4.2 Quantitative data analysis from teachers questionnaires
4.2.1 Teacher‟s perception using authentic materials in speaking skills
N Minimum Maximum Mean Std. Deviation
Cluster 1 11 2 2 2.02 .316
Valid N (listwise) 11
Table 4.2: teacher’s perceptions using authentic materials in speaking skill As we can see from Table 4.2, The mean of cluster 1 is 2,02(Agree in five Likert-Scale ). This figure indicates that teacher generally agree with statements.
The necessity of using authentic materials will be presented in the following sections in this research.
4.2.1.1 The necessity of using authentic materials
Item 1 in the questionnaire (see Appendix 1) gives the results that the large major of teachers agree or strongly agree toward the necessity of using authentic materials. As shown in Chart 4.1 as below, 90.91% of participants agree and 9.09% of paticipants strongly agree with the statement.
Chart 4.1: The necessity of using authentic materials
From the above result, it is no doubt that most of the teachers were well aware of the necessity of using authentic materials in speaking skill .
When being asked about tthe reason why you agreed with the statement “ using authentic materials to teach speaking skill is necessary”. They answered with the different opinions as below :
Teacher 1 said that :
“As many teachers have known, when we say authentic materials or authentic texts, to the “stuff” we can find all around us, every day, every where, but which are notactually made for the purposes of teaching and learning. There are a lot of varieties of authentic materials, like newspaper, travel brochures, instant noodle wrapper, medicinelabels, “junk mail”, songs, TV commercials, short movies, poems, maps, restaurant menus, and many others. Each and every one of them can help create lots of fun, excitement, and motivation in the students, like no textbook can. Furthermore, each of them can be used to teach and practice the different text types that students are learning ” That’s a reason why I agreed with
statement that “using authentic materials to teach speaking skill is necesarry”.(Teacher interview )
Teacher 2 shared the same idea with Teacher 1 and added that :
“Because of its compelling in teaching and learning, so it make a interesting atmosphere and motivate higher students’ attitude . Moreover, authentic materials provides students with real-world listening materials, just like the ones they will encounter in real life. Not every body speaks fluently, sometimes there are hesitations, often there is noise at the background, and the language is not always grammatical. Faced with that kind of language, students will be better prepared for communicating in the real world”( Teacher interview )
An another opinion from teacher 3:
“As you know that Authentic materials can introduce culture to students, and thereforeenhance students’understanding of cultural aspects. Moreover Authentic materials are flexible and adaptable, and therefore applicable in any situation.
Therfore it is necessary to teach speaking skill”( Teacher interview ) Teacher 4 said that
Authentic materials have a positive effect on students’ language learning process. I believe that using authentic materials combined with the learner helped students to become active participants in the classroom activities. Moreover, they can enhance the interaction among students in class when we use specific materials such as video, film , movie . They improve learners’ communicative competence and provide students with more opportunities to use English.
4.2.1.2 Teachers’view toward authentic materials
Three selected teachers‟view to authentic materials from questionnaire are described in Item 2, 3, 4 (see Appendix 1) . As can be seen from the bar chart , the Mean of each item are rather high.
Chart 4.2: Teachers’view toward authentic materials
According to Chart 4.2, the Mean of item 4 is the highest (M=1.727). This means most of teachers strongly agreed and agreed with the idea of using authentic materials , they have opportunity to help their students practice English for real communication. Teachers believe that using authentic materials to teach and practice speaking skill for their students bring a real-life communication, face to authentic situations and approach native language According to Gebhard (2000),
"authentic materials include anything that is used as a part of communication" (p.
100). Hall (2001) defines authentic materials as "originally written for some other purpose than language teaching" (p. 231). Thus, authentic materials, as the definitions imply, present the language as it is used in its original community.
4.2.1.3 The effectiveness of authentic materials toward teaching speaking
Chart 4.3: The effectiveness of authentic materials toward teaching speaking
Result obtained from item 5 (see Appendix 1) reveal that the large majority teachers participating in this study agree with the topics in authentic materials because of its familiar, therefore the students‟ motivations in speaking are higher.
As shown in Chart 4.3 , 36.36% of participants strongly agreed and 63.64 % of paticipants agreed. The teachers expected that some changes in their teaching could help to increase students‟motivation for learning and therefore enhance the effectiveness of teaching and learning . The students have to be motivated and placed in a setting where sharing information is real and where students talk about topics of relevance and genuine interest to them.