Syafiq Rasidi

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Response Paper

The effect of using authentic task on teaching adjective

by Shadi Rastegaran from the Islamic Azad University of Garmsar, Iran.

Whether authentic material should be exploited in teaching English as second

language.
This assignment will be based on a research article The effect of using
authentic task on teaching adjective by Shadi Rastegaran from the Islamic Azad
University of Garmsar, Iran. This article found out that there are no significant effect
of students knowledge on adjective regardless whether authentic or non-authentic
task is used. This assignment will reflect on whether authentic material should be
used in teaching English as second language. In the early part of the assignment,
I will talk on the challenge that teacher especially in the Malaysian context are
currently facing. Next, the assignment will reflect on the positive and negative
outcomes of using authentic material supported by several researchers. In the last
part of the essay, the assignment will give a conclusion by stating to what extend
should authentic materials be used and under what circumstances. This assignment
will particularly reflect on the writers experience in teaching students of secondary
level in Malaysia.

In this paragraph, the assignment will discuss on the challenges faced by

teachers regarding teaching English in the Malayian context. One of the most
challenging tasks constantly facing language teachers is how to capture the interest
and to stimulate the imagination of their students so that they will be more motivated
to learn. Ellis (2008) states no single individual differences factor in language
learning has received as much attention as MOTIVATION. This is supported by
Pulvermuller and Schumann (1994) argue that full knowledge of a language can only
be achieved if two conditions are met-the learner and one of the two factors is
motivated to learn the language. Thus, motivation is believed to be one of the crucial
factors in learning the second language.

Educators in Malaysia do perceive that one of the factors for Malaysian

students to learn English is motivation. It is undeniably a vital factor in the process of
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learning English. This could be seen early from primary schools where students are
provided with basic skills and knowledge of the English language to enable them to
write and communicate verbally in English. In line with this, teachers, schools, and
the Ministry of Education find ways to increase students interest in learning English
language and become intrinsically motivated to learn the targeted language.

Many Malaysian students have problems in learning and communicating

English in schools. They tend to have low self-concept and self-efficacy when using
English as a tool for communication (Choy, 2002). According to Koh (2007), the
dropout rate for secondary school students in Malaysia was 9.3% in urban areas and
16.7% in rural areas. There were over 14,600 students in year 2006 and more than
15,400 students in year 2004 had been caught playing truant. These kind of school
failure and dropout may represent the low student academic motivation in classroom
(Schunk, Pintrich, & Meege, 2008).

Students who fail in the English subject do not mean that they are less able or
weaker than other students in class, but this is because they do not engage in
classroom activities sufficiently. The lack of involvement in tasks is commonly
described as a deficit of motivation (Anderson et al., 2004). Students motivation is
also affected by the traditional ways of teaching and learning in classrooms. For
instance, English language teachers used to spend most of the time lecturing in front
of the classroom while the students are busy copying the notes given without
concerning whether they were understood (Morris, 1995). This situation also
decreases students motivation in learning English language (KPM, 2000).

Thus, in dealing with this issue of low motivation. It is believed that authentic
materials do help students in becoming more motivated in English. According to
researchers and readings, it is a common belief that authentic task does help in
developing students learning. One of the main reasons is because authentic task
can assure to instil motivation in the students to learn language. When tasks are
authentic and situated in real-world contexts, students are more likely to be
motivated. Motivation is important because it can lead to increased cognitive
engagement and thereby enhance learning (Blumenfeld, Kempler, & Krajcik, 2006).
This is also supported by Hickey, Moore, & Pelligrino, (2001), they mentioned when
task is authentic, it will bring about achievement and motivation for learning. This
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belief is also shared by Luis Moll and colleagues (1992) for example, describe how
teachers designed integrated science and mathematics projects that involved
parents sharing their knowledge and expertise regarding topics connected to the
surrounding community. Moll and his colleagues found that when teachers connects
with students schemata in which cognitive, linguistic, and cultural resources that
they bring to school, in order to create tasks that help students make connections.
As a result, students find meaning in what they are learning and a reason to
understand. Overall, the research evidence on authentic tasks with learners in
diverse school settings is encouraging: Students benefit academically and show
increased interest, motivation, and engagement. Tasks that help students make
connections also appear to help them to develop a more comprehensive and
nuanced grasp of new material as well as an appreciation for why it is important.

In reflecting the use of authentic task in the English lesson in Malaysia, it is

important to note some definitions of authentic made by some of the researchers.
Morrow (1977) defines authentic text as the language produced by a real speaker or
writer for a real audience which is expected to express a real message. Rogers &
Medley (1988) move further and look at the terms authenticity and authentic as used
for describing oral and written language samples that are the reflection of language
forms which are used naturally and appropriately based on the cultural and
situational context. Nunan (1989) and Jordan (1997) concentrate on the issue of
purpose and state that authentic is any material which has not been specifically
produced for the purpose of language teaching. For Harmer (1991) also authentic
materials are the texts designed for the native speakers which are real and not
initially designed for language learners. Lee (1995) considers authenticity in texts
which are not produced for teaching purposes but for a real communicative purpose.
By this he means that the writer of a text intends to convey a message to the reader.
However, throughout the history of English language teaching, according to Tatsuki
(2006) authenticity is taken as being synonymous with genuineness, realness,
truthfulness, validity, reliability, undisputed credibility, and legitimacy of materials or
practices. MacDonald et al. (2006) added if there is a correspondence between the
texts used in the classroom and types of texts used outside the classroom then it is
possible to call such texts authentic. However, according to Kilickaya (2004) what is
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common in these definitions is exposure to real language and its use in its own
community.

In the Malaysia education context, teachers are still in dilemma on which

materials to be used, whether to expose real language material to students or to
utilize the textbook materials in teaching English to students. However, it is
perceived that teachers prefer to use textbook-based materials compared to
authentic text. The reason to be is that it is easily accessible and thought to be more
effective than authentic material. However, teacher need to know that both bring
benefits.This is supported by Velazquez (2007) that foreign language teachers
normally apply two kinds of texts for instruction; either authentic or simplified. He
added that both kinds of texts are valuable. He values simplified texts compared to
authentic texts because he considers them as easy-to-comprehend language which
is modified to students language ability at a specific level. He further argues that
simplified texts can reinforce vocabulary and grammar and prepare learners for
reading authentic texts. Thus, according to the statistic provided by KPM (2000)
where students are found weak in English, it is believe that textbook materials do
help to reinforce vocabulary and grammar, however, it might not bring about the
motivation needed to enhance learning. As an English teacher that teaches upper
secondary level, I personally believe that English Textbook Form 5 is rather outdated
and is not able to help students to relate with their background or schemata. This is
supported by Ratnawati Mohd Asraf (1996) examined the attitudes of ESL
secondary school teachers towards the different aspects of the KBSM English
language syllabus. She discovered that many teachers felt that the syllabus, in
stressing the communicative aspect of the language in which a part of authenticity,
does not enable students to become proficient in the language.

In this part of the assignment, I will highlight some of the negative outcomes
that teachers might face in using authentic material as the base lesson. Although a
lot of researchers argue that authentic materials have made a noticeable contribution
in foreign language teaching and learning, there are some scholars who are against
the use of this kind of materials claiming that they have little benefits. One of the
reasons to be for this claim is because of the level of language that is presented in
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the authentic material. Since most of the authentic materials are used for real
readers outside from the classroom context and are aimed to the native speakers,
therefore, language presented might be slightly difficult for them to comprehend. In
resolving this, teachers need to make effort in editing the language so that is is more
comprehensible to the students. This is supported by Kilickaya (2004) which claims
that authentic materials add a burden on teachers, as they may contain difficult
vocabulary and structures which need more effort to be simplified and explained, in
order to make them appropriate for their learners. Besides, this seems not to be
suitable for teachers in the Malaysia context as they are given 20 to 25 periods a
week and are required to do many clerical works that are outside from the teaching
scope. Therefore, I found that although simplified authentic materials do help in
giving motivation for the students, however, teachers have less time and many
enforced commitments by the school which leads to insufficient time to identify
authentic materials and to simplify them.

Besides, in reflecting my own experience in teaching in the Malaysian context

especially involving students who are categorized as slow learners. I do find that
there are no obvious significant on students improvement in the reading
comprehension although students do have an increase in the motivation. This can be
observed during executing the lesson plan especially in the class involving very slow
learners. Mihwa (1994) found that the level of reading comprehension of weak ESL
learners was not affected by the text, regardless of its type, authentic or non-
authentic. In addition, Kienbaum et al. (1986) state that there are no significant
differences in learners' performance: between learners using authentic materials and
others who use traditional materials. Adding to this observation, teachers feel it is
difficult to find authentic text that is suitable for slow learner and to design tasks for
their learners. This is supported by Miller (2005) also states that authentic materials
are "too difficult and time consuming to select, edit and prepare." In line with this,
Kilickaya (2004) also in the opinion that using authentic materials with weak learners
frustrate and de-motivate them, because they lack the required skills and vocabulary
to deal with presented text,successfully. Guariento and Morley (2001) assert "At
lower levels the use of authentic texts may not only prevent learners from
responding in meaningful ways, but can also lead them to feel frustrated, confused
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and de-motivated." Therefore, I believe that authentic materials do not always

work effectively especially when involving students with lower capability.

In addition, another drawback of using authentic material is the culture

portrayed in the authentic text. Since authentic text is usually involving native
speakers, therefore, the cultural involved is closely related to the target readers as
well. Thus, this might lead to the feeling of cultural shock among students if teachers
failed to provide understanding to students. This is supported by Martinez (2002)
argues that authentic materials are regarded too culturally biased and difficult to
comprehend by learners in the classroom. He also adds concerning the cultural
effect, that "authentic texts from one culture may give a false impression to students
from another, unless they are presented in an authentic context which makes it clear
precisely what they exemplify." If teachers are not careful in presenting the authentic
material to the students and unable to provide understanding to the students, it might
demotivate the students since students might feel intimidated with the text. Although,
there are few negative implications highlighted by several researchers on the use of
authentic material involving slow learners especially when it is implemented in
second language environment and such as in Malaysia, it is still undeniably that
there are also advantages of using authentic material. In the next paragraph, this
paper will discuss on the positive outcomes of using authentic material in the second
language environment.

As mentioned in the earlier paragraphs on the relation of using authentic

material and the impact that it can bring about on students motivation, I do believe at
some points that the impact pf authentic material can be seen positively in terms of
motivation especially when involving students with advance and average learner.
This impact can be observed clearly when teachers use song incorporated into their
lesson. This is reflected explicitly in my own teaching lesson where students seemed
motivated and able to focus on the task when songs are incorporated into the lesson.
As mentioned by Genhard (1996), he classified authentic listening materials, such as
radio news, cartoons, songs and etc as authentic material. Therefore, the use of
songs in the lesson is proven to be an effective method and an example of a
successful outcome by using authentic material in the classroom lesson. In reflecting
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my own lesson in using authentic material, another example of a successful outcome

that can be observed is when teacher used videos in the classroom lesson. Although
it may bring some difficulties to the students, however, if the lesson is carefully
planned in which by providing English subtitles to assist students, it may bring about
motivation in learning English. This is supported by Martinez (2002) that teachers
may use authentic materials for the learners to listen for the gist of the information
presented and also he adds that by using authentic materials teachers will have the
opportunity to encourage students to read for pleasure especially certain topics of
their interest. Matsuta (n.d.) claims that using audio-visual materials aiding students'
comprehension is beneficial since it will prevent students especially beginning ones
from being frustrated about authentic materials. Besides that, materials such as
popular and traditional songs will help us to create a non-threatening environment.

Another positive outcome of using authentic material is that it is able to

expand students knowledge on culture. Since culture is embedded in authentic
materials such as songs and videos as well as articles, by using these authentic
materials, we can actually expose them with the culture of the native speaker. For
example, English movies that contain certain saying and certain cultures, as well
songs that portray norms and culture, will help students to understand the diversity of
culture better. This is supported by Sherman (2003), mentions that the importance of
authentic materials reside in the fact that "it is a window into culture." Finally, Garcia
(1991) claims that using authentic reading materials helps to improve the learners'
cultural awareness. Although there are some fears that students might misinterpret
some elements of culture presented (Guest, 2002), however I believe that by proper
planning and teaching strategies, problems arising from introducing culture into EFL
classroom can be dealt effectively.

Although using authentic materials in teaching a foreign language is

recommended by many researchers, we should ask ourselves whether it is
appropriate for all students at all levels. One important point is that when using
authentic materials, we must bear in mind the learners' level. This is vital to obtain
the highest level of benefit from using authentic materials in the classroom. In other
words, if the materials are beyond the learners' ability or level, it might lead to
demotivation and discourage learners from learning the target language. Kim (2000)
and Kilickaya (2004) state that authentic materials can be used with advanced and
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intermediate level learners only. Other researchers such as Miller (2005) and McNeil
(1994) have another view. They believe that authentic materials can be used even
with lower level learners. Teachers must be aware that they can only benefit from the
use of authentic materials, on one condition: that is, if they are used in the classroom
in the same context that they were designed for, in the real world. Taylor (1994)
mentions that: "a text can only be truly authentic in the context for which it was
originally written."

After going through the related literature, it is obvious that the use of authentic
materials in language teaching is supported by many researchers. Authentic
materials can be used as a material in the classroom lesson but appropriately
managed so that it can bring about positive impacts. Based on readings, researchers
regard the use of this type of materials as a useful means to motivate learners,
arouse their interest and expose them to real language they will face in the real
world. In addition, authentic materials encourage learners to learn a particular
language successfully, because they notice they are dealing with the language in
real life. According to Guariento & Morely (2001), authentic materials help to
motivate learners learn the language by making them feel they are learning the 'real'
language. In addition, Hyland (2003) states that one of the most important
advantages of using authentic materials, is that it increases learners motivation and
reflects positively on their learning process. Therefore, I am in the opinion that
teachers should favour authentic materials to be used in classroom.
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