Abstract
It was conducted to investigate whether the use of authentic texts in the teaching of reading comprehension is effective. The design of the study was quasi-experimental with non-randomized pretest-posttest control group. The samples of this study were the eight grade of SMP Negeri 1 Lawang – Malang in the 2017/2018 academic year. The sampling technique applied was simple random sampling which was taken by using lottery. The result of the lottery showed that class VIII-I was chosen as the experimental group and class VIII-G as the control group. In collecting data, pretest – posttest used was in the form of multiple choice tests which covered the subject matter of reading comprehension. The pretest means of both groups were analyzed statistically by using Lavene’s. Lavene’s test revealed the significant value is .553 that is higher than .05. This result indicates that the difference between variances is not significant. This indicates that the subjects of experimental and control groups are not significantly different before the experiment in their pretest scores of reading comprehension test. Therefore, an independent t-test was used to analyze the posttest means. The result of research findings, it can be concluded that using authentic texts in teaching reading comprehension proved to be effective in increasing the students’ reading comprehension achievement. Thus, it is suggested that English teacher to utilize authentic texts in teaching reading comprehension.
Highlights
Awhich had been a controversial idea appeared over the past three decades, came into view in language teaching (Mishan, 2005)
All students listed in the attendance list joined the pre-test, students of the control group and students of the experimental group
The null hypothesis is, “There is no significant difference between the mean score of students’ reading comprehension of experimental group who are taught using authentic texts and that of control group who are taught using non-authentic texts”
Summary
Awhich had been a controversial idea appeared over the past three decades, came into view in language teaching (Mishan, 2005). The typical text in a FL course book is one that help teacher to present or practice specific language items such as vocabulary, structure and the other (Nuttal, 1989) It causes sometimes the teacher is more concerned with the grammar or form rather than content. Neikova stated that the language in an authentic text is varied, whereas in a non-authentic one, single structure is repeated (Skiada, 2017) This kind of text usually makes the teacher more focused on teaching grammar or tenses. Since they are intended to learn language, the writer usually has the aim to write the language attributes. Even Baldwin in Ruddell recommends supplementing required textbooks with selections from the many trade books available in all content areas (Ruddell, 2005)
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