International Journal of Language Education, Vol. 3 No. 2, October 2019 pp. 68-77

AUTHENTIC MATERIALS FOR TEACHING WRITING: A CRITICAL
LOOK
Lestari Setyowati
English Education Study Program, STKIP PGRI Pasuruan, Indonesia
Email: lestari.setyowati@yahoo.co.id
Sony Sukmawan
Faculty of Letter, Universitas Brawijaya, Indonesia
Email: sony_sukmawan@ub.ac.id

Abstract
Teaching writing is not easy. Writing teachers often face problems with what kind of materials suitable
for the students. This paper is intended to describe 1) the theoretical relationship between Content-Based
Instruction and authentic materials that can be used by language teachers to teach writing in the
classroom, 2) the previous studies of authentic materials used for teaching writing, 3) the type of
authentic materials which can be used for teaching writing, and 4) the advantages and disadvantages of
using authentic materials for teaching writing. The method used was qualitative research focused on
content analysis. The instrument used was mainly human instrument and documentation. The result of the
extensive review of literature shows that 1) one of the main feature of content-based instruction is the use
of authentic materials for teaching; 2) most studies in the area of authentic materials for teaching writing
shows the effectiveness of authentic materials for teaching procedure texts, descriptive texts and essay
writing; 3) the type of authentic materials used for teaching writing is categorized based on how it is
transmitted, namely audio, visual, and printed material materials; 4) aside from having its advantages,
authentic materials also give challenges for the teacher to use it for classroom teaching, among others are
practicality, comprehensibility and appropriateness.
Keywords: authentic material, challenge, content-based, instruction, writing

INTRODUCTION
The use of instructional material in
language teaching is very important as it
helps the teacher to reach the instructional
goals. Within Indonesian context, most
teachers would prefer to use textbooks for
their teaching. Some important roles of
textbooks are it is efficient, provides
instructional standard, offers structure and
syllabus for a program, has variety learning
resources, and has quality maintenance
(Richards, 2001). Yet, aside from its
advantages, textbooks also have some
weaknesses. Among other, textbooks contain
inauthenticity in terms of language use,
content, and students’ need as well as
reducing the teacher’s skill to create their

own teaching materials (Richards, 2001).
This does not mean to say that the use of
textbooks in the language classroom is bad,
but it surely gives messages that creating
instructional materials which is authentic and
suitable with the students’ need is indeed
necessary.
Some important requirements for
designing and developing instructional
materials for language learning are the
writer’s knowledge and understanding on the
language and its use, the focus of the
materials, and the activities that accompany
them (Richards, 2006). Taken into the
context of teaching writing in Indonesian
context, finding suitable materials in the
classroom is quite a challenge. Writing is a

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Lestari Setyowati & Sony Sukmawan, Authentic Materials for Teaching Writing …

skill that requires not only linguistic
competence but also practical knowledge
how to put the ideas on to the paper. When
writing itself is not easy, let alone teaching
this skill to other people.
Writing
teachers/lecturers often have problems in the
topic selection for writing activity
(Setyowati, Sukmawa, & Latief, 2018). They
further state that if the topic chosen for
writing activity is not interesting, the students
would have little to write on the paper.
Therefore, one way to overcome this problem
is probably to present challenging topics for
the students and selecting materials which are
as close as possible to the day to day life and
relate to the students’ personal life.
The use of authentic materials for
language classroom is typical. As stated by
Gilmore (2007) it has been started hundred
years ago for the teaching of a language.
Thus, the term of authentic material is not
something new. But, when it comes to a
definition, some people might have different
opinion about it. There is no fixed definition
of authentic materials. Peacock (1997)
defines authentic materials that are not
produced and created to reach the goal of
language learning. While Tamo (2009)
defines authentic materials as materials
which involve the natural use of the language
for communication in the native speaker
context. Similarly, Kilickaya (2004) states
that authentic materials are materials which
are naturally
written or spoken for
communication based on particular context of
the native speaker. Meanwhile, Gilmore (
2007) states that authenticity may be situated
in the text, the participants, or the social and
cultural communication as well as the
communicative act purposes,
or the
combination between these. Thus, Gilmore
(2007) states that definition of authentic
materials depends on the source of the text
and context of its production.
This paper is intended to describe 1) the
theoretical relationship between Content-

Based Instruction and authentic materials that
can be used by language teachers to teach
writin in the classroom, 2) the previous
studies of authentic materials used for
teaching writing, 3) the type of authentic
materials which can be used for teaching
writing, and 4) the advantages and
disadvantages of using authentic materials for
teaching writing.
METHOD
This research uses qualitative approach
focusing on content analysis design. Content
analysis design is considered appropriate
since the main purpose of the study is to
conduct a library research in relation to the
type of authentic materials suitable for higher
education, more specifically in Senior High
school level and university level. The library
research was conducted through reading
research reports in the internet, thesis,
dissertation, and other type of relevant
document. The instrument used was mainly
human instrument and documentation. The
data collection took four months from
February to May 2019 which employed
several steps; finding articles or research
reports in relation to authentic materials for
teaching writing, reading and comprehending
the reports, classifying the data based on its
category, and making conclusion. The
researcher focused on the methodology of the
previous research to find out what and how
the authentic materials were presented in
classroom context for teaching writing.
RESULTS AND DISCUSSION
Content-Based Instruction and Authentic
Materials for Teaching Writing
Some teachers might wonder about the
connection between content-based instruction
and authentic materials. But, before looking
at the connection from theoretical
relationship, understanding the definition of
authentic materials would offer great to find
the connection between content-based

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instruction and authentic materials, if any. To
begin with, until now, no clear consensus has
been made to define what it meant by
authentic materials. As stated previously,
experts say different thing about the
definition of authentic materials.

based instruction. Content-based instruction
has the characteristics of communicative
approach which is popular in second/foreign
language teaching (Leaver & Stryker, 1989).
One of the most important feature of contentbased instruction is its utilization of authentic
materials for teaching (Leaver & Stryker,
1989). The authentic materials
present
topics which are happening in the real world
and offer the language used in real context
(Moglen, 2014). In sum, because contentbased instruction requires authenticity,
authentic materials come into play in the
instruction.
It can be inferred that a
challenging topic for students to write might
come from daily texts/readings of the real
world which can be related to their personal
experience.

1. “ordinary texts not produced specifically
for language teaching purposes
(Tomlinson, 2001: 68)
2. “real language, produced by real
speakers or writers for real audiences
and designed to convey real messages of
some sort” (Maroko, 2010:5)
3. “authentic materials are materials that
we can use with the students in the
classroom and that have not been
changed in any way for ESL students”
(Tamo, 2009: 75)
4. “exposure to real language and its use in
its own community”. (Kilickaya, 2004)
5. “a text is authentic or not (within these
terms) by referring to the source of the
discourse and the context of its
production” (Gilmore, 2007)

Previous Studies on Authentic Materials
The use of authentic materials in
language teaching has attracted many
attentions
from
many
researchers,
teachers/lecturers and practitioners. The
debate whether to use authentic materials or
artificial/simplified materials for language
classroom has been going on for some time
between researchers and language learning
theorists (Crossley, Louwerse, McCarthy, &
McNamara, 2007). These researchers provide
arguments and evidence to decide which
materials which are considered beneficial for
language learners seen from linguistic point
of view. Crossley et al. (2007) use CohMetrix computational tool to investigates the
linguistic structures differences between
sampled simplified texts from seven ESL
textbooks and some authentic reading texts.
Coh-Metrix computational tool was, then,
used to analyze seven linguistic metrics.
Among others are polysemy & hypernymy,
connectives & logical operators, causal
cohesion, density of major parts of speech,
word information & frequency, lexical
coreference, and syntactic complexity. The
result of their study shows that authentic texts

Looking at the definitions, there are three
important key words that can be used to
interpret the meaning of authentic materials,
namely natural, in context, and native
speaker. When these keywords are combined
and interpreted, authentic materials can be
defined as the language used by the native
speaker either in written or oral
communication which is used in context.
After understanding the definition of
authentic materials, the next question that
comes to mind is what type of instruction that
might use authentic materials as using and
providing the students with materials that
connect to the real world is necessary. As
stated by Shih (2006) it is important to adopt
instruction that triggers critical thinking,
researching, as well as writing skills for
academic writing which put forward writing
from personal experience through content-

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Lestari Setyowati & Sony Sukmawan, Authentic Materials for Teaching Writing …

have better ability to show the relationship
between cause-and-effect comprehension, to
develop ideas and plot lines, to employ
variety and natural use of lexical items and
syntactical structures, and to use more
abstract words and low-frequency words.
Meanwhile, the artificial texts/simplified
texts use strong cohesion, clear language,
high-frequency words which can make
reading faster, unnatural language, too many
use of noun phrases and qualifiers, more
simple constructions, short and unnatural
syntax. In the end, the researchers conclude
that simplified/artificial materials give more
benefits to beginner as the texts use more
repetitions and high frequency words which
help comprehension, while authentic
materials give more benefit to intermediate or
advance learners as the language use is more
natural because of the syntactical complexity
and low-frequency words. If to choose which
to use in the classroom, Crossley et al. (2007)
would prefer to use authentic materials than
the simplified materials with the exclusion of
beginner students.
Research in general has shown that
authentic materials is beneficial for both the
students and the teacher (Azri, Al-Rashdi,
Hamed, Azri, & Al-Rashdi, 2014). Within
Indonesian context, the use of authentic
materials for teaching writing has been
researched extensively
Firstly, Styati
(2016) investigated the effect of authentic
materials on students’ ability for paragraph
writing. The subjects of her research were the
second semester students of English
department in a College of Teacher Training
and Education in Madiun, Indonesia. In her
study, she used You Tube videos and picture
series as the authentic materials. Through the
use of quasi experimental design, she found
out that pictures was more effective to
improve the students’ ability in writing than
You Tube videos. Another experimental
study was also done by Sundana (2018). He
investigated the effectiveness of authentic

materials for teaching writing in university
level. He divided the students into two
groups; the experimental group and the
control group. In the experimental group, the
students were given authentic materials for
writing descriptive texts in which the
materials were taken from internet, namely
from
https://www.booksie.com,
http://www.imdb.com, and Readers’ Digest
Magazines, while the control group did not.
The result of his study shows that authentic
materials are proven to be effective to
improve the students’ ability in writing
descriptive text.
Secondly, Arifa (2018) also conducted
an experimental study to find out the effect of
authentic materials on the students’ ability in
writing procedure text in senior high school
level. Her subjects were 10th year students of
an Islamic State high school
in
Palangkaraya, Indonesia by taking two
classes in which each consisted 30 students.
The experimental group was taught by using
authentic materials in procedure text, while
the control group was taught with nonauthentic materials. The result of the study
shows that the experimental group shows
better performance in making procedure texts
as compared to the control group. It was
concluded that the use of authentic material
is effective to improve the students’ ability in
making procedure text.
Thirdly, Setyowati & Sukmawan (2018),
conducted a qualitative study through content
analysis design investigating the use of
authentic materials for essay writing. In their
study, the students were asked to write a four
paragraph essay to analyze the intrinsic
elements of the short stories they read. The
result of the study shows that the students
agree that prose analysis in the form of essay
help them to understand the story better and
help them to write better. They learn both the
literary aspects of a fiction during analysis, as
well as writing aspects, such as making
introductory paragraph, making thesis

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statement and developing the body of the
essay by giving details and examples.
In conclusion, review of related
studies within Indonesian context shows that
most studies in the area of authentic materials
for teaching writing shows the effectiveness
of authentic materials for teaching procedure
texts, descriptive texts and essay writing.
Mariani (1997) state that challenge and

matters in the classroom as they offer active
engagement. In his opinion, text difficulty
and task design should be manage in such
away so that they promote learners’
autonomy. He suggests that any language
teachers should be skillful enough to match
challenge and support to offer more active
engagement in the classroom.

High Challenge
(Effective Learning)

(Learner frustration)

High Support

Low Support

(Minimal Learning)

(Learner Boredom)

Low Challenge
Figure 1. Language classroom learning Consequences of variance support and challenge (Gilmore, 2007)

Figure 1 shows the consequences of
variances between text and task difficulty to
the learners. If the text and the text are
manageable for the learners, learning would
be effective, but if the text and the task
design are too difficult for the learners to
accomplish, they might get frustrated which
result in ineffective learning. Figure 1 shows
the importance of providing instructional
materials which both offer challenge and
support for the students to accomplish the
task. In relation to the authentic materials, it
can be interpreted that the language teacher,
more specifically the writing teacher, should
consider the suitable authentic materials for
writing instruction in which these materials
are appropriate for the students in terms of
the difficulty level and appropriateness so
that they provide both challenge and support
for learning to write instruction.

internet is easy and inexpensive. It does not
need big PC or computer to surf in the
internet as gadget and smart phone are
already sufficient. Therefore, teachers with
easy internet access and support of
electricity, tend to use technology to help
reach the learning objectives. However, some
printed instructional media are still used in
the classroom for the sake of its availability.
Based on research, there are many materials
that teacher can use for teaching writing. It
can be printed materials, such as fictions
(Setyowati & Sukmawan, 2018), picture
series (Styati, 2016), or web-based materials,
such as You Tube videos (Styati, 2016),
websites (Sundana, 2018).
In terms of how the materials are
transmitted, the authentic materials are
divided into three broad categories, namely
audio, visual, and printed materials (Maroko,
2010). Furthermore, Sundana (2018) also
states that the authentic materials can also in
the form of newspaper, magazines, and
internet articles. As stated by Benavent &
Penamaria (2011), with such an advancement
of technology nowadays, teachers tend to

Type of Authentic Materials for Teaching
Writing
Research has shown that in this 21st
century, the use of technology in the
classroom is inevitable. The access of
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Lestari Setyowati & Sony Sukmawan, Authentic Materials for Teaching Writing …

take the authentic materials from the internet.
Thus, it can be concluded that basically there
are two broad category of authentic materials
for teaching writing, namely the printed
materials and the web-based materials. The
printed materials may in the form of printed
magazines, printed newspaper, printed
itinerary, invitation, letters, printed literary
works such as collection of short stories,
novels, poems, and play, and other printed
texts or documents. The second type of
authentic materials is the digital one or the
web-based materials, such as pictures, You
Tube, movie clips, electronic books, novels,
short stories, poems, and web-based
application, like booksie.com, storybird.com,
and many more.

complexity and low-frequency words used in
the texts. With sufficient practice given to the
students, authentic materials can give more
benefits for language learners as compared to
the simplified/artificial materials. Similarly,
Tomlinson
( 2012) gives the
characteristics of ideal materials for English
Language Teaching (ELT). Among others,
ELT materials should contain authentic use
of the language which have authentic input
features. He argues that using authentic
materials help the students to acquire the
language effectively. Therefore, he believes
that simplifying the authentic texts for
learning purposes is not necessary.
Motivating
Authentic materials are said to be
interesting and motivating if used in the
classroom. It is like bringing the real world
into the classroom. Day (2004) calls this the
‘affect’ reason.
Teachers/lecturers and
researchers who have used authentic
materials often claim that authentic materials
are engaging, motivating and interesting. The
second common reason is authentic materials
prepare students to face the real world
outside the classroom. It is motivating for the
students because it provides real language,
real culture and a variety of genre used by the
professional community (Benavent &
Penamaria, 2011).
For foreign language learners, the use of
authentic materials for learning a target
language is indeed motivating. With the lack
of exposure to the target language, the use of
authentic materials minimizes the bridge
between the artificial world (what they learn
in the classroom) and the real world (what
they find outside the classroom). One of the
example of authentic materials that can be
used for language teaching is the use of short
stories. The use of short stories in the
language classroom is like killing two birds
with one stone, in the sense that short stories
can be used to teach all four skills at the same

Supports for Authentic Materials
As authentic materials have gained its
popularity in language teaching, there should
be reasons why authentic materials are
widely used in classroom context. Based on
the review of literature, there are several
aspects
preferred
by
writing
teachers/lecturers on the use of authentic
materials. Among others, they are real and
motivating.
Authenticity
Authentic means real and original which
lead to a definition that authentic materials
are those materials which are not simplified
and not specifically created for language
teaching. Khaniya ( 2010:18) define authentic
materials as “ the degree of congruence
between the language of a learning material
and the features of target language use”. He
further states that without the presentation of
authentic materials in the classroom, it is
difficult to predict how the students performs
the language they learn in the classroom to
the actual life outside the classroom.
Based on the research conducted by
Crossley et al ( 2007) the naturalness of
authentic materials lay in the syntactical

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time, listening, reading, speaking and writing
(Erkaya, 2005). The use of short stories, if
they are carefully chosen, give motivational
benefit because they triggers the students’
curiosity about what’s coming next (the plot),
cultural value, and moral value.

written in difficult language both in
vocabulary and language structures. This
argument is further strengthened by other
expert. Day (2004) argues the problems in
using authentic materials for language
teaching, namely comprehensibility and
appropriateness. In Day 's argument (2004),
the most serious problem with authentic
materials is the appropriateness in terms of
the language, variety of the target language,
and appropriateness in tasks, activities, and
exercises. He strongly suggests that if
should authentic materials be used in the
classroom, the concept of appropriateness
should be the main focus of consideration.

Challenges on the Use of Authentic
Materials for Teaching Writing
The use of authentic materials in the
classroom is highly appreciated. This lead to
a common perception that non-authentic
materials / simplified materials are ‘terrible’
(Day, 2004). Yet, no matter how we value
them in the classroom teaching, there are
always problems in implementing the
authentic materials. Richards (2006) argues
that the use of authentic materials in teaching
materials is unrealistic. He even states in a
strong argument that authentic materials is a
‘myth’ (Richards, 2006;11). One of the stand
out challenge is the language problems and at
what level it should be given, which then
results in the appropriateness problem.

“For What Level” Problems
Because of the language problems that
teachers often encounter in the use of
authentic materials, the next question which
often emerge is for what level of students
should we use the authentic materials in the
classroom? Richards (2006) argue that the
use of authentic materials for teaching
materials is not always necessary. It is based
on his arguments that finding and selecting
authentic materials suitable for low learners
or at the beginner level. Based on the study
conducted by Crossley et al. (2007) in
relation to the linguistic feature between
authentic materials and simplified materials,
it was found out that the linguistic features as
found in authentic materials are not suitable
for beginning level of students because of the
syntactical complexity and low-frequency
words, even though these are the features that
make the authentic materials natural. They
argue that simplified/ materials benefit the
beginner more because these type of
materials, which are often found in textbooks,
use high-frequency words and a lot of
repetition which facilitate comprehension.
Similarly, Khaniya (2010) argues that
authentic materials might not be suitable for
lower level of students. Guariento & Morley
(2001) state that the use authentic materials

Language Problems
Some people might argue that authentic
materials are more interesting and motivating
for language learners when it is used in the
classroom. However, some studies show
different finding. Peacock (1997) conducted
a study to find out how authentic materials
relate to the students’ motivation. He used
EFL students in their beginner level and used
observation
sheets
and
self-report
questionnaire as the instruments of his study.
He found an interesting result in his research
in which students reported that artificial
materials were more interesting as compared
to the authentic materials.
It is true that authentic materials, both
spoken and written, provide real language
use and context. However, its selection and
use often offer problems for the teachers
(Khaniya, 2010). As stated by Richard (in
Khaniya, 2010) authentic materials often

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Lestari Setyowati & Sony Sukmawan, Authentic Materials for Teaching Writing …

for lower level of students might cause
demotivation and frustration as their
language
competence is not adequately
acquired. They further argues that that the use
of authentic materials will mostly appropriate
for intermediate level of students. The
argument behind this is that the intermediate
students have acquire sufficient vocabulary
and the syntactical structures of the target
language. Similar opinion is also given by
Beresova (2015). She states that authentic
material is mostly suitable for advanced
students.

provides challenges for the teacher to find,
select, prepare, and design activities that
matches with the teaching objectives. Yes, it
is not easy. Yet, it should not discourage
teachers to try. When the students gradually
acquire better language competence, teachers
are encouraged to use authentic materials
whenever possible in the language classroom
with always to bear in mind the
appropriateness level problem. The use of
authentic materials would help the students to
acquire the language better and sharpen their
critical thinking ability.
Some suggestions are addressed to the
future researchers. Further research needs to
be conducted to find out the effectiveness of
authentic materials for teaching writing in
university level. When the information
between the effectiveness of authentic
materials versus textbook materials are
sufficient, more information needs to be
gathered in relation to what type of authentic
materials offer better writing achievement to
the learner. Further research also needs to be
conducted to find out whether the effect of
using authentic materials in the language
class shows differences across gender and
language competence. All in all, it is
important for language teacher to gather
information as much as possible
to
investigate the use authentic materials for
learning a language, both in first and
second/foreign language context. After all,
the long term goal of any learning is to help
the students to function well in the society
and real life context so that they are
beneficial to others.

Then there might come the next
question. Does it mean that low lever of
students cannot use authentic materials? The
answer to this question is it depends. It
depends on what type of authentic materials
are given to the low-level of students. As
argued by Khaniya (2010), it is better to give
the low-level of students the authentic
materials in the form of popular and
traditional songs as they offer nonthreatening atmosphere. Unfortunately, these
researchers (Crossley et al., 2007; Guariento
& Morley, 2001; Khaniya, 2010) do not give
clear definition of ‘beginner’ or ‘low level’ of
students. These words are relative in its
meaning because a student who is just able to
spell and write a word is a beginner similar to
a student who newly learn to write a simple
sentence. In short, the intermediate level and
high intermediate level of students are mostly
appropriate to be given reading text-types
authentic materials, while the low level of
students do not.
CONCLUSION
The use of authentic materials has its
own place in the language classroom. Despite
of the weaknesses of the authentic materials
when they are used in the classroom, the
advantages outweigh its weaknesses. It is
true that using authentic materials in the
classroom, specifically for teaching writing,

ACKNOWLEDGEMENT
This research was funded by Directorate
General of Higher Education (Ditjen DIKTI)
2019, contract number 1499.a/STKIP/KS
/IV/2019
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