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.