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Journal articles on the topic 'Authentic materials'

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Published: 4 June 2021
Last updated: 30 May 2022

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1

Reinhardt, Jonathon. "Authentic Materials." IALLT Journal of Language Learning Technologies 33, no. 2 (October 15, 2001): 71–74. http://dx.doi.org/10.17161/iallt.v33i2.8337.

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2

Shaughnessy, Michael. "Authentic Materials." IALLT Journal of Language Learning Technologies 36, no. 2 (October 15, 2004): 59–63. http://dx.doi.org/10.17161/iallt.v36i2.8413.

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3

Shaughnessy, Michael. "Authentic Materials." IALLT Journal of Language Learning Technologies 37, no. 1 (April 15, 2005): 73–78. http://dx.doi.org/10.17161/iallt.v37i1.8430.

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4

Olimovna, Maksudova Gulnoz. "Selecting Authentic Materials In Teaching English." American Journal of Interdisciplinary Innovations and Research 02, no. 04 (April 27, 2020): 13–16. http://dx.doi.org/10.37547/tajiir/volume02issue04-04.

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The pros of the utilizing authentic materials for the language students have been estimated to be an effective way to teach English by providing real-life experience in the classroom environment. There are many available materials to be worth promoting to be able to satisfy the needs of students in all knowledge sphere. The English language has been in a wide usage of all aspects such as: economics, politics, social issues and these can be found in authentic materials. They are a great help to collaborate language skills as well as knowledge. In the process of teaching a foreign language it is important to consider what kind of authentic material to choose and which is more efficient to the requirements of the learners. In this article the explanation and strategies of selecting appropriate authentic materials will be put forward.
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Kodirova, Shakherizode S. "USING AUTHENTIC MATERIALS IN ELT IN THE PROCESS OF CONTINUOUS EDUCATION." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 12 (December 1, 2021): 71–74. http://dx.doi.org/10.37547/philological-crjps-02-12-15.

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The present article considers the peculiarities of using authentic materials in teaching English. Additionally, given the advantages and disadvantages of using authentic materials in FLT. Reasons to opt for real-world materials rather than classroom ones are analyzed deeply. Being able to use English outside the classroom, using real-world materials is important. It gives students the opportunity to know how English is in the real world. In this study, the positive effects of using authentic materials to enhance students' communicative competence are scientifically proved.
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Kirana, Dhinuk Puspita. "AUTHENTIC MATERIALS IN EFL CLASSROOMS." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 12, no. 2 (January 25, 2016): 353. http://dx.doi.org/10.21154/cendekia.v12i2.233.

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Abstrak; Banyak guru bahasa yang akhir-akhir ini membahas tentang pentingnya penggunaan materi otentik dalam kelas Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language-EFL). Pendapat persuasif para ahli Pengajaran Bahasa Inggris sebagai Bahasa Asing juga bersikeras bahwa bahasa Inggris yang ditampilkan di dalam kelas EFL seharusnya materi otentik agar siswa benar-benar masuk dalam penggunaan bahasa Inggris di kehidupan nyata. Secara umum, sebagian besar guru-guru EFL setuju bahwa materi otentik bermanfaat dalam proses belajar mengajar, terutama bagi siswa. Yang sangat penting tentang penggunaan materi otentik dalam kelas EFL adalah tentang kapan materi tersebut diperkenalkan kepada siswa dan bagaimana menggunakannya. Artikel ini menyajikan definisi dari materi otentik, kemudian diikuti dengan eksplorasi keunggulan dan kelemahan dalam pelaksanaannya di kelas EFL. Kemudian beberapa pertimbangan tentang penggunaan materi otentik di kelas EFL juga dibahas. Yang terakhir adalah beberapa contoh tugas dan kegiatan kelas yang menggunakan materi otentik ditampilkan sebagai contoh penerapannya secara praktis di kelas EFL. الإنجليزية الدراسية الفصول في أصلية مواد استخدام أهمية على مؤخرا ناقش الذي اللغة معلمي من العديد تدريس خبراء من مقنعة الرأي أجنبية. أصر كلغة الإنجليزية اللغة ،أجنبية كلغة ةيزيلنجلإا أجنبية كلغة أصلية EFL مواد الدراسية الفصول في عرضها يتم الإنجليزية اللغة أن أيضا أجنبية كلغة الإنجليزية اللغة ةيبلاغ نإف ،عام بشكل .الحقيقية الحياة في الإنجليزية اللغة استخدام في حقا الحصول الطلاب أن يفترض على جدا مهم أمر وهو .للطلاب ةصاخو ،التعلم عملية في مفيدة أصلية مواد أن على EFL تتفق المعلمين ةيفيكو للطلاب المواد إدخال يتم عندما EFL حوالي الدراسية الفصول في الحجية ذات مواد استخدام الفصول في التنفيذ في والضعف القوة نقاط استكشاف اهيلت ،الأصيلة المواد تعريف المقالة هذه تقدم .اهمادختسا كلغة الإنجليزية اللغة فصول في أصلية مواد استخدام حول الاعتبارات بعض أيضا تناقش EFL. ثم الدراسية كمثال أصلية مواد تستخدم التي ةيفصلا تاطاشنلاو المهام من الأمثلة بعض ويرد هي الأخيرة أجنبية. هذه.EFL الدراسية الفصول في العملي التطبيق على
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7

Blaker, Andrew, and Timothy Ellsworth. "Extensive Reading with Authentic Materials." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 331. http://dx.doi.org/10.37546/jaltpcp2020-41.

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This paper describes an action research project on modifying an extensive reading (ER) program by replacing graded readers with authentic materials in its final semester. This was done in response to low student engagement with ER in previous semesters. Twenty-one second year university students were introduced to authentic materials via the instructor, then shown how to self-select for level-appropriate materials of interest. The paper details the environment in which this occurred. Student feedback responses suggest that the assignment improved student engagement and ultimately provided a meaningful learning experience. 本論は、グレーデッドリーダーを正規の教材の代替として利用する多読（ER）プログラムの導入に関するアクションリサーチプロジェクトについて説明する。 これは、前学期に学生のERへの関与が少なかったことに対応して行われたものである。大学 2年生 21人を対象に、インストラクターを通じて正規の教材が紹介され、次にレベルに適した興味のある教材を自己選択する方法が示された。 学生からのフィードバックによると、当該課題は学生の関与を改善し、最終的に有意義な学習体験を提供したことを示唆している。
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8

Garayeva, Leyla. "Authentic materials and their usage forms." Scientific Bulletin 2 (2020): 124–27. http://dx.doi.org/10.54414/aelm7691.

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Authentic materials are real materials. They are intended for native speakers not for teaching and learning process. Language teaching and learning can not be as effective as desired without authentic materials. Therefore, usage of authentic materials in language teaching and learning should be in the centre of attention.
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9

Marpaung, Marlin Steffi, and Hardi Jhon Pinondang Situmeang. "Enhancing Students’ Vocabulary through Authentic Materials and Multimedia." Acuity: Journal of English Language Pedagogy, Literature and Culture 5, no. 2 (June 15, 2020): 1–16. http://dx.doi.org/10.35974/acuity.v5i2.2247.

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Vocabulary is the fundamental aspect in learning English. Without adequate vocabulary learners find it difficult to communicate, express ideas or opinion, comprehend simple text, and listen to instruction. Authentic materials refers to pictures, photographs, video selection and radio. This study sought to find out the following questions: How is the vocabulary ability of students who were taught using authentic materials through multimedia and authentic materials only? Is the vocabulary enhancement of those students who are taught using authentic materials through multimedia is better than those students who are taught using authentic materials? What are the students’ responses toward the use of authentic materials and multimedia? The study was quantitative research method and a comparative design by using pre-test and post-test. The populations of this study were 10th grade of senior high school students where they are divided into two groups, the first group were taught using authentic materials through multimedia and the second group were taught using authentic materials. The instruments used in this study were vocabulary test and questionnaire. The result of this study showed that both groups has enhanced the vocabulary ability with the mean score of pre-test was 53.93 for authentic materials through multimedia and 59.97 for authentic materials. It indicated that the initial ability of the authentic materials group was higher than the authentic materials through multimedia group. Therefore, the mean score of the post-test was 73.80 for the authentic materials through multimedia group and 70.83 for the authentic materials group. It showed that the result of the authentic materials through multimedia group was better than the authentic materials group. The students’ responses toward the use of authentic materials through multimedia were 80% positive and only 3,3% positive response towards the use of authentic materials. The conclusion of this study is the use of authentic materials through multimedia is very effective to enhance students’ vocabulary knowledge. Furthermore, suggestion for the English teachers, it is recommended to use authentic materials through multimedia to teach and enhance students’ vocabulary knowledge. It is very effective technique to be applied at the classroom and to make the students engage on the teaching and learning process. Meanwhile, teachers need to prepare the material needed ahead since it is time consuming and ensure the school has provided enough facility especially computers, projector and internet access to support the learning process.
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10

Rojas Ugalde, Ana. "Using Authentic Materials to Teach Reading Comprehension." LETRAS, no. 44 (July 22, 2008): 75–92. http://dx.doi.org/10.15359/rl.2-44.4.

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Se estudia el uso de textos auténticos y la elaboración de materiales para la enseñanza y aprendizaje de la comprensión de lectura. Se presenta un análisis de la información y de las teorías aceptadas por los expertos del área y su congruencia con los materiales que se encuentran en el mercado. Además, se analizan los intereses y necesidades de los estudiantes de la Universidad Nacional con el fin de que los profesores cuenten con las herramientas para identificar los textos más significativos para los estudiantes y así mejorar sus habilidades de lectura. The use of authentic texts is addressed for teaching reading comprehension as well as for creating materials to improve the teaching-learning process of this skill. The information and theories held by the experts in this field are discussed with regard to whether they correspond to the materials available in the market. In addition, results of needs analysis instruments applied to Universidad Nacional students are provided, so that instructors can have the tools to identify the readings that students may find more meaningful and therefore improve their reading skilis.
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11

Bennett, Ruth L. "Authentic Materials for the FLES Class." Hispania 73, no. 1 (March 1990): 259. http://dx.doi.org/10.2307/343015.

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Siegel, Joseph. "Teaching lecture notetaking with authentic materials." ELT Journal 73, no. 2 (October 17, 2018): 124–33. http://dx.doi.org/10.1093/elt/ccy031.

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13

Karshiyeva, Tursunoy Shodiyorovna. "Using authentic materials in english classes." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 11 (2020): 1904–7. http://dx.doi.org/10.5958/2249-7137.2020.01478.0.

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14

Erbaggio, Pierluigi, Sangeetha Gopalakrishnan, Sandra Hobbs, and Haiyong Liu. "Enhancing Student Engagement through Online Authentic Materials." IALLT Journal of Language Learning Technologies 42, no. 2 (October 15, 2012): 27–51. http://dx.doi.org/10.17161/iallt.v42i2.8511.

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Students exposed to authentic materials in the foreign languageclassroom are better able to process foreign language input in real-lifesituations and have a more positive attitude towards learning theforeign culture. However, exposure to authentic materials can alsoresult in reactions of anxiety and frustration on the part of the foreignlanguage learner. By providing access to authentic content online, thepedagogical benefits of the use of authentic material can be maximized,while some of the drawbacks inherent in such use can be mitigated. Inthis article, we discuss how the use of online technologies offersopportunities to provide access to authentic material that is engaging,appropriate, and affordable. By using the multi-media capabilities of aCourse Management System (CMS) to deliver authentic materialsonline, instructors of French, Italian, and Chinese were able to bothpositively impact student attitudes toward the subject matter and todesign learning and evaluation activities that increased studentengagement. We find that using technology to deliver authentic materials can help alleviate student anxiety associated with being exposed to authentic foreign language. Furthermore, students becomeactive participants in the learning process and are able to employ theirown learning style. We conclude by discussing the limitations andimplications of our findings and making suggestions for futureresearch.
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Setyowati, Lestari. "Authentic Materials For Teaching Writing: A Critical Look." International Journal of Language Education 3, no. 2 (October 31, 2019): 68. http://dx.doi.org/10.26858/ijole.v3i2.9609.

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Teaching writing is not easy. Writing teachers often face problems with what kind of materials suitable for the students. This paper is intended to describe 1) the theoretical relationship between Content-Based Instruction and authentic materials that can be used by language teachers to teach writing in the classroom, 2) the previous studies of authentic materials used for teaching writing, 3) the type of authentic materials which can be used for teaching writing, and 4) the advantages and disadvantages of using authentic materials for teaching writing. The method used was qualitative research focused on content analysis. The instrument used was mainly human instrument and documentation. The result of the extensive review of literature shows that 1) one of the main feature of content-based instruction is the use of authentic materials for teaching; 2) most studies in the area of authentic materials for teaching writing shows the effectiveness of authentic materials for teaching procedure texts, descriptive texts and essay writing; 3) the type of authentic materials used for teaching writing is categorized based on how it is transmitted, namely audio, visual, and printed material materials; 4) aside from having its advantages, authentic materials also give challenges for the teacher to use it for classroom teaching, among others are practicality, comprehensibility and appropriateness.
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Anam, Khoirul, Ahmad Munir, and Syafiul Anam. "Teachers’ Perception about Authentic Materials and Their Implementation in the Classroom." IJET (Indonesian Journal of English Teaching) 8, no. 1 (July 23, 2019): 1–8. http://dx.doi.org/10.15642/ijet2.2019.8.1.1-8.

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Authentic materials are one of common materials in teaching English. Most of teacher usually use them to be implemented into their classroom. One of the reasons of the teachers they use it in the classroom is in order to give the students example of the real use of English in social life. Other than authentic materials, the teachers also usually use textbook. It is because textbook gives much easier for the teachers to use it in the classroom and also for the students to studied at home. In implementing the authentic materials is not as easy as using textbook. The teachers need to be creative to select and modify the authentic materials to be able to be implemented. It is because the authentic materials are not produced for pedagogical purposes. So, in this study, the objectives of the researcher are to seek about the perception of using authentic materials in the classroom, the reasons of the teachers about the perception, and also the way of the teachers when implementing the authentic materials in the classroom. Regarding the objectives above, the qualitative research is appropriate to be conducted in this study. It is in order to get the deep data from the research subject. To get the data, this study uses interview and observation. By the interview, it gets the answer of all the research questions. And by the observation, it gets the supporting data from the interview. For data analysis, this study uses Dornyei theory to analyze the data. It is started from transcribing the data, coding, growing ideas, interpreting the data, and drawing conclusion. The result of the research found that most of the teachers give positive response about using authentic materials in their teaching. They perceive that authentic materials are very important to be implemented in the classroom. The teachers also enjoy during the implementation of the authentic materials. They also perceive that authentic materials are very easy to get. And, the last perception is some of the authentic materials are very difficult for the students. For the conclusions, most of teachers are agree about the use of authentic materials for teaching English. Beyond the importance of the authentic materials the teachers only use several authentic materials that provide entertaining to the students like song and movies. The teachers rarely used kinds of authentic materials that contains text like newspaper, magazine and article in order to the difficulties of the words used in the text. Most of the teachers use kinds of authentic materials just to be supplementary materials other than using textbook materials. Keywords: teachers’ perception, authentic materials, implementation
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El-Sulukiyyah, Ana Ahsana, and Rasyidah Nur Aisyah. "Teaching Essay Writing Using Authentic Materials to Improve Students' Writing Performance." JEES (Journal of English Educators Society) 4, no. 2 (October 2, 2019): 79. http://dx.doi.org/10.21070/jees.v4i2.2443.

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This study used authentic material as the tool in essay writing class. Authentic material is made not for teaching need; it is the material that bring real language knowledge. It can be brought to the class as a learning tool. There two beneficial types of authentic materials; printed and audio authentic materials. This research used authentic printed materials to improve students' writing achievement. This is a Classroom Action Research in three cycles. This study aims to explain in detail the implementation of authentic printed material in writing class and how the authentic material can improve students ' writing achievement. The result is the research has been done in three cycles, because the first and second cycle could not reach the goal. The third cycle finally could reach the criteria of success. The conclusion of this research is authentic material can improve students' writing achievement and it is recommended to use authentic material in writing class and other language classes.
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Garajayev, Allamyrat, Dewi Rochsantiningsih, and Siswantoro Siswantoro. "Improving Students’ Speaking Competence Using Authentic Materials." English Education 6, no. 2 (January 29, 2018): 201. http://dx.doi.org/10.20961/eed.v6i2.35948.

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<p>This study focused on the implementation of using authentic materials in improving the students’ speaking competence in a bilingual boarding of high school in Central Java. The goals of this study are, (1) to describe whether the use authentic materials can improve the students’ speaking competence in class, (2) to reveal the difficulties of using authentic materials in this research. I adopted Classroom Action Research (CAR) which requires four steps, namely planning, implementing, observing, and reflecting. The participants are 26 high school students. The methods of data collection are observation, diary, interview, photograph, pre-test, and post-test. In analyzing data I used (1) constant comparative technique by Burns (1999) (qualitative), (2) descriptive statistic technique (quantitative). After analyzing the data, I found out that the change in improvement of the students’ speaking in class is seen clearly and all the responses from the students are positive. The average score of the students` speaking skill increased from 63.46 to 79.80.</p><p align="left"> </p>
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Shaughnessy, Michael. "Authentic Video Materials for Foreign Language Instruction." IALLT Journal of Language Learning Technologies 37, no. 2 (October 15, 2005): 79–82. http://dx.doi.org/10.17161/iallt.v37i2.8442.

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Tursunovna, Zokirova Zulfiya. "The use authentic materials in esp classrooms." ASIAN JOURNAL OF MULTIDIMENSIONAL RESEARCH 10, no. 4 (2021): 114–19. http://dx.doi.org/10.5958/2278-4853.2021.00209.3.

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Bakhadirovna, Mirkasimova Madina. "Choosing authentic materials for the english classroom." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 2 (2021): 1036–38. http://dx.doi.org/10.5958/2249-7137.2021.00500.0.

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22

Firmansyah, Eka. "STUDENTS’ PERCEPTION ON THE USE OF AUTHENTIC MATERIALS IN SENIOR HIGH SCHOOL." Jurnal Pendidikan Bahasa dan Sastra 15, no. 1 (April 1, 2015): 116. http://dx.doi.org/10.17509/bs_jpbsp.v15i1.804.

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AbstractThis study aims to find out the senior high school students’ perception on the use of materials (authentic and non-authentic) in the classroom. To select the representative sample, a sampling method was used. This research observes the perceptions of 10 first-grade students of a Senior High School on the use of authentic and non-authentic materials. They were taught using both materials, authentic and non-authentic. After that, to collect the data, they were asked to fill in the questionnaire (Likert Scale) which showed the students’ perception toward both materials, authentic and non-authentic. Then, the data were analyzed based on two different categories proposed by Peacock (1997) which covered: (1) overall class interest and enthusiasm and (2) self-reported interest & enthusiasm. The result of the study indicated that authentic and non-authentic materials had their own benefit. The students indicated that the authentic materials slightly higher than the non-authentic ones.Keywords: EFL Methodology, english subject, materials (authentic and non-authentic). AbstrakPenelitian ini bertujuan untuk menemukan persepsi para siswa terhadap penggunaan materi dalam pelajaran Bahasa Inggris (otentik dan non-otentik). Metode sampel digunakan untuk memilih sampel yang benar-benar mewakili keseluruhan populasi. Penelitian ini berupaya mengobservasi persepsi dari sepuluh siswa/siswi kelas X di sekolah menengah atas terhadap penggunaan materi pelajaran Bahasa Inggris yang berbentuk otentik dan non-otentik. Pada tahap proses pengumpulan data, para siswa/siswi mengisi angket (menggunakan skala Likert) yang menunjukkan persepsi mereka terhadap penggunaan bahan materi pelajaran Bahasa Inggris yang otentik dan non-otentik. Selanjutnya, data yang terkumpul dianalisis berdasarkan dua kategori dari Peacock (1997), yaitu: (1) antusiasme dan minat keseluruhan kelas. (2) antusiasme dan minat diri sendiri. Hasil dari penelitian ini menunjukkan bahwa masing-masing bentuk materi, baik otentik maupun nonotentik memberikan manfaat bagi siswa. Para siswa memberikan persepsi positif lebih tinggi terhadap penggunaan materi otentik dibandingkan dengan non-otentik.Kata-kata kunci: Metodologi pengajaran bahasa Inggris, materi otentik dan non-otentik
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Jaelani, Alan, and Amalul Umam. "Preparing EFL pre-service teachers for curriculum 2013 through authentic materials and assessment integration." JEES (Journal of English Educators Society) 6, no. 1 (April 3, 2021): 171–77. http://dx.doi.org/10.21070/jees.v6i1.829.

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Changes in Curriculum lead to changes in teaching and learning processes as well as new ways to demonstrate best practices for increasing students’ achievement. The Curriculum 2013 suggests teachers to use authentic materials and requires them to apply authentic assessments. It is quite challenging for English teachers because this condition creates problems especially for novice teachers. Therefore, they need to have prior knowledge and personal experience related to teaching practice and situation. In this study, authentic materials and authentic assessments were implemented in pre-service-English-teacher classroom at a university in Bogor, specifically in listening class, in order to familiarize them to the kind of materials and assessments. Action research was employed where documentation, observation, questionnaire, and interview were used to collect the data. The result shows that the integration of authentic materials and authentic assessment in EFL classroom helped the students in understanding the nature and the use of authentic materials and authentic assessment for their future needs of profession.
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Purwaningrum, Adriani Yulia, and Fazri Nur Yusuf. "Investigating digitized authentic materials: Pre-service teachers� voice." EduLite: Journal of English Education, Literature and Culture 5, no. 2 (August 31, 2020): 225. http://dx.doi.org/10.30659/e.5.2.225-239.

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Over past few decades, research on authentic materials has been focused on helping teachers provide their learners� teaching materials. Most of the researches in this area explore the benefits and drawbacks of authentic materials utilization in the classroom. This multiple case study aims at investigating benefits of and barriers in using authentic materials presented as a digital media used in their EFL classrooms. Document and an interview were employed to reveal the teachers� perception. The findings indicate although it was considered difficult to find and organize, digitized authentic materials helped teachers in teaching English as a Foreign Language for learners with various levels and backgrounds. Its use could help teachers motivate and promote their students� interest in learning. However, disselection and misuse of it might not meet students� needs and interest in learning. Good teachers� capacity in finding and using the digitized authentic materials could encourage better learning process and students� better learning achievement. Therefore, it is recommended that for the further study, learners� perception also need to be explored.
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Mandasari, Berlinda. "FACTORS INFLUENCING TEACHERS’ BELIEFS ON THE USE OF AUTHENTIC MATERIALS TO TEACH LISTENING." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 2, no. 1 (May 30, 2017): 11. http://dx.doi.org/10.29407/jetar.v2i1.727.

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This research describes factors that influence teachers’ beliefs on the use of authentic materials to teach listening. This issue points out on what factors that shape their beliefs on authentic materials which are considered as good media to teach listening and support the learning and teaching practice. Two English teachers who constantly use authentic materials for listening skill are as the subject of this research. Observation, questionnaire and interview are administered to gain the data. The data are analyzed by using interactive model proposed by Miles and Huberman. The result shows that factors influencing teachers’ beliefs are: a) challenging points of authentic materials; b) easy access to authentic materials; c) the availability of the materials; d) students’ interest; e) worskop/training and personal experience. The result implies that some factors on using authentic materials have shaped teachers’ beliefs.
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Mestari, Sri Agriyanti, and Fahria Malabar. "The Use of Authentic Materials in Teaching Grammar for EFL Students (Teachers� Perspective)." LLT Journal: A Journal on Language and Language Teaching 19, no. 2 (January 9, 2017): 125–31. http://dx.doi.org/10.24071/llt.v19i2.306.

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The goal of this paper is to analyze the use of authentic material in teaching grammar for EFL students. Kilickaya (2004) define authentic materials as exposure to real language and use in its own community. Peacock (1997) has another definition of authentic materials which isthe materials that have been produced to fulfill some social purposes in the language community. Authentic materials are assume as the important tools for teachers in class in order to make his/her teaching effective in transmitting the necessary knowledge to all students. This presentation will discuss the effects of using authentic material in teaching grammar from teachers perspective and offer how authentic material can be used in grammar EFL class.DOI: https;//doi.org/10.24071/llt.2016.190207
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Mandasari, Berlinda. "An Analysis of Teachers’ Beliefs toward Authentic Materials in Teaching Listening." TEKNOSASTIK 14, no. 1 (April 5, 2019): 19. http://dx.doi.org/10.33365/ts.v14i1.82.

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This research concerns on the study of analyzing teachers’ beliefs toward authentic materials in teaching listening. This issue becomes important to analyze because teachers’ beliefs containing conceptions, world views, and mental models about the materials will shape learning and teaching practices. The subject of this research was two English teachers who specifically teach listening skill by using authentic materials in Surakarta. The data were collected through observation, questionnaire and interview and were analyzed by using interactive model proposed by Miles and Huberman. The result of this research is teachers believe that :a) authentic materials are materials produced by a native speaker of the target language not for a teaching purpose, b) authentic materials must introduce English in the real context used by the native speaker, improve students’ knowledge, Improve students’ English competence in both spoken and written, improve students’ vocabulary, introduce the culture of native speaker, improve students’ listening ability, motivate students to learn, motivate students to learn autonomously, c) authentic materials are important to use since it is motivating students and providing some aspect of English that students can learn, d) authentic materials are considered to be carefully selected before being taught to the students, e) song attracts students’ interest. The result implies that teachers’ concept toward authentic materials has shape their belief.
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Gridneva, Natalia Aleksandrovna. "The use of authentic materials in foreign language teaching on A1 level." Samara Journal of Science 6, no. 4 (December 1, 2017): 210–14. http://dx.doi.org/10.17816/snv201764302.

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The following paper deals with the actual problem of authentic materials usage in foreign languages teaching on A1 level. The usage of authentic materials is regarded as one of the basic requirements of communicative approach meaning the highest possible likening of educative process to that of a real communication, and also as a precondition for sociocultural competence (an important part of communicative competence) development. As the main difficulty connected with authentic material usage (especially on A1 level) the problem of their deficient understanding by learners is regarded. The author gives a critical inquiry of widespread manner for easier authentic materials understanding through their preparatory methodic adaptation and makes arguments for uncontrolled materials usage (already on A1 level). While the main specialists handling this problem pay attention to possibilities of authentic materials usage on intermediate and advanced levels, the author analyzes their applying on A1 level. The author gives reasons for the importance and necessity of authentic materials usage with the beginners and formulates some concrete criteria for authentic materials selection on A1 level (based on Common European Framework of Reference: Learning, Teaching, Assessment and Russian Public Standard for Russian as a Foreign Language (Elementary Level - A1)).
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Urazbay, Karina Rakhimzhankyzy, and Aigul Yesengeldievna Niyazova. "Authentic video materials in the practical lessons of English." Bulletin of Toraighyrov University. Pedagogics series, no. 2,2021 (July 12, 2021): 30–36. http://dx.doi.org/10.48081/fqux3848.

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The fast development of innovation has brought numerous advancements to instruction, especially within the instructing of languages. In addition to textbooks and other activities, foreign language teachers use a variety of audiovisual tools to create successful classrooms. In this article attempts to explore the purpose of using video in English as a foreign language classroom and discussed the benefits of using authentic video materials when teaching a foreign language. The features of working with authentic video materials are also considered. According to the author of the article, authentic video materials allow students to improve their speech comprehension skills and enter into a discussion. Also, special attention is paid to the selection of video materials that may be interesting, understandable and relevant to the modern reality of a foreign language society. The article emphasizes the broad possibilities of Internet resources. Authentic video materials stimulate interest and also expand students’ knowledge of the linguistic characteristics of the target language. The use of authentic video materials in teaching a foreign language opens up great opportunities for teachers and students to master the language.
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Rusmawaty, Desy, Haryanto Atmowardoyo, Arifuddin Hamra, and Nurdin Noni. "Teachers’ Beliefs of Authentic Materials for Teaching Reading in Indonesian EFL Classrooms." Journal of Language Teaching and Research 9, no. 3 (May 1, 2018): 608. http://dx.doi.org/10.17507/jltr.0903.21.

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It is believed that authentic reading materials can link students to contextual use of English, as they can improve students’ communicative and cultural competences. Related to point, this is very important to highlight the investigation on teachers’ beliefs about authentic reading materials as it is reflected through the teachers’ expectation and how they manifest them in classroom practices. This is a case study of four teachers who teach English at public senior high school in Samarinda, East Kalimantan. The study explores the beliefs of these teachers about authentic reading materials in their classroom practices. The data were taken from a semi structured interview, classroom observation, and teachers’ written documents. The study revealed that there were three themes of teachers’ beliefs emerged, (1) types of authentic reading materials, (2) skills to be improved after reading, and (3) teachers’ challenges of using authentic reading materials for the classroom-bases. It is noted that teachers did self-adjustment when manifesting their beliefs in classroom activities. In addition, Teachers needs self-management when utilizing authentic materials.
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Kalima'aza, Zahwa Azwaza, I. Putu Sukmaantara, and Wiwiek Eko Bindarti. "The Improving Students’ Vocabularies Using Newspapers as an Authentic Materials." EFL Education Journal 8, no. 3 (November 30, 2021): 172. http://dx.doi.org/10.19184/eej.v8i3.27617.

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Authentic material is the material that the contents and the language used is close to the students’ real life. Authentic materials have not been specifically produced for the purpose of language teaching and this easily differentiates it from textbook materials. In addition, the use of authentic materials is expected to bring students in direct contact with reality so that students are interested in the vocabulary learning process. This research aims to find out the use of the authentic materials; English newspapers in teaching vocabulary. The participants of this research are the eleventh grader of Muhammadiyah 2 Genteng Senior High School which consists of 31 students. The design of this research is classroom action research. There are two kinds of data collected by the researcher; primary and secondary data. The primary data were collected from the students’ observation, and vocabulary test, while the secondary data were collected from the result of interview, and documentation. In this research, the researcher found that in the first meeting, the students’ participation was 65% and in the second meeting was 84%. Moreover, the students’ vocabulary scores have improved from 61.29% to 87.097%. It can be concluded that the use of the authentic materials; English newspapers can improve the eleventh grade students’ vocabulary achievement. Keywords: Authentic Materials, Vocabulary, Newspapers
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Kamariah, Andi, Djamiah Husain, Haryanto Atmowardoyo, and Kisman Salija. "Developing Authentic-based Instructional Materials for Writing Skill." Journal of Language Teaching and Research 9, no. 3 (May 1, 2018): 591. http://dx.doi.org/10.17507/jltr.0903.19.

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The overall aim of this study is to develop an authentic-based instructional material for writing skill. Therefore, the research applied Research and Development design and used ADDIE model which consists of five stages namely Analysis, Design, Development, Implementation, and Evaluation. A Questionnaire was given to the third-semester students in Education Department of UIN Alauddin Makassar as the instrument to find out the students’ need analysis. After designing the product, the material was validated by two experts and then implemented to the students. The implementation process of the authentic-based instructional materials was done twice in a small number of students consisted 10 students as the first try out and in a large number of students consisted of 30 students as the second try out. Then, evaluation of the materials was given by the experts, the lecturers, and the students. Data were analyzed using percentages and charts. In addition, the analysis of the data shows that most students, lecturers, and the experts gave positive responses towards the developed materials. The material was revised three times by considering the comments and suggestions by the experts, lecturers, and the students. The model of the developed materials consisted of some aspects namely goal, topic, activities, approach, media, genres, content, and testing strategy. Moreover, the learning process consisted of four parts namely discussion, pre-writing, writing, and post-writing.
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Susilowati, Meinarni. "Teaching Narrative Paragraphs Using Authentic Materials: An Alternative." ULUL ALBAB Jurnal Studi Islam 3, no. 2 (December 26, 2018): 69–79. http://dx.doi.org/10.18860/ua.v3i2.6108.

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In general, teaching writing skills always takes a long time to arrive at the specified goals. Judging from the writing process, these skills involve various aspects of other languages so that they are often regarded as the most difficult language skills to be mastered. This article focuses on providing alternatives to teaching writing at the university level by utilizing authentic material. The lecturers can take advantage of other lecture material (novels, short stories or other texts) as the initial material for developing writing skills. Thus, to apply the information offered in this paper, a collaboration between lecturers is absolutely necessary.
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Beresova, Jana. "Authentic Materials – Enhancing Language Acquisition and Cultural Awareness." Procedia - Social and Behavioral Sciences 192 (June 2015): 195–204. http://dx.doi.org/10.1016/j.sbspro.2015.06.028.

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Gilmore, Alex. "Authentic materials and authenticity in foreign language learning." Language Teaching 40, no. 2 (March 7, 2007): 97–118. http://dx.doi.org/10.1017/s0261444807004144.

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This article reviews some of the wide-ranging issues and research surrounding authentic materials and authenticity in foreign language learning. After a brief historical overview and a discussion of some of the definitional ambiguities associated with authenticity, the paper goes on to discuss four important areas of concern: i) the gap between authentic and textbook discourse; ii) the English-as-a-world-language debate; iii) authenticity and motivation; iv) text difficulty and task design and their effects on language acquisition. The article concludes by examining some of the reasons behind resistance to change in curriculum and materials design and possible future directions.
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Styati, Erlik Widiyani. "Digital Photographs As Authentic Materials In Teaching Writing." KnE Social Sciences 1, no. 3 (April 13, 2017): 70. http://dx.doi.org/10.18502/kss.v1i3.726.

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<p>Digital photograph is one of the authentic materials which can be used in the classroom. It is the genuine material designed to help the students in writing process. It is not in the form of printed photograph but in the electronic form. In this study, digital photographs were used to help the students in writing paragraph. It aimed at investigating the use of digital photographs in paragraph writing on the students’ writing quality. The research was conducted by using quasi-experimental design. The students were given the treatment by using digital photographs and the other group was not given the treatment by using digital photographs. The subjects of the research were the second semester students of the English Department, IKIP PGRI Madiun. The students in the experimental group were assigned to write a paragraph by using digital photographs, while those in the control group were assigned to write a paragraph without digital photograph. The data were analyzed by utilizing t-test. The result of the study showed that there was a significant difference between the students who wrote paragraph supplied with the digital photographs and those who wrote paragraph without using digital photographs. It could be shown that digital photographs had a significant effect on writing quality.</p><p> </p><strong>Keywords: </strong><em>writing, authentic materials, digital photographs.</em>
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Pavlik, Amelia. "Create admissions marketing materials that are inclusive, authentic." Recruiting & Retaining Adult Learners 23, no. 1 (September 21, 2020): 1–5. http://dx.doi.org/10.1002/nsr.30650.

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Pavlik, Amelia. "Create admissions marketing materials that are inclusive, authentic." Enrollment Management Report 24, no. 6 (August 23, 2020): 1–5. http://dx.doi.org/10.1002/emt.30690.

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Yavani, Zakky. "AUTHENTIC MATERIALS: TEACHERS’ PERCEPTION AND WHY IT MATTERS." ELT Echo : The Journal of English Language Teaching in Foreign Language Context 2, no. 1 (June 22, 2017): 26. http://dx.doi.org/10.24235/eltecho.v2i1.1591.

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Wong, V. "The use of authentic materials at tertiary level." ELT Journal 49, no. 4 (October 1, 1995): 318–22. http://dx.doi.org/10.1093/elt/49.4.318.

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Erkaboyeva, Muslimaxon Bahodirjon qizi. "THE USE OF AUTHENTIC MATERIALS ON TEACHING READING." Theoretical & Applied Science 98, no. 06 (June 30, 2021): 772–74. http://dx.doi.org/10.15863/tas.2021.06.98.109.

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Yangiboyevich, Ostonov Utkir, Charos Ganisherovna Uralova, and Babayeva Dilbar Xabibjanovna. "Developing intercultural competence of pupils using authentic materials." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 4 (2021): 682–92. http://dx.doi.org/10.5958/2249-7137.2021.01201.5.

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Srinivas Rao, Parupalli. "The Effective use of Authentic Materials in the English Language Classrooms." Shanlax International Journal of Arts, Science and Humanities 7, no. 1 (July 1, 2019): 1–8. http://dx.doi.org/10.34293/sijash.v7i1.556.

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Due to the technological innovations, the twenty-first century has witnessed tremendous changes in all walks of life. The new technology abetted the extant educational system and it gifted the contemporary educational system with a newfangled drift. As a result, there have been several innovations in the field of education and English has no exception. The concept of teaching English has drastically changed and the present generation of teachers as well as the learners depend more on the latest technology that brings a greater change in teaching and learning. In the modern world, the teachers of English have been using a variety of teaching materials in order to satisfy the needs and interests of the learners. In this process, they also go for the authentic materials in addition to the prescribed textbooks with an aim to improve the standards of the learners and to develop their learners’ language skills enormously in the regular English classrooms. According to Peacock (1997), “Authentic materials are more motivating for students, even lower level students, than artificial materials”. Furthermore, Briton (1991 cited in Qura, 2001) states, “Authentic materials relate more closely to learners’ need, for they build a connection between the language classroom and the outside world. The teachers have to use all the available authentic materials such as newspapers, magazines, story books, movies, radio, TV ads, songs, label products, bus or train timetables, realia like phones and dolls so that the learners show more interest towards their leaning. As authentic materials play a vital role in promoting the learners’ learning and creates interests among learners to learn the English language in a natural way with proper motivation, the teachers of English should use these authentic materials in their day-to-day teaching profession. The present paper brings to light to the effective use of authentic materials by the teachers in the English language classrooms. For this purpose, this paper initially discusses the advantages of authentic materials in the field of education. Then this paper brings out the importance of the authentic materials that are used in the English language classrooms. Later, this paper emphasizes primarily on the effective use of the authentic materials and how they assist the teachers in their teaching and also how they help the learners to learn English in a better and easier way. Finally, this paper gives some expedient hints both to the teachers and the learners of English to how improve their teaching and learning skills colossally using the authentic materials in the English classrooms.
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Sari, Diana Fauzia. "Authentic Materials for Learning English: A Study on EFL Students in Aceh." Studies in English Language and Education 3, no. 2 (September 10, 2016): 151. http://dx.doi.org/10.24815/siele.v3i2.4962.

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This study explores the students’ opinions on the use of authentic materials and whether these materials motivate them in learning English in the classroom. Authentic materials have been claimed by many experts to give a positive impact on learners’ interest to learn a foreign language (in the classroom). Therefore, this study was conducted to understand the responses of the sample students about the use of authentic texts in teaching-learning English, especially for university students in the EFL context, such as in Indonesia. The data was gathered from 50 first-year students of English. This research used a questionnaire proposed by Peacock (1997) to collect data on the use of authentic materials and motivation in the learning process. The questionnaire was distributed to the students. After analysing the data, it was found that the learners were mostly motivated by using authentic materials because they are exciting to be discussed in the class, interesting to learn and appealing to the learners. The findings in the present research appear to be similar to those from previous research studies who claim that when learners use authentic materials in the learning process, the overall class interest in learning a foreign language increases significantly.
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Ismatov, Sardor Sunnatilloyevich, and Malika Zohirovna Salomova. "AUTHENTIC MATERIALS FOR TEACHING A FOREIGN LANGUAGE IN NON-LINGUISTIC UNIVERSITIES." Globus: psychology and pedagogy 7, no. 2(42) (May 19, 2021): 24–26. http://dx.doi.org/10.52013/2713-3060-42-2-6.

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This article deals with the authentic materials in the ESP classroom. Authentic materials are especially important for ESP trainees, since they reproduce an immersion environment and provide a realistic context for tasks that relate to learner’s needs. Authentic materials increase learners’ motivation but are difficult to adapt to the learners’ level of language, especially at the beginning level. It is also important to note that preparing such materials can be very time consuming.
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Sample, Mark Graham. "Authentic Materials: A Motivational Tool for the EFL Classroom?" Education and Linguistics Research 1, no. 2 (October 26, 2015): 100. http://dx.doi.org/10.5296/elr.v1i2.8488.

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<p>This research paper set out to explore if the use of authentic materials in the classroom increases young ‘English as a Foreign Language’ (EFL) learners’ motivation. The 10 week investigation used a qualitative approach with 15 participants studying in two separate classes each week. The control class used contrived materials from a standard EFL textbook and the experimental class used authentic materials such as movie extracts, restaurant menus and maps. A significant amount of data was collected through a number of methods which included; recording classroom interaction, student diaries, student interviews and a questionnaire.</p><p>The investigation found that the participants’ motivation only increased when exposed to certain authentic materials, and that others caused de-motivation with ‘text difficulty’ observed as a key reason for this. The data revealed the varied nature of the materials used in the experimental class increased motivation in comparison to the control class, which noted repetitiveness as a cause of student dissatisfaction. Additionally, the authentic materials often incorporated activities that the participants liked and this helped raise motivation. Finally, there was evidence that students’ motivation was tied into particular activity types rather than whether they were authentic or contrived based.</p>
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Utomo, Triyo, Seger Handoyo, and Fajrianthi Fajrianthi. "Authentic Followership: Criticism of the Authentic Followership Models." Psychosophia: Journal of Psychology, Religion, and Humanity 3, no. 2 (October 1, 2021): 73–83. http://dx.doi.org/10.32923/psc.v3i2.1843.

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Scholars have begun to shift their focus from leadership to followership. The results of several studies indicate that followership has several positive impacts. One type of followership that exists is authentic followership. Several scholars have created several authentic followership models that have been published in journals. In this paper, we will discuss the strengths and weaknesses of existing authentic followership models. The method used in this paper is by conducting a scoping review to answer the research objectives. Scoping review is a method for synthesizing and categorizing research results based on the literature review that has been carried out. Furthermore, the analysis used in this scoping review is thematic analysis. As a result, each authentic followership model has its own strengths and weaknesses. In addition, based on the perspective of the underlying theory, the three existing authentic followership models can be divided into two perspectives. The two perspectives are state and trait perspectives. This paper will also discuss the criticism of the state and trait perspectives. The practical implication of this paper is that there is a need to develop an authentic followership model based on the results of existing research.
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Refai, Refai. "USING AUTHENTIC LISTENING MATERIALS IN EFL CLASSROOM: STUDENTS’ PERCEPTIONS IN INDONESIAN CONTEXT." Premise: Journal of English Education 7, no. 1 (April 2, 2018): 22. http://dx.doi.org/10.24127/pj.v7i1.1291.

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Instructing listening comprehension to EFL students need good plannings. Authentic listening materials as a strategic teaching media are best utilized by English instructors to facilitate the EFL students’ listening comprehension in classrooms and language laboratory. Applying authentic listening materials as teaching media in listening practice activites are challenged to bridge EFL students and not only enhancing their listening skill but also improving and developing their knowledge of the real life, culture, and social affairs of English native speakers.The source of authentic listening materials applied in the subject class are mostly taken from youtube.com. A popular open source website which provide online videos. The aim of the study was to find out EFL students’ attitudes and perceptions when and after using the authentic videos in an EFL listening class. The participants of the study were the second semester EFL students of English Language Teaching department in Universitas Muhammadiyah Metro Indonesia. The data were gathered from a questionnaire and open interviews. It is found out that most of EFL students who were instructed by the authentic videos show positive attitudes and have good perceptions in utilizing youtube videos as one of the alternative authentic materials in comprehending English utterances.
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Saputro, Fendik Wahyoe, and Sulistyani Sulistyani. "USING TV COMMERCIALS AS AUTHENTIC MATERIALS FOR TEACHING LISTENING." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 1, no. 2 (November 9, 2016): 15. http://dx.doi.org/10.29407/jetar.v1i2.481.

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The use of authentic materials is important in teaching EFL students due to its real life English language usage. For this reason, this article discusses the way how to use TV commercials as an authentic materials in teaching one of the skills in English, that is listening. This article serves several materials, activities, and steps of how we implement the usage of TV commercials as authentic materials to improve listening ablity of the students. These materials, activities and steps is aimed to encourage and to give the real life usage of English, so the students can implement it in their daily communication abroad. These strategies was collected through several articles reading and experts in EFL teaching. It is known that both EFL teachers and students have much to gain from TV commercials. TV commercials have visual, verbal and written images, interesting vocabulary and cultural features, and help students to improve their listening skills and to speak English in a more natural way. Keywords: TV commercials, authentic materials, teaching listening
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Prošić-Santovac, Danijela, and Ana Halas Popović. "Students’ Attitudes Towards Using Authentic and Non-authentic Materials in English Language Teaching at University Level." Belgrade English Language and Literature Studies 13 (2021): 139–65. http://dx.doi.org/10.18485/bells.2021.13.6.

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