High-School Teachers’ Beliefs About The Use Of Authentic Reading Materials In English Classroom

Abstract

Although there are many studies that investigate the use of authentic materials by teachers in language learning, research about teachers' beliefs in the use of authentic materials is still limited. This study aims to investigate high school English teachers' beliefs about the use of authentic reading materials in English classrooms. This research uses a qualitative method with a thematic analysis design. This research was conducted through interviews with two high school English teachers who teach in different schools. The results of this study indicate that there are three different beliefs held by each teacher in the use of authentic materials in teaching reading, regarding: 1) the intensity of the use of authentic materials, 2) the types and implementations as well as the application by the teacher in using authentic materials, and 3) the adjustment of authentic materials to the level of the students. This study suggests implications for English teachers to realize the benefits of authentic materials used in teaching reading and also to adjust authentic reading materials with the level of students. Keywords: Authentic Materials, Reading, Teachers’ Beliefs.