THE EFFECTIVENESS OF USING AUTHENTIC TEXTS IN TEACHING READING ON SECOND GRADE SCHOOL STUDENTS

Anisa Purnamasari, A. Dahlan Rais, Gunarso Susilohadi

Abstract

Theoretically speaking, using authentic texts in teaching reading is more effective since authentic texts expose ‘real life language’ used in the daily communication. This paper is written to report the result of the research on the effectiveness of using authentic texts in teaching reading on high schoolers. The research uses quasi-experiment design. The data are gathered by using quantitative and qualitative methods. The data got are analyzed by using t-test. The result of the data analysis shows that there is a significant difference in reading achievement between experimental group taught using authentic texts and control group taught using non-authentic texts. Before the treatment, there is no significant difference in both groups’ reading achievement proven by the to value 0.66 less than tt (46, 0.95) = 1.684. After the treatment, to value of both groups’ post-test scores is 1.87 higher than tt (46, 0.05) = 1.684 it means there is a significant difference in reading achievement between experimental group and control group. Therefore, authentic texts are more effective to use in teaching reading than non-authentic texts.

Keywords

authentic texts; non authentic texts; teaching reading

Full Text:

PDF

References

Aebersold, Jo Ann and Mary Lee Field.

(1997). From Reader to Reading

Teacher: Issues and Strategies for

Second Language Classroom. New

York: Cambridge University Press.

Berardo, Sacha Anthony. (2006). The Use of Authentic Materials in the Teaching of Reading. The Reading Matrix, Vol. 6, No. 2, September 2006, 60-69.

Bormuth, John R. (1971). Development of Standards of Reliability: Toward a

Rational Criterion Passage Performance. Final Report, Project No. 9-87. Year of Research, US Office of Education cited from Wagner, Graham. Interpreting Cloze Score in the Assessment of Text

Readability and Reading Comprehension, 68 – 72. [PDF]

Daskalos, Konstantinos and Jeppe Jellum Ling. (2005). Authentic Texts or Adapted Texts – That is the Question!. Höstterminen: Malmö högskola.

Dickinson, Leslie. (1996). Self-instruction in Language Learning. Cambridge:

Cambridge University Press.

Griffee, Dale T. (2012). An Introduction to

Second Language Research Methods: Design and Data.

learning objectives. Third, if the teachers want to make any changes on the authentic texts which will be used in teaching and learning process, it is recommended that the teachers lengthen the texts rather than shorten the texts. Elaborating the texts by providing repetition and paraphrasing do better in enhancing the students’ reading comprehension than simplifying the texts.

Berkeley, California: TESL-EJ Publications.

Harmer, Jeremy. (1991). The Practice of

English Language Teaching. New

York: Longman.

Martinez, Alejandro G, M.A. (2002). Authentic Materials: An Overview [online]. Mexico City (taken from http://www3.telus.net/linguisticsissu es/authenticmaterials.html accessed on Monday, February 18, 2013 at 10:32 a.m.)

Mishan Freda. (2005). Designing

Authenticity into Language Learning Materials. Bristol, Portland: Intellect Books.

Nunan, David. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.

Tomlinson, Brian. (1998). Materials

Development in Language Teaching.

Cambridge: Cambridge University

Press.

Yount, William R. (2006). Research Design

& Statistical Analysis in Christian Ministry (4th Edition). USA

Yousda, Ine I. Amiran, Dra. Ny. M.Pd, and Zainal Arifin, Drs. (1993). Penelitian dan Statistik Pendidikan. Jakarta: Bumi Aksara.

Refbacks

  • There are currently no refbacks.