FACULTY OF EDUCATION

UNIVERSITI TEKNOLOGI MARA

SHAH ALAM

EDU 702 – RESEARCH METHODOLOGY

RESEARCH PROPOSAL

THE USE OF AUTHENTIC MATERIALS IN PROMOTING VOCABULARY IN ESL CLASSROOM

Prepared for:

DR. JOHAN EDDY LUARAN

Prepared by:

MOHD FIRDAUS BIN ABD MUNIR

2013965219

MARA TESL COHORT 2

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Abstract

This study was an attempt to study the use of authentic materials in promoting vocabulary.

There are different types of authentic materials that can be used in the ESL classroom.

Therefore, 8 students were selected to be interviewed. The researcher used semi-structured

interview to get the response. It is vital for the learning process to identify the suitable

authentic materials for the learning purposes since it will bring many advantages. The

students’ participation in this study will give impact on how to promote vocabulary mastery

among them using authentic materials. Via this way, it can help the teachers, school

administrator and Ministry of Education (MOE) to come out with proper module besides

using conventional way to enhance their performance in terms of vocabulary.

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TABLE OF CONTENT

CHAPTER 1: THE STUDY ............................................................................ 3

1.0 INTRODUCTION.......................................................................................................................................... 3

1.1 STATEMENT OF THE PROBLEM.................................................................................................................... 4

1.2 RESEARCH OBJECTIVES ............................................................................................................................. 5

1.3 RESEARCH QUESTIONS .............................................................................................................................. 5

1.4 OPERATIONAL DEFINITIONS ...................................................................................................................... 6

1.5 SCOPE OF THE STUDY................................................................................................................................. 7

1.6 LIMITATION OF THE STUDY ........................................................................................................................ 7

1.7 SIGNIFICANCE OF THE STUDY ..................................................................................................................... 8

1.8 SUMMARY ................................................................................................................................................. 9

CHAPTER 2: LITERATURE REVIEW ..................................................... 10

2.0 INTRODUCTION........................................................................................................................................ 10

2.1 DEFINITIONS OF AUTHENTIC MATERIALS .................................................................................................. 10

2.2 AUTHENTICITY IN SECOND LANGUAGE LEARNING CLASSROOM ................................................................. 12

2.3 TYPES OF AUTHENTIC MATERIALS .......................................................................................................... 13 2.4 REASONS FOR USING AUTHENTIC MATERIALS ........................................................................................... 14

2.5 POSSIBLE PROBLEMS IN USING AUTHENTIC MATERIALS ............................................................................ 16

2.6 SUMMARY ............................................................................................................................................... 18

CHAPTER 3: RESEARCH METHODOLOGY.......................................... 19

3.0 INTRODUCTION........................................................................................................................................ 19

3.1 RESEARCH DESIGN .................................................................................................................................. 19

3.2 SELECTION OF SUBJECT ........................................................................................................................... 20

3.3 METHOD OF DATA COLLECTION .............................................................................................................. 20

3.4 RESEARCH INSTRUMENT .......................................................................................................................... 21

3.5 PILOT STUDY .......................................................................................................................................... 22

3.6 METHOD OF DATA ANALYSIS .................................................................................................................. 22

3.7 SUMMARY ............................................................................................................................................... 22

REFERENCES .............................................................................................. 23

APPENDICES ................................................................................................ 25

APPENDIX 1 ..................................................................................................................................................... 25

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CHAPTER 1: THE STUDY

1.0 Introduction

In the new global era English is vital in order to produce good human capital. One of the

important elements in this issue is the ability to acquire certain reading skills. Therefore, the

need to be able to use the language is crucial. In line with the government policy to uphold

the using of English in classroom we must encourage the students to have high motivation

and interest in order to learn better.

Teaching and learning language in this new era requires teachers to be prepared well enough.

Authentic materials have many advantages in promoting vocabulary in order to acquire the

second language. Provided with so many opportunities, teachers and students are encouraged

to explore the use of authentic materials in ESL classroom. There are many types of authentic

materials such as newspaper, menus, magazines, internet, movies, songs, brochures,

catalogues, leaflets, tickets, postcards, bills, receipts, recipes, business cards and labels.

Students will have opportunity to use authentic materials for vocabulary since they are

exposed to the real language and may be inspirational for some students.

Therefore, it is vital for the stake holders to look into this matter to cater for their needs.

There is a need for the teachers to adopt and adapt new approach in teaching English.

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Government should support by giving avenue for them to explore and fully utilize authentic

materials to promote vocabulary in the classroom.

1.1 Statement of the problem

Authentic materials are one of the tools for teaching English. Many teachers have difficulty

to grab and sustain the students’ focus towards their lesson. The main reason is they easily

get bored. The using of authentic materials could help teachers to promote vocabulary by

exposing them with unfamiliar words in the ESL classroom through different types of

authentic materials. One piece of text may be used for various activities and tasks in the

classroom. Teachers could come out with many ideas and use their creativity with variety of

teaching aids for the students. This will give opportunity for them to explore many areas in

terms of promoting vocabulary.

Normally students are used to reading different types of books but they have not been

exposed with authentic materials. Most of students enjoy doing many activities such as group

work activities or pair work. They can learn the second language with new environment by

using authentic materials. Since authentic materials are essential so we want to emphasize on

the vocabulary. Therefore, in order to achieve the goals we need to use authentic materials in

ESL classroom because it will facilitate to the learning process.

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1.2 Research Objectives

The research objectives of this study are:

1. To investigate the use of authentic materials in promoting vocabulary mastery in ESL

classroom

2. To investigate the advantages of using authentic materials in ESL reading class.

3. To identify the types of authentic materials that students prefer to be used in ESL

classroom.

1.3 Research Questions

The research questions of this study are:

1. How does the use of authentic materials in promoting vocabulary mastery in ESL

classroom?

2. What are the advantages of using authentic materials in ESL reading class?

3. What types of authentic materials that students prefer to be used in ESL classroom?

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1.4 Operational Definitions

1.4.1 Authentic materials

According to Nunan (1989), authentic material can be defined as any material which has not

been specifically produced for the purpose of language teaching (as cited in Macdonald,

Badger &White, 2000).

1.4.2 Vocabulary

According to the Oxford Dictionaries (2013), vocabulary is the body of words used in a

particular language. The development of vocabulary acquisition is important as it can

facilitate the students’ in enhancing all the language skills.

1.4.3 English as Second Language (ESL) classroom

English as Second Language (ESL) classroom can be referred to English Language teaching

and learning sessions in Malaysian classroom as English Language is the second language

spoken in Malaysia.

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1.5 Scope of the study

The scope of the study will be focusing on the students of Mara Junior Science College Tun

Ghazali Shafie, Kuala Lipis, Pahang. This study will investigate the students’ perception on

the use of the authentic materials in promoting vocabulary in their ESL classroom. The

students’ have undergone several English Language lessons using authentic materials and

will give their insights and thoughts on how the authentic materials can enhance their

acquisition of vocabulary. The researcher will also look into the suitability of each authentic

material chosen for this study in giving the most impact in promoting vocabulary.

1.6 Limitation of the study

This study has a number of limitations. The first limitation is the time constraint. Due to time

constraint it might not allow this study to be conducted in a bigger sample. The responses

might not constitute the group that they are representing. The researcher also faces difficulty

in gathering the students since they had a lot of activities in school. While conducting the

interviews, there is a possibility for the researchers was being biased and judgmental due to

his existing knowledge about the subject-matter of the study (Patton, 2002). Therefore, to

ease these semi-structured questions were used for the interview sessions.

In this study there is a tendency for the respondents to provide answers, opinions or

justifications that are socially desirable (Fraenkel and Wallen, 2006). Therefore, the

respondents were informed that their profiles were confidential. It is to ensure the

respondents would cooperate and give their best throughout the interview sessions.

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1.7 Significance of the study

This study is significant for a number of reasons. Firstly, it will benefit the students, teachers

and Ministry of Education in order to come out with several proper projects for promoting

vocabulary using different types of authentic materials. It can boost their motivation to

prepare the teaching aids for the learning and teaching process. By doing so, it can enhance

the learning process. Secondly, the findings hopefully can help to have a new perspective

from the students towards authentic materials. The reason is to make them interested and

motivated to learn the second language. It has many ways to make the learning process

become more interactive and authentic materials are one of it.

Thirdly, it may also help teachers to develop their own teaching materials besides using

textbook. They could collaborate with other department to make sure they would be able to

help the students to learn English in a better way. It might help them to score in the subject

using different techniques and materials. Last but not least, the study also would give impact

and benefit to other researchers who are interested to carry out the study on the same field.

Therefore, many findings can be derived and to fill in the gap pertaining to authentic

materials.

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1.8 Summary

Overall, this chapter provides an overview and background of the study. The possible scope

of the study and the reasons why the researcher wants to carry out the study are highlighted

in this section as well. The researcher also states the objectives of the study as well as the

possible implications of the study. In the last two sections of this chapter, the researcher

describes the limitations of the study and defines the prominent terms used in the study.

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CHAPTER 2: LITERATURE REVIEW

2.0 Introduction

This chapter provides an overview of past literature significant to the study. This chapter

discusses on the definitions of authentic materials, authenticity in second language learning

classroom, types of authentic materials, reasons and problems of using authentic materials in

ESL classroom in promoting vocabulary mastery.

2.1 Definitions of authentic materials

According to the Oxford Dictionaries (2014), the word ‘authentic’ derives from the Greek

word ‘authentikos’, can be defined as genuine and not a copy of something. Nunan (1988, as

cited in McGrath, 2002) defines authentic materials as products that have been produced for

purposes other than to teach language. Similarly, Harmer (1991, as cited in Matsuta, 2004)

describes authentic texts as real texts designed for the speaker of the language but not for the

language students. According to Rogers (1988), authentic materials are appropriate and good

in terms of goals, objectives, learner needs and interest as well as natural in terms of real life

and meaningful communication (as cited in Kilickaya, 2004).

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Miller (2003) has made a comparison between authentic and non-authentic materials

illutrasted in a table below;

Authentic Materials Non-Authentic Materials

They are produced for real life communication purposes.

They are specially designed for learning purposes.

They may contain false starts, and incomplete sentences.

The language used in them is artificial. They contain well formed sentences all the time.

They are useful for improving the communicative aspects of the language.

They are useful for teaching grammar.

There are three comparisons made by Miller, first, authentic materials are produced for real

life communication purposes for example a newspaper article, which may contain false starts

and incomplete sentences that may bring ambiguity to the students’ understanding. For

example, the title of the newspaper article usually is an incomplete phrase that can bring

different connotations if it is read in different enunciation and word stress. However,

authentic materials are useful in improving the communicative aspects of the language which

can develop the students’ motivation in using the targeted language outside the classroom.

On the other hand, Miller describes non-authentic materials as products specially designed

for learning purposes and the language used in them are artificial. The sentences in the texts

are grammatically correct, leaving the students with no mistake or ambiguity in

understanding the subject matter. Thus, non-authentic materials are very useful in teaching

grammar.

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2.2 Authenticity in second language learning classroom

Pinner (2013) has illustrated the continuum of authenticity which shows that the elements of

classroom, individual, community and reality are interrelated to each other. There are mutual

relationships that connected the four elements which have made the learning become

contextualised thus, as the result; there is a production of students that can be independent in

using the language outside the classroom.

Diagram 1: The Authenticity Continuum

In addition, Pinner (2013) also illustrated the domains of authenticity in a radial cycle

indicating that all the four domains which are text/materials, output/production, tasks and

language in use, contribute to the level of authenticity in the language learning classroom.

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Diagram 2: Domains of Authenticity

2.3 Types of Authentic Materials

There are two types of authentic materials outlined by Baird (2004), which are:

2.3.1 Spoken: TV commercials, films, news items, weather forecasts, airport and station

announcement, radio talks, interviews, and debates.

2.3.2 Written: recipes, articles, train timetables, advertisements, brochures, poems,

application forms, and instruction for use of equipment.

Guariento and Morley (2001) argue that the use of authentic materials on students at

intermediate and advanced levels is advantageous while for students at the lower level seems

to discourage and frustrate the students. This is because for the intermediate and advanced

students, it is easier for them to interpret the materials used as they have already known a

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wide range of vocabulary and the language structures. In addition, with higher cognitive

level, they can easily absorb new things taught the authentic materials. Meanwhile, for the

weak students, their lack of knowledge in lexical items and language structures may hinder

their understanding and motivation in learning the language using authentic materials. The

arguments of using authentic materials in second language learning will be explained in detail

in the next sections.

2.4 Reasons for using authentic materials

Authenticity is felt to be significant because it offers learners a sense of the real world, a

chance to ‘rehearse’ in a protected situation, hence the less authentic the materials we use, the

less preparation learners will made for that real world (McGrath, 2002). In producing the

students who are competent in English Language, we should provide more creative, different

and effective teaching-learning strategies in and out of class. Teachers should prepare them

for the real world, by rehearsing using materials that are used in the real world. One of the

ways is to establish an authentic learning environment and to use authentic materials in ESL

class. Newmann and Wehlage (1993) suggest that a lesson can gain the authenticity by

creating more relationships with the real world where students live. This factor can be further

elaborated by Peacock (1997) who gives the following reasons to use authentic materials:

1. They have a positive effect on learner motivation.

2. They provide authentic cultural information.

3. They provide exposure to real language.

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4. They relate more closely to learners' needs.

5. They support a more creative approach to teaching.

(cited in Richard, 2001)

In parallel with the constructivist learning approach, each individual should construct

information positively in a way particular to them interacting with their environment rather

than just waiting for the content to be transmitted to them passively. The essence in

constructivist learning is that the students should interact with authentic activities and

materials representing the real life. Since the authentic learning environment involves the

problems and complexity existed in real life, they can provide the students with real life

experience. In addition, the students can develop their practical skills and get benefits when

they work cooperatively and communicatively with their friends, parents and teachers, inside

and outside the classroom. As a result, they will be motivated to continue learning the

language even though they are not in the classroom. Their learning space is everywhere as

they have been rehearsed the language with authentic materials in the classroom before.

As a matter of fact, in many teaching situation, textbooks are considered to lag behind the

understanding of the nature of the language and also the students’ linguistic and learning

needs (McDonough and Shaw, 1993, p.92). Thus, the use of authentic materials seems to be

the best solution for the problem stated above. The selection of authentic materials must be

appropriate in order to escalate a lot of advantages in second language teaching although the

materials are not specially designed for that purpose (Oguz and Bahar, 2008).

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2.5 Possible problems in using authentic materials

Richards (2001) argues that there are problems that might occur when using authentic

materials such as they may contain difficult language, unnecessary vocabulary items and

complicated structures, which may impose a burden for the teachers especially in teaching the

lower level classes. Martinez (2002) also points out that some of the authentic materials may

be too culturally biased and not contextualised to the students’ own culture. Moreover, the

authentic materials might contain many structures are too complex which can cause the lower

level students several difficulties in decoding the text.

That is why, when these situations happen, teachers will modify their instruction of authentic

text or materials to represent real language or language usage that may be coherent to the

needs of the learners and enhance their interest and knowledge (Murdoch, 1999). According

to Widdowson (as cited in Johns, 1994), the use of simplified texts is often recommended as a

way to guarantee that the language is authentic in purpose yet within the learner’s grasp.

However, the simplification of the text might tend to spoil those very features of the original

text (Johns, 1994).

Below is the theoretical framework designed by the researcher on using the authentic

materials in his own classroom;

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Diagram 3: Theoretical Framework of Using Authentic Materials in ESL Classroom.

The theoretical framework above shows how the researcher uses authentic materials in his

ESL classroom. The researcher also have taken into account the language experts’

suggestions of simplifying the tasks designed in helping the students to understand the

authentic materials and the topic taught better. Discussions and the use of dictionary in

understanding unknown vocabulary are permitted in each lesson so that the objectives of the

lessons as well as the use of authentic materials can be achieved.

Teacher selects suitable authentic materials for a

lesson.

Teacher designs tasks according to the

materials chosen.

Students try to understand the materials

given.

Students try to understand new

vocabulary/style of the text through discussions

and use of dictionary.

Students complete the task given.

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2.6 Summary

This chapter provides discussion on five areas pertinent to the topic based on literature which

are; the definitions of authentic materials, authenticity in second language learning

classroom, types of authentic materials, reasons and problems of using authentic materials in

ESL classroom in promoting vocabulary mastery. In the next chapter, the researcher will

explain the methodology used in carrying out the study.

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CHAPTER 3: RESEARCH METHODOLOGY

3.0 Introduction

The aim of this study is to investigate the use of authentic materials in promoting vocabulary

in ESL classroom. This chapter describes the research design that is planned to be used in

conducting the study. This chapter also discusses in details about the selection of subjects of

the study, methods of data collection and research instrument. Last but not least, the final

section in this section deliberates the description of data analysis of the study.

3.1 Research design

The purpose of the study is to get the perception of students using the authentic materials in

acquiring new vocabulary. The study takes place after several English Language teaching and

learning sessions using the authentic materials. Thus, due to the purpose of the study which is

to understand the extent of authentic materials benefited the students in promoting

vocabulary, the researcher decided to employ a qualitative approach, which is

phenomenological in nature.

A qualitative study takes the approach to observe the individual behaviour in the social,

cultural and political contexts in which they occur (Salkind, 2006) unlike a quantitative study

that is meant to show only a causal relationship between variables. Grbich (2007) claims that

the key factor of conducting a phenomenological study is to obtain the fundamental nature of

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an experience, by getting and understanding the perspective of individuals who are involved

in the phenomenon. Hence, this study is aimed to look into a greater detail on how each

authentic material benefited them in promoting vocabulary in ESL classroom.

In conclusion, with the consideration of the research approach nature and the aim of this

research, the researcher believes that qualitative research is a suitable approach in conducting

the research and is able to answer all the research question with greater exactitude than any

other approaches.

3.2 Selection of subject

The researcher decided to focus on smaller sample size in order to understand in greater

depth of a particular phenomenon (Fraenkel and Wallen, 2006). The sample chosen should

possesses rich information of the subject matter being studied and be ready to open up to

share their experiences during the data collection. The researcher decided to select four

students of Form Four and four students of Form Five as the subject of the study.

3.3 Method of Data Collection

In line with the qualitative nature of the study, the researcher decided to choose the interview

method. By using this method, extensive information about the subject matter could be

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gathered. According to Fraenkel and Wallen (2006), the qualitative interviewing techniques

offers a more comprehensive understanding of the research.

3.4 Research Instrument

The research instrument used to collect the required data from the sample for this study is

qualitative interview. Interview session is a window to reach people’s insights and thoughts.

The process is useful in making comprehensive interpretation on the subject matter being

studied. Qualitative interviewing proves to be a more powerful tool for data collection as it

can retrieve information that cannot be retrieved by other modes of research instruments such

as observation, survey questionnaire, document and anecdotal record (Meriam, 1998, as cited

in Patton, 2002). In addition, Anglea (2009) suggests that the questioning process in

qualitative interviewing enable researcher to explore into the minds of the sample and

coherently gauge their perspectives on issues being raised throughout the interviewing

process.

The researcher will use a general interview guide and semi structured interview approach.

These two approaches are combined together to serve a better discovery for the research. A

general interview guide approach will be used as this approach requires the researcher to

formulate the questions specifically related to the research questions and requires the subjects

to answer in sequential order. By using this approach, the questions will be prepared

beforehand thus this will ensure the researcher be on the right track with the subject matter of

the study during the interview session. On the other hand, a semi-structured interview

approach allows more flexibility to the researcher in probing the subjects, more room for the

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subjects to lay out thoughts and perceptions unrestrictedly. The interview session will be

conducted by using six structured questions as the basis (see Appendix 1).

3.5 Pilot Study

The researcher feels that there is a need to pilot the questions beforehand to ensure all the

questions are properly phrased, free from any confusion and accommodating well to answer

the research questions. Hence, a help from an expert is requested in order to review and

revise the questions before those questions are used in the interview session.

3.6 Method of Data Analysis

The researcher will record the interview sessions and the oral conversations will be

transcribed into printed words. Later, the researcher will look through the transcripts and

discuss into details of the finding.

3.7 Summary

This chapter explains in details the methodology that will be used by the researcher to collect

data for the study. The type of methodology chosen for this study is qualitative approach. The

researcher opts to use general interview guide and semi structured interview approach as the

instruments to collect the required data for the study. The raw data will be recorded and

transcribed then the findings will be discussed in greater detail.

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References

Anglea, K. A. (2009). Rediscovering Purpose: The Power of Reflective Inquiry as

Professional Development. Retrieved on 1 June 2014 from Proquest Database.

Fraenkel, J. R. & N. E. Wallen. (2006). How to Design and Evaluate Research in Education.

Boston: McGraw-Hill Higher.

Grbich, C. (2007). Qualitative Data Analysis: An Introduction. Thousand Oaks, CA: Sage.

Guariento, W. & J. Morley. (2001). Text and Task Authenticity in the EFL classroom, ELT

Journal, 55(4), 347-353

Johns, T. F. (1994). Perspectives on Pedagogical Grammar. Cambridge: Cambridge

University Press.

Kilickaya, F. (2004). Authentic Materials and Cultural Content in EFL classrooms. Retrieved

on 1 June 2014, from http:// iteslj.org/Techniques/Kilickaya-AutenticMaterial.html.

Macdonald, M., Badger, R., & White, G. (2000). The Real Thing?: Authenticity and

Academic Listening. English for Specific Purposes, 19, 253-267.

Martinez, A. (2002). Authentic materials: An overview. Karen's Linguistic Issues. Retrieved

1 June 2014 from http://www3.telus.net/linguisticsissues/authenticmaterials.html

Matsuta, K. (2004). Applications for Using Authentic Materials in the Second Language

Classroom. Retrieved 1 June 2014 from http://www.asia-

u.ac.jp/english/cele/articles/MatsutaAuthentic_Mat.htm

McDonough, J. and Shaw, C. (1993). Materials and methods in ELT. Oxford: Blackwell.

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McGrath, I. (2002). Materials Evaluation and design for language teaching. Edinburgh:

Edinburgh University Press Ltd.

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(1), 16-19.

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2014 from http://scholar.google.com/

Newmann, F. M. and Wehlage, G. (1993). Five standards of authentic

instruction. Educational Leadership, 50: 7.

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CA: Sage.

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Appendices

Appendix 1

Interview questions

No The researcher

1. Shall we start now? I guess you have already known the topic that I wish to

investigate. I wish to investigate the use of authentic materials in promoting

vocabulary mastery in ESL classroom. So how does the use of authentic

materials in promoting vocabulary mastery in ESL classroom?

2. What are the advantages of using authentic materials in ESL reading class? Can

you share your experience?

3. Do you mind to tell me what types of authentic materials that you prefer to be

used in the ESL classroom?

4. Why do you prefer that type of authentic materials?

5. Do you think it will boost your interest in acquiring new vocabulary in your

English Language lesson?

6. Do you remember any new words from the materials used in the lesson?