Anisa Purnamasari, A. Dahlan Rais, Gunarso Susilohadi


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.


authentic texts; non authentic texts; teaching reading

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