Microsoft Word artikel proceedings 2nd nacelt zaitun

 
 
Proceedings of the 2
nd
 National Conference on English Language Teaching (NACELT)
IAIN Palangka Raya, 14 November 2016

  
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There is a conventional view that the appropriate place for authentic materials 
in the English classroom is with the advanced students. The early stage students 
had, to begin with, shortened materials since self-confidence and motivation are 
very important for them. This view sounds logic and reasonable, yet it denies the 
early stage students the prospect of learning what the target language really sounds 
like. The students’ experience is limited to what has been graded to fit their language 
level, then they will not be well prepared to survive if and when they come face to 
face with the target language in the outside world. 
There are some ways in which teachers may ensure that authentic materials 
used are within the capability of the students:
1.
 
Simplifying the task:
Teachers may counter-balance the enhanced linguistic difficulty of the text by 
streamlining the requirements of the task (Anderson and Lynch, 1988). It is not 
necessarily the language that makes the English language difficult. The difficulty 
may likewise emerge from the task that is set. It is conceivable to utilize a passage 
which is well beyond the students level, provided that what is demanded of the 
learner is straightforward.
2.
 
Grading the text:
When the teachers arrange to use authentic materials with the students, they 
should have enough collection of samples, then they can grade authentic 
materials appropriate with the proficiency level of the students. Here are some 
considerations in grading: (i) more frequent vocabulary; (ii) basic sentence 
structure; (iii) simpler and less dense ideas and facts; (iv) degree of redundancy, 
with ideas/facts expressed more than once; (v) degree of repetition, with the same 
form of words repeated; and (vi) very specific context or genre of communication 
which to some extent pre-determines how participants behave (Field:2008).