COMPERATIVE STUDY OF STUDENTS’ READING ACHIEVEMENT BETWEEN THOSE TAUGHT USING AUTHENTIC AND THOSE USING TEACHER-MADE MATERIALS AT THE FIRST GRADE OF SMAN5 BANDAR LAMPUNG By Yusni Triana

ABSTRACT

COMPERATIVE STUDY OF STUDENTS’ READING ACHIEVEMENT BETWEEN THOSE TAUGHT USING AUTHENTIC AND THOSE USING

TEACHER-MADE MATERIALS AT THE FIRST GRADE OF SMAN5 BANDAR LAMPUNG

By Yusni Triana

Reading is one of the important skills that the students have to master. Interesting

reading materials are expected to increase students’ reading interest. Authentic and

teacher-made materials are types of reading believed to be able to increase students’ reading interest and improve their reading achievement.

The objectives of this research are to find out whether there is a significant difference

of students’ reading achievement between those who are taught using authentic and

those using teacher-made materials, and to find out which of the two materials is more effective to teach reading.

This is a quantitative research, in which the data tend to use statistics as measurement in deciding the conclusion. In conducting this research, the researcher used static group comparison design. The population of this research was the first grade of SMAN 5 Bandar Lampung. The samples were the students in X.3 class and X.4 class.

It was chosen by using lottery. Objective test was used as the instrument for data collection, which was administered in pretest and posttest. The treatments were given in three times in both classes. The data gained from this research were statically analyzed using independent group t-test through SPSS 17.0 for Windows and statistical analysis T-test at the level of significance 0.05.

The result shows that there is a significant difference of students’ reading comprehension achievement between students who were taught by using authentic material and teacher-made material. The significant increase of students’ achievement in the experimental class 1 (authentic material) was (p<0.05, p=0.000) with the increase of mean in pretest and posttest was 11.82 points. Meanwhile, the significant

increase of students’ achievement in the experimental class 2 (teacher-made material) was (p<0.05, p=0.000) with the increase was only 7.43 points. It indicates that authentic material is more effective than teacher-made material to increase the

COMPERATIVE STUDY OF STUDENTS’ READING ACHIEVEMENT BETWEEN THOSE TAUGHT USING AUTHENTIC AND THOSE USING

TEACHER-MADE MATERIALS AT THE FIRST GRADE OF SMAN 5 BANDAR LAMPUNG

(A Script)

By:

YUSNI TRIANA

LAMPUNG UNIVERSITY BANDAR LAMPUNG

COMPERATIVE STUDY OF STUDENTS’ READING ACHIEVEMENT BETWEEN THOSE TAUGHT USING AUTHENTIC AND THOSE USING

TEACHER-MADE MATERIALS AT THE FIRST GRADE OF SMAN 5 BANDAR LAMPUNG

By:

YUSNI TRIANA

A Script

Submitted in a Partial Fulfillment of The Requirements for S-1 Degree

In

The Language and Arts Department of Teacher Training and Education Faculty

LAMPUNG UNIVERSITY BANDAR LAMPUNG

CURRICULUM VITAE

The writer’s name is Yusni Triana. She was born in Bandar Lampung, on June 4th, 1991. She is the second daughter of a wonderful couple, Yusman, S.E. and Nur’aini.

She started her study from Pertiwi Kindergarten in 1996. Then she entered Elementary school in SDN 2 Rawa Laut (Teladan) and graduated in 2003. She pursued her study in SMPN 2 Bandar Lampung and graduated in 2006. After that, she was registered at Senior High School in SMAN 3 Bandar Lampung and graduated in 2009.

In 2009, she entered the S1 regular program at The English Education Department of the Teacher Training and Education Faculty (FKIP) in Lampung University. She accomplished her Teaching Practice Program (PPL) as one of the requirements for FKIP students, at SMPN 3 Jati Agung from July to September 2012.

Motto

What you can do, or dream you can do, begin it.

Boldness has genius, power and magic in it.

DEDICATION

This script is entirely dedicated to:

The greatest inspiration, my beloved parents Yusman, S.E. and Nur’aini

My lovely sisters Devini Yossi, S.E. and Yandi Yunita

TABLE OF CONTENT

Pages

ABSTRACT………...

ADMITTED BY……….

APPROVED BY………

CURRICULUM VITAE………...

DEDICATION………...

MOTTO………..

ACKNOWLEDGEMENTS………

TABLE OF CONTENT………

LIST OF TABLES……….

LIST OF APPENDICES………...

i ii iii iv v vi vii ix xii xiii

I INTRODUCTION

1.1. Background of the Problems ……….

1.2. Identification of Problems………... 1.3. Limitation of the problems………. 1.4. Formulation of the Research Questions………. 1.5. Objectives of the Research………. 1.6. Uses of the Research………...

1.7. Scope of the Research………...……….

1.8. Definition of Key Terms………

1 5 6 6 7 7 8 8

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II FRAME OF THEORIES

2.1 Review of previous related research………

2.2 Review of related literature………

2.2.1. Concept of Reading Comprehension………

2.2.2. Concept of Teaching Reading………..

2.2.3. Concept of Authentic Material……….

2.2.4. Advantages and Disadvantages of Authentic Material… 2.2.5. Concept of Teacher-Made Material………. 2.2.6. Advantages and Disadvantages of Teacher-Made

Material………

2.2.7. Concept of News Item.……….

2.2.8. Procedure of Teaching Reading through Authentic

Material………

2.2.9. Procedure of Teaching Reading through Teacher-Made

Material………..………….……….

2.3. Theoretical Assumption……….

9 11 11 15 17 19 22 23 25 27 28 29

III RESEARCH METHOD

3.1. Research Design……….

3.2. Population and Samples……….

3.3. Variables……….

3.4. Data Collecting Technique……….

3.5. Scoring system………...

3.6. Research Procedure………

3.7. Data Treatment………...

3.8. Hypothesis Testing………...

31 32 33 33 40 41 43 46

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IV RESULT AND DISCUSSION

4.1. Result of the Research………...

4.1.1. Result of Pretest…....………..

4.1.2. Result of Posttest………...……….…………

4.1.3. Normality Test….………...

4.1.4. Homogeneity Test...………

4.1.5. Random Test………...

4.1.6. Hypothesis Test………..

4.2. Discussions………

47 48 52 56 57 57 59 62

V CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions………

5.2.Suggestions……….

81 82

REFERENCES………..

LIST OF APPENDICES

Appendix Page

1. Research Schedule……….. 87

2. Try Out Test……… 88

3. Distribution of Try Out Test………... 98

4. Reliability of Try Out Test……….………. 100

5. Computation of Reliability of Try Out Test……… 101

6. Difficulty Level of Try Out Test……….……… 102

7. Discrimination Power of Try Out Test……….……….. 104

8. Pretest.………. 106

9. Posttest….………... 112

10. Students’ Score of The Experimental Class 1………. 118

11. Students’ Score of The Experimental Class 2………. 119

12. Table of Frequency of Experimental Class 1 ………. 120

13. Table of Frequency of Experimental Class 2 ………. 126

14. Analysis of Pretest and Posttest in Experimental Class 1………... 132

15. Analysis of Pretest and Posttest in Experimental Class 2………... 133

16. Normality Testing of Experimental Class 1……… 134

17. Normality Testing of Experimental Class 2……… 135

18. Random Test of Experimental Class 1……… 136

19. Random Test of Experimental Class 2……… 137

20. Homogeneity Testing……….. 138

21. Hypothesis Testing……….. 139

22. Lesson Plan 1 for Experimental class 1……….. 142

23. Lesson Plan 2 for Experimental class 1……….. 148

24. Lesson Plan 3 for Experimental class 1……….. 154

25. Lesson Plan 1 for Experimental class 2……….. 161

26. Lesson Plan 2 for Experimental class 2……….. 167

27. Lesson Plan 3 for Experimental class 2……….. 172

I. INTRODUCTION

This chapter discusses introduction of the research which deals several points. i.e., background of the problem, identification of the problems, limitation of the problems, formulation of the problems, objectives of the research, uses of the research, scope of the research, and definition of terms.

I.I.Background of the Problem

Indonesian students are expected to be able to master all language skills as stated in KTSP for English subject, listening, speaking, reading, and writing, with the primary emphasis on reading. The reading skill become very important in the education field and 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 to read, they will have a better chance to succeed in their study.

Reading dominates teaching materials in almost English textbooks where there are some types of reading text that should be mastered by the students of Senior High School. SMA/MA students should be able to use the language in informational

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level that is expected to access knowledge by the language skills. This objective is basically similar to comprehension of reading texts where students are faced with the text written in English.Then, they are supposed to read it in order to gather information from it. In this case, students use skill of reading in order to understand the written text. In other words, they access knowledge by reading skill.

In order to get the information from the text, it is important for students to have a good reading comprehension. Without comprehension, their reading activity will be empty and meaningless. Comprehension is not only intended to know what the letters stand for, but also to involve power of fully understanding. Reading involves more than words recognition. Therefore, there is no reading without comprehension. It means that comprehension determines the essence of the reading process. Comprehension is a progressive skill in attaching meaning beginning at the same level and proceeding to attaching meaning to an entire reading selection, Doyle (2004).

Reading comprehension requires motivation, mental frameworks for holding the ideas, concentration and good study techniques. There are many ways to be good at reading such as the readers should know the purpose in reading, they also should have awareness of type of the material they are reading, and kinds of learning strategies can also be used in reading that can help them in comprehending written text.

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Good reading means building frameworks in order for connecting words to thought. But not everyone is good at reading. In general, students still have difficulty in comprehending the idea which lies in reading text. When the researcher conducted has Teaching Practice Program (PPL) at SMPN 3 Jati-Agung on July 2012, she found that students had difficulty in comprehending reading texts. There are some factors that cause students feel difficulties in comprehending the text: students’ interest of the material and deficiency of using good reading technique.

Unfortunately, their reading achievement are very poor. They also get difficulty in understanding the meaning some words in the text and they do not understand the meaning of the text, so they become lazy to read an English text. They tend to talk to their friends when the teacher gives an English text than reading text. They get difficulty to identify the specific information of each paragraph of the text. So, when teacher asks some questions related to the text, they cannot answer them well.

Based on the pre-observation done by the researcher in SMAN 5 Bandar Lampung, the students’ achievement in comprehending a reading text is still far from the objectives stated in the curriculum. Their average score of reading is low and below the KKM 70 (Minimal Mastery Criterion) in KTSP. The researcher interviewed the students and teacher that the students did not seem to be interested

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the students’ ability in reading comprehension. Therefore, this research was conducted in this school.

In teaching learning process the teacher’s functions as a facilitator who has responsibility to help the students to choose and create an interesting technique in order to reach the aims of teaching and learning stated in the curriculum.In selecting the material, it is better for the teacher to consider which material is the most effective in teaching reading, so that the teaching of reading comprehension will be useful to help the students to comprehend reading materials.

Referring to the statement above, the writer would like to find better result by having comparative study between two materials, authentic materials and teacher-made materials. According to Richards, J.C. (2001) stated that authentic material is considered as a material that is not specially prepared for pedagogical purpose. However, it has positive effect on learner motivation because they are intrinsically more interesting than a common material. It also provides exposure to real language rather than the artificial texts found in common materials that have been specially written to illustrate particular grammatical rules or discourse types.

On the other hand, Richards (2001) said that teacher-made material refers to textbooks and other specially developed instructional resources. This material can also be motivating for learners as it also often designed to look like teenage magazines and other kinds of real world materials and may be just as interesting and motivating for learners. Teacher-made material contains more appropriate

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language and vocabulary needed by the learner since it has been simplified or written to any lexical or linguistic guidelines.

In short, these materials are considered as an applicable material for teaching reading comprehension. Therefore, this research is proposed to find out whether either one or both of them are effective for increasing student’s reading comprehension achievement in SMAN 5 Bandar Lampung since based on the pre-observation done by the researcher, the students still get low score in reading comprehension achievement.

I.2. Identification of the Problems

Based on the background of the problem above, the researcher states identification of the problems which can be described as follow:

1. Lack of source in school library, English book is rarely found in school library

2. Students do not have book or other sources to study English 3. Material that is used by the teacher is not interesting

4. Students are not motivated to read an English text because they think the text is difficult

5. Students get bored while learning English. It might be caused by the teacher who use less interesting materials

6. Teachers do not use some interesting materials which encourage students to learn. They only take the materials from the English course book. 7. The instruments is not suitable for the students

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8. Students are unable to comprehend an English reading text. They cannot catch the main idea and specific information from the text

9. Students have no good self confidence in learning English. So it is difficult for them to learn English well because they regard that English is difficult to be learnt well

10.Students get low achievement in comprehending an English text. They are not capable enough in answering the question which is given by the teacher

1.3.Limitation of the Problem

Based on the identification of the problems above, researcher limits the problem about material that is used by teacher and the way of teacher teaching; the researcher is interested in investigating whether there is any difference of reading comprehension achievement of students if they are taught by interesting material in teaching reading. Authentic and teacher-made material are two medias that will be used to teach reading in order to investigate whether these media can be

used to improve student’s reading comprehension achievement. The researcher

also wants to identify which one is better to teach reading, authentic or teacher-made material.

1.4. Formulation of the Problems

Based on the limitation of the problem above, the writer formulates the problem as follows:

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1. “Is there any significance difference of student’s reading comprehension between the students who are taught through authentic materials and those who are taught through teacher-made material?”

2. “Which of the two materials is more effective for teaching reading?”

1.5. Objectives of the Research

In relation with the research problem above, the objectives of the research are: 1.

to find out whether there is any significant difference of student’s reading

comprehension achievement between the students who are taught through authentic material and those who are taught through teacher-made material. 2. To find out which one of the two materials is more effective in teaching reading.

1.6. Uses of the Research

In relation to the problems and objectives, the findings of the research may be beneficial not only theoretically but also practically. Therefore, these uses can be described as follows:

1. Theoretically, it may be used to support existing theory about authentic and teacher-made material.

2. Practically, the result of this research may give information to the English teacher that one of the two ways in this research is more effective in

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1.7. Scope of the Research

The research focuses on the students’ reading comprehension in reading news item text teach through authentic and teacher-made materials. The reading comprehension materials that used are both authentic and teacher-made news item. The materials were taken from newspaper or magazine for authentic material and English Book based on the school based curriculum (KTSP) of Senior High School for teacher-made material. The students’ reading achievement in terms of five aspects of reading comprehension were measured by a set of pre-test and post-pre-test in form of multiple choices.

1.8. Definition of Terms

1. Reading comprehension is a process of interaction between the reader with the text and the reader relates the idea from the text to prior experiences and their knowledge. (Suparman, 2007:13)

2. Authentic Material refers to the use in teaching of texts, photographs, video selections, and other teaching resources that were not specially prepared for pedagogical purposes. (Richards, 2001: 252)

3. Teacher-made material refers to textbooks and other specially developed instructional resources. (Richards, 2001: 252)

4. Achievement is the change or improvement of student’s reading

comprehension after being taught. (Suparman, 2007:13)

5. News item is a text which informs readers about events of the day. 6. Effective is producing the result that is wanted or intended.

II. LITERATURE REVIEW

In relation to this study, there are several points of theories and previous studies which should be reviewed. This chapter deals with two major points, first review of previous related research and second review of related literature.

2.1 Review of Previous Related Research

The researcher is interested in discussing about previous research that investigated about material in reading skill because she wants to see what had been gotten by the previous research and what kind of problems which are still unsolved.

From the research that had been conducted by Cakrawati, Laxmi Mustika (2011) from UPI Bandung. The study was aimed to investigate the effectiveness of using

authentic materials in improving English as a Foreign Language (EFL) students’ reading comprehension and to find out students’ response towards the use of

authentic materials in the classroom. The study applied quasi-experimental method by using non-equivalent control group pre-test and post-test design. The study was conducted in SMA 10 Bandung and involved two classes of the first grade which were chosen based on purposive sampling. One class was taken as experimental group and another class was taken as control group. The result of data analysis by using independent sample t-test shows that three is a significant

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difference in terms of mean between the students’ post-test score in the experimental group (M = 78.05, SD = 9.307, SE = 1.490) and the students’ post -test score in the control group (M = 66.77, SD = 13.460, SE = 2.155). It is supported by the result of t obtain (76) = 4.305 which is higher than t critical (2.000) with p (0.000) < 0.05 and also represented by a large effect size (r = 0.443). Moreover, based on students’ responses on questionnaire, it is shown that

students’ give positive response towards the use of authentic materials. Therefore,

the findings of this study indicate that the use of authentic materials is effective in improving students’ reading comprehension.

Another research related to comparative study in reading comprehension carried out by Nurmala (2012) has investigated the comparative study of students’ reading achievement between those who are thought through short story and those through mini dialogue. The aim of her study was to compare whether there is a

difference of students’ reading achievement after learning reading using different

materials and which one of the two materials is more effective to teaching reading. Three times treatment reading through short story and three times reading through mini dialogue were given to the two chosen classes in three meetings and 80 minutes in each meeting by the researcher. The result shows that short story is better than mini dialogue in reading achievement because the students more interesting to read story than read a dialogue, and they could find a new story from those short story. So, short story is more effective as teaching material for teaching reading than mini dialogue.

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Based on the preview research made by Widiono (2007) from Lampung University, the study is about comparative study between Sustained Silent Reading (SSR) and Reading Aloud (RA) technique by means of authentic text in reading. The study was aimed to investigate the difference of the second year

students’ reading comprehension achievement between both of those two

techniques. There are two classes and in each class there are thirty-five students. One class was taken as experimental class (SSR) and another class was taken as control class (RA). The result of his study shows that SSR technique can increase

the students’ achievement in reading.

Considering those researches above, there is still one issue which has not been investigated, that is, the investigation the use of authentic material and teacher-made material in teaching reading comprehension.

2.2 Review of Related Literature

2. 2.1 Concept of Reading Comprehension

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and about sharing information and ideas. According to Cooper et al (1988:3) reading, as one of the language skills to be taught, is a process of constructing or developing meaning of printed text. This definition implies that the reading process includes an interaction between the reader and the prints. The reader tries to understand the ideas presented by the writer in the text.

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Reading activity is not simply defined as an activity in which readers read words by word in a text. Grabe and Stoller (2002: 9) state that reading is ability of drawing meaning and interpreting information in the printed page appropriately. Similar to this, according to Williams (1989: 11) reading is a process of looking at and understanding what has been written. The statement means that the reader should comprehend the text when they are reading.

Based on the definition on reading, Grabe and Stoller (2002: 17) define reading comprehension as the ability of understanding and interpreting information in a text correctly. It also said by Texas Reading Initiative (2002), the purpose of reading is comprehension or to get meaning from written text. Thus, a major goal of reading instruction is to help the students develop knowledge, skills, and experiences that they have to be competent and enthusiastic readers.

Rubin (1993: 194) states that reading comprehension is a complex intellectual process involving a number of abilities. The two major abilities involve word meanings and verbal reasoning. Without word meaning and verbal reasoning, there could be no reading comprehension; without reading comprehension, there would be no reading. Basically, in these concepts, it can be understood that reading implies comprehension.

According to Doyle (2004), comprehension is a progressive skill in attaching meaning beginning at the same level and proceeding to attaching meaning to an entire reading selection. All comprehension revolves around the reader’s ability in

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finding and determining main idea and topic sentence from the text. Without comprehension, reading would be empty and meaningless. That is why, comprehension is the most important part in reading. Without comprehension it is useless if readers or students only want to look at each letter of alphabet in the written texts. So, reading is more than recognizing all the words in the written texts. It is the process of gathering information, ideas, and new knowledge from the texts.

Then, when the readers are in the process of comprehending the content of the written text, they try to construct the meaning of the written text by recognizing the words in the written texts automatically to case them in relating their background knowledge to the writers’ ideas and information drawn in the written texts. As Suparman (2005) states that comprehending the content of the reading

texts is a process of gathering the meaning of the text by relating the students’ background knowledge to the writers’ knowledge poured out in the text. It is more than just pronouncing each letter occurred in the text. In this activity, the readers try to find a set of letters that form a meaningful word and a range of words that form a whole meaningful sentence for them. The whole meaningful sentences will be able to be understood by the students if they have a good background knowledge that can be used to relate it to the knowledge of the text.

In addition, (Suparman,2012) states that, there are several aspects of reading comprehension skills that should be mastered by the reader to comprehend the text deeply, which is as follow:

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The main idea is the most important piece of information for the reader to know about the concept of the paragraph. Determining idea is a skill to grasp and find the main point of the passage by summarizing the passage and look for repetition of ideas or words.

2. Identifying Details

It means looking for the information that relevant to the goal in mind and ignores the irrelevant.

3. Making/Confirming/ Reference

Reference is the intentional usage of one thing to show something else in which one provides the information necessary to interpret the other. Finding reference means interpreting and determining one linguistic expression to another. There are two types of references; cataphoric and anaphoric reference. A anaphoric reference unit is another units which is introduced later on in the text. Meanwhile, an anaphoric reference is another unit that was introduced earlier on in the text.

4. Making/Confirming/Inference

Inference is a good guess or conclusion drawn based on logic of passage. Finding inference means the reader imply the sentence or passage understand and conclude it logically.

5. Understanding vocabulary

It means comprehend what the words mean. When vocabulary mastery improves, comprehension will be deeper.

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Finally, it can be said that reading comprehension is the students’ ability in

comprehending the content of the text. It is the students’ ability to gain meaning from the content of the text. By using their ability, the students can gather any new information and knowledge from the text. It can be done by relating their

background knowledge to the writers’ ideas and information drawn in the written

texts. The teacher can increase their students reading comprehension by using more appropriate teaching reading material to their students in teaching reading activity in the class. So, in this research the writer try to find out the more appropriate teaching reading material between two teaching reading material, they are authentic material and teacher-made material.

2. 2.2 Concept of Teaching Reading

The aim of teaching reading is to develop students’ skills that they can read

English texts effectively. To be able to do so the readers should have particular purposes in their mind before they interact with the texts. Effective and efficient reading is always purposeful and tends to focus mainly on the purpose of the activity. Then the purpose of reading is implemented into the development of different reading material. These can be real when the students read and interact with various types of texts, i.e. authentic and teacher-made materials.

According to Alyousef (2005: 143) says that in reading, contemporary reading tasks, unlike the traditional materials, involve three-phase procedures: pre-, while-, and last-reading stages. The pre-reading stage helps in activating the relevant schema. For example, the teachers can ask students questions that arouse theirs

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interest while previewing the text. The aim of while-reading stage (or interactive

process) is to develop students’ ability in tackling texts by developing their

linguistic and schematic knowledge. The last-reading includes activities, which enhance learning comprehension using exercises, cloze exercises, cut-up sentences, and comprehension questions.

In teaching reading the teacher should provide materials to the students with purpose for reading to anticipate different type of reading texts. Therefore, reading material should be matched to reading purpose to read efficiently and effectively. As Suparman (2005) states that there are two major reasons for reading (1) reading for pleasure; (2) reading for information (in order to find out something or in order to do something with the information readers get). The researcher assumed that in teaching reading, appropriate and possible material should be applied based on the purpose of reading in order to get the comprehension. Thus, authentic and teacher-made materials would be a way of researcher to find the possible material.

It can be assumed that in teaching reading, appropriate and possible material should be applied based on the purpose of reading in order to get the comprehension. Authentic material as one of material is possible to be applied by the Senior High School students in their reading. This material is considered as a material that is not specially prepared for pedagogical purpose, but for informal activity. However, it has positive effect on learner motivation because they are intrinsically more interesting than a common material. It also provides exposure to

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real language rather than the artificial texts found in common materials that have been specially written to illustrate particular grammatical rules or discourse types.

As a conclusion, teacher-made material refers to textbooks and other specially developed instructional resources. This material can also be motivating for learners as it also often designed to look like teenage magazines and other kinds of real world materials and may be just as interesting and motivating for learners. Teacher-made material contains more appropriate language and vocabulary needed by the learner since it has been simplified or written to any lexical or linguistic guidelines.

2. 2.3 Concept of Authentic Material

According to Tamo (2009), the use of authentic material in an English Foreign Language (EFL) classroom is what many teachers involved in foreign language teaching have discussed in recent years. There are persuasive voices insisting that the English presented in the classroom should be authentic.

Rogers (1988) defines authentic material as “appropriate” and “quality’ in terms of goals, objectives, learners need and interest and “natural” in terms of real life

and meaningful communications. They have a positive effect on learner motivation because they are intrinsically more interesting and motivating than created materials. There is a huge supply of interesting sources for language learning in the media and on the web and these closely to the interests of many language learners.

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Moreover, related to reading, a research study conducting Berardo (2006) shows that authentic materials are effective in teaching reading. Students find out that the use of authentic materials are motivating as well as challenging. Since the use of authentic materials gives sense of achievement and encourages further reading, the students also reflect changes in the use of language after using those materials in the classroom.

Authentic materials contain a lot of information from all aspect of life. It is very important for students to increase their knowledge. As Martinez (2002:1) views that authentic materials keep students informed about what is happening in the world, so they have an intrinsic educational value. It means that authentic text have educational value for students. Beside containing a lot of information needed by students to increase their language knowledge, these reading text also help students in increasing their background knowledge.

Authentic materials also provide a lot of happiness for students because this reading text offers many infotainments for them. As Martinez (2002:2) notes that they can encourage reading for pleasure, because they are likely to contain topics of interest to learners, especially if students are given the chance to have a say about the topics or kinds of materials to be used in class. It means that authentic materials have a large variety of topics that can make the students to be interested in. And, it is important for teacher to give a chance to students in determining the topic of authentic reading materials that will they read.

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Concerning the description above, using authentic material is one of the mainstays of an imaginative and motivating. The term of authentic material or authentic text refers to any text that the language learners will find in the real life. It is not written specifically for language learning purpose but it is written to say something, to convey a message, and not to exemplify language.

In that case, there are many reading texts or materials that can be called as

authentic materials. Martinez (2002:2) state that in today’s globalize world,

example are abound, but the most commonly used perhaps are: Newspaper, TV programs, magazines, the internet, movies, songs, brochures, comics, literature (novels, poems, and short stories), and so forth. it means that every reading text that is always found or read by every person can be called authentic text if this text has same characteristic explained above.

2. 2.4 Advantages and Disadvantages of Authentic Material Advantages of authentic material

There are some advantages that can be obtained from using authentic texts or materials in teaching reading comprehension.

a. Authentic material can provide many chances for teacher and students to understand about how to use the target language (in this case English) in the real life. As Homolova (2004:1) explains that authentic material can provide resources for ESL/EFL teacher can offer them to opportunity to expose learners to materials produced for real life and for-out classroom context. By

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real speaker for a real audience. It can be said that by using the authentic materials, both of teacher and students will understand how to use the target language in the real life. They will understand how to use the target language

in communicating to the native speaker (that is a person who’s their first

language for teacher and students).

b. Authentic materials provide a large amount of the ways of using English (target language) in the real world. This reading texts supply a lot of ways of expressing various feelings and thoughts for students. Homolova (2004:1) says that if teachers use authentic materials sensibly they provide learners with secure bridges into the real world of using English use. It means that this type of reading texts can protect students from doing any mistakes in expressing their feelings and minds in the target language (English).

c. Authentic materials contain a lot of information from all aspects of life. This advantage is very important for students to increase their knowledge. As Martinez (2002:1) views that authentic materials keep students informed about what is happening in the world, so they have an intrinsic educational value. It means that authentic materials have educational value for students. Besides containing a lot of information needed by students to increase their language knowledge, these reading texts also help students in increasing their background knowledge.

d. Authentic materials provide a lot of happiness for students. As Martinez (2002:2) notes that they can encourage reading for pleasure, because they are likely to contain topics of interest to learners, especially if students are given the chance to have a say about the topics or kinds of materials to be used in

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class. It means that authentic materials have a large variety of topics that can make students to be interested in. And, it is important for teacher to give a chance to students in determining the topic of authentic reading materials that will be read by them.

Disadvantages of Authentic Material

The disadvantages mentioned by several writers are:

1. They may be too culturally biased, so unnecessarily difficult to understand outside the language community.

2. The vocabulary might not be relevant to the student's immediate needs. Authentic materials often contain difficult language and unneeded vocabulary items, which can be an unnecessary distraction for teachers and learners. 3. Too many structures are mixed so lower levels have a hard time decoding the

texts.

4. Special preparation is necessary which can be time consuming. In order to develop learning resources around authentic materials, teachers have to be prepared to spend a considerable amount of time locating suitable sources for materials and developing activities and exercises to accompany the materials. 5. With listening: too many different accents.

6. The material can become outdated easily, e.g. news.

It is mean that authentic material can be inferred that it takes a time to prepare the authentic materials and it is quite difficult to match the materials with the

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2. 2.5 Concept of Teacher-Made Material

Teacher-made material is material of teaching that is commonly used by the teacher nowadays. According to Richards (2001: 252), created material refers to material that is specially developed instructional resources. In other words, created materials includes textbooks, LKS, and other resource that is created by teacher or other educational practitioner that is adapted or reserved for pedagogical purpose.

In addition, Goldberg and Eichelberger (1987) have defined that teacher-created materials are simply those materials that are made by the teacher. It means that, all of material that is designed in purpose of assisting teaching-learning activity in the class. It means that the teacher has a role as a central of teaching learning process in which he or she creates the material which will be given to the students

This material is important since teacher-made material can also be motivating for learners as it also often designed to look like teenage magazines and other kinds of real world materials and may be just as interesting and motivating for learners. The use of teacher –made material is important because teacher-made material contains more appropriate language and vocabulary needed by the learner since it has been simplified or written to any lexical or linguistic guidelines.

Thus, the use of teacher-made materials is very important as they are always used by the teacher in teaching English nowadays. One of the example of teacher-made material is textbook. Textbook are purposively designed to pedagogical purpose.

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Textbook generally contained material that is already arranged to meet the

learners’ need. Thus, this study is designed to investigate whether it is really applicable and effective to be implemented in teaching reading.

2. 2.6 Advantages and Disadvantages of Teacher-Made Material Advantages of Teacher-Made Material

Teacher-made materials are developed and produced by teaching professionals for their own students. These are different than materials created for educators because they are made to fit the needs of the students in the classroom. Imagination and some good arts and crafts skills are needed to make materials for your classroom. In consequence, there are several benefits of teacher made materials, they are:

1. Save Money

Materials purchased at education stores are expensive. Make the same material for less money by visiting a few hobby stores. For example, instead of buying a pre-assembled puppet-making kit, go to the store and buy the different parts needed and combine them in a plastic bag. Share your ideas with other teachers to help them save, too.

2. Systematic

Made materials may be superior to authentic materials because they are generally built around a graded syllabus and hence provide a systematic coverage of teaching items.

24 3. Student Focused

Teacher-made material can be designed with the specific needs of children in your classroom in mind, which ensures that their interest and developmental needs are incorporated into your classroom material. Custom material of this nature keep students engaged in activities and help them learn necessary.

4. Student Motivation

Teacher-made materials can also be motivating for learners. Published materials are often designed to look like teenage magazines and other kinds of real world materials and may be just as interesting and motivating for learners.

Disadvantages of Teacher-Made Material

There are some disadvantages of teacher-made material, such as: 1. Teacher-made material are not real and may be not interesting

2. They do not provide the opportunity to gain real information and know what is going on in the world around them

3. They do not reflect the changes in language use and do not give the learner the proof that the language is real

2. 2.7 Concept of News Item

In English subject, news item is one of short functional text that should be learnt by students of Senior High School especially in the first grade based on School

25

Based Curriculum (KTSP) 2006. They should learn how to get information that is state in news item.

News item is a text which informs readers about events of the day. The events are considered newsworthy or important. Language features of news item text are focusing on circumstances and using material process. The generic structure of news item text is divided into three parts, they are:

1. Newsworthy event (tells the main event in a summary form)

2. Background events/elaboration (elaborate what happened, tell what caused the incident, it can be a background, participant, time, and place relating to the news)

3. Sources (comments by participants, witnesses, authorities, and experts involved in the event)

The example of news item can be seen as follows:

20,000 Excited Fans Welcome Psy to Paris

Julie Jackson, Asia News Network (The Korea Herald) | Entertainment | Wed, November 07 2012, 12:44 PM

Psy continues to take the world by storm, beginning his European tour by arriving

in Paris on a private jet and performing at a “Gangnam Style” flash mob that

gathered 20,000 screaming fans on Monday.

The flash mob, organized by a French Radio Music channel NJR, was held across from the Eiffel Tower. After his promotions in France, Psy will be heading off to the United Kingdom and Germany where he will give a speech at Oxford

26

University and attend the MTV European Music Awards in Frankfurt, where he has been nominated for the Best Video Award.

“Gangnam Style” has now reached more than 650 million views on YouTube, officially surpassing Jennifer Lopez’s “On the Floor” to become the second-most watched video in the site’s history, behind Justin Bieber’s “Baby,” which currently stands at 796 million views.

Psy fans must wait a little longer to see a new dance to replace the notorious invisible horse. His much anticipated follow-up single, initially scheduled to be released on Nov. 20, has reportedly been postponed until early next year.

However, the immeasurable popularity of “Gangnam Style” wave still shows

strong signs of not only winning over more Psy fans, but also sparking global attention on Korea.

On Tuesday, the Culture Ministry announced that the singer would be awarded with the Okgwan Order of Cultural Merit, the fourth-highest honor, for his contribution to the spread Korean pop music on a global scale and in increasing

the world’s interest and awareness of Korea.

A recent survey conducted by the Korea Tourism Organization found that nine out

of 10 foreigners expressed a desire to visit Korea after seeing Psy’s “Gangnam Style” video. In the survey, 1,556 internationals from 77 countries were asked

various questions regarding one of the most talked-about music videos this year. The survey concluded that 91.4 percent of the participants stated that they have thoughts about visiting Korea because of the music video.

( taken from: www.thejakartapost.com, November 8th 2012)

Furthermore, it is important to students to learn about news item since the text performs the social function, it is to inform readers, listener or viewers about events of the day which are considered news worthy or important.

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In doing her research, the researcher gives treatment to the students by teaching reading comprehension news item text as reading material. Based on William (1984) the researcher applies the teaching procedures as follows:

1. Pre activities

a. The teacher distributes the material to the students one by one.

b. The students are directed to the topic under discussion by asking some questions related to the topic presented, then she asks them to answer those questions together.

2. While activities

c. The teacher give a text to the students

d. The students read the news item text (authentic material) silently. e. The students have to find out the main idea of each paragraph, and then

they have to discuss in group to find out the main idea of each paragraph.

f. The students do task for practice about language feature such as vocabulary and grammatical structure.

g. The students’ task evaluated by applying peer-to peer correction.

h. The students do some tests of reading comprehension based on the text they read, then, the teacher asks the students to discuss the result together.

i. The students make a conclusion of the text. In this activity they have to discuss in group about the conclusion of the text.

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3. Post activities

j. The teacher asks the students whether there are difficulties about the topic.

k. The teacher repeats the material before closes the meeting.

l. The students are given homework to be done at home as re-enforcement activity.

m. The teacher closes the meeting.

2. 2.9 Procedure Teaching Reading through Teacher-Made Material

In doing her research, the researcher gives treatment to the students by teaching reading comprehension news item text as reading material. Based on William (1984) the researcher applies the teaching procedures as follows:

1. Pre activities

a. The teacher greets the students

b. The students are directed to the topic under discussion by asking some questions related to the topic presented, then she asks them to answer those questions together.

2. While activities

c. The teacher distributes the material to the students one by one.

d. The students read the news item text (teacher-made material) silently. e. The students have to find out the main idea of each paragraph, and then

they have to discuss in group to find out the main idea of each paragraph.

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f. The students do task for practice about language feature such as vocabulary and grammatical structure.

g. The students’ task evaluated by applying peer-to peer correction.

h. The students do some tests of reading comprehension based on the text they read, then, the teacher asks the students to discuss the result together.

i. The students make a conclusion of the text. In this activity they have to discuss in group about the conclusion of the text.

3. Post activities

j. The teacher asks the students whether there are difficulties about the topic.

k. The teacher repeats the material before closes the meeting.

l. The students are given homework to be done at home as re-enforcement activity.

m. The teacher closes the meeting.

2.3 Theoretical Assumption

Teaching reading comprehension by using authentic material can encourage learner motivation because they are intrinsically more interesting and motivating than common material. It also provides exposure to real language rather than the artificial texts found in common materials that have been specially written to illustrate

particular grammatical rules or discourse types. In short, it will have positive effect to their reading comprehension achievement. Meanwhile, teacher-made material can also be motivating for learners as it also often designed to look like teenage magazines

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and other kinds of real world materials and may be just as interesting and motivating for

learners. Teacher-made material contains more appropriate language and vocabulary

needed by the learner since it has been simplified or written to any lexical or linguistic

guidelines. At last, both materials are considered as an effective material to improve

III. RESEARCH METHOD

This chapter discusses research design, population and sample, variables, data collecting technique, scoring system, research procedures, data treatment, and hypothesis testing.

3.1 Research Design

This research is a quantitative research, in which data tend to use statistic as measurement in deciding the conclusion (Hatch and Farhady: 1982). In conducting this research, the researcher used Static Group Comparison Design that deals with two groups, the first one as experimental group one that was given treatment using authentic material and another one as experimental group two that was given treatment using teacher-made material. The research design is as follows:

Notes:

G1 : The experimental class I

G2 : The experimental class II

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X2 : Treatment II (teacher-made material technique)

T1 : Pre-test T2 : Post-test

(Hatch and Farhady, 1982:20)

The research was conducted in six meetings with presentation as follows. The first meeting was for try-out test, the second meeting was for pre-test, the third, fourth, fifth meetings were for treatment and the sixth meeting is for post-test.

3.2 Population and Samples

3.2.1. Population

The population of this research was the first grade students of SMA 5 Bandar Lampung of 20012/2013. There are six classes in the first year. The samples of this research were two classes of the first year students. Each class consists of 33 students and has the same level of ability.

3.2.2. Sample

The sample classes were taken through lottery, because all the classes have the same opportunities to be chosen as the sample of this research and to make sure that the

students’ abilities were homogeneous or not by seeing the data of the teacher in the

school. Therefore, the researcher took X.3 class as the experimental class 1, and the other one is X.4 class as the experimental class 2. In this case, the researcher asked the leader of the each class to take a small piece of paper in order to know the class will be as experimental class 1 or experimental class 2.

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3.3 Variables

A variable can be defined as an attribute of a person or an object which varies from object to object (Hatch and Farhady, 1982:12). Besides, in order to assess the influence of the treatment in research, variables can be defined as independent and dependent variables. According to Hatch and Farhady (1982:15), the independent variable is the major variable that a researcher hopes to investigate, and the dependent variable is the variable that the researcher observes and measures to determine the effect of the independent variable. In this research, the independent variable as the treatment variable. And the writer proposed three variables in this research, as follows:

1. Reading comprehension as dependent variable (Y) 2. Authentic material as independent variable 1 (X1)

3. Teacher-made material as independent variable 2 (X2)

3.4 Data Collecting Techniques

The instrument of this research was reading text. There were two kinds of test, pre-test and post-pre-test. But, to prove whether the research instrument has good quality or not, it tried out first to measure its validity and reliability. Then, the data was obtained from the student’s pre-test and post-test scores. Overall, the test can be said to have a good quality if it has good validity, reliability, level of difficulty, and discrimination power, as they will be elaborated in the following section:

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1. Try Out

The try-out was administered to determine the quality of the test that was used in taking the data. In order to determine the quality of the test, the researcher analyzed four terms, that is: the validity, the reliability, the level of difficulty, and the discrimination power of the test.

a. Validity

Validity is the extent to which a test does the job desired of it; the evidence may either empirical or logical (Lyman, 1971:196). A test can be said valid if it measures the object to be measured and suitable for the criteria (Hatch and Farhady, 1982: 251). There are four basic types of validity: content validity, criterion-related validity, face validity, and construct validity. In this research, the researcher used content validity and construct validity since the others are considered to be less needed.

Content Validity

According to Hatch and Farhady (1982:251) content validity is the extent to which the test measures a representative sample of the subject matter content. Content validity concerns whether the test are good reflection of the materials that need to be tested. To get content validity of the test, the researcher adopted the materials based on the objective of teaching in syllabus (KTSP 2006) for first grade of senior high school students, and represented the materials taught in the class. In line with the syllabus for the first grade of senior high school at the second semester, the students are required to be able to comprehend the short functional texts of news item text.

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Construct Validity

A test is said to have construct validity if it can be demonstrated that it measure. The word „construct’ refers to any underlying ability or trait which is hypothesized in a theory of language ability (Hughes, 1991:26). In this case, what means by reading is to understanding the ideas and information explicitly states in the passage (Suparman: 2012). Based on that theory, some of the reading comprehension aspects that should be mastered are; identifying main idea, identifying details, making inferences, making inferences, and understanding vocabulary. Therefore, to make sure that the items of the test already good in the term of construct validity, the researcher specify them into table of specification as follows:

Table 1. Specification the Test

No Reading Skills Item Number Percentage of Items

1. Identifying a Main Idea 1, 9, 15, 21, 26, 31, 36, 46 16%

2. Identifying details 2, 3, 4, 10, 16, 17, 23, 24, 27, 28,

30, 32, 37, 41, 47, 48, 49

34%

3. Making/Confirming/Inferences 11, 18, 22, 33, 38, 42 12%

4. Identifying References 7, 19, 39, 43, 45 10%

5. Understanding Vocabulary 5, 6, 8, 12, 13, 14, 20, 25, 29, 34,

35, 40, 44, 50

28%

Total 50 items 100%

(Suparman, 2012)

b. Reliability

Reliability is a necessary characteristic of good test: for it to be valid at all, a test must first be reliable as measuring instrument. Reliability refers to the extent to which

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a test produces consistent result when administered under similar condition (Hatch and Farhady, 1982:244). To investigate the reliability of the reading test, the researcher use Pearson Product Moment which measured the correlation coefficient of the reliability between odd and even number (reliability of half test) in the following formula:

R

xy =

–

Where:

rxy : the correlation coefficient of reliability between odd and even

N : the number of students who take part in the test x : the total numbers of odd number items

y : the total numbers of even number items

(Hatch and Farhady, 1982:199) After getting the reliability of half test, the researcher use Spearman Brown to determine the reliability of the whole test, as follows:

r

k =

(Hatch and Farhady, 1982:247) The criteria of reliability are:

0.90 – 1.00 : high 0.50 – 0.89 : moderate 0.0 – 0.49 : low

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c. Level of Difficulty

The difficulty level of an item shows how easy or difficult that particular item done by the participants, (Heaton,1975:182). Level of difficulty is generally expressed as the fraction (or percentage) of the students who answered the item correctly. It is calculated by the following formula:

Notes:

LD : the level of difficulty

R : the number of the students who answer correctly N : the total of the students in the higher and lower group (Heaton,1975:182)

The criteria of the difficulty level are < 0.30 = difficult

0.30- 0.70 = average > 0.70 = easy

d. Discrimination Power

The discrimination power (D) is the proportion of the high group students getting the items correct minus the proportion of the low-level students who getting the items correct. The discrimination power of an indicate item the extent, to which the item discriminates between the test taker from the less able. The formula of the discrimination power is:

Notes:

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U : the number of students from the upper who answer correctly L : the number of students from the lower who answer correctly N : the number of the students

(Shohamy, 1985:82)

The criteria are:

1. If the value is positive discrimination a large number of more knowledge students then poor students get the item correct. If the value is zero, no discrimination.

2. If the value is negative, it means that more low students than high level students get the item correct.

3. If the value is zero, it means that there was no discrimination.

4. In general, the higher the discrimination index, the better. In the classroom situation most items should be higher than 0.20 indexes.

(Shohamy, 1985:82)

In this research, the instrument to be tried was administered to Class X.1 that consists of 33 students who has the same characteristic as the samples that was chosen. The material was based on the objective of teaching syllabus for the students at the first grade of senior high school. It means that, this test was completely proved the criteria of content validity. Then, to find the reliability of the test, the researcher used the data from try-out test (see Appendix 5). If the reliability tests reach 0.50, the researcher will consider that the test has been reliable. Meanwhile, in this research the reliability

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was 0.84. So, it could be stated that the test had a very high reliability since 0.84 include to 0.80 – 100 range of very high reliability.

In this test, there were 50 items of multiple choices with five options (a,b,c,d or e), one of them as the correct answer and the rest were distracters. This was conducted in 100 minutes. After analyzing the data in level of difficulty, the writer got that 4 items were difficult, 18 items were average. Meanwhile, in the discrimination power, there were 33 good items and 17 poor items. In this case, there were 30 items that was dropped because it had easy or difficult in level of difficulty, and poor in the discrimination power. Therefore, there were 20 items that possible to use for pretest and posttest.

2. Pre Test

Pretest was administered before the treatment applied. It was done in order to know how far the competence of students in reading comprehension before the treatment. It was also needed to know whether both the two classes were equal or not in the terms of their reading comprehension achievement. The test was multiple choices.

Table 2. Specification of Pre-test

No Reading Sub-skills Item Number Percentage of Items

1. Identifying a Main Idea 1, 4, 9, 16 20%

2. Identifying details 2, 5, 10, 41, 17, 18,

19

35%

3. Making Inferences 15, 12 10%

4. Identifying References 6, 11 10%

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3. Post Test

Posttest was administered after the treatment applied in order to find out whether is difference of students’ reading comprehension between those who are taught using authentic material and those who are taught using teacher-made material. The posttest was done after 3 meetings of the treatments. The result of the posttest of two classes was compared in order to know whether teaching reading using authentic material and teacher-made material is effective or not.

Table 3. Specification of Posttest

No Reading Sub-skills Item Number Percentage of Items

1. Identifying a Main Idea 1, 6, 11, 16 20%

2. Identifying details 4, 7, 8, 10, 13,

17, 19

35%

3. Making Inferences 20, 5 10%

4. Identifying References 14, 3 10%

5. Understanding Vocabulary 2, 9, 12, 15, 18 25%

3.5 Scoring System

In scoring the result of students’ test, the researcher will use Percentage Correct (Lyman, 1971:95). The percentage correct score is used in reporting the result of classroom achievement tests. The researcher will calculate the average of the pre-test and post-test by using this formula:

T R X_%c 100

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Where:

X%c = percentage of correct score

R = number of right answers T = total number of items on test.

3.6 Research Procedure

The researcher used the following procedure in order to collect the data:

1. Determining the research problem

The first step of this research was determine the problem. The writer will determine what kind of problems appear in the classes.

2. Determining the population and then selecting the sample

The population of this research was the first grade of SMAN 5 Bandar Lampung and the samples were chosen randomly. The researcher took two classes, the first one was experimental class 1 (authentic material) and the second one was experimental class 2 (teacher-made material).

3. Arranging the material that will be teach

The researcher arranged the material that was taught to each class by prepared the lesson plan, searched and added the material from network. The research used types of text for treatments. The material based on KTSP 2006.

4. Administering the try-out test

The researcher prepared the try out materials and gave the try out test to another class which had the same characteristic as the samples that was chosen, it is X.1. The

try-42

out was conducted before the pre-test was administered. This was expected to measure the validity and reliability of pretest and posttest. This test was multiple choice tests and it was conducted in 90 minutes. There were 40 items of multiple choices with five options and one of them was as the correct answer, the test items were reduced or kept depends on its reliability and validity. The aim of try-out is to determine the quality of the test used as the instrument of the research, and to determine which item should be revised for the pre-test and the post-test.

5. Administering the pre-test

The pre-test was aimed for gaining the data of the students’ initial reading ability. Besides, this test was administrated to ensure that the students of both classes have the same English background and proficiency before two classes received the treatments. In addition, this pre-test was carried out to find out the equivalent of experimental class 1 and experimental class 2. The total items of the test were 20 in form of multiple choices and this test was conducted within 50 minutes.

6. Implementing the materials (authentic material and teacher-made material)

In this term, the researcher applied two materials to both classes. The experimental class 1 was taught by using authentic material and the experimental class 2 was taught by using teacher-made material.

7. Administering the post-test

The researcher prepared the post-test to both experimental classes. At the end of the research, the researcher administrated post-test in order to find out the result of the

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treatments. The aim of this test is to finding whether or not there is a significant difference between students’ achievement after the treatments which is conducted to both of the groups. This test consisted of 20 items of multiple choices for 50 minutes.

8. Analyzing the data

The data was analyzed by using normality test, homogeneity test, random test, and hypothesis test.

3.7 Data Treatment

The aim of data treatment was to determine whether the students’ reading comprehension achievement is increases or not. The data of the research was examined by using independent group T-test, because the independent variable has more than one group, those are; authentic material and teacher-made material, which means that two different groups (experimental class 1 and experimental class 2) were compared. And the data was statically computed through the Statistical Package for Social Science (SPSS) version 17.0. In doing so, the researcher analyzed the data statistically by administering the normality test, homogeneity test, random test, and hypothesis test.

1. Normality Test

Normality Test was used to measure whether the data of the test have normal distribution or not. It caused the students’ score of pre-test and post-test were analyzed to gain the normality test. The hypotheses for the normality are as follows:

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H0 : The data is distribute normally

H1 : The data is not distribute normally

The data will be determined normal if it met the criterion, and the criterion for the hypothesis is:

The hypothesis will be accepted if sign . In this case, the researcher will be used the level of significance of 0.05.

2. Homogeneity Test

The homogeneity testing is intended to test whether the variance of the data in experimental class 1 and experimental class 2 is equal or not. The data is statically will be computed through SPSS (Independent Sample Test). And the hypotheses for the homogeneity test are as follows:

H0 : The data is not homogenous

H1 : The data is homogenous

In which, “H0 is accepted if significant value does not exceed level of significance at

0.05, meanwhile, H1 is rejected if significant value exceeds level of significance at 0.05”.

3. Random Test

In this research, random test was used to see whether the data in experimental group 1 and experimental group was random or not. The hypothesis for random test is as follow:

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H0 : The data is random

H1 :the data is not random

The data was determined random if it met the criterion, and the criterion for the hypothesis is:

H0 will be accepted if sign . In this case, the researcher will be used the level of

significance of 0.05.

4. Hypothesis Test

This test was to know the hypothesis which was proposed by the writer is accepted or not. The formulation of the hypotheses that (Independent group t-test) is as follows:

t =

In which S =

S2=

Notes :

: the mean of the experimental class 1 : the mean of the experimental class 2 S : standard deviation

N1 : the number of the students in the experimental class 1

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The criteria are : H0 : t-ratio

H1 : t-ratio

(Hatch and Farhady, 1983)

3.8 Hypothesis Testing

The hypothesis was used to prove whether the hypothesis proposes in this research is accepted or not. The researcher used SPSS (Independent group T-test). The hypothesis for the research questions are:

H0 : There is no significant difference between authentic material and teacher-made

material on the reading comprehension achievement.

H1 : There is significant difference between authentic material and teacher-made

material on the reading comprehension achievement.

The criteria are:

If the t-ratio is higher than t-table = H1 is accepted

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IV. RESULT AND DISCUSSION

This chapter deals with the results of the data analysis and discussion. The results of the data analysis are divided into six sections, that is, the results of the pre-test, the results of the post test, normality test, homogeneity test, random test and hypothesis test. Meanwhile, discussions only discuss the treatment process while conducting the research.

4.1. Research Result

This research was conducted to find out whether there was significant difference of students’ reading achievement between those who are taught using Authentic Material and those using Teacher-Made Material, and to find out which one of the two materials is more effective for teaching reading. The research was carried out in the first year of SMAN 5 Bandar Lampung with the subject being students of two classes, X.3 and X.2 of the year 2012/2013. To make sure that the instrument is good, the researcher was firstly tried out the instrument. Secondly, she analyzed the result and rearranged the instrument for pre-test. Thirdly, she administered pre-test for the experimental and control class. Fourthly, she conducted treatments. Fifthly, she administered the post-test.

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4.1.1. Pre-Test Result

To reveal the students’ basic reading comprehension before they were given treatments, the researcher administered the pretest to both experimental classes in 60 minutes. The number of items in the test are 25 with five alternative answer for each (a,b,c,d, and e), one as the correct answer and the rest are distracters. In experimental class 1, the mean score of the pretest is 62.12 the highest score is 80 and the lowest score is 35 (see Appendix 10). Meanwhile in experimental class 2, the mean score is 61.52, the highest score is 80 and the lowest is 40 (see Appendix 11). Here we know that the average score of experimental class 2 is the same with experimental class 1. It means that both classes approximately have the same level in term of reading comprehension achievement. The frequency distribution is presented in the following table:

Table 4. Distribution Frequency of Students’ Pretest Scores in Experimental Class 1. No Interval Score Frequency Percentage

1. 77-83 3 9.09 %

2. 70-76 6 18.18 %

3. 63-69 7 21.21 %

4. 56-62 6 18.18 %

5. 49-55 8 24.24 %

6. 42-48 2 6.06 %

7. 35-41 1 3.03 %

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Table 4 illustrates that the majority of the students obtain score 49-55 (24.24 %). And it also shows that 24 students (72.72%) get score less than 70 and 9 students (27.27%) get score more than 70. It can be concluded that there are a few students who have adequate achievement in reading comprehension that had been tested. In general, the results of the pretest of both classes are not satisfactory since there are a lot of students score below 70. It means that, in general, their achievement is still low. Distribution of the students’ score of the pretest in experimental class 2 is presented in the table below:

Table 5. Distribution Frequency of Students’ Pretest Scores in Experimental Class 2. No Interval Score Frequency Percentage

1. 76-81 2 6.06%

2. 70-75 7 21.21%

3. 64-69 5 15.15%

4. 58-63 9 27.27%

5. 52-57 5 15.15%

6. 46-51 2 6.06%

7. 40-45 3 9.09%

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Table 5 shows that the majority of the students are on score interval 58-63 (27.27%). From the table we can see that 24 students (72.72%) get score less than 70 and 9 students (27.27%) get score more than 70. It can be concluded that there are a few students who have adequate achievement in reading comprehension that had been tested. In general, the results of the pretest of both classes are not satisfactory since there are a lot of students have score below 70. The score for mastery learning standard used in this school is 70 and there are a lot of students in both experimental classes score below 70.

In order to find out whether the level of the two classes are equal or not in terms of reading comprehension achievement, the researcher has compared the result of pretest on those two classes using SPSS program, and the result is described in Table 4.

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Table 6. Analysis of Students’ Score of The Pretest in Experimental Class 1 and Experimental Class 2.

Group Statistics

Experiment_Class N Mean Std. Deviation Std. Error Mean

Pretest Experiment 1 33 62.12 10.535 1.834

Experiment 2 33 61.52 9.641 1.678

Independent Samples Test

Levene's Test for Equality of

Variances t-test for Equality of Means

95% Confidence Interval of the

Difference

F Sig. t df

Sig. (2-tailed)

Mean Difference

Std. Error

Difference Lower Upper Pretest Equal

variances assumed

.241 .625 .244 64 .808 .606 2.486 -4.360 5.572

Equal variances not assumed

.244 63.503 .808 .606 2.486 -4.361 5.573

Based on the table above (see Appendix 20), it can be seen that the significance is 0.808. It means that the significance difference between means score of pretest in experimental class 1 and experimental class 2 is greater than or Sign> (p>0.05, p=0.808). It can be determined that H0 is accepted and H1 is rejected. In short, both of

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the experimental classes have the same ability in reading comprehension achievement.

4.1.2. Results of the Posttest

After giving three times of treatments to the students, the posttest was administered in order to determine whether there was a significant difference of the students’ reading comprehension achievement or not after the treatments. It required 60 minutes to administer the posttest. There were 25 items of multiple choices related to the topic. The distribution scores of the posttest in the experimental class 1 will be explained in the following table.

Table 7. Distribution Frequency of Students’ Posttest Score in the Experimental Class 1 No Interval Score Frequency Percentage

1. 91-96 2 6.06%

2. 85-90 6 18.18%

3. 79-84 8 24.24%

4. 73-78 7 21.21%

5. 67-72 3 9.09%

6. 61-66 3 9.09%

7. 55-60 4 12.12%

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information about their increase in reading comprehension. Next, she asked the students to practice it by themselves, identify the main idea of monolog text in the form of news item text, identify supporting details of news item text, ask students to respond the several questions to identifying details of the text, making reference and inference of the text, and give the students understanding vocabulary in accordance with the text.

The students are discussing the task by sharing their idea with their friends. At this point, the students tend to be easy to comprehend the reading text that was given such as in finding main idea, identifying details, but most of them get difficulties in confirming inference and making reference, and also understanding the new vocabulary. It can be seen by a lot of students who open the dictionary during they do their assignment.

The second treatment, the researcher explained again about news item text and its purpose because the students were still confused about that. The text was used in this meeting is A Spy at the Ministry. First, the students were given the title that could lead the story. Mostly the steps were similar with the first treatment, with several changes needed of course, the researcher gives brainstorming to the students, related to the topic which being discussed and check their memory about the previous material by giving some questions. The researcher made some questions related to the text in order to know their basic knowledge about that text. Then, the students were

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asked to do the task given by the teacher; in this case, the students still got the difficulties in comprehending the news and identifying a main idea. Some students got difficulty in making inference, the researcher gives more explanation about the material to the students to make them really understand about the five aspects of reading comprehension.

The last treatment, the students were asked to read the other text. In this meeting the title of the text was used is Preparing the Children Today for Tomorrow. Like the treatments before, the researcher still asked some questions in brainstorming activity. Then, here the students classified the main idea, supporting details, confirming inference, making reference and understanding vocabulary. And at the end of the meeting they were asked to do ten items of multiple choices tests.

The increase indicates that authentic material is more effective than teacher-made material to increase students’ reading comprehension achievement this might be due to the fact that authentic material can be used to increase the students’ achievement of reading skill because it gives the students many opportunities to be active in their learning process and it contains a lot of information from all aspect of life. It is very important for students to increase their knowledge. These current findings were in line with Martinez (2002:1) views that authentic materials keep students informed about what is happening in the world, so they have an intrinsic educational value. It means that authentic text have educational value for students. Besides containing a lot

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of information needed by students to increase their language knowledge, the reading text also helps students in increasing their background knowledge.

V. CONCLUSIONS AND SUGGESTIONS

This chapter consists of two sub-sections, that is, conclusions and suggestions.

5.1Conclusions

Based on the results of the data analysis and discussion, the researcher draws the conclusion as follows:

1. There is a significant difference of the students’ reading comprehension achievement before and after being taught through authentic material and teacher-made at the first grade of SMA Negeri 5 Bandar Lampung. It was proved by comparing the result of statistical analysis t-test that shows t-ratio is higher than t-table (2.721>1.997). It indicates that H1 is accepted and H0 is rejected.

2. Students who are taught using authentic materials become more interested in English than those who are taught using teacher-made materials because they can improve their reading ability by using interesting news items from newspaper or other sources. It can be seen by the comparison of the increase

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score on pre-test (64.39) to post-test (76.21) in experimental class1 that gains 11.82. It is higher that the increase score of pre-test (61.51) to post-test (68.93) in experimental class2 that gains 7.43. So, it can be said that authentic material is more effective as teaching material for teaching reading than teacher-made material. Learning to read using authentic materials can create an interesting teaching learning.

5.2 Suggestions

Based on the conclusions above, some suggestions are put forward as follows.

1. The teacher should be able to find and choose an appropriate material in teaching English, especially in teaching reading comprehension. Authentic material and teacher-made material are the materials which have been proved appropriate to be applied in teaching reading comprehension although

authentic material gives better result for the students.

2. In each experimental class, the aspects of reading which got the lowest gain are making inferences and understanding vocabulary. It is suggested to English teacher to give more explanation about those aspects and teacher should give some examples how to answer correctly about that.

3. Since the use of authentic materials can give better result than teacher-made materials, it is suggested that English teacher apply authentic material as a variation of news item materials in teaching reading.

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4. The teacher should develop students’ inferencing ability by giving more explanation on that aspect through news item from authentic material.

5. Variation of material on teaching reading can help the teacher and the learners in teaching learning process.