This document provides a literature review on the use of authentic materials in promoting vocabulary in ESL classrooms. It defines authentic materials as materials produced for purposes other than language teaching. It discusses the advantages of using authentic materials, including improving motivation, exposing students to real language and culture, and better preparing students for the real world. It also identifies some potential challenges, such as materials containing difficult language beyond students' levels. The document reviews different types of authentic materials and considers factors like students' proficiency levels that influence material selection.

1. FACULTY OF EDUCATION
UNIVERSITI TEKNOLOGI MARA
SHAH ALAM
EDU 702 – RESEARCH METHODOLOGY
RESEARCH PROPOSAL
THE USE OF AUTHENTIC MATERIALS IN PROMOTING VOCABULARY IN
ESL CLASSROOM
Prepared for:
DR. JOHAN EDDY LUARAN
Prepared by:
MOHD FIRDAUS BIN ABD MUNIR 2013965219
MARA TESL COHORT 2

2. 1
Abstract
This study was an attempt to study the use of authentic materials in promoting vocabulary.
There are different types of authentic materials that can be used in the ESL classroom.
Therefore, 8 students were selected to be interviewed. The researcher used semi-structured
interview to get the response. It is vital for the learning process to identify the suitable
authentic materials for the learning purposes since it will bring many advantages. The
students’ participation in this study will give impact on how to promote vocabulary mastery
among them using authentic materials. Via this way, it can help the teachers, school
administrator and Ministry of Education (MOE) to come out with proper module besides
using conventional way to enhance their performance in terms of vocabulary.

3. 2
TABLE OF CONTENT
CHAPTER 1: THE STUDY............................................................................3
1.0 INTRODUCTION..........................................................................................................................................3
1.1 STATEMENT OF THE PROBLEM....................................................................................................................4
1.2 RESEARCH OBJECTIVES .............................................................................................................................5
1.3 RESEARCH QUESTIONS ..............................................................................................................................5
1.4 OPERATIONAL DEFINITIONS ......................................................................................................................6
1.5 SCOPE OF THE STUDY.................................................................................................................................7
1.6 LIMITATION OF THE STUDY ........................................................................................................................7
1.7 SIGNIFICANCE OF THE STUDY.....................................................................................................................8
1.8 SUMMARY.................................................................................................................................................9
CHAPTER 2: LITERATURE REVIEW .....................................................10
2.0 INTRODUCTION........................................................................................................................................10
2.1 DEFINITIONS OF AUTHENTIC MATERIALS ..................................................................................................10
2.2 AUTHENTICITY IN SECOND LANGUAGE LEARNING CLASSROOM.................................................................12
2.3 TYPES OF AUTHENTIC MATERIALS ..........................................................................................................13
2.4 REASONS FOR USING AUTHENTIC MATERIALS...........................................................................................14
2.5 POSSIBLE PROBLEMS IN USING AUTHENTIC MATERIALS ............................................................................16
2.6 SUMMARY...............................................................................................................................................18
CHAPTER 3: RESEARCH METHODOLOGY..........................................19
3.0 INTRODUCTION........................................................................................................................................19
3.1 RESEARCH DESIGN ..................................................................................................................................19
3.2 SELECTION OF SUBJECT ...........................................................................................................................20
3.3 METHOD OF DATA COLLECTION ..............................................................................................................20
3.4 RESEARCH INSTRUMENT..........................................................................................................................21
3.5 PILOT STUDY ..........................................................................................................................................22
3.6 METHOD OF DATA ANALYSIS ..................................................................................................................22
3.7 SUMMARY...............................................................................................................................................22
REFERENCES ..............................................................................................23
APPENDICES................................................................................................25
APPENDIX 1.....................................................................................................................................................25

4. 3
CHAPTER 1: THE STUDY
1.0 Introduction
In the new global era English is vital in order to produce good human capital. One of the
important elements in this issue is the ability to acquire certain reading skills. Therefore, the
need to be able to use the language is crucial. In line with the government policy to uphold
the using of English in classroom we must encourage the students to have high motivation
and interest in order to learn better.
Teaching and learning language in this new era requires teachers to be prepared well enough.
Authentic materials have many advantages in promoting vocabulary in order to acquire the
second language. Provided with so many opportunities, teachers and students are encouraged
to explore the use of authentic materials in ESL classroom. There are many types of authentic
materials such as newspaper, menus, magazines, internet, movies, songs, brochures,
catalogues, leaflets, tickets, postcards, bills, receipts, recipes, business cards and labels.
Students will have opportunity to use authentic materials for vocabulary since they are
exposed to the real language and may be inspirational for some students.
Therefore, it is vital for the stake holders to look into this matter to cater for their needs.
There is a need for the teachers to adopt and adapt new approach in teaching English.

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Government should support by giving avenue for them to explore and fully utilize authentic
materials to promote vocabulary in the classroom.
1.1 Statement of the problem
Authentic materials are one of the tools for teaching English. Many teachers have difficulty
to grab and sustain the students’ focus towards their lesson. The main reason is they easily
get bored. The using of authentic materials could help teachers to promote vocabulary by
exposing them with unfamiliar words in the ESL classroom through different types of
authentic materials. One piece of text may be used for various activities and tasks in the
classroom. Teachers could come out with many ideas and use their creativity with variety of
teaching aids for the students. This will give opportunity for them to explore many areas in
terms of promoting vocabulary.
Normally students are used to reading different types of books but they have not been
exposed with authentic materials. Most of students enjoy doing many activities such as group
work activities or pair work. They can learn the second language with new environment by
using authentic materials. Since authentic materials are essential so we want to emphasize on
the vocabulary. Therefore, in order to achieve the goals we need to use authentic materials in
ESL classroom because it will facilitate to the learning process.

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1.2 Research Objectives
The research objectives of this study are:
1. To investigate the use of authentic materials in promoting vocabulary mastery in ESL
classroom
2. To investigate the advantages of using authentic materials in ESL reading class.
3. To identify the types of authentic materials that students prefer to be used in ESL
classroom.
1.3 Research Questions
The research questions of this study are:
1. How does the use of authentic materials in promoting vocabulary mastery in ESL
classroom?
2. What are the advantages of using authentic materials in ESL reading class?
3. What types of authentic materials that students prefer to be used in ESL classroom?

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1.4 Operational Definitions
1.4.1 Authentic materials
According to Nunan (1989), authentic material can be defined as any material which has not
been specifically produced for the purpose of language teaching (as cited in Macdonald,
Badger &White, 2000).
1.4.2 Vocabulary
According to the Oxford Dictionaries (2013), vocabulary is the body of words used in a
particular language. The development of vocabulary acquisition is important as it can
facilitate the students’ in enhancing all the language skills.
1.4.3 English as Second Language (ESL) classroom
English as Second Language (ESL) classroom can be referred to English Language teaching
and learning sessions in Malaysian classroom as English Language is the second language
spoken in Malaysia.

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1.5 Scope of the study
The scope of the study will be focusing on the students of Mara Junior Science College Tun
Ghazali Shafie, Kuala Lipis, Pahang. This study will investigate the students’ perception on
the use of the authentic materials in promoting vocabulary in their ESL classroom. The
students’ have undergone several English Language lessons using authentic materials and
will give their insights and thoughts on how the authentic materials can enhance their
acquisition of vocabulary. The researcher will also look into the suitability of each authentic
material chosen for this study in giving the most impact in promoting vocabulary.
1.6 Limitation of the study
This study has a number of limitations. The first limitation is the time constraint. Due to time
constraint it might not allow this study to be conducted in a bigger sample. The responses
might not constitute the group that they are representing. The researcher also faces difficulty
in gathering the students since they had a lot of activities in school. While conducting the
interviews, there is a possibility for the researchers was being biased and judgmental due to
his existing knowledge about the subject-matter of the study (Patton, 2002). Therefore, to
ease these semi-structured questions were used for the interview sessions.
In this study there is a tendency for the respondents to provide answers, opinions or
justifications that are socially desirable (Fraenkel and Wallen, 2006). Therefore, the
respondents were informed that their profiles were confidential. It is to ensure the
respondents would cooperate and give their best throughout the interview sessions.

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1.7 Significance of the study
This study is significant for a number of reasons. Firstly, it will benefit the students, teachers
and Ministry of Education in order to come out with several proper projects for promoting
vocabulary using different types of authentic materials. It can boost their motivation to
prepare the teaching aids for the learning and teaching process. By doing so, it can enhance
the learning process. Secondly, the findings hopefully can help to have a new perspective
from the students towards authentic materials. The reason is to make them interested and
motivated to learn the second language. It has many ways to make the learning process
become more interactive and authentic materials are one of it.
Thirdly, it may also help teachers to develop their own teaching materials besides using
textbook. They could collaborate with other department to make sure they would be able to
help the students to learn English in a better way. It might help them to score in the subject
using different techniques and materials. Last but not least, the study also would give impact
and benefit to other researchers who are interested to carry out the study on the same field.
Therefore, many findings can be derived and to fill in the gap pertaining to authentic
materials.

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1.8 Summary
Overall, this chapter provides an overview and background of the study. The possible scope
of the study and the reasons why the researcher wants to carry out the study are highlighted
in this section as well. The researcher also states the objectives of the study as well as the
possible implications of the study. In the last two sections of this chapter, the researcher
describes the limitations of the study and defines the prominent terms used in the study.

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CHAPTER 2: LITERATURE REVIEW
2.0 Introduction
This chapter provides an overview of past literature significant to the study. This chapter
discusses on the definitions of authentic materials, authenticity in second language learning
classroom, types of authentic materials, reasons and problems of using authentic materials in
ESL classroom in promoting vocabulary mastery.
2.1 Definitions of authentic materials
According to the Oxford Dictionaries (2014), the word ‘authentic’ derives from the Greek
word ‘authentikos’, can be defined as genuine and not a copy of something. Nunan (1988, as
cited in McGrath, 2002) defines authentic materials as products that have been produced for
purposes other than to teach language. Similarly, Harmer (1991, as cited in Matsuta, 2004)
describes authentic texts as real texts designed for the speaker of the language but not for the
language students. According to Rogers (1988), authentic materials are appropriate and good
in terms of goals, objectives, learner needs and interest as well as natural in terms of real life
and meaningful communication (as cited in Kilickaya, 2004).

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Miller (2003) has made a comparison between authentic and non-authentic materials
illutrasted in a table below;
Authentic Materials Non-Authentic Materials
 They are produced for real life
communication purposes.
 They are specially designed for learning
purposes.
 They may contain false starts, and
incomplete sentences.
 The language used in them is artificial.
They contain well formed sentences all
the time.
 They are useful for improving the
communicative aspects of the language.
 They are useful for teaching grammar.
There are three comparisons made by Miller, first, authentic materials are produced for real
life communication purposes for example a newspaper article, which may contain false starts
and incomplete sentences that may bring ambiguity to the students’ understanding. For
example, the title of the newspaper article usually is an incomplete phrase that can bring
different connotations if it is read in different enunciation and word stress. However,
authentic materials are useful in improving the communicative aspects of the language which
can develop the students’ motivation in using the targeted language outside the classroom.
On the other hand, Miller describes non-authentic materials as products specially designed
for learning purposes and the language used in them are artificial. The sentences in the texts
are grammatically correct, leaving the students with no mistake or ambiguity in
understanding the subject matter. Thus, non-authentic materials are very useful in teaching
grammar.

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2.2 Authenticity in second language learning classroom
Pinner (2013) has illustrated the continuum of authenticity which shows that the elements of
classroom, individual, community and reality are interrelated to each other. There are mutual
relationships that connected the four elements which have made the learning become
contextualised thus, as the result; there is a production of students that can be independent in
using the language outside the classroom.
Diagram 1: The Authenticity Continuum
In addition, Pinner (2013) also illustrated the domains of authenticity in a radial cycle
indicating that all the four domains which are text/materials, output/production, tasks and
language in use, contribute to the level of authenticity in the language learning classroom.

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Diagram 2: Domains of Authenticity
2.3 Types of Authentic Materials
There are two types of authentic materials outlined by Baird (2004), which are:
2.3.1 Spoken: TV commercials, films, news items, weather forecasts, airport and station
announcement, radio talks, interviews, and debates.
2.3.2 Written: recipes, articles, train timetables, advertisements, brochures, poems,
application forms, and instruction for use of equipment.
Guariento and Morley (2001) argue that the use of authentic materials on students at
intermediate and advanced levels is advantageous while for students at the lower level seems
to discourage and frustrate the students. This is because for the intermediate and advanced
students, it is easier for them to interpret the materials used as they have already known a

15. 14
wide range of vocabulary and the language structures. In addition, with higher cognitive
level, they can easily absorb new things taught the authentic materials. Meanwhile, for the
weak students, their lack of knowledge in lexical items and language structures may hinder
their understanding and motivation in learning the language using authentic materials. The
arguments of using authentic materials in second language learning will be explained in detail
in the next sections.
2.4 Reasons for using authentic materials
Authenticity is felt to be significant because it offers learners a sense of the real world, a
chance to ‘rehearse’ in a protected situation, hence the less authentic the materials we use, the
less preparation learners will made for that real world (McGrath, 2002). In producing the
students who are competent in English Language, we should provide more creative, different
and effective teaching-learning strategies in and out of class. Teachers should prepare them
for the real world, by rehearsing using materials that are used in the real world. One of the
ways is to establish an authentic learning environment and to use authentic materials in ESL
class. Newmann and Wehlage (1993) suggest that a lesson can gain the authenticity by
creating more relationships with the real world where students live. This factor can be further
elaborated by Peacock (1997) who gives the following reasons to use authentic materials:
1. They have a positive effect on learner motivation.
2. They provide authentic cultural information.
3. They provide exposure to real language.

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4. They relate more closely to learners' needs.
5. They support a more creative approach to teaching.
(cited in Richard, 2001)
In parallel with the constructivist learning approach, each individual should construct
information positively in a way particular to them interacting with their environment rather
than just waiting for the content to be transmitted to them passively. The essence in
constructivist learning is that the students should interact with authentic activities and
materials representing the real life. Since the authentic learning environment involves the
problems and complexity existed in real life, they can provide the students with real life
experience. In addition, the students can develop their practical skills and get benefits when
they work cooperatively and communicatively with their friends, parents and teachers, inside
and outside the classroom. As a result, they will be motivated to continue learning the
language even though they are not in the classroom. Their learning space is everywhere as
they have been rehearsed the language with authentic materials in the classroom before.
As a matter of fact, in many teaching situation, textbooks are considered to lag behind the
understanding of the nature of the language and also the students’ linguistic and learning
needs (McDonough and Shaw, 1993, p.92). Thus, the use of authentic materials seems to be
the best solution for the problem stated above. The selection of authentic materials must be
appropriate in order to escalate a lot of advantages in second language teaching although the
materials are not specially designed for that purpose (Oguz and Bahar, 2008).

17. 16
2.5 Possible problems in using authentic materials
Richards (2001) argues that there are problems that might occur when using authentic
materials such as they may contain difficult language, unnecessary vocabulary items and
complicated structures, which may impose a burden for the teachers especially in teaching the
lower level classes. Martinez (2002) also points out that some of the authentic materials may
be too culturally biased and not contextualised to the students’ own culture. Moreover, the
authentic materials might contain many structures are too complex which can cause the lower
level students several difficulties in decoding the text.
That is why, when these situations happen, teachers will modify their instruction of authentic
text or materials to represent real language or language usage that may be coherent to the
needs of the learners and enhance their interest and knowledge (Murdoch, 1999). According
to Widdowson (as cited in Johns, 1994), the use of simplified texts is often recommended as a
way to guarantee that the language is authentic in purpose yet within the learner’s grasp.
However, the simplification of the text might tend to spoil those very features of the original
text (Johns, 1994).
Below is the theoretical framework designed by the researcher on using the authentic
materials in his own classroom;

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Diagram 3: Theoretical Framework of Using Authentic Materials in ESL Classroom.
The theoretical framework above shows how the researcher uses authentic materials in his
ESL classroom. The researcher also have taken into account the language experts’
suggestions of simplifying the tasks designed in helping the students to understand the
authentic materials and the topic taught better. Discussions and the use of dictionary in
understanding unknown vocabulary are permitted in each lesson so that the objectives of the
lessons as well as the use of authentic materials can be achieved.
Teacher selects suitable
authentic materials for a
lesson.
Teacher designs tasks
according to the
materials chosen.
Students try to
understand the materials
given.
Students try to
understand new
vocabulary/style of the
text through discussions
and use of dictionary.
Students complete the
task given.

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2.6 Summary
This chapter provides discussion on five areas pertinent to the topic based on literature which
are; the definitions of authentic materials, authenticity in second language learning
classroom, types of authentic materials, reasons and problems of using authentic materials in
ESL classroom in promoting vocabulary mastery. In the next chapter, the researcher will
explain the methodology used in carrying out the study.

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CHAPTER 3: RESEARCH METHODOLOGY
3.0 Introduction
The aim of this study is to investigate the use of authentic materials in promoting vocabulary
in ESL classroom. This chapter describes the research design that is planned to be used in
conducting the study. This chapter also discusses in details about the selection of subjects of
the study, methods of data collection and research instrument. Last but not least, the final
section in this section deliberates the description of data analysis of the study.
3.1 Research design
The purpose of the study is to get the perception of students using the authentic materials in
acquiring new vocabulary. The study takes place after several English Language teaching and
learning sessions using the authentic materials. Thus, due to the purpose of the study which is
to understand the extent of authentic materials benefited the students in promoting
vocabulary, the researcher decided to employ a qualitative approach, which is
phenomenological in nature.
A qualitative study takes the approach to observe the individual behaviour in the social,
cultural and political contexts in which they occur (Salkind, 2006) unlike a quantitative study
that is meant to show only a causal relationship between variables. Grbich (2007) claims that
the key factor of conducting a phenomenological study is to obtain the fundamental nature of

21. 20
an experience, by getting and understanding the perspective of individuals who are involved
in the phenomenon. Hence, this study is aimed to look into a greater detail on how each
authentic material benefited them in promoting vocabulary in ESL classroom.
In conclusion, with the consideration of the research approach nature and the aim of this
research, the researcher believes that qualitative research is a suitable approach in conducting
the research and is able to answer all the research question with greater exactitude than any
other approaches.
3.2 Selection of subject
The researcher decided to focus on smaller sample size in order to understand in greater
depth of a particular phenomenon (Fraenkel and Wallen, 2006). The sample chosen should
possesses rich information of the subject matter being studied and be ready to open up to
share their experiences during the data collection. The researcher decided to select four
students of Form Four and four students of Form Five as the subject of the study.
3.3 Method of Data Collection
In line with the qualitative nature of the study, the researcher decided to choose the interview
method. By using this method, extensive information about the subject matter could be

22. 21
gathered. According to Fraenkel and Wallen (2006), the qualitative interviewing techniques
offers a more comprehensive understanding of the research.
3.4 Research Instrument
The research instrument used to collect the required data from the sample for this study is
qualitative interview. Interview session is a window to reach people’s insights and thoughts.
The process is useful in making comprehensive interpretation on the subject matter being
studied. Qualitative interviewing proves to be a more powerful tool for data collection as it
can retrieve information that cannot be retrieved by other modes of research instruments such
as observation, survey questionnaire, document and anecdotal record (Meriam, 1998, as cited
in Patton, 2002). In addition, Anglea (2009) suggests that the questioning process in
qualitative interviewing enable researcher to explore into the minds of the sample and
coherently gauge their perspectives on issues being raised throughout the interviewing
process.
The researcher will use a general interview guide and semi structured interview approach.
These two approaches are combined together to serve a better discovery for the research. A
general interview guide approach will be used as this approach requires the researcher to
formulate the questions specifically related to the research questions and requires the subjects
to answer in sequential order. By using this approach, the questions will be prepared
beforehand thus this will ensure the researcher be on the right track with the subject matter of
the study during the interview session. On the other hand, a semi-structured interview
approach allows more flexibility to the researcher in probing the subjects, more room for the

23. 22
subjects to lay out thoughts and perceptions unrestrictedly. The interview session will be
conducted by using six structured questions as the basis (see Appendix 1).
3.5 Pilot Study
The researcher feels that there is a need to pilot the questions beforehand to ensure all the
questions are properly phrased, free from any confusion and accommodating well to answer
the research questions. Hence, a help from an expert is requested in order to review and
revise the questions before those questions are used in the interview session.
3.6 Method of Data Analysis
The researcher will record the interview sessions and the oral conversations will be
transcribed into printed words. Later, the researcher will look through the transcripts and
discuss into details of the finding.
3.7 Summary
This chapter explains in details the methodology that will be used by the researcher to collect
data for the study. The type of methodology chosen for this study is qualitative approach. The
researcher opts to use general interview guide and semi structured interview approach as the
instruments to collect the required data for the study. The raw data will be recorded and
transcribed then the findings will be discussed in greater detail.

24. 23
References
Anglea, K. A. (2009). Rediscovering Purpose: The Power of Reflective Inquiry as
Professional Development. Retrieved on 1 June 2014 from Proquest Database.
Fraenkel, J. R. & N. E. Wallen. (2006). How to Design and Evaluate Research in Education.
Boston: McGraw-Hill Higher.
Grbich, C. (2007). Qualitative Data Analysis: An Introduction. Thousand Oaks, CA: Sage.
Guariento, W. & J. Morley. (2001). Text and Task Authenticity in the EFL classroom, ELT
Journal, 55(4), 347-353
Johns, T. F. (1994). Perspectives on Pedagogical Grammar. Cambridge: Cambridge
University Press.
Kilickaya, F. (2004). Authentic Materials and Cultural Content in EFL classrooms. Retrieved
on 1 June 2014, from http:// iteslj.org/Techniques/Kilickaya-AutenticMaterial.html.
Macdonald, M., Badger, R., & White, G. (2000). The Real Thing?: Authenticity and
Academic Listening. English for Specific Purposes, 19, 253-267.
Martinez, A. (2002). Authentic materials: An overview. Karen's Linguistic Issues. Retrieved
1 June 2014 from http://www3.telus.net/linguisticsissues/authenticmaterials.html
Matsuta, K. (2004). Applications for Using Authentic Materials in the Second Language
Classroom. Retrieved 1 June 2014 from http://www.asia-
u.ac.jp/english/cele/articles/MatsutaAuthentic_Mat.htm
McDonough, J. and Shaw, C. (1993). Materials and methods in ELT. Oxford: Blackwell.

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McGrath, I. (2002). Materials Evaluation and design for language teaching. Edinburgh:
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(1), 16-19.
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Newmann, F. M. and Wehlage, G. (1993). Five standards of authentic
instruction. Educational Leadership, 50: 7.
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Appendices
Appendix 1
Interview questions
No The researcher
1. Shall we start now? I guess you have already known the topic that I wish to
investigate. I wish to investigate the use of authentic materials in promoting
vocabulary mastery in ESL classroom. So how does the use of authentic
materials in promoting vocabulary mastery in ESL classroom?
2. What are the advantages of using authentic materials in ESL reading class? Can
you share your experience?
3. Do you mind to tell me what types of authentic materials that you prefer to be
used in the ESL classroom?
4. Why do you prefer that type of authentic materials?
5. Do you think it will boost your interest in acquiring new vocabulary in your
English Language lesson?
6. Do you remember any new words from the materials used in the lesson?