Second, their response to the use of authentic materials in teaching news item text was collected by giving them a questionnaire after the treatment was
end. This qualitative data at the end would be use to support the quantitative data to know how was
the students‟ behavior in reading authentic materials in teaching news item text.
3.5 Instrument for Collecting Data
The instrument of this study was used to know how is the use of authentic text materials in teaching news item text for students The instruments used in this
study are explained as follows:
3.5.1 Authentic Text Materials
I gave them a news item text as the reading materials to practice reading authentic materials. I got the reading material from updated
“The Jakarta Post, February 14, 2015”. There are six reading materials in this research. The title of the
materials is as follows: 1. Disabled Residents Strive to be more Mobile with Modifications
2. Voters with Disabilities want Greater Access 3. Single Jakartans the Least Happy? Not Really
4. Van Gaal Struggling with United Identity Crisis 5.
Komnas HAM Digs into „Shaman‟ Killings 6. North Korea to Hol
d Giant „Grand Style‟ Military Parade
3.5.2 Test
Pre-test and Post-test was used in this research. Pre-test was conducted at the first meeting before the students were treated with the treatment while the post-test
was given after the cycle of research was done. The students was given a text and should answered reading comprehension questions, vocabulary questions, and
should wrote a simple paragraph about if they were one of the stake holders in the reading passage to check their critical thinking. The purpose of these tests was to
see their improvement as the effect of reading authentic text materials in teaching news item text.
3.5.3 Checklist
Students‟ observation checklist was used in this research. Based on Aiken 1996 cited in Arhar et al. 2001, checklists are structured observation tools used when
specific, predictable results are expected. Items on the checklist help the observer remain focused on key points by asking for the frequency, absence, or presence of
specific events. Category, numeric, graphic, and pictorial rating scales help the observer record information. The use of scales and offer a continuum of options
help decrease bias as does the use of multiple raters. Due to the explanation above,
in using the checklist, I made some aspects becoming the focus of the observation. These were students‟ attendance during the teaching and learning
process, students‟ activeness during the process, students‟ participations in teaching and learning process activity, students‟ role play in doing the task given by the
teacher whether in a group or individually and students‟ problems in the process like asking for a difficult words, got problem during the group activities and also feel
confused and do not understand about the text.
3.5.4 Questionnaire
