The Advantages and Disadvantages Using Textbook. a. The Advantages

teachers replace the textbook lesson or materials with one the teacher s own. This has advantages that the teacher s own materials probably more interest than textbook and it may be appropriate for the students. Third option is to add what is in the book. When the lesson is too boring and too controlled and do not give the students to use what they learned, teachers can add some activities and exercise. Those are to extend the students engagement with the language or topic. Addition is the good alternative for the teacher when they use textbook for teaching activities. The last option is to adapt what is in the book. When the materials such as reading text in textbook are boring or uncreative for the students, teachers can adapt the lesson. They can use the same basic material but doing it in their own style in teaching. Using textbook creatively is one of the premier teaching skills. 32 A good teacher is someone who can adapt the materials and exercises, replace textbook material with their own ideas and occasionally they may omit textbook lesson completely.

2. The Advantages and Disadvantages Using Textbook. a. The Advantages

There are some advantages and disadvantages in using the textbooks in teaching and learning activity. According to Ur the advantages of using the textbooks are: 1 Framework: textbooks gives clear framework for students and teachers so, they know where they are going to learn and to teach. 2 Syllabus: it provides clear and systematic syllabus. 3 Ready-made texts and tasks: provides the students with ready-made texts and learning task which are appropriate for their level. So, the teachers don t need to prepare the materials. 32 Harmer, o p ¥ ¦§ ¨ ¥ p. 112. 4 © ª o n o m y : compare to the photocopied papers or computer software, textbooks are the cheapest way of learning materials. 5 Convenience: the packaging of the textbook is convenient. They are easily to be carried out, and textbooks do not depend for its use on hardware or supply or electricity. 6 Guidance: the textbook can provide a guidance for the teacher who are inexperienced or unsure about their own knowledge. 7 Autonomy: the learners will learn the new materials, reviews, and monitor progress provided in the textbook autonomously. 33 Jack C. Richards state in his book about the advantages of textbook as follows: « ¬ t p ro vid es stru ctu re a n d sylla b u s fo r a p ro g r ­®¯ It means that textbook has significant position in teaching learning. Without textbook a program may have no central core and learners may not receive a syllabus that has been systematically planned and developed. ° ¬ t help s sta n d a rd ize in stru ctio n Using textbook in the classroom can ensure that the students in different classes receive similar content and therefore can be tested in the same way. ± ¬ t m a in ta in qu a lity When a well-developed textbook is used, students are exposed to materials that have been tried and tested. ² ¬ t p ro vid e a va riety o f lea rn in g reso u rces Textbooks are often accompanied by workbooks, CDs and cassettes, videos, CD-ROMs, and comprehensive teaching guides, providing a rich and varied resource for teachers and learners. 33 Penny Ur, ³ ´ o u rse in µ¶ n g u a g e T ea chin g · ¸ ra ctice a n d T heo ry , New York: Cambridge University Press, 2001 p. 184. 5 T extb o o k is efficien t Textbook can save teachers time, enabling teachers to devote time to teaching rather than materials production. ¹ T extb o o k ca n p ro vid e effective la n g u a g e m o d els a n d in p u t It can provide support for teachers whose first language is not English and who may not be able to generate accurate language input on their own. º T extb o o k ca n tra in tea chers 34 When the teachers have limited experience in teaching, a textbook can be the guideline for the teacher and can serve as a medium of initial teachers training. » ¼ ½ h e ¾¿ s ÀÁ vantages Besides the advantages, textbooks also have some disadvantages. Based on Ur, the disadvantages of textbooks are: 1Inadequacy: textbooks cannot fulfill every students learning needs because they have their own different learning needs. 2Irrelevance, lack of interest: the textbook should provide interesting topic and activities for students because they may be unmotivated if the topic of the textbook is not interesting. 3Limitation: the materials and activity may make the teacher become dependent to the textbook, and it will inhibit their creativity in designing their own materials and activity for their students. 4Homogeneity: textbook is created with the different author who has different approach or teaching technique, so it s not always appropriate with the variety of levels, ability and learning styles. 34 Richards, o p  c à Ä , pp. 254--255 5 Å ver-easiness: sometimes, teachers find it too easy to follow the course book uncritically instead of using their initiatives. 35 Jack C. Richards also states in his book about the disadvantages of textbooks are: Æ T extb o o k m a y co n ta in in a u then tic la n g u a g e Textbook sometimes present inauthentic language because texts, dialogues, and other aspects of content tend to be specially written to incorporate teaching points and it often not representative of real language use. Ç È t m a y d isto rt co n ten t Textbook often present an idealized view of the world or fail to represent real issues. É È t m a y n o t reflect stu d en ts n eed s Textbook is often written for global markets, they may not reflect the interest and need of students and hence may require adaptation. Ê È t ca n d eski ll tea chers When teacher use textbook as the primary source of their teaching, teacher s role can become reduced to that of a technician whose primary function is to present materials prepared by others. 5 T extb o o k is exp en sive Ë Ì Commercial textbook represent a financial burden for students in many part of the world. 35 Ur, o p Í cit , Í p.185. 36 Richards, o p Í c Î Ï Í , pp. 255-256. Ð Ñ ÒÓ e vious of the Study The studies about the use of authentic materials for language teaching are abounding. The firststudy is byPujiSayekti, she did a study about the use authentic materials in teaching speaking, especially in the first grade of junior high school. Her participants were three teachers from different junior high school in different area of Jakarta. The result showed that most of the school had not implemented CBC 2004 and the teachers had not fully understood about authentic materials. 37 The differences of this research with her studies are this research did a study about the use of authentic materials towards reading comprehension, especially in functional texts. Participants of this research are second grade students of junior high school. The second research is by SitiSundari.Her research was conducted to find the effectiveness of picture as authentic materials to improve students writing in descriptive text. This research was designed in the ÔÕÖ× g ro u p p r Ö × t Ö st Ø Õ Ù p o st × t Ö st . The participants of this study were 22 students 12 boys and 10 girls. The result of this study showed that the writing score achieved by the eighth grade of MTs RadenPaku improved after they were taught using pictures as authentic material. Based on analytic scoring using jacob Ö t Ø Ú , pictures were effective to improve the content and organization, but less effective to improve vocabulary, language use and mechanics. Even though pictures could not improve all of aspects of writing in the same time, but overall the students writing, pictures as authentic materials could improve students writing in descriptive texts. 38 The differences of this research with her studies are this research did a study about the use of authentic materials towards reading comprehension, especially in 37 PujiSayekti, Û o w to Ü ÝÞ ß h Ý rs à s Ý Þ u th Ý n á âß ã Þ á Ý r âÞ ls in Ü Ý Þ ß h in g ä p Ý Þ kin g in th Ý å irst æ r Þ ç Ý o f ä ã è in é a ka rta ê ë ì a se ä tu d y . Thesis. English Department, Faculty of Language and Art, State Islamic University of Jakarta, Jakarta, 2006. Tidakdipublikasikan. 38 SitiSundari, T he í ffectiven ess o f è ictu res a s ë u then tic ã Þ teria ls to î m p ro ve ä tu d en ts Writin g in ï escrip tive T ext ë ì a se ä tu d y o f í ig ht g ra d e o f ã áð è lu s ñ a d en è a ku tren g g a lek ò ó ô ó õ ò ó ô ô ö Thesis.English Department, Faculty of Humanities, Airlangga University, Surabaya, 2011.Tidak dipublikasikan. functional texts. She did her studies using a case study, but in this research the writer conducted using quasi experimental with control and experiment class. ÷ h e t h ir ø research is by SitiHalijah.She was conducted study to describe whether or not use the authentic materials improve the students vocabulary to develop descriptive paragraph of the ten grade of students of SMAN 2 Sugguminasa. The research used pre-experimental method with one group, and the samples of the study were 35 students of tenth grade of SMAN 2 Sungguminasa. The result of this study showed that the mean score of post-test was higher than pre-test in writing skill. She used t-test in data analysis. Based on data analysis, she concluded that the implementation by using authentic materials improved of the students vocabulary. 39 The differences of this research with her studies are this research did a study about the use of authentic materials towards reading comprehension, especially in functional texts. She did her studies using pre-experimental method, but in this research the writer conducted using quasi experimental with control and experiment class and the participants are second grade junior high school students. ù ú ÷ h e o re ti ûüý ù r ü m e work Reading is one of four skills that are learned at the school. Reading is also something crucial and indispensable for the students because the success of their study depends on the greater part of their ability to read. If their reading skill is poor they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good ability in reading, they will have a better chance to succeed in their study. Most of the students are still cannot understand and get difficulties in comprehend reading; because reading is receptive skill and most of the students have difficulty in understand the text, vocabulary and purpose of the text. 39 SitiHalidjah, þÿ tivnss o f s in g u thn r ls to m p ro ve tu d en ts Vo ca b u la ry to evelo p escrip tive a ra g ra p h , JurnalSastraTammadun, ISSN. 0216-809, Vol. 7 No. 2, Desember, 2010, p. 91-94. A good teaching reading process can involve the reader in active interaction what is presented in the text. A good teacher must have a strategy and appropriate technique to teach reading. In order the students are not bored to learn English especially when teach reading, the teacher should more creative. Using authentic materials in teaching reading can give a lot of benefits for the students. Because the students can have more inspiration to use the language and they have become accustomed to exposure the language in real communication. In second grade junior high, standard competence of reading skill is the students are able to comprehend kinds of short functional texts. Short functional texts itself divided by kinds of text, such as memo, invitation, poster, announcement, letter, etc. One of way to make the students more appreciate in English reading class in learning functional text is with use the authentic of that text or authentic materials in teaching reading. So the writer tries to apply authentic materials in teaching reading comprehension to make the students appreciate and do not confuse again when they should develop their reading comprehension of short functional texts.

G. Hypotheses

Null Hypothesis : there is no significance influence difference between the students reading comprehension of short functional texts through using authentic materials and without using authentic materials to the second grade students of SMP Al-HasraBojongsari. Alternative Hypothesis : there is significant influence difference between the students reading comprehension of short functional texts through using authentic materials and without using authentic materials to the second grade students of SMP Al-Hasra Bojongsari.