INTRODUCTION

Language is the keystone of culture. Language is a part of culture and culture is a part of a
language (Saniei, 2012). Some scientists maintain that culture would not be possible

without language. On the other hand, language is influence and shaped by culture. In
the broad sense, language is the symbolic representation of a people, and it comprises
their historical and cultural backgrounds as well as their approach to life and their
ways of living and thinking (Deng YanChang, 1989). From the above definitions, the
close relationship can be seen between language and culture, that is, they can interact
with each other. This conception demonstrates the logic between language and
culture. Understanding one requires understanding of the other. As language and
culture are two inseparable entities, the incorporation of cultural issues in teaching is
inevitably recommended. In contexts where there is no immediate access to the target
culture, teachers and the materials being used play a significant role in supplying
cultural information. In addition to teachers and realia, textbooks can also play a
crucial role in supplying students with rich cultural information (Yeganeh and Raessi,
2014).
Based on this conception, we could find some problems from our daily English
teaching practices. For instance, vocabulary, structures and grammars will come to
our mind once we talking about English teaching. In the traditional thinking, English
teaching somehow became one of services for examination since long time ago.
Teaching a second or foreign language is more than developing in learners linguistic
and communicative competence in the target language. It also involves transmitting

knowledge about the target culture or the country in which the language is spoken.
That is, as (Englebert, 2004, p.37) asserted, "to teach a foreign language is also to
teach a foreign culture." Learning English can not neglect an important thing inside a
language. It is culture. According to (Tavares and Cavalcanti , 1996), the aim of
teaching culture is to heighten students' awareness and to develop their curiosity
towards both the target and home culture.
Therefore, teaching English well means more than merely teaching learners the vocabulary,
structures and grammars. Teaching a foreign language, one should remember that

culture needs to be integrated in the curriculum and EFL classes should encompass
different aspects of culture in which they are immersed. Every language reflects the
cultural values of the society in which the language is spoken (Kozhevnikova, 2013).
It also means teaching them how to slip into the English culture without their foreignness
exposed. Learners should be informed how native speakers of English see the world and how
the English language reflects the ideas, customs, and behavior of their society. In this case,
learning a second language refers to the whole range of educational activities taking place in
various settings that can be formal or informal in order to meet basic learning needs.

According to (Saniei, 2012) this diversity culture should then be understood and
respected, and never over or underestimated. This variety of cultures was grouped
under predetermined cultural topics.
However, the learning process has led to Inefficiencies. In fact, low performance of some
students is caused by the lack of authentic material, teachers are not motivated, and the
teaching techniques are not useful in the class. Tavares and Cavalcanti (1996) developed

these activities by using authentic materials, their own personal experience as EFL
teachers, and contributions from colleagues through ideas that were adapted to their
needs and objectives. According to Nunan (1997) mentioned in Widdowson (1990),
believes that exposing learners to authentic materials is indispensable, because of the rich
language input they provide. Exposing students to such language forms will enable them to
cope with genuine interaction, whether it is inside or outside the classroom.

Researchers claim that when authentic materials are used with the purpose of
students learning, students will have a sense that the real language for
communication is being learnt, as opposed to classroom language itself. In contrast to
the design of the text books, authentic materials are intrinsically more active,
interesting and stimulating (Lee, 1995; Little, Devitt & Singleton, 1988; Peacock,
1997; Shei, 2001). Furthermore, students in Oman are very keen on the originality of
things, particularly when the matter is connected with their learning. So, authentic
texts will bring them closer to the target language culture, and therefore this will
result in them making the learning process overall an even more enjoyable and thus,
motivating (Al Azhari and Al Rashidi, 2014).
Peacock (1997) defines authentic materials as the materials that have been produced
to fulfill some social purposes in the language community. While Nunan (1999), has
another definition for authentic materials, which is: spoken or written materials,
which are not intended for use in teaching. On his part, Widdowson (1990) believes
that "authentic" would be the materials designed for native speakers of English, and
used in the classrooms in a way similar to the one it was designed for. Authentic

materials may be written or spoken. For example, a radio news report was brought
into the class, so students discuss the report on pollution in the city where learners
live. Other examples of authentic materials are newspapers, magazines, posters, etc.
Kelly, Kelly, Offner & Vorland (2002) believes that authentic materials are a useful
means, to bridge the gap between classroom and the real world. Researchers have
proven that the language taught in the classroom must be linked to its functions in the
real world. The use of authentic materials in the classroom with the student benefiting
from the exposure to real language being used in a real context (Anthony, 2006).
Students become familiar with the culture of target language, Awareness of cultural
background is important in learning a language. Also authentic materials increase
motivation of learners for learning second language.
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. According to (Baniabdelrahman, 2006) prove
that using authentic materials in teaching English to EFL learners is "more effective
than using non-authentic materials. In authentic material They can learn the second
language with new environment by using authentic materials. Therefore, in order to
achieve the goals we need to use authentic materials in ESL classroom because it will
facilitate to the learning process. According to Carter & Nunan (2001, p. 68)
authentic materials are the kind of "texts" that are not designed for "teaching" aims.
According to (Al Azhari and Al Rashidi, 2014).Teaching materials are a very
essential part of teaching and learning a foreign language. These days, the resources

for teaching materials are available for everybody. The internet is regarded as a very
important and rich source for authentic materials. Genhard (1996) classified authentic
materials into three categories as follows: (1). Authentic listening materials, such as
radio news, cartoons, songs, etc. (2). Authentic visual materials, such as street signs,
magazines and newspapers pictures, post cards, etc. (3). Authentic printed materials,
such as sports reports, newspapers, restaurant menus, train tickets, etc.
But the reality teachers used texts book that dont know the what is good for learner
or no. they just focus in learning and ignore in material would like to teach to
students. And they use English is not appropriate with native speakers perspective.
When we learn a language, we should now its culture to increasing cultural awareness
of our students in learning English. Cultural awareness has important position on
learning English. According to Tomlinson and Masuhara(2004), cultural awareness
consists of perceptions of our own and other peoples cultures. These perceptions are:
(1) internal: they develop in our minds. (2) dynamic: they are constantly being added
to and changed. (3) variable: they are modified from experience multi-dimensional:
they are represented through sensory images. (4) mental pictures), mental
connections, and affective associations, as well as through the inner voice. (5)
interactive in that they connect with and inform each other. (Masuhara, 2003;
Tomlinson, 2000). Cultural awareness involves a gradually developing inner sense
of the equality of cultures, an increased understanding of your own and other peoples
cultures, and a positive interest in how cultures both connect and differ. Such

awareness can broaden the mind, increase tolerance and facilitate international
communication. (Tomlinson, 2001).
According to (Saniei, 2012) the shift towards a communicative approach to EFL
teaching has coincided with a developing awareness of the growing role of culture in
second language acquisition. In this climate, the acquisition of a second language is
actually the acquisition of a second culture. However, Cunningsworth (1984) states
the case against the culture-specific coursebook and claims that a limitation of the
culture-specific coursebook is that it will only be of relevance to students who
understand the cultural background in which it is set. Indeed a strong portrayal of
British life might well prove to be an impediment rather than a help to the learner.

Kramsch (1993), on the other hand, argues that entering into a foreign language
implies a cognitive modification that has implications for the learners identity as a
social and cultural being. This suggests the need for materials which privilege the
identity of the learner as an integral factor in developing the ability to function fully
in sociocultural settings. On the whole, it is useful to include cultural awareness
activities in a language course, as doing so, according to Tomlinson and
Masuhara(2004), can not only increase the educational value of the course but can
also facilitate language acquisition. To do so, they present a general understanding of
cultural, awareness, and cultural awareness.

EFL teachers need to be culturally aware because they are teaching people from
another culture. As a teacher, you want to promote a positive learning environment
for your students. In order to do this you must have some understanding of the culture
and customs of your students. When teaching English in a foreign country, you
should read up on the customs and culture of that country. You can share information
about which topics and actions are appropriate and which are not. This will help them
immensely to their daily lives. Making questionnaire of cultural awareness can make
the teacher easy to choose material in appropriate with the student level. If they face
the problem in authentic material in learning, teacher can provide other materials that
still in relation with authentic material on easier to make a sense of student that
language that is leant difference with their culture. And the teacher can change the
style in teaching language if the students have low of cultural awareness. According
to (Saniei, 2012) Teachers play an important role in acting as an intercultural
mediator and in compensating for the missing sociocultural components of language
coursebooks. There are different ways in which teachers can make use of appropriate
extra materials which enable them to go beyond the coursebook. Some of which
suggested by Pulverness (2003) include: a teachers own photographs or posters,
students own photographs and posters, extra texts, and video extracts. Listening to
the utterances of native speakers, reading of original texts, or picture of native
speakers engaged in natural activities will introduce cultural elements into the
classroom.

According to Leveridge (2008), language teachers must instruct their students on the
cultural background of language usage, choose culturally appropriate teaching styles
and explore culturally based linguistic differences to promote understanding instead
of misconceptions or prejudices. The students, when using the learnt language, may
use the language inappropriately or within the wrong cultural context, thus defeating
the purpose of learning a language. Because language is closely entwined with
culture, language teachers entering a different culture must respect their cultural
values. As Englebert (2004) describes: To teach a foreign language is also to teach a
foreign culture, and it is important to teach a foreign culture, and it is important to be
sensitive to the fact that our students, our colleges, our administrators, and, if we live
abroad, our neighbors do not share all of our cultural paradigms (cited in Leveridge,
2008, p. 100).
If the students have cultural awareness, they can be easy receiving the new material in
their life. Knutson (2006) points out that the development of students cultural
awareness starts by encouraging them to recognize their cultural identity in relation to
other cultures. For this reason Knuston (2006) suggests teachers should analyze
students real world and academic needs in terms of cultural knowledge, awareness or
ability to function in appropriate ways (Kuuston, 2006, cited in Beaudrie, et al
(2009), p. 167-169). Tannen (1992) in the United States holds that cultural identity is
likely to diverge based not only on learners national and linguistic background but
also on their ethnic heritage, religious beliefs, class, age, gender, and sexual
orientation (Tannen, 1992, cited in Kumaravadivelu, 2003).

From the previous of researches about authentic material relates cultural awareness
and acquisition language. The aim of this study to maximize authentic material in
enhancing cultural awareness in relation acquisition language.
Research Question:
What aspect do students do to improve the cultural awareness?
What linguistic do student acquire in learning using authentic material?