27 the main point in encouraging
the students’ in learning motivation. Krahnke 1987 states unmotivated students in language teaching are going to have good
motivation when the material in language teaching is based on their interest and needs
. Krahnke 1987 states that “Extensive reading of literature of other content material in target language is one of teaching activities using content-based
instruction ” p. 69. Larseen-Freeman and Anderson 2011 also add that the
characteristic of CBI is using authentic text.
B. Theoretical Framework
In order to answer the research question in the research problem, the researcher would like to summarize and synthesize all major relevant theories
which help in conducting the research. This research focused on the use authentic texts to improve stud
ents’ motivation in reading hortatory exposition. Although reading was one of language skills in learning, most of students especially in XI
IPA 1 in SMA Negeri I Kasihan Bantul had low motivation in reading activities. Therefore, the researcher tried to use authentic texts to encourage their reading
motivation in learning English. In order to cover those cases, the researcher used four main theories, namely motivation, reading, vocabulary, authentic materials,
KTSP, and content-based instruction CBI. In order to answer the research question the researcher implemented the
theory of motivation. In this research the researcher focused on improving the students’ motivation in reading. The researcher implemented the three ways in
28 order to motivate the students in classroom activity Prayitno, 1989 and also the
general motivational approaches Gooding Woolfolk, 1987. In order to answer the research questions the researcher also implemented
the theory about reading. In this research, reading means an activity of interpreting and getting information from various written symbols of hortatory
exposition texts in English magazines to encourage students’ reading motivation
and enhance students’ vocabulary in learning English Simanjuntak, 1988 Kustaryo, 1988. The researcher implemented the skimming as the reading
technique in reading activities Kustaryo, 1988 Khoo, 1981. In this research, the researcher focused on the use authentic text to
improve the students’motivation in reading hortatory exposition. The second theory in order to answer the research question was authentic text. This research
focused on the use authentic text to improve the students’ in reading hortatory exposition. In this research, the researcher took hortatory exposition text from
Dialogue magazines as the teaching media which could motivate the students in reading activities Kistono et al., 2007, Khoo 1981 McNeil et al., 1980.
The students usually face many difficulties in reading. Vocabulary is one of the problems in reading. The researcher used some strategies in order to
overcome the stude nts’ problem toward vocabulary. In this research, the
researcher used contrast, explanation and definition in order to help the students in guessing the unfamiliar words Farrell, 2009 Hedge, 2104. The researcher also
used mactching task in order to enhance the students’ vocabulary in reading Brown, 2004.
29 While conducting the research, the researcher used the theories of content-
based instruction. The researcher prepared reading activities using this method. The researcher taught language learning and certain content or information which
based on their needs or interests in target language Krahnke, 1987 Larseen- Freeman Anderson, 2011. The researcher also used the principles of School
Based Curriculum or KTSP as the guidance in developing in the lesson plan and also during teaching learning activities Muslich, 2007 and Sanjaya, 2010.
Furthermore, in order to measure students’ motivation, the researcher applies the Keller’s theory. The researcher used ARCS model to assessing the
students’ motivation in studying English. Keller 1984:2 states, “The ARCS model is a method for improving the motivational appeal of instructional
materials” as cited in Keller, 1987. Keller 1987 proposes four criteria of motivation. They are attention, relevance, confidence, and satisfaction.
In order to implement the use authentic texts to improve the students’
motivation in reading hortatory exposition, the researcher conducted classroom action research CAR which consisted of planning, acting and observing and
reflecting. In this research, the researcher conducted CAR based on Kemmis and McTaggart’s model Kemmis McTaggart, 1988. In this model, the research
consisted of two cycles. Each cycle consisted of planning, acting and observing and reflecting. In this model, acting and observing were done at the same time.
30
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the discussion of the methodology which was used in the research. It is divided into six parts. It involves research method, research
setting, research subjects, research instruments and data gathering techniques, and research procedure.
A. Research Method
In this research, there was one main problem which was stated in research problem. The researcher conducted this research to find how authentic texts
encouraged students’ reading motivation in studying English in SMA N I Kasihan
Bantul. Based on the research background presented in chapter I, the researcher decided to use action research.
Classroom action research was research which focused on improving in education field which was bas
ed on the teachers’ reflection. McNiff and Whitehead 2003 argue
d that “Action research is a name given to particular way of researching your
own learning” p. 15. The main aim of classroom action research was improving the
teachers’ performance in education field which based on their reflection.
O’Connor et al. 2006 also supported this idea. O’Connor et al. 2006 argued that action research allowed the teachers to be the researchers in
order to improve their practices. Further, this research aimed at the improvement
