Variety and Presentation Exploitability Table 4. The detail result of students’ attitude on exploitability

17

1. Variety and Presentation

Table 6. The detail result of students’ attitude on variety and presentation Question Item No. Strongly Disagree Disagree Agree Strongly Agree 3. 10 35 18 14. 7 31 25 Chart 5. The detail result of students’ attitude on variety and presentation The first criterion is variety and presentation. This criterion contains how materials were presented along with clues through pictures, diagrams, or photographs. The items in the in the questionnaire related to this criterion were items number 3 and 14. Table 3 and chart 2 show the result for question items no. 3 and 14. The response for item no. 3 shows that 35 students liked the layout of the materials. In the other hand, 16 students did not like the layout. For the item no. 14 shows that 31 students agreed that picture and photograph help them to understand English subject. From the findings above, in item no. 3, Berardo 2006 the appearance of the materials seemed to be insignificant aspect of materials, but it would determine students’ 18 impression to the materials. It means the better how the materials look, the better students’ impression to the materials. Seen from the aspect of usefulness, in question item no. 14, 31 students agreed that the visual layout of the materials helped them to understand English subject. Gower 1995, cited in Homolova, 2010 summarized the benefits of using authentic visual, such as presenting and practicing new language vocabulary, grammar, pronunciation. To conclude, students liked how materials look and agree that visual materials help the students to understand English subject. As a result, mostly students had positive attitude toward this criterion.

2. Exploitability Table 4. The detail result of students’ attitude on exploitability

Question Item No. Strongly Disagree Disagree Agree Strongly Agree 2. 6 53 4 5. 1 10 43 9 10. 3 3 36 21 Chart 3. The detail result of students’ attitude on exploitability 19 The second criterion is exploitability. This criterion focused on how materials were used to develop the students’ competence as readers. The questionnaire items, which represented this criterion, were question items number 2, 5 and 10. Table 4 and chart 3 show the detail result of each question item for explotability. The result of the item no. 2 shows 53 participants liked the exercises or practices, which were given in the classroom. Next, the result to the item no. 5 shows 43 of the participants liked the way they discussed the materials. Last, table item no. 10, 36 participants or more than a half of the total participants agreed that materials were useful in daily life. Gilmore 2007 believed that the success of learning and teaching is determined on how effectively the teachers are able to mediate and bridge between students and materials. The result of item no. 2 and no 5 represented his idea. In this research, the writer handled the authentic materials and succeeded to mediate between the materials and the students. The terms mediate or bridge mean how teacher present and prepare exercises and practices and mean the way participants and teacher discussed it. In item no. 10 more than a half of total participants agreed that materials were useful in daily life. Sanderson 1999, as cited in Tamo, 2009 believed that authentic materials keep the students informed about what is happening in the world. Berardo 2006 added authentic materials encouraged reading for pleasure, authentic materials likely contained topic of learners’ interest. In short, in exploitability teacher were able to develop students’ competence as readers. It was indicated by positive attitude showed. Students liked the practice, exercise and they agreed that authentic materials useful in students’ daily life. 20

3. Suitability of Content