Using Authentic Materials To Support Collaborative Indonesian Language Learning At IALF Bali
Using Authentic Materials
to Support Collaborative Indonesian Language Learning at IALF Bali
By: Luh Sriasih, S.Pd, Cert. TESOL
One of the biggest constraints in learning a foreign language is the existence of a high
gap between the learners’ first language and the target language. It is true that the
bigger the gap, the more difficult the learning process will be. The so-called gap
includes both linguistic and socio- cultural differences between the first language and
the target language. Thus, it is widely accepted that foreign language learning should
aim to develop a broader understanding of both cultures and at the same time develop
an ability to interact with people from other languages.
The concept above also applies to foreign learners learning Indonesian at IALF Bali in
learning bahasa Indonesia. Through programs, such as SBIB and VSO, learners are
expected to have competence in several aspects, such as identification of linguistic
forms, interpretation of meaning and cultural comprehension. However, this often
presents them a challenge due to big differences in terms of the language and culture.
The challenge is often intensified by inappropriate approaches, which tend to be
superficial, individual and unnatural. There are not enough opportunities for students
to explore the language more deeply and, thus, they seem so hesitant to interact with
other learners to improve their communication skills.
Based on the above problem, it has been recognised that to conduct successful
Indonesian teaching programs, teachers should be able to choose approaches and
materials which can combine both linguistic, socio-cultural and practical aspects of
Collaborative Learning. What and Why?
Collaborative learning at IALF Bali is a method where students are put together in a
team to work or explore a significant task or meaningful project. There are two main
aspects involved in collaborative learning; team-work and a significant task or
Teamwork means that all members are required to actively participate. Thus, it can
promote students’ communication skills and ability to work in groups. Meanwhile,
significant tasks or projects refer to structured activities, which involve topics and the
target language (bahasa Indonesia).
Collaborative learning is conducted in many different forms, such as work or learning
groups, peer learning and reciprocal learning but all of them have the following
1. Students should feel safe but challenged
2. Tasks students work on should be clearly defined
3. All members should do the same assignment materials
4. The groups should be small so that everyone can contribute
The Use of Authentic Materials in Collaborative Indonesian Language Learning
Authentic Materials in IFL (Indonesian as a Foreign Language) classrooms are utilised
without being modified for classroom purposes. The materials should involve natural
language used in Indonesian native-speaker contexts. That means that the contexts
are not selected and the standard language is not the norm. In addition to this, using
authentic materials is significant for many reasons:
• Students are exposed to real discourse.
• Authentic materials keep students informed about what is happening in the
• Unlike textbooks, authentic materials often include incidental or improper
• Authentic materials can enable students to experience the context.
• The same piece of material can be adapted for different levels of students if
the task is different
• They contain topics which learners are interested in, especially if students are
given the chance to choose the topics or kinds of authentic materials to be
used in class.
For these reasons, authentic materials are considered appropriate to use in
collaborative learning. One similar condition that authentic materials and
collaborative learning share is the focus on naturalness, experience and challenge
besides the physical characteristics of the target language. In addition to this,
authentic materials can show the relationship between classroom language and the
outside world. This combination of both can develop students’ communication skills,
which leads to the success of collaborative learning.
Sources of Authentic Materials
The most commonly used sources are: business or personal cards, newspapers, TV
programs, menus, magazines, the internet, movies, songs, brochures, comics,
literature (novels, poems and short stories). In collaborative learning, these sources
are the materials for students to discuss or work on. Ideally, teachers also need to
provide supporting activities to make the project more organised.
Examples of collaborative learning Activities with the use of Authentic Materials
1. Beginner levels
a. Business Card Exchange
In groups, students are asked to find out features of the Indonesian business
cards and the culture related with business card exchange in Indonesia. The next
step is for students to create their mock business cards and when finished,
exchange them with their friends in the group. For a more challenging task,
students are to make a short role play where they exchange their business cards
with each other.
b. Job survey
In groups, students must find out what is generally included in Indonesian job
ads. After that, the groups have to rank the five most favorite jobs in the ads
and assign every member of the group to do a mini survey by asking other
groups. At the end, they should compile the findings in a report.
c. Fancy Restaurant
Menus are always interesting for students. Students get involved in a role-play
where one is a waiter/tress and 2-3 students are the customers. Provided they
have been supplied with the necessary functions and structures to carry out such
tasks, the role-play will be effective.
d. Shopping for a Party
In groups, based on a theme and only with a certain amount of money, students
should decide what to buy from a product catalogue. For a more challenging
task, ask each group to design a product catalogue.
2. Intermediate level
a. Wanted ads
A series of 4-5 wanted ads can be used with higher-level students in the
following way: writing an application letter or a C.V., and discussing who in the
class could qualify for the job and why. Then, re-write the ads or role-play job
b. The psychologist
Students work in pairs or groups to discuss what problems frequently arise in the
agony column in Indonesian newspapers. For this activity, teachers can provide
some letters taken from an Australian paper for comparison.
c. Travel Brochures
In groups, students discuss the aspects included in a travel brochure. Then they
are assigned to create a "phoney" brochure of an invented place.
c. Movie Critics
In groups, students should collaboratively review an Indonesian movie/TV
3. The Internet and Computer– Assisted Collaborative Learning
The Internet provides the biggest source of authentic materials, which generate
many interesting collaborative activities for Indonesian language learning. Below
are some common collaborative activities with the use of authentic materials,
which are mediated through the internet and computers.
1. The use of E-mail
For many reasons using e-mail is very beneficial in foreign language classroom
(including bahasa Indonesia as a foreign language). The students can develop their
writing skills, reading comprehension, and cognitive skills. They are engaged in
real communication. An activity to write to a new pen pal is very motivating for
students at IALF Bali.
2. Internet Chat
Internet Chat offers ample opportunities for communication with native speakers
who, of course, become an authentic source.
4. The World Wide Web
In bahasa Indonesia teaching, the www has become one of the most exciting
Internet tool in use today. Teachers and students like it due to its flexibility,
benefit and ease of use. Through the web, students are offered the possibility to
interact with their classmates or students from other schools, other countries. In
addition to that, the Web provides students with abundant authentic materials
that can be used in various ways, including collaboratively. For example, students
can make group photos and pictorial projects through www. mixbook.com
2. Group Discussion through Blogs and Wikispaces
Through blogs and wikis, students collaboratively work on a specific project, for
example, discussions on current issues in Indonesia.
Skenario : Alokasi waktu: 1jam
1. Perkenalan diri dan tujuan presentasi
2. Icebreaker : Peserta diajak bermain perang kertas: peserta dibagikan kertas
dan minta mereka untuk menulis dua kalimat : 1 : tujuan mereka
mengajarkan bahasa Indonesia dan 2 : masalah yang mereka sering hadapi
dalam pengajaran bahasa Indonesia.
3. Ajak peserta untuk membahas apa yang mereka peroleh dari aktifitas 2
4. Bimbing ke topic : Powerpoint : Tujuan Pengajaran BIPA dan masalah
yang dihadapi di IALF Bali
5. Solusi dari masalah tersebut : Pendekatan dan pemilihan materi
6. Powerpoint: Pembelajaran kolaboratif di IALF Bali : pengertian dan syarat-
syarat dan bentuk-bentuknya (kerja kelompok, berpasangan, kerja
7. Powerpoint : Penggunaan Materi Otentik: Mengapa?
8. Powerpoint: Fokus Materi Otentik dan Pembelajaran Kolaboratif
9. Penggunaan Materi Otentik di IALf Bali. Sebutkan sumber – sumbernya:
majalah, puisi, lagu, brosur, surat kabar, kartu (nama, undangan), film,
10. Sebutkan beberapa contoh kegiatan dan tunjukkan cara menggunakannya
secara kolaboratif: dengan kartu nama, dengan surat kabar, menganalisa
sebuah acara TV, dengan brosur, dengan menu dan katalog belanja.
11. Kegiatan kolaboratif melalui internet dan komputer : bermanfaat, mengapa?
12. Beberapa kegiatan yang dilakukan dengan siswa di IALF Bali : membuat
blog, wiki, mencari informasi, ngobrol di internet, membuat diari foto
13. Tunjukkan beberapa contoh (blog dari pak Bagia dan wiki dari Sri)
14. Ada pertanyaan???? Terima kasih.
1. Berdiskusi : Tujuan dan Masalah dalam pengajaran BIPA : hearing mengapa
masalah itu terjadi? Masalah yang sama sering terjadi di IALF Bali.
2. Pembelajaran kolaboratif dan Materi Otentik : dijelaskan
3. Beberapa contoh kegiatan yang kolaboratif dengan menggunakan materi otentik.