Investigating the Students’ Views on the Authentic Materials Used in Basic Speaking Class

Hartatik, Sri Fatmaning; Rahmah, Tities Hijratur

doi:10.21093/ijeltal.v1i1.4

Cited by 11 publications

(11 citation statements)

References 2 publications

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“…The use of the materials is considered motivating students' more since they know they learn from the correct examples or in this module, is a native speaker. This is in line with what stated in previous research that authentic materials are always seen as interesting and motivating materials giving a clear overview about how language is used related to culture appropriately (Hartatik, 2016).…”

Section: Discussionsupporting

confidence: 91%

“…Various teaching and learning techniques and methods have been recorded from previous researches such as (Hartatik, 2016) in which she applies authentic materials in teaching speaking skills or research by (Burns, 2019) proposing the concepts of teaching speaking in the classroom. To overcome the gap of limited authentic materials for teaching speaking in the classroom, this study focuses on the use of Modelling-Based Module as a module purposed to guide students to conduct independent practice at home or with peers containing dialogues and structured activities that comes with an Audio-CD containing records from a native speaker in pronouncing words or dialogues in the module as one of the sources of authentic materials so students can get proper models or examples during the practices.…”

Section: Introductionmentioning

confidence: 99%

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Using Modelling-Based Speaking Module for Informal Interaction Class to Support Self-Regulated Learning

Nurjanah

Saptanto

Dewi

2021

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Teaching speaking is considered challenging during this outbreak era where lecturers and students cannot have a face-to-face meeting while in fact, students still need to get examples from lecturers related to pronunciation and intonation especially. A module of speaking for informal interaction is developed to support the process of teaching and learning speaking skills. This module comes with an audio-CD of daily expressions records spoken by a native speaker to give examples of standard pronunciation and intonation. This study aims to explain the steps used in the learning process using the module. It uses narrative design to describe the steps. The findings of the study implied that lecturers need to explain what the module is and how to use it followed by some steps; introducing lesson plan, playing audio-CD, imitating the records, practicing independently, working in pairs, reporting works, receiving feedback. By giving the model or examples in audio, students can repeat it as much as they need and whenever they need it. This study's implication is giving standardized materials using authentic materials to teach speaking skills with a self-regulated learning strategy.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Using Modelling-Based Speaking Module for Informal Interaction Class to Support Self-Regulated Learning

Nurjanah

Saptanto

Dewi

2021

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“…In their study, (Hartatik, 2016), used authentic materials from videos or movies to teach speaking. This can be an alternative way but students found out that when it came into question whether the AMs were comprehensible or not, students thought that authentic materials, especially in spoken one, were not easy to understand.…”

Section: Module and Modelling Techniquementioning

confidence: 99%

Developing Modelling-Based Speaking Module for Informal Interaction to Support Independent Learning of Speaking Skill

2021

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The lack of English module in speaking skill to support the teaching and learning process becomes one of the reasons for this study to come up. Another one is the reality that now, students are expected to be able to develop themselves independently without being dependent on lecturers since the Ministry of Education issued a new curriculum of Kampus Merdeka (Independent Campus). This is such an extended period from what is being faced by the world during outbreak era where classroom activities cannot be held. This study aims to observe what kind of speaking module is needed by students and to develop a modelling-based speaking module in informal interaction to support the independent learning process. This is a research and Development method according to Borg and Gall theory with 10 steps of development. The results show students need a module that can give them examples how to pronounce words but not in form of phonetic transcription. A module is then developed containing various daily expressions accompanied by an USB flash-drive contains recordings of a native speaker giving examples or models on how to pronounce the expressions accurately. Student are expected to be able to imitate the examples whenever they need until they can produce correct pronunciation and intonation.

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“…Also, the English students from ESL countries have better attitudes to reading (positive), and writing (neutral), and those from EFL country have better attitudes to speaking (neutral-to-positive) and listening (neutral-to-positive). The implications of such finding cause scholars to elicit for the opinion of learners on different authentic material so that they can identify those that foster a positive attitude toward learning ( Hartatik and Rahmah, 2016 ; Halim et al, 2018 ). Example of positive attitude toward the usage of song lyrics, photography, television programs, songs, cartoons, picture stories, movies, and video in the classroom are reported by Sujono (2017) .…”

Section: Impact Assessmentmentioning

confidence: 99%

Towards a Sustainable Local Development of Instructional Material: An Impact Assessment of Locally Produced Videos on EFL Learners’ Skills and Individual Difference Factors

Lasekan

Godoy

2020

Front. Psychol.

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The purpose of this paper is to conceptualize the sustainability of local videos development, their integration in the EFL classroom, and their impact on students' learning outcomes. The research aims as well to assess the impact of the videos on learners' English language skills achievement and individual difference factors. We recruited a random sample of 100 and 76 students learning different levels of English in our English institute through an online survey. A cross-sectional study of perceived English language skill achievement and individual difference factors such as motivation, attitude, and cultural awareness was carried out. A combination of quantitative and qualitative approaches was used for data collection and analysis. Our conceptual framework showed that the sustainability of the local video production and its integration in the EFL classroom depends on the university's funding policy, which is subjected to the positive impact of the videos on students' learning outcomes. Also, the obtained results revealed that the videos fostered learners' English language skills as well as their motivation to learn the language, positive attitudes toward its integration, and local cultural awareness. This work contributes to existing knowledge of sustainable local curriculum development by providing the first empirical evidence on the positive impact of sustainable local videos as an instructional material on students' learning outcomes.

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Investigating the Students’ Views on the Authentic Materials Used in Basic Speaking Class

Abstract: Abstract:This current study was intended to investigate the student point of views on the use of authentic materials (AMs)

Cited by 11 publications

References 2 publications

Using Modelling-Based Speaking Module for Informal Interaction Class to Support Self-Regulated Learning

Using Modelling-Based Speaking Module for Informal Interaction Class to Support Self-Regulated Learning

Developing Modelling-Based Speaking Module for Informal Interaction to Support Independent Learning of Speaking Skill

Towards a Sustainable Local Development of Instructional Material: An Impact Assessment of Locally Produced Videos on EFL Learners’ Skills and Individual Difference Factors

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