Table 4.2 Opportunities of Using Authentic Materials
The findings above is in line with Mishan (2005) who argue the use of visual materials lead students to acquire new vocabularies by listening out how to pronounce it and interpret the meaning from movement object. The teacher also fairly believes that informal words like gimme, lemme, and other slang words are rarely to be found in textbook. Moreover, the students also can listen to proper pronunciation by listen to a song or watch a movie which it is effective way of exposing students to native-quality English. The findings are supported by scholars such as Richard (2006), Adam, Stan & Moanga (2011), and Gilmore (2007) who states that authentic materials provide rich inputs and wider range of language features that is commonly not appear in the textbook. It will reflect both formal and informal speech which can be discovered by students even for low proficiency level.
Further, the results shows students enjoy in learning activity when the materials are something interesting, commonly appear in daily, or it is something new for them. Besides, according to observation, teacher conducted the activity that does not force lower level student to do difficult task. The data supported by Berardo (2006) and Oguz and Bahar (2008) cited in Bahgban (2011) who states the way teacher design activity regarding to their student's level will rise students' motivation on participate actively in learning.
Authentic materials as a cultural product according to Richard (2001) and Mishan (2005) can reflect many aspects of target culture based on its practices, beliefs, particular social condition and phenomena both verbal and non-verbal. Teacher mentioned song and movie let their students learn about western cultures. Those cultures according to the note is in a case of good culture such as love for friendship, motivation, self-esteem, hardworking and independent, so it motivates students to take a good value from it.
Based on interview, students made a point how internet can be very useful for them to find appropriate materials, any web applications, and to operate it. The researcher also noted that bunch resources of authentic materials help to reduce teachers' workload. Â Teacher do not need to design the materials and do not need to talk too much in the classroom because they can just give their students an instruction to watch a movie, listen a song, brows the webs, or read the literature. Mishan (2005) states internet makes the teacher's work easier to find unlimited suitable authentic materials only just by typing the keywords into search engine such as google and they can use various sources of authentic materials in the classroom.
2. Challenges
The challenges of using authentic materials for low proficiency learners are briefly illustrated in Table 4.3
Table 4.3 Challenges of Using Authentic Materials
Linguistic demands are one of challenges when using authentic materials since it is contain complex language features, unneeded vocabularies, the phrases that not commonly appear on textbook. The linguistic demands can cause students especially with low level of proficiency get difficulties to comprehend it (Richard, 2001; Kirana, 2014; Gilmore, 2007).
