Validating Research Findings: Strategies in Using Authentic Materials in Teaching Reading

Nur Sofianin Pratika, Martono Martono, Kristiandi Kristiandi

Abstract

This study aims to examine the types of pedagogical strategies for implementing authentic materials for teaching reading found in research studies and the strength of the validity of each of the strategies. For these purposes, databases including ERIC, Science Direct, and Research Gate were reviewed. A total of nine articles were analyzed. The research methodology used in this study is systematic review. The articles were collected using PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) and analyzed using a content analysis approach. The study's findings showed that various teaching strategies are used in implementing authentic materials in teaching reading and their validity is also varied. The most valid strategy when using authentic materials in reading classes is by doing some series of activities like first taking the students on a field trip or making the students read a text and then discuss it, followed by dividing them into groups and asking them to write texts, and lastly making the students present the results of their writing in the class; or asking the students to guess the meaning of unfamiliar words from the context; or letting the students choose the topic of the text based on their needs; or choosing the topic of the text that is interesting, familiar, and not too difficult for the students.

Keywords

teaching strategy; authentic materials; validity; teaching reading

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References

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DOI: https://doi.org/10.20961/ee.v11i1.63442

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