Available via license: CC BY-SA 4.0
Content may be subject to copyright.
bahasa & sastra, Vol.15, No.1, April 2015
1
STUDENTS’ PERCEPTION ON THE USE OF AUTHENTIC MATERIALS
IN SENIOR HIGH SCHOOL
Eka Firmansyah
SMAN I Sindangkerta Jawa Barat
Korespondensi: Jl. Raya Puncaksari - Sindangkerta
E-mail: ekafirmansyah03@gmail.com
Abstract
This 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).
Abstrak
Penelitian 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
INTRODUCTION
Using authentic material in
language teaching has been popular
recently. Many teachers experienced that
their students felt bored when they were
using non-authentic/commercial material
such as text book. They cannot get
beyond the limitation of a text. The
Eka Firmansyah, Students’ Perceptions on the use of Authentic Materials
benefits of using authentic material may
range from highlighting comprehension,
presenting real language, providing
opportunities to introduce cultural issues,
to enhancing motivation, and creating
language awareness. However, the use of
authentic material in learning context has
always been a matter of controversy. In
this respect, the present study aims to
find out the senior high school students’
perception on the use of authentic
material in the class.
The first thing we have to
consider is the difference definition from
both authentic material and non-
authentic/commercial material. Nunan
(1999) defines authentic materials as
spoken or written language data that has
been produced in the course of genuine
communication, and not specifically
written for purposes of language
teaching. We can also refer to Gebhard’s
(1996) brief description of the term
“authentic”: Authentic material means
anything that is used to communicate. In
contrast, (Peacock, 1997) argues that
non-authentic material (commercial
material) texts that are especially
designed for language learning purposes.
The language in non-authentic material
text is artificial and unvaried,
concentrating on something that has to be
taught.
In line, Peacock (1997) argues
that the purpose of authentic material is
for social importance, Newspaper for
example, it is made for the sake of
information and communication through
reading the news. Teacher can take
material from newspaper, but of course
without the teaching-learning purpose,
still, he also describes that non-authentic
material (commercial material) texts that
are especially designed for language
learning purposes. The language in non-
authentic material text is artificial and
unvaried, concentrating on something
that has to be taught.
According to Berardo (2006),
authentic material has a positive value
that make students highly motivated. The
main reason for using authentic material
in the classroom is to make students not
only learn in the ‘safe’ area and
controlled language learning
environment, but also to encounter the
language used in the real world.
Meanwhile, the language in non-
authentic text is artificial and unvaried,
concentrating on something that has to be
taught and often containing a series of
“false-text indicators” that include:
perfectly formed sentences (all the time);
a question using a grammatical structure,
gets a full answer, repetition of
structures; very often does not “read”
well. Those indicators show that the non-
authentic material will not make students
know how English is really used in a
real-world context and apply their
knowledge in the real-world English.
Non-authentic materials are actually
useful for teaching structures but are not
very good for improving reading skills.
His study shows that by using
authentic material, students will be able
to apply their knowledge that they get in
the class into the real condition outside
the class. He also finds that in developing
reading comprehension, one of the most
useful authentic material resources is the
internet, with large amounts of varied
material being easily accessible.
In the other side, Peacock’s study
(1997) on the effect of material
authenticity toward EFL learners used
three different categories (on-task
behavior, overall class interest &
enthusiasm, and self-reported interest &
enthusiasm). His research project aims to
investigate whether authentic materials
increase the classroom motivation of
learners. A definition of motivation
relevant to teachers was adopted-learner
interest, persistence, attention, action,
and enjoyment. Two beginner-level EFL
bahasa & sastra, Vol.15, No.1, April 2015
3
classes participated, and both used
authentic and artificial materials
alternately. Results from two observation
sheets and a self-report questionnaire
indicate that while on-task behaviour and
observed motivation increased
significantly when authentic materials
were used, self-reported motivation only
increased over the last 12 of the 20 days
of the study. However, learners also
reported authentic materials to be
significantly less interesting than
artificial materials.
Other researchers such as
McNeill (1994) and Miller (2003)
claimed that all levels of student even
lower levels are able to use authentic
material. While Kilickaya (2004) and
Kim (2000) believed that authentic
material can only be applied on
intermediate and advance level students.
However, the issue of authentic
material is not only about which one is
better, but also about how it is best
applied to the teaching and learning
process. In many school contexts,
learners commonly are not involved in
choosing what materials to be used,
instead it is the teachers themselves who
give and determine the kind of material
for them. For some cases, students’
perception to the material is usually
ignored, although the ones who need the
material are the students. Based on the
condition above, this study is going to
investigate students’ perception on the
use of authentic material in the class. It’s
hoped that this study can help the English
teachers in senior high school level to
understand the learners’ perception on
the use of authentic material in learning
English and able to deliver material,
either authentic or commercial depend on
students’ needs.
The present study was conducted
in one senior high school in West
Bandung Regency. The research question
is: What is students’ perception on the
use of authentic material in the level of
Senior High School? It’s hoped after the
research question was answered, teachers
will be able to identify the most suitable
type of material to be delivered for
students.
METHOD
In accordance with the field of
the investigation, this study draws on a
survey conducted with 10 first-grades a
Senior High School student (sample).
To select the representative sample, a
sampling method was used. The writer
used a quota sampling method in this
study. As Arikunto (1998: 130) states
that “quota sampling method is based
on a particular proportion of a
population.” Then, it employs
questionnaire (they are set to 4 Likert
Scales: Strongly Disagree, Disagree,
Agree, and Strongly Agree). At the
end, it will answer the research
question: What is students’ perception
on the use of authentic material in the
level of Senior High School?
RESULTS AND DISCUSSION
1. Data Presentation to Answer
Research Question
To answer the research question
“What is students’ perception on the use
of authentic material in the level of
Senior High School? the result of the
research showed that the samples had
positive attitudes toward both authentic
and non-authentic materials. In the first
meeting (80,82%) of the samples had
positive attitudes toward authentic
material, while (80%) of them showed the
same attitudes toward non-authentic
material. In the second meeting (91,68%)
of the students gave positive answers to
the authentic material and (83,32%) of
Eka Firmansyah, Students’ Perceptions on the use of Authentic Materials
them to non-authentic material. In
contrast, in the third meeting (79,99%) of
the students showed their positive
attitude to the authentic material, while
(92,51%) of had the positive answers to
the non-authentic material. Finally, in the
last meeting (95,01%) of the students had
positive answers to the authentic material
and (79,15%) of them showed positive
answers as well to the non-authentic
ones.
Based on the students’
perceptions in all questionnaires, it was
found that the students favored authentic
material more than the non-authentic
ones in three different meetings, i.e.
meeting 1, 2 and 4. On the other hand, in
the meeting 3 the students’ positive
perception in non-authentic material was
higher than the authentic one. However,
overall I found that on average positive
attitudes toward authentic materials
(86,87%) did not significantly differ from
the non-authentic ones (83,74%). In other
words, the result of the study showed that
the students’ attitude toward both
materials, authentic and non-authentic,
was almost the same equal.
Table 1. The percentage of the total response on both materials
(authentic and non-authentic)
Observation
day
Authentic Material
Non
-
Authentic Material
Strongly
disagree and
disagree
Strongly agree
and agree
Strongly
disagree and
disagree
Strongly agree
and agree
Meeting 1
19,18 % 80,82% 20% 80%
Meeting 2
8,32% 91,68% 16,68% 83,32%
Meeting 3
20,01% 79,99% 7,49% 92,51%
Meeting 4
4,99% 95,01% 20,85% 79,15%
Average
13,12%
86,87%
16,25%
83,74%
2. Interpretation to the Findings
In regards to overall class interest
& enthusiasm category, I found that the
students gave various perceptions to both
authentic and non-authentic materials.
Related to statement number 1, from all
questionnaires, the students admitted that
they were more actively involved in the
learning when they were being taught
using authentic materials (82,5%)
compared to non-authentic ones (80%). In
other words, we could say that the
students’ attitude manifested by the level
of activity was higher when they were
being taught using authentic materials.
Table 2. The percentage of the total response on each statement
(authentic and non-authentic)
Questionnaire
Statements
Authentic Material Non-Authentic Material
Strongly
disagree and
disagree
Strongly agree
and agree
Strongly
disagree and
disagree
Strongly agree
and agree
Statement 1
17,5% 82,5% 20% 80%
Statement 2
12,5% 87,5% 15% 85%
Statement 3
5% 95% 12,5% 87,5%
Statement 4
15% 85% 17,5% 82,5%
Statement 5
12,5% 87,5% 17,5% 82,5%
bahasa & sastra, Vol.15, No.1, April 2015
5
Statement 6
10% 90% 15% 85%
Statement 7
7,5% 92,5% 30% 70%
Statement 8
12,5% 87,5% 20% 80%
Statement 9
12,5% 87,5% 22,5% 77,5%
Statement 10
10% 90% 12,5% 87,5%
Statement 11
10% 90% 15% 85%
Statement 12
20% 80% 22,5% 77,5%
Average
10,04%
87,92%
16,45%
81,66
Similarly, on the statement
number 2, when being asked about their
level of concentration, I found that
students could concentrate more when
they were learning English using
authentic materials (87,5%) than the non-
authentic ones (85%). It might indicate
that the students’ activity and
concentration had a sort of relation.
When the students could concentrate in
certain lesson, they might be more active
in following that lesson.
From these two statements,
related to students’ “activity” and
“concentration” level, the students gave
higher positive attitude to authentic
materials (both on statement number 1
and 2).
On the other hand, regarding to
the level of enjoyment (statement number
3) in using authentic and non-authentic
materials, i found that the students slight
enjoyed learning English using authentic
materials (95%) than non-authentic ones
(87,5%). The finding was quite predictable
because earlier stated that the students
were actively involved when being
taught using authentic materials. Also,
they enjoyed learning English more using
authentic ones. It could be assumed that
authentic materials made the students
much more relax and gave them more
enjoyment than in non-authentic
materials when learning English. The
finding might also suggest that there was
a close relationship between students’
active learning and the level of
enjoyment toward the materials, though
further analysis needed to be carried out.
It was also found that on average,
regarding to statement number 4, the
students paid better attention to the
authentic materials (85%) compared to the
non-authentic materials (82,5%). It means
that the authentic materials were more
interesting for the students, it attracted
the students’ attention more than the non-
authentic ones. In line with this fact,
Kienbaum, et al (1986) stated that a
material had to relate to or be able to
awaken the students’ interest. For
additional evidence, on the first day
teaching, the teacher taught about
“describing people”. For the authentic
material, the material was taken from
some peoples’ description with their
colorful pictures which are printed from
internet (David Beckham and Ashanti
pictures). At first, when the students saw
the pictures, the students really liked
them, as we know that David Beckham
was a famous foot ball player from
Manchester United in 1993-2003, and
Ashanti is one of the best Indonesian
female singers. They started to describe
physical appearance from David
Beckham and Ashanti enthusiastically.
Meanwhile, when the students were
given a text entitled “Vote for Susan
Daron” taken from “Look Ahead 1” text
book for the non-authentic material, the
students didn’t really like it. When some
Eka Firmansyah, Students’ Perceptions on the use of Authentic Materials
questions about that description text were
asked, only two until three students
raised their hands. They felt that Susan
Daron was not familiar to them. From
that point, it could be inferred that the
authentic materials had successfully
attracted more attention from the students
because the level of difficulty was lower
and the topic was more familiar than the
non-authentic ones.
Statement number 5 also had a
strong relation with the level of
difficulty. It was showed that the students
preferred to work harder when they were
given the authentic materials (87,5%) than
when they were given the non-authentic
ones (82,5%). When we talked about the
students’ hard work in following the
lesson, we could review again Peacock’s
theory (1997) of overall class interest &
enthusiasm which discussed the students’
attitude toward materials (authentic and
non-authentic) in use as manifested by
levels of learner interest, enthusiasm,
activity, persistence with the learning
task, concentration and enjoyment during
class. Here, related to the students’ hard
work, I focused on the term “persistence
with the learning task”. This case might
occur because the students thought that
in the authentic materials, they had
higher possibility to understand the
materials and complete the task than the
non-authentic ones.
Furthermore, the result of
questionnaire number 6 showed that
(90%) students on average felt more
enthusiastic when they were being taught
using authentic materials compared to
when being taught using non-authentic
materials (85%). In line with this finding,
Berardo (2006) argued that the students’
lack of enthusiasm could be caused by
the language in non-authentic text which
is artificial and unvaried, concentrating
on something that has to be taught and
often containing a series of “false-text
indicators” that include: perfectly formed
sentences (all the time); a question using
a grammatical structure, gets a full
answer, repetition of structures; very
often does not “read” well. From those
evidences, it could be inferred that
authentic materials could make the
students feel more enthusiastic than when
they were being taught with non-
authentic materials.
The similar thing occurred in the
statement number 7, that most of the
students stated that the authentic
materials (92,5%) were more challenging
or motivating them in learning English
than the non-authentic ones (70%). To
emphasize this fact, take a look at
Berardo’s argument (2006) which stated
that authentic materials have a positive
value that makes students highly
motivated.
Moreover, when being asked
about the appropriateness of the materials
to the students’ need (statement number
8), the students answered that the
authentic materials were slightly more
appropriate (87,5%) than the non-
authentic ones (80%). Overall, they feel
that both materials were appropriate for
them, it was proven by the number of the
students’ perception on both materials
were more than 95%.
From eight statements which
were categorized in the first category,
overall class interest & enthusiasm, it
was found that in average students’
positive attitude to the authentic
materials (88,43%) were higher than
their positive attitude to the non-
authentic materials (81,56%). From those
8 statements, almost all statements (1-8)
in which students gave higher positive
attitude to the authentic materials than to
the non-authentic ones. I could say in
other words that in regards to the overall
class interest & enthusiasm, the students
showed higher positive attitude toward
authentic materials in use as manifested
by levels of learner interest, enthusiasm,
bahasa & sastra, Vol.15, No.1, April 2015
7
persistence with the learning task,
concentration, and enjoyment during
class than to the non-authentic ones.
In regard to self-reported interest
& enthusiasm, on average, the students
favored authentic materials (86,87%)
more than non-authentic ones (81,87%).
Although students gave high positive
attitude toward both authentic and non-
authentic materials, the students’ positive
attitude was higher on the authentic ones.
We could see in the statement number 9
“The materials are meaningful for my
learning process”. It was shown that the
students valued the authentic materials
more meaningful for their learning
(87,5%) than the non-authentic ones
(77,5%). It might suggest that the
students’ experience when being taught
using authentic materials would enrich
their English related to the real-world
application. The other evidence was
when the teacher asked the students
which material that was more meaningful
to them, they answered that both
materials were meaningful and important
for them, but the authentic one could
give them better simulation of
communication in the real-world because
the found many real things in the
authentic materials. From that point, in
this case, it could be inferred that the
students valued the authentic materials
more meaningful than the non-authentic
ones because the authentic material was
important and meaningful for them to
apply in the real-world.
In the statement number 10,
students felt that the authentic materials
were more interesting (90%) than the
non-authentic ones (87,5%). We
absolutely think that the term
interesting/exciting always related to
enthusiasm (statement number 6) since it
has synonymous meaning when we
looked up in an English dictionary.
However, statement number 10 was on
different category with statement number
6. Statement number 10 was included in
the self-reported interest & enthusiasm
which valued the materials in use, while
statement number 6 was included in the
overall class interest & enthusiasm which
was used to know overall students’
attitude toward the authentic and non-
authentic materials.
In regards to statement number
11, the students valued the authentic
materials as more satisfying (90%) than
the non-authentic ones (85%). It might
indicate that the students got what they
needed in the authentic material. They
were more relieved when being taught
using authentic materials. Finally, in
statement number 12, the students valued
the authentic materials as more varied
(80%) than the non-authentic ones
(77,5%). It’s because of the authentic
materials had many sources from our
surrounding such as internet, newspaper,
television, radio, etc. So, the students got
more variation in their materials. For a
second time, from overall questionnaires
the authentic materials had higher
students’ positive attitude than the non-
authentic ones.
CONCLUSION
These results of the study
indicated that authentic and non-
authentic materials had their own benefit.
The kind of material, whether it was
authentic or non-authentic, might not
really determine the students’ attitude,
but the way it was delivered. The other
thing was the level of difficulty which
could affect the students’ perception
toward both materials, authentic and non-
authentic. Also, the familiarity to the
topic was needed to be considered since
the evidence showed that it affected the
students’ attitude toward the materials. In
Eka Firmansyah, Students’ Perceptions on the use of Authentic Materials
the future, English teacher in senior high
school was hoped to understand the
learners’ perception toward the materials
(authentic and non-authentic) in learning
English and able to deliver both
materials, in accordance with the
students’ needs.
ACKNOWLEDGEMENTS
I would like to express my
sincere gratitude to: (1) Headmaster of
SMAN I Sindangkerta, West Bandung
Regency, Mr. Setia Pahlawan, M.Pd,
who has given me permission to conduct
this study, and; (2) Mrs. Lia Siti Romlah,
S.Pd, who has allowed me to conduct this
research in her class.
REFERENCES
Arikunto, S. (1998). Prosedur penelitian:
suatu pendekatan praktek. Jakarta:
Rineka Cipta.
Berardo, S.A. (2006). “The use of
authentic materials in the teaching
of reading”. The Reading Matrix,
Vol. 6 (2), pp. 60-69.
Gebhard, J.G. (1996). Teaching english
as a foreign language: a teacher
Self-Development and
methodology guide. Ann Arbor:
The University of Michigan Press.
Kienbaum, B. E. Russel. J.A., & Welty.
S. (1986). “Communicative
competencein foreign language
learning with authentic materials”.
Final Project Report. Purdue
University, Calumet, Indiana.
Kilickaya, F. (2004). “Authentic
materials and cultural content in
EFL classroom”. TESL Journal,
Vol. 10 (7). Retrieved October 26,
2013, from
http://iteslj.org/Techniques/Kilicka
ya-AuthenticMaterial.html.
Kim, D. (2000). “A qualitative approach
to the authenticity in the foreign
languageclassroom: a study of
university students learning English
in Korea”. Texas papers in Foreign
Language Education, vol. 5 (1).
189-205.
McNeill, A. (1994). “What makes
authentic materials different? The
case of English language materials
for educational television”. Papers,
Annual International Language in
Education Conference, Hong Kong.
Miller, L. (2003). “Developing listening
skills with authentic materials”.
ESL Magazine, Vol. 6(1), pp. 16-
19.
Nunan, D. (1999). Second Language
Teaching and Learning.
Boston:Heinle and Heinle
Publishers.
Peacock, M. (1997). “The effect of
authentic materials on the
motivation”. EFL Learners in
English Language Teaching
Journal. Vol.51(2). pp.144-156
