

2. I like the exercises given in English subject

material. 0 6 53 4

3. I like the layout (picture, illustration, or font) of

English subject material. 0 10 35 18

4. I like the materials of English subject, which

are taken from newspaper or internet. 0 13 36 14 5. I like how the materials are discussed in

English subject. 1 10 43 9

6. The English subject material is easier to

understand if it is related to daily life. 0 7 30 26 7. The English subject materials are easier to

understand if it is taken from newspapers or magazine or internet.

3 43 17 0

8. The grammar used in English subject materials

are easy to understand. 0 15 44 4

9. In English subject material, there is information

or knowledge besides English. 1 8 42 12

10. English subject materials are useful in daily

life. 3 3 36 21

11. I study or reading English subject material

outside the class. 7 33 21 2

12. I could understand the vocabulary in English

subject materials class. 2 12 39 10

13. I read additional materials text related to

English subject. 1 32 26 4

14. Pictures or photographs in reading text help me

to understand English subject. 0 7 31 25

15. English subject materials motivate me to learn

15 A. Overall Result

In this section the average overall result is shown per criterion. The average is found by scaling 1 to 4. 1 means strongly disagree, 2 means disagree, 3 means agree and 4 means strongly agree. This means, if the overall result is bellow 2, it can be considered as disagreement or dislike or showing negative attitude. In the other hand, if the overall result is above 2, it can be considered as agreement or like or showing positive attitude.

Table 2. The average of overall result of four criterions indicating students’ attitude toward the use of authentic materials

No. Criterion Overall Result

1. Suitability of Content 3.0

2. Exploitability 3.1

3. Readability 2.7

4. Variety and Presentation 3.2

Chart 1. The average of overall result of four criterions indicating students’ attitude toward the use of authentic materials

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Based on the table and chart above (Table 2 and Chart 1), in four criterions share the same result (positive result) in common. ‘Variety and Presentation’ is the criterion, which has most agreement or positive result; its value is 3.2 out of 4. Then, it is followed by ‘Exploitability’ with 3.1 out of 4. Then, ‘Suitability of Content’ with 3.0 out of 4, and the last ‘Readability’ with 2.7 out of 4 scale. From, the table and the chart above it can be concluded that students have most positive attitude in Variety and Presentation criterion among the four criterions indicating students’ attitude, but in common the participants show positive attitude toward the use of authentic material. If it is seen from its content in each criterion it is found the answer why ‘variety and presentation’ has more value, because on this criterion contains two question items that has relation on how the materials look like. Berardo (2006) stated that the appearance of the materials seemed to be insignificant aspect of the materials, but it will be the first thing that students notice. Homolova (2010) believed that teachers should stress the learning of English through various types of visuals, it will create non-threatening atmosphere for the learners or students and they will love the materials. It is no doubt, as it is known additional layouts like picture, illustration and font are rarely found in textbooks.

B. Result per Criterion

In this section, the collected data are described and explained into the more specific form. The more specific result and the more specific charts will be shown to support the description and the explanation. Further, in this part the results and the charts contain four criterions like variety and presentation, exploitability, suitability of content and readability, then in each criterion that contains its question items will be explained and described.

17 1. Variety and Presentation

Table 6. The detail result of students’ attitude on variety and presentation Question Item No. Strongly

Disagree

Disagree

Agree Strongly Agree

3. 0 10 35 18

14. 0 7 31 25

Chart 5.The detail result of students’ attitude on variety and presentation

The first criterion is variety and presentation. This criterion contains how materials were presented along with clues through pictures, diagrams, or photographs. The items in the in the questionnaire related to this criterion were items number 3 and 14. Table 3 and chart 2 show the result for question items no. 3 and 14.

The response for item no. 3 shows that 35 students liked the layout of the materials. In the other hand, 16 students did not like the layout. For the item no. 14 shows that 31 students agreed that picture and photograph help them to understand English subject.

From the findings above, in item no. 3, Berardo (2006) the appearance of the materials seemed to be insignificant aspect of materials, but it would determine students’

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impression to the materials. It means the better how the materials look, the better students’ impression to the materials.

Seen from the aspect of usefulness, in question item no. 14, 31 students agreed that the visual layout of the materials helped them to understand English subject. Gower (1995, cited in Homolova, 2010) summarized the benefits of using authentic visual, such as presenting and practicing new language (vocabulary, grammar, pronunciation).

To conclude, students liked how materials look and agree that visual materials help the students to understand English subject. As a result, mostly students had positive attitude toward this criterion.

2. Exploitability

Table 4. The detail result of students’ attitude on exploitability Question Item No. Strongly

Disagree Disagree Agree Strongly Agree

2. 0 6 53 4

5. 1 10 43 9

10. 3 3 36 21

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The second criterion is exploitability. This criterion focused on how materials were used to develop the students’ competence as readers. The questionnaire items, which represented this criterion, were question items number 2, 5 and 10. Table 4 and chart 3 show the detail result of each question item for explotability.

The result of the item no. 2 shows 53 participants liked the exercises or practices, which were given in the classroom. Next, the result to the item no. 5 shows 43 of the participants liked the way they discussed the materials. Last, table item no. 10, 36 participants or more than a half of the total participants agreed that materials were useful in daily life.

Gilmore (2007) believed that the success of learning and teaching is determined on how effectively the teachers are able to mediate and bridge between students and materials. The result of item no. 2 and no 5 represented his idea. In this research, the writer handled the authentic materials and succeeded to mediate between the materials and the students. The terms mediate or bridge mean how teacher present and prepare exercises and practices and mean the way participants and teacher discussed it. In item no. 10 more than a half of total participants agreed that materials were useful in daily life. Sanderson (1999, as cited in Tamo, 2009) believed that authentic materials keep the students informed about what is happening in the world. Berardo (2006) added authentic materials encouraged reading for pleasure, authentic materials likely contained topic of learners’ interest.

In short, in exploitability teacher were able to develop students’ competence as readers. It was indicated by positive attitude showed. Students liked the practice, exercise and they agreed that authentic materials useful in students’ daily life.

20 3. Suitability of Content

Suitability of content in this study covers the students’ interest, relevancy to their needs and how material motivates the students. The questionnaires items were related to this criterion are items number 1, 4, 6, 9, 11 and 15.

Table 3. The detail result of students’ attitude on suitability of content Question Item No. Strongly

Disagree

Disagree

Agree Strongly Agree

1. 0 5 54 4

4. 0 13 36 14

6. 0 7 30 26

9. 1 8 42 12

11. 7 33 21 2

15. 1 1 45 16

Chart 2. The detail result of students’ attitude on suitability of content

For item no.1, the chart shows 54 participants liked the topic in English subject. Related to item no. 1, in item no. 4, 36 participants liked the materials’ layouts like picture, illustration and font, which were taken from newspaper or magazine or Internet. In item no.

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6, 30 participants assumed that the materials are easier to understand since they related to daily life For Next, in item no. 11, 40 participants did not study or learn English material outside the classroom activity. The last, item no. 15 shows 45 participants agreed that materials motivate them to learn English.

The result of question item no.1 shows mostly (54) participants liked the topic in English subject. Berardo (2006) stated that gaining students’ interest in the material is important aspects in reading. In addition, Tamo (2009) added that authentic materials can courage reading for pleasure, because they are likely to contain of interest to students or learners. In item no. 4, 36 participants like authentic materials, which were taken from newspaper and Internet. Those, who agreed, might think authentic materials, which were taken from newspaper, or Internet motivated them. In item no. 6, 30 participants assumed that the materials are easier to understand since they related to daily life. Those who assumed might assumed that authentic materials related to daily life are interesting.

Item no. 9, it is seen there were 42 participants agreed that there is information or knowledge besides English. Melvin and Stout (2000) assumed if authentic materials were fully exploited, it brings students to direct access to the culture and help them use the new language authentically themselves, to communicate meaning in meaningful situation. Different result was shown in item no. 11, 40 participants did not study or learn English material outside the classroom activity. They might think that it is not important to study or read materials outside the classroom activity. They probably think that English is not a compulsory subject, so they prefer to read or study other subjects that are more important. The last item is the item no. 15. This finding presents that the more interesting materials are, the more students are motivated. Oguz and Bahar (2008, cited in Zohoorian and Ambigapaty, 2011) believed that if learners’ interaction with authentic materials is well maintained with

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interest and without difficulty they could participate actively in learning and in the same way students’ motivation levels may raise.

To sum up, in this criterion, there were 6 question items intended for the participants. 5 question items showed that participants had positive attitude on each of 5 question items. Only one item that showed different attitude that was question item no. 11.

4. Readability

Table 5. The detail result of students’ attitude on readability

Question Item No. Strongly Disagree Disagree Agree Strongly Agree

7. 3 43 17 0

8. 0 15 44 4

12. 2 12 39 10

13. 1 32 26 4

Chart 4.The detail result of students’ attitude on readability

The next criterion in choosing material for teaching and learning activity is readability which emphasized on the combination of structural and lexical difficulty of a text, as well as

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referring to the amount of new vocabulary and any new grammatical forms appear. The items related to this criterion are items number 7, 8, 12 and 13.

The result of the item no. 7 shows that only 43 participants did not agreed that the materials were easier to understand if the materials taken from newspaper or magazine or Internet. In item no. 8 shows that 44 participants agreed that the grammar used in the materials was easier to understand. In item no. 12 shows that 39 participants agreed that the vocabulary in the materials was understandable. Last, in item no. 13 shows that 32 participants did not agree that they read additional materials related to the course.

The finding for question item no. 7 represented Freeman, Holden and Morrison (1989, as cited in Peacock, 1997) have acknowledged that authentic materials since they are too difficult. This is absolutely reasonable especially in terms of pragmatics and cultural aspects. Authentic materials go too far beyond the students’ level. When a teacher decided to maintain whole materials from the newspaper, the teacher did not realize that sometimes, authentic materials go beyond students’ level and competence.

Next, in question item no. 8 shows that 44 participants agreed that the grammar used in the materials was easier to understand. Guariento and Morley (2001) suggested that grammar used in authentic materials should in agreement with students’ ability and added that suitable task can be given to learners in which total understanding is not important. In this study the use of grammar was combined. It means there was a good cooperation between authentic materials with oversimplified materials, where they completed and supported each other.

The result of item no. 12 shows that 39 participants agreed that the vocabulary in the materials was understandable. Laamri (2009) added that authentic materials needed to be selected and possibly graded to match the students’ level, needs, age, culture and even their learning style. As a result, in this study, in teaching English using authentic materials will not

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burden the students. Because, before teacher and writer presented some numbers of authentic materials, the materials were selected or filtered which were possibly suitable with students’ needs and competence. As a result, the vocabulary problem that often occurs was solved.

The result item no 13 shows that 32 participants did not agree that they read additional materials related to the course, the participants might experience different impression of authentic materials, because they had so many others additional materials to read inside or outside the class activity beside English.

In conclusion, in this criterion, which consists of four question items showed a draw result, two question items showed good or positive attitude and the other two showed the opposite result, which was negative attitude. Participants agreed that the grammar used in authentic materials was easy to understand and they also agreed that they could understand the vocabulary. On the other hand, participants did not agree that it was easy to understand the authentic materials taken from newspaper; magazine or Internet. Laamri (2009) said that the teacher should realize that authentic materials had its drawback. The main criticism purposed to the authentic materials is they are sometimes too difficult for learners of a foreign language who have been accustomed to an oversimplified and enunciated language. Further, they did not agree that they read additional materials text related to English subject. ‘Readability’ is a critical issue where motivate and de-motivate are slightly bordered especially in selecting or choosing authentic materials for pedagogical purpose. Since, a little more difficult authentic materials can de-motivate students. However, if it is seen from the overall result diagram (Chart 1) this criterion (which valued 2.7) showed that participant had positive attitude toward readability. It means, the teachers still succeeded on selecting authentic materials for the participants.

25 Conclusion

This study aimed to investigate what students’ attitude toward authentic materials in SMPN 2 Ampel is. In general, students had positive attitude. To investigate students’ attitude, students were taught by using some authentic materials. This study found that students’ had positive attitude toward authentic materials. Based on the analysis of the overall result, writer made a conclusion that the students in the eight grade of SMPN 2 Ampel mostly liked ‘Variety and Presentation’ criterion, which contained how authentic materials were presented. This criterion valued 3.2 out of 4 scales. The students or the participants might think the existence of layouts; pictures and illustration did not exist in non-authentic materials or contrived materials motivate the students. In short, variety and presentation in authentic materials created a positive attitude.

Further, in detail result, students mostly showed positive attitude toward the use of authentic materials during learning and teaching English subject. Al-Musallam (2009) found the participants showed positive attitude toward authentic materials in EFL classes. They expressed their willingness to use such materials either instead of or in combination with textbooks or contrived materials. Seen from affective component, 54 (out of 63) participants liked the reading topic in English Subject, 53 (out of 63) participants liked the exercise given, 35 (out of 63) participants liked the layout, picture and illustration. 36 (out of 63) participants liked the authentic materials taken from newspaper or Internet. 43 (out of 63) liked how authentic materials discussed in English subject.

From cognitive component, 30 (out of 63) participants agreed that English materials was easier to understand if it is related to daily life, 43 (out of 63) participants did not agree that English subject materials are easier to understand if it is taken from newspaper or magazine or Internet. 44 (out of 63) participants agreed that grammar used in English materials was easy to understand. 42 (out of 63) participants agreed that there is information

26

or knowledge besides English subject materials. 36 (out of 63) participants agreed that English subject materials are useful in their daily life.

The last, from conative component, 33 (out of 63) participants did not study or read English subject materials outside the class. 39 (out of 63) participants could understand the vocabulary in English subject materials. 32 (out of 63) participants did not read additional materials related to English subject. 31 (out of 63) participants agree that picture or photographs in reading text help them to understand English subject materials. 45 (out of 63) participants agreed that English subject materials motivated them to learn English.

Generally, it was seen participants mostly highly shared the same attitude (positive attitude) toward authentic materials. However, there were some factors that create opposite attitude toward authentic materials. Sometime, the reading topics or the language variations or the grammars are just too difficult for lower level. Moreover, authentic materials were sometime easily outdated. Another factor was since English is not a compulsory subject in Indonesia it meant also that participant did need to study English subject material outside the class, commonly participants on this level (eight grade of junior high school) had so many other materials beside English to study outside the class. Also to read additional materials of English subject was not their priority. They might think only related materials to the goal of study were the only important materials to read.

From the finding of the study, several recommendations are proposed here. First, the teacher could and should adjust and select the authentic materials based on student level of competence, teacher also provide authentic materials, which are relevant to participants’ or students’ needs. The chosen authentic materials also should encourage students to read more and apply the knowledge the gain inside the class to outside the class. Teacher also should give interesting and attractive additional authentic materials that do not burden the students or participants.

27 Acknowledgement

“…Strange places, stranger places, a long race, I can’t see the finish line…”

-Navicula-

This journal would not have been possible without the support of many people. Firstly I would like to thank to Allah s.w.t., for the unconditional love. I wish to express my gratitude to my supervisor, Anne Indrayanti Timotius for being so kind and her availability to give her best assistance in any time needed. Also my examiner, Dian Toar Y. G. Sumakul, M. A. thanks for his guidance and feedback on the development of my journal. To my parents and my sisters, thank you for supporting me in different way. Also my friends thank you for the crazy time, for Tutik ‘peaknose’, thank you for your support. Especially for my only closest female friend, Maya Arinda Christiani, thank you very much for understanding, supporting, knowing me far more than anyone does and it is very nice to know you.

28 References

Ajzen, I. (2005). Attitude, personality, and behavior (2nd ed). New York: Open University Press.

Al-Musallam, E. I. (2009), College instructors’ and learners’ attitudes to authentic EFL

reading materials in Saudi Arabia. Unpublished master’s thesis, King Saud

University, Saudi Arabia.

Azwar, S. (1995). Sikap manusia, teori dan pengukuranya: edisi ke 2. Yogyakarta: Pustaka Pelajar.

Bagus, R. C. H. (2011). Students’ attitudes towards authentic materials in reading across

genre class in English Deparment of SWCU. Sarjana Thesis, Satya Wacana Christian

University, Salatiga.

Berardo, S. (2006). The use of authentic materials in the teaching of reading. The Reading

Matrix, 6 (2), 60-69.

Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13 (1959), 266-272.

Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning.

Cambridge Journals, 40 (2), 97-118.

Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT

Journal 55 (4), 347-353. Retrieved February 25, 2013 from

eltj.oxfordjournals.org/content/55/4/347.

Hastings, A., & Murphy, P. (2002). Thoughts on the use of authentic materials. Retrieved March 23, 2010 from http://www.focalskills.info/articles/authentic.html.

Homolova, E. (2010). Authentic visual in learning and teaching English. Humanizing

Language Teaching, 12 (4). Retrieved July 17, 2012 from

http://www.hltmag.co.uk/aug10/sart02.html.

Kilickaya, F. (2004). Authentic materials and cultural content in EFL classrooms. The

Internet TESL Journal, 10 (7). Retrieved February 26, 2011 from

http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html.

Kitao, K. (1997). Selecting and developing teaching and learning materials. The Internet

TESL Journal, 4 (4). Retrieved January 15, 2011 from

http://iteslj.org/Articles/Kitao-Materials.html.

Laamri, S. (2009). Authentic materials: towards a rational selection and an effective

29

http://www.google.com/url?sa=t&source=web&cd=5&ved=0CDIQFjAE&url=http- Ffaculty.ksu.edu.sa-Fenasalmusallam-FResearch-papers-FAuthenticity-in-the-FL-classroom.doc.

Martinez, A. (2002). Authentic materials: an overview. Karen's Linguistic Issues. Retrieved March 20, 2011 from http://www3.telus.net/linguisticsissues/authenticmaterials.html. Melvin, B. S., & Stout, D. S. (2000). Motivating language learners through authentic

materials. In W. Rivers (ed) Interactive language teaching. New York: Cambridge University Press, 44-56

Oura, G. K. (2001). Authentic task-based materials: bringing the real world into the

classroom. Retrieved May 4, 2012, from

http://www.jrc.sophia.ac.jp/kiyou/ki21/gaio.pdf.

Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners.

English Language Teaching Journal, Vol. 51 (2). pp. 144-156.

Rahimi, M. (2008). What do we want teaching-materials for in EFL teaching training programs? Asian EFL Journal, 1-35. Retrieved May 3, 2012, from http://www.cambridge.org/download_file/628700/0/&sa=U&ei.

Right, J. (2008). The importance of learning materials in teaching. Education and Activities.

Retrieved from July 2012, from http://www.ehow.co.uk.

Tamo, D. (2009). the use of authentic materials in classroom. Article 9 in LCPJ 2 (1), 74-78. Retrieved March 20, 2011 from

http://www.lcpj.pro/skedaret/127754768574_pdfsam_LCPJ,%2520Per%2520shtyp.pd f.

Zohoorian, Z. V., & Ambigapaty. (2011). A review on the effectiveness of using authentic materials in ESP courses. English for Specific Purpose World 31 (10). Retrieved from January 2014, from www.esp-world.info/Articles_31/Authenticity_Effectiveness.pdf.

30 Appendix

Kuesioner

Kuesioner ini bertujuan untuk pengumpulan data yang akan digunakan dalam penelitian mengenai sikap siswa terhadap materi otentik. Untuk melindungi hak pribadi responden, nama Anda dalam kuesioner ini tidak akan dicantumkan dalam laporan peneltian. Jawaban yang Anda berikan tidak akan mempengaruhi nilai rapor Anda.

Nama : _________________ Kelas : _________________

Berilah tanda ( ) pada pilihan yang paling sesuai dengan pendapat Anda.

No. Pernyataan

Sangat tidak setuju

Tidak

setuju Setuju

Sangat setuju 1. Saya suka topik bacaan pada materi otentik

narrative text.

2. Saya suka latihan-latihan yang diberikan pada materi otentik narrative text . 3. _{Saya suka layout (gambar, ilustrasi, atau}

font) pada materi otentik narrative text . 4. Saya suka materi materi otentik narrative

text yang diambil dari internet.

5. Saya suka pembahasan materi pada materi otentik narrative text .

6. Materi otentik narrative text lebih mudah dimengerti bila berkaitan dengan kehidupan sehari-hari.

7. materi otentik narrative text lebih mudah dimengerti bila diambil dari artikel surat kabar.

8. Structure pada materi otentik narrative text mudah dimengerti.

9. Dalam materi otentik narrative text terdapat informasi/pengetahuan diluar pelajaran bahasa Inggris.

10. Materi otentik narrative text berguna dalam kehidupan sehari-hari.

31 11. Saya mempelajari/membaca materi otentik

narrative text diluar jam pelajaran Bahasa Inggris.

12. Saya dapat memahami kosakata pada materi otentik narrative text .

13. Saya membaca bacaan lain yang terkait dengan materi otentik narrative text . 14. Gambar/foto pada bacaan mambantu saya

memahami materi otentik narrative text di kelas Bahasa Inggris.

15. Materi materi otentik narrative text memotivasi saya untuk belajar bahasa Inggris.

26

or knowledge besides English subject materials. 36 (out of 63) participants agreed that English subject materials are useful in their daily life.

The last, from conative component, 33 (out of 63) participants did not study or read English subject materials outside the class. 39 (out of 63) participants could understand the vocabulary in English subject materials. 32 (out of 63) participants did not read additional materials related to English subject. 31 (out of 63) participants agree that picture or photographs in reading text help them to understand English subject materials. 45 (out of 63) participants agreed that English subject materials motivated them to learn English.

Generally, it was seen participants mostly highly shared the same attitude (positive attitude) toward authentic materials. However, there were some factors that create opposite attitude toward authentic materials. Sometime, the reading topics or the language variations or the grammars are just too difficult for lower level. Moreover, authentic materials were sometime easily outdated. Another factor was since English is not a compulsory subject in Indonesia it meant also that participant did need to study English subject material outside the class, commonly participants on this level (eight grade of junior high school) had so many other materials beside English to study outside the class. Also to read additional materials of English subject was not their priority. They might think only related materials to the goal of study were the only important materials to read.

From the finding of the study, several recommendations are proposed here. First, the teacher could and should adjust and select the authentic materials based on student level of competence, teacher also provide authentic materials, which are relevant to participants’ or students’ needs. The chosen authentic materials also should encourage students to read more and apply the knowledge the gain inside the class to outside the class. Teacher also should give interesting and attractive additional authentic materials that do not burden the students or participants.

27 Acknowledgement

“…Strange places, stranger places, a long race, I can’t see the finish line…” -Navicula-

This journal would not have been possible without the support of many people. Firstly I would like to thank to Allah s.w.t., for the unconditional love. I wish to express my gratitude to my supervisor, Anne Indrayanti Timotius for being so kind and her availability to give her best assistance in any time needed. Also my examiner, Dian Toar Y. G. Sumakul, M. A. thanks for his guidance and feedback on the development of my journal. To my parents and my sisters, thank you for supporting me in different way. Also my friends thank you for the crazy time, for Tutik ‘peaknose’, thank you for your support. Especially for my only closest female friend, Maya Arinda Christiani, thank you very much for understanding, supporting, knowing me far more than anyone does and it is very nice to know you.

28 References

Ajzen, I. (2005). Attitude, personality, and behavior (2nd ed). New York: Open University Press.

Al-Musallam, E. I. (2009), College instructors’ and learners’ attitudes to authentic EFL reading materials in Saudi Arabia. Unpublished master’s thesis, King Saud University, Saudi Arabia.

Azwar, S. (1995). Sikap manusia, teori dan pengukuranya: edisi ke 2. Yogyakarta: Pustaka Pelajar.

Bagus, R. C. H. (2011). Students’ attitudes towards authentic materials in reading across genre class in English Deparment of SWCU. Sarjana Thesis, Satya Wacana Christian University, Salatiga.

Berardo, S. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6 (2), 60-69.

Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13 (1959), 266-272.

Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Cambridge Journals, 40 (2), 97-118.

Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal 55 (4), 347-353. Retrieved February 25, 2013 from eltj.oxfordjournals.org/content/55/4/347.

Hastings, A., & Murphy, P. (2002). Thoughts on the use of authentic materials. Retrieved March 23, 2010 from http://www.focalskills.info/articles/authentic.html.

Homolova, E. (2010). Authentic visual in learning and teaching English. Humanizing Language Teaching, 12 (4). Retrieved July 17, 2012 from http://www.hltmag.co.uk/aug10/sart02.html.

Kilickaya, F. (2004). Authentic materials and cultural content in EFL classrooms. The Internet TESL Journal, 10 (7). Retrieved February 26, 2011 from http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html.

Kitao, K. (1997). Selecting and developing teaching and learning materials. The Internet TESL Journal, 4 (4). Retrieved January 15, 2011 from

http://iteslj.org/Articles/Kitao-Materials.html.

Laamri, S. (2009). Authentic materials: towards a rational selection and an effective

29

http://www.google.com/url?sa=t&source=web&cd=5&ved=0CDIQFjAE&url=http- Ffaculty.ksu.edu.sa-Fenasalmusallam-FResearch-papers-FAuthenticity-in-the-FL-classroom.doc.

Martinez, A. (2002). Authentic materials: an overview. Karen's Linguistic Issues. Retrieved March 20, 2011 from http://www3.telus.net/linguisticsissues/authenticmaterials.html. Melvin, B. S., & Stout, D. S. (2000). Motivating language learners through authentic

materials. In W. Rivers (ed) Interactive language teaching. New York: Cambridge University Press, 44-56

Oura, G. K. (2001). Authentic task-based materials: bringing the real world into the

classroom. Retrieved May 4, 2012, from

http://www.jrc.sophia.ac.jp/kiyou/ki21/gaio.pdf.

Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. English Language Teaching Journal, Vol. 51 (2). pp. 144-156.

Rahimi, M. (2008). What do we want teaching-materials for in EFL teaching training programs? Asian EFL Journal, 1-35. Retrieved May 3, 2012, from http://www.cambridge.org/download_file/628700/0/&sa=U&ei.

Right, J. (2008). The importance of learning materials in teaching. Education and Activities. Retrieved from July 2012, from http://www.ehow.co.uk.

Tamo, D. (2009). the use of authentic materials in classroom. Article 9 in LCPJ 2 (1), 74-78. Retrieved March 20, 2011 from

http://www.lcpj.pro/skedaret/127754768574_pdfsam_LCPJ,%2520Per%2520shtyp.pd f.

Zohoorian, Z. V., & Ambigapaty. (2011). A review on the effectiveness of using authentic materials in ESP courses. English for Specific Purpose World 31 (10). Retrieved from January 2014, from www.esp-world.info/Articles_31/Authenticity_Effectiveness.pdf.

30 Appendix

Kuesioner

Kuesioner ini bertujuan untuk pengumpulan data yang akan digunakan dalam penelitian mengenai sikap siswa terhadap materi otentik. Untuk melindungi hak pribadi responden, nama Anda dalam kuesioner ini tidak akan dicantumkan dalam laporan peneltian. Jawaban yang Anda berikan tidak akan mempengaruhi nilai rapor Anda.

Nama : _________________ Kelas : _________________

Berilah tanda ( ) pada pilihan yang paling sesuai dengan pendapat Anda.

No. Pernyataan

Sangat tidak setuju

Tidak

setuju Setuju

Sangat setuju 1. Saya suka topik bacaan pada materi otentik

narrative text.

2. Saya suka latihan-latihan yang diberikan pada materi otentik narrative text . 3. _{Saya suka layout (gambar, ilustrasi, atau}

font) pada materi otentik narrative text . 4. Saya suka materi materi otentik narrative

text yang diambil dari internet.

5. Saya suka pembahasan materi pada materi otentik narrative text .

6. Materi otentik narrative text lebih mudah dimengerti bila berkaitan dengan kehidupan sehari-hari.

7. materi otentik narrative text lebih mudah dimengerti bila diambil dari artikel surat kabar.

8. Structure pada materi otentik narrative text mudah dimengerti.

9. Dalam materi otentik narrative text terdapat informasi/pengetahuan diluar pelajaran bahasa Inggris.

10. Materi otentik narrative text berguna dalam kehidupan sehari-hari.

31 11. Saya mempelajari/membaca materi otentik

narrative text diluar jam pelajaran Bahasa Inggris.

12. Saya dapat memahami kosakata pada materi otentik narrative text .

13. Saya membaca bacaan lain yang terkait dengan materi otentik narrative text . 14. Gambar/foto pada bacaan mambantu saya

memahami materi otentik narrative text di kelas Bahasa Inggris.

15. Materi materi otentik narrative text memotivasi saya untuk belajar bahasa Inggris.