![](bg5.png)
the content of the video. Several students also
responded that the video stimulated them to try the
foods reviewed in the video, while others mentioned
that the video provided remarkable information that
they have not acquired before. Overall, all students
responded that from the video they could learn about
how English is used in the ‘real world’, which in this
case is dealing with food review, vocabularies related
to food ingredients, tastes, and cooking procedures.
However, some problems are still found either in
the activities integrating the language skills or in the
use of the video as an authentic material. This
condition can be implied from the lower percentages
existing in the table. It can be explored further from
the observation and interview that due to different
pace of language development and proficiency of
students, some of them tended to be more active than
others during the integrated skill activities. Besides,
even though most students understood general
information given in the culinary program video, they
still found difficulties dealing with the details. Some
students mentioned that it was due to vocabularies
considered unfamiliar for the students or the noise
produced in the video background, or simply because
the talking speed of the host or the narrator of the
program is above what students can comprehend.
Such conditions are truly among some common
concerns related to the use of authentic materials in
the classroom (Harmer, 2007; Al Azri and Al-rashdi,
2014), and therefore, instructor’s prompts and
guidance were still necessary to assist the students
and encourage their motivation.
4 CONCLUSIONS
There are many situations in which we use more than
one language skill, and for this reason alone, it is
valuable to use authentic materials to support the
integration of the language skills. Moreover, this
study demonstrates that students will give positive
responses as the authentic materials are selected
properly based on their needs. Above all, integrating
the skills means that teacher is working at the level of
realistic communication, not just at the level of
vocabulary and sentence patterns. Realistic
communication is the aim of the communicative
approach and it can be actualized by the use of
authentic materials.
Aside from the benefits verified in this research, it
is strongly recommended that practitioners
employing and implementing authentic materials in
integrated skill based activities make appropriate
preparation for the use of authentic materials in ELT
as careless selection of authentic materials may
discourage students, instead of encouraging them to
understand the lesson. It is suggested that the
materials selected is reviewed to ensure that they are
suitable for the students need and potential problems
that may arise can be altered through some strategies
during the instruction. Additionally, the result also
implied a need of development steps for the course
book; one of which by adopting authentic materials
considered more attractive for the learning process
and genuine to real-life practices.
REFERENCES
Alijani, S., Maghsoudi, M., Madani, D. 2014. ‘The Effect
of Authentic vs. Non-authentic Materials on Iranian
EFL Learners’ Listening Comprehension Ability’,
IJALEL, 3(3), pp. 151–156.
Alwasilah, A.C. 2002. Pokoknya Kualitatif. Bandung:
Pustaka Jaya.
Anglea, K.A. 2009. Rediscovering Purpose: The Power of
Reflective Inquiry as Professional Development.
Cardinal Stritch University.
Al Azri, R.H.,Al-rashdi, M.H. 2014. ‘The Effect Of Using
Authentic Materials In Teaching’, International
Journal of Scientific & Technology Research, 3(10), pp.
249–254.
Baghban, Z.Z.V., Ambigapathy, P. 2011. ‘A Review on the
Effectiveness of Using Authentic Materials in ESP
Courses’, English for Specific Purposes World, 10(31).
Berg, B.L. 2001. Qualitative Research Methods for the
Social Sciences. 4th edn. Boston: Allyn and Bacon.
Creswell, J.W. 2003. Research Design: Qualitative,
Quantitative, and Mixed Methods Approaches. 2nd edn.
California: SAGE Publications.
Erbaggio, P. et al. 2012. ‘Enhancing Student Engagement
Through Online Authentic Materials’, The IALLT
Journal, 42(2), pp. 27–51. Available at:
http://www.iallt.org/iallt_journal/enhancing_
Far, M.M. 2008. ‘On the Relationship between ESP and
EGP: A General Perspective’, English for Specific
Purposes World, 7(1(17)), pp. 1–11.
Firdaus, M. 2014. The Use of Authentic Materials in
Promoting Vocabulary in ESL Classroom. Universiti
Teknologi Mara.
Gilmore, A. 2007. ‘Authentic materials and authenticity in
foreign language learning’, Language Teaching, 40(2),
p. 97.
Harmer, J. 2007. The Practice of English Language
Teaching. 4th edn. London: Longman ELT.
Huessien, A.A.A. 2012. ‘Difficulties Faced by Iraqi
Teachers of English in Using Authentic Materials in the
Foreign Language Classrooms’, Al-Fatih Journal, (50),
pp. 22–39.
Khaniya, T.R. 2006. ‘Use of Authentic Materials in EFL
Classrooms’, Journal of NELTA, 11(1–2), pp. 17–23.
Kilickaya, F. 2004. ‘Authentic Materials and Cultural
CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
852