THE USE OF AUTHENTIC MATERIALS IN TEACHING ESP WRITING FOR ACCOUNTING STUDENTS AT UNIVERSITY OF MUHAMMADIYAH MALANG
| Main Author: | Tyas, Rosita Agus Tining |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/58229/1/NASKAH.pdf http://eprints.umm.ac.id/58229/ |
Daftar Isi:
- The use of authentic materials as one of inspiring teaching resources has been widely recognized in the scope of EFL teaching for it provides plenty of advantages. In terms of ESP teaching, introducing authentic materials is an effective way to support ESP students to learn about the real context of their future career since they have to focus on exploring the world they are interested in thoroughly. Hence, this study was designed to know the utilization of authentic materials in teaching ESP writing class at University of Muhammadiyah Malang along with its challenges and solutions. The researcher applied descriptive qualitative method in order to get clear description of the implementation of authentic materials in ESP writing class. The research subjects were four ESP instructors who taught writing skill at Accounting Department. The research instruments were classroom observation and interview. These instruments were chosen because it could describe the phenomena happened of the authentic materials use. Particularly, these instruments can describe how the authentic materials are implemented, the encountered problems during the implementation, and the solutions to overcome the problems The results showed that there were two types of authentic materials used by the instructors, namely authentic listening and viewing materials and authentic visual materials. Some challenges emerged from the preparation phase up to the implementation in the class, such as limited times to find out the suitable materials, students’ difficulties in comprehending unfamiliar vocabularies and language structures, difficulties in aligning the authentic materials in accordance with students’ major of study, and avoiding cultural bias contents. Nonetheless, all these challenges can be overcome properly with the optimal role of the teacher as a learning facilitator