THE IMPLEMENTATION OF AUTHENTIC MATERIALS USE IN READING AT THE FIRST GRADE OF SMA NEGERI 1 PESISIR TENGAH KRUI PESISIR BARAT

i ABSTRACT

THE IMPLEMENTATION OF AUTHENTIC MATERIALS USE IN READING AT THE FIRST GRADE OF SMA NEGERI 1 PESISIR TENGAH

KRUI PESISIR BARAT

By Dian Setya Rini

This research was conducted: (1) to find out how the teaching reading using authentic materials, (2) to find out how the students’ perceptions in reading activities by using authentic materials, (3) to find out what problems the students face in the implementation of teaching reading using authentic materials. The data were taken from one class only of the first grade students of SMA Negeri 1 Pesisir Tengah Krui Pesisir Barat.

Since the focus of this research was on the process of students’ problems as well as their opinions and feelings towards the media, the researcher employed the descriptively qualitative research design. She used a non-participant observation. As instruments in collecting the data, the writer used observation and interview. In the first day, the writer did observation and first interview. Then, in the second day, she did the second interview.

After analyzing the data that have been collected of the research, most students did not know what the authentic materials were. Therefore, they could not understand English text well in the magazine as one kind of authentic materials. After the writer explained the authentic materials, they feel interest in reading. Concerning with the students’ opinions and feelings, the writer found that they were impressed that authentic materials use can make them more diligent to read.

Based on the conclusions of this research, the writer suggested that authentic materials should be used by the students of Senior High School especially.

THE IMPLEMENTATION OF AUTHENTIC MATERIAL USE IN READING AT THE FIRST GRADE OF SMA NEGERI 1 PESISIR TENGAH

KRUI PESISIR BARAT

(A Script)

Dian Setya Rini

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF LAMPUNG 2015

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THE IMPLEMENTATION OF AUTHENTIC MATERIALS USE IN READING AT THE FIRST GRADE OF SMA NEGERI 1 PESISIR TENGAH

KRUI PESISIR BARAT

By

DIAN SETYA RINI

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

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ACKNOWLEDGEMENTS

The writer would like to acknowledge her countless thanks to the Most Gracious and the Most Merciful, Alloh SWT. Shalawat and salaam are addressed to the Prophet Muhammad SAW and his family. This research report, entitled “The Implementation of Authentic Materials Use at the First Grade of SMA Negeri 1 Pesisir Tengah Krui Pesisir Barat”, is submitted to fulfill one of the requirements in accomplishing the S-1 Degree Program at the Department of Language and Arts of teacher Training and Education Faculty, University of Lampung.

Among many individuals who gave generous suggestions for improving this script, first of all the writer would like to express her sincere gratitude and respect to:

1. H.M. Ujang Suparman, M.A., Ph.D., as my first advisor, for this patience, encouragement, and who has been willing to spend his time to assist me in accomplishing this script.

2. Budi Kadaryanto, M.A., as my second advisor who has contributed and given his evaluation, comments, suggestion during the completion of the script.

3. Drs. Huzairin, M.Pd., as my examiner, for his encouragement and contribution during the seminar until this script is finished.

4. Dr. Muhammad Fuad, M.Hum., as the Chair Person of Language and Arts Department.

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5. Dr. H. Bujang Rahman, M.Si., as the Dean of Teacher Training and Education Faculty of Lampung University.

6. Prof. Ag. Bambang Setiadi, M.A., Ph.D., as my academic advisor, not only for giving advices, but also for deepening my knowledge during my study.

7. My Lecturers and Administrative Staff of Language and Arts Department.

8. Hendra Effendi, S.Pd., as the headmaster of SMA Negeri 1 Pesisir Tengah for giving me chance to conduct and manage the time of the research.

9. My lovely family, Mama, Papa, Udo Alfian Huda Utama, Yuni Mastika, Erica Apriani, thank you for the endless love, prays, and best support in accomplishing my study.

10.My close friend, Marta Chandra, thank his time, participation, and best support during accomplishing my study until this script is finished.

11.My lovely friends, Musfina Rahma, Ratna Purnamasari, Christina Kurniawati CP, Rima Mauli AD, Candra Cahyani Gani, Yoannita Suherman, Fenny Widyawati, Reti Wahyuni, Karina Rabiula, Rachmat Pradicta, Rio Sanjaya, and all friends of English Education Study Program Department 2010, thanks for them greatest motivation. 12.My friends in PPL and KKN, Angga Yudana Saputra, Pandu Saputra, Rika Syafitri,

Erliani Pratiwi, Renita Dwi Astuti, Beti Tri Astuti, Rani Oktarina, Hanni Hanifah, Siti Suarlin, thanks for giving me happiness.

13.My beloved sister, wo Siska Purnamasari, ngah Mitha Wibowo, wo Pepi Elian, kak Marselia Ginting, mba Ria Aprilenta Hutabarat, mba Ira Aziska,

14.My friends Sonya Hervina Okthiara, Enni Sumarni, Susanti, Catrin Angrianuari, Cory Frisca, Haryanti, Nurmala, Yesti Asmara, Selvita Sari, Dica Yulyana, Herlin Desy, Sulas Viana, Leni Widya, Dwi Susanti, Yeli Oktavia Sari thanks for your motivation and giving me sweet memories here.

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Hopefully, this script would give a positive contribution to the education development or to those who want to carry out further research.

Bandar Lampung, 2015

The writer,

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CURRICULUM VITAE

The researcher’s name is Dian Setya Rini. She was born in Bekasi on January 26th 1992. She is the oldest daughter of Mr. Samsul Huda and Mrs. Masdiana. She has only one young sister name is Yuni Mastika.

She joined Bunga Mayang Kindergarten Way Sindi in 1996. Then she entered Elementary School in SD Negeri Laay, Krui in 1998 and graduated in 2004. She continued her study at Junior high School level in SMP Negeri 1 Karya Penggawa, Krui in 2004 and graduated in 2007. After that, she was registered at Senior High School in SMA Negeri 1 Pesisir Tengah, Krui in 2007 and graduated in 2010.

She was accepted as the S1 regular program of the English Education Study Program of the Teacher Training and Education (FKIP), Lampung University through PKAB in 2010. From July through September 2013, she did the Teaching Practice Program (PPL) and KKN at SMP Negeri 3 Sukau, Lampung Barat for three months. She did her research at SMA Negeri 1 Pesisir Tengah, Krui, Pesisir Barat.

vi MOTTO

“Difficult times can make you stronger in the end, even though it may not always be easy to say”

-Dian Setya Rini-

“Seek the knowledge from the cradle to the grave” -H.R. Muslim-

“The truth is you don’t know what is going to happen tomorrow, life is crazy ride, and nothing is guaranteed”

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DEDICATION

This script is fully dedicated to:

My Beloved Parents, Samsul Huda and Masdiana

My Brother and Sister, Alfian Huda Utama and Yuni Mastika My beloved Big Family, Kajong, Tamong, Uncles, and Aunts

My Close Friend, Marta Chandra

My Second Family, Students of English Department 2010 My Almamater, Lampung University

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TABLE OF CONTENT

Page

ABSTRACT... i

APPROVAL... ii

ADMITTED……… iii

CURRICULUM VITAE………. iv

DEDICATION………. v

MOTTO………. vi

ACKNOWLEDGEMENT……….. vii

TABLE OF CONTENT……….. ix

LIST OF APPENDICES………. xi

I. INTRODUCTION 1.1. Background of the Problems……… 1

1.2. Identification of the Problems………. 5

1.3. Limitation of the Problems……….. 6

1.4. Formulation of the Problems………... 6

1.5. Objectives of the Research……….. 6

1.6. Significance of the Research……… 7

II.THEORETICAL FRAMEWORK 2.1. Review of Previous Research……….. 8

2.2. Review of Related Literatures……… 10

2.2.1. Reading………. 10

2.2.2. Teaching Reading………. 13

2.2.3. Concept of Teaching Reading……….. 14

2.2.4. Teaching Reading Using Authentic Material………... 16

2.2.5. Concept of Authentic Material……… 17

2.2.6. Procedure of Teaching Reading using Authentic Material……….. 18

2.2.7. Advantages and Disadvantages Using of Authentic Material……… 19

2.2.7.1. Advantages of Using Authentic Material………... 19

xi III.RESEARCH METHOD

3.1. Setting of the Research……… 22

3.1.1.Place………... 22

3.1.2.Time……… 22

3.2. Research Design……….. 23

3.3. Source of Data………... 23

3.4. Data Collecting Technique……….. 24

3.4.1.Interview………. 24

3.4.2.Observation………. 24

3.5. Subjects of the Research……….. 25

3.6. Research Procedures……… 25

3.6.1. Determining the Research Problems……….. 25

3.6.2. Determining the Subject of Research………... 26

3.6.3. Selecting and Determining the Materials……….. 26

3.7. Data Analysis………... 26

IV. RESULT AND DISCUSSION 4.1. Result of the Research……….. 27

4.1.1.Learning Process……….. 27

4.1.2.Implementation……… 28

4.1.3.Evaluation……… 29

4.2. The Result of the Observation ………... 31

4.2.1.Observation Sheet of First Meeting……… 31

4.2.2.Observation Sheet of Second Meeting………... 34

4.2.3.Observation Sheet of Third Meeting……….. 36

4.3. The Result of the interview ………... 38

4.3.1.Opinion Specification of The Interview Result……….. 40

4.4. Findings……….. 43

4.4.1.Finding of the Implementation Authentic Materials Use in Reading………… 44

4.4.2.Finding of Students’ Opinion About Implementation Authentic Materials Use in Reading……….. 45

4.4.3.Finding of the Problems Faced By Implementation Authentic Materials Use in Reading……… 46

4.5. Discussion……… 47

V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ………. 48

5.2. Suggestions ………. 51

5.2.1. For Teaching………. 51

5.2.2. For Further Researcher………. 52

REFERENCES... 53

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LIST OF APPENDICES

Page

1. Observation Guidelines 1 ……… 55

2. Observation Guidelines 2………. 57

3. Observation Guidelines 3………. 59

4. Interview Guidelines ……… 61

I. INTRODUCTION

This chapter discusses the following points: introduction dealing with background of the problems, identification of the problems, limitation of the problems, formulation of the problems, objectives of the research, uses of the research, definition of the terms.

1.1. Background of the Problems

Unsustainably, Language is a means of communication which is very important for us to adapt to the society. Language is used by human beings to interact with others and to express feeling and thought. It is their tool for carrying on their affairs, working, trading, and living together. So, we can say that language is very important for individual to live in a society in order that they can survive.

As it is known, language is an important tool used by the people in the world to communicate each other. Actually in Indonesia, the students from junior high school through senior high school should learn language in the school. Generally, the language is used like Lampung as province language, Indonesia as national language, and English as international language.

In fact, English is one of widely spoken languages in the whole world, that is the reason today English becomes an international language. As an international

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language, English is used in many fields all over the world. It is also a fact that English is widely needed by people, for example to transfer new modern science, technology, and information. Transferring new modern science, technology, and information can be done through reading process. Based on these facts the writer considered as the first foreign language.

In this case, this study chooses English in her study. It is a language that should be learnt by the senior high school students. Good English usage may help the students easier to learn some of the language skills. Other reason is that English as an important and interesting tool to communicate with other people globally. English should also be known to get the good job. There are four skills of language to be mastered in learning English i.e. listening, speaking, reading, and writing. Based on the interview with the students, it is important to read information which is mostly written in English. Reading dominates the teaching materials in almost English textbook.

Based on pre-observation and interview to the first year students and English teacher of SMA Negeri 1 Pesisir Tengah on 5th December 2013, it got information that for the students, reading is a kind of boring activity compared to three other skills like listening, speaking, and writing. It was found that most of students feel bored in reading activity. They assume that when they read a text, they also must understand about the meaning of words. For them, a text is full of printed words. Besides that, they must read based on the correct pronunciation. When the teacher asks them is come to the front of the class, they feel afraid of being at laughed by other students. This condition might be due to a number of factors such as lack of

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vocabulary, inappropriate use of media, ineffective strategy used by the teacher, and the minimum availability of learning facilities. Those factors are dependent on each other and may affect the process of reading. Due to this condition, the researcher focuses on one of those factors i.e. the media. As it has been found, the teachers in the school do not teach reading comprehension using an appropriate use of media to help the students more enjoy in learning of reading, so they can achieve their motivation in reading.

So, Reading is a naturally complex of decoding in order to construct or derive meaning. It is a means, of communication, and of sharing and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis.

In reality, for the students, reading is a more boring activity than three other skills like listening, speaking, and writing. Usually in reading, the students feel bored cause in the text just showing many full article that it just make they are confuse. Cause that, the students are very hard to find the main idea, vocabulary, and the specific sentence. This condition might be due to a number of factors such as lack of vocabulary, inappropriate use of media, ineffective strategy used by the teacher, and the minimum availability of learning facilities.

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Considering those facts above, when the students consider reading as a boring activity, the teacher should be able to solve this problem. According to the researcher, one way that is teaching the students by using media. Media is an important tool to make a learning effectiveness and make activity is easier. It is important since the effectiveness of learning happens when students are actively engaged in meaningful tasks, interacting with the content.

This study chooses authentic materials as media. She has reasons that authentic material usage can make the students enjoy in their learning process in reading. Another reason is that authentic material is full of colors, interesting pictures, and it has no many articles in the text. It can be stated that the students would be enjoy and they can be more diligent in reading.

Authentic material is intensively used to make the student more interested and enjoy in studying reading. Actually, the researcher would try to solve the problems by having a media in teaching reading using authentic material. The researcher uses this media to find out whether the implementation of teaching reading by authentic material usage is, the students and English teacher perceive in reading activities by authentic material usage, and problem in the implementation of teaching reading by authentic material usage interesting.

SMA Negeri 1 Pesisir Tengah Krui Pesisir Barat would be chosen as the population of the study, based on consideration that students at this school still have difficulties in teaching the reading text. Another reason is that SMA Negeri 1 Pesisir Tengah Krui Pesisir Barat has not ever applied authentic material as one of

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media in teaching learning process. It would be expected that learning process using authentic material can help students’ reading in learning process.

With reference to the problems above, the researcher tries to find out whether there students’ problems in reading implemented by using authentic material, to find out whether there are the students perception in reading activities by using authentic material, and to find out whether there are problems in the implementation of teaching reading using authentic material. Finally, the researcher apply the title of script is “The Implementation of Authentic Material Use in Reading at The First Grade of SMA Negeri 1 Pesisir Tengah Krui Pesisir Barat”.

1.2. Identification of the Problems

In line with the background of the problems, the following can be identified: 1. Students tend to assume that reading is a very boring activity because a text

does not contain an interesting image or color that would be added interest in their reading.

2. Students tend to be very lazy to read the text because the text is like an article. 3. Students have low motivation to learn English.

4. Students have negative attitude toward learning English. 5. Students lack vocabulary.

6. Students feel bored when the teacher teaches them too monotonously in learning English.

7. Students always get too many assignments every meeting by the English teacher.

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1.3. Limitation of the Problems

In line with the identification of the problems above, the researcher would be focused the research on the classroom activity by using authentic material:

1. The use of authentic material.

2. The students’ perceptions about the use of authentic material. 3. The problems faced by the students while using authentic material.

1.4. Formulation of the Problems

In line with the limitation of the problem, the researcher tried to formulate the research problems as follows:

1. How is the teaching reading using authentic material?

2. How are the students’ perceptions in reading activities by using authentic materials?

3. What problems the students’ face in the implementation of teaching reading using authentic material?

1.5. Objectives of the Research

Given the formulation of the problems above, the objectives of the research are:

1. To find out how the teaching reading using authentic material intended.

2. To find out how the students’ perceptions in reading activities by using authentic material.

3. To find out what problems the students face in the implementation of teaching reading using authentic material.

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1.6. Significance of the Research

The findings of the research are expected to be beneficial theoretically and practically:

1. Theoretically, the results of this research are expected to verify the previous theories dealing with teaching reading using authentic material and to be used as a reference for further research.

2. Practically, the results may provide information to the English teachers, especially at SMA Negeri 1 Pesisir Tengah Krui Pesisir Barat whether authentic material can help students’ reading.

II. THEORETICAL FRAMEWORK

This chapter concerns the following points: review of previous research, review of related literature, reading, teaching reading, concept of teaching reading, teaching reading using of authentic material, concept of authentic material, procedure of teaching reading using authentic material, and advantages and disadvantages using of authentic material.

2.1. Review of Previous Research

Considering the previous research above, it can be states that authentic material can be used to help students are easier reading comprehension significantly. The relation to the research that the researcher are applicable the authentic material in her research, because authentic material can make student more enjoy to read a text.

Some previous research Verhoven and Snow (2001:170), Soanes & Stevenson (2005), Pinheiro (2005:42), Nilsson (2005:42), and Ulfa (2008) prove that authentic material is an effective media for teaching reading easily and more fun. Verhoven and Snow (2001:170) state that to make sure that the students are motivated, the teacher allows students to take part in the choosing of the text, they will automatically be more interest in reading and working with it.

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At the same time, letting students take some responsibility helped them to reflect on their own learning process. It encourages them to think about what they actually want to learn about and how they want to do this. The teacher help plan

the students’ learning process to be more motivated in the classroom and hereby create a better learning and class environment. By doing this, the teacher should teach them how to learn and this would be helped the students in their studies further on.

Soanes and Stevenson (2005) state that for teaching purposes this refers to English books, novels or articles that have been written by an English speaking author to a native audience or speaker, in these cases the language used has not been altered.

Pinheiro (2005:42) state that textbook is useful both to students and teachers. She believes that school material offers structure and guidance to students on how to read and learn. She further believes that through this kind of material the teacher saves some time when preparing the lessons.

Nilsson (2005:42) states that students’ motivation in reading texts is higher than using text which full of article when the teacher using authentic texts in the classrooms. He further states that students today need situations where they can read, write about and discuss different issues they find important.

On the other side, previous research has been done by Ulfa (2008) at SMP Muhammadiyah 3 Bandar Lampung. She made an experiment using fairy tales to investigate whether it might increase students’ reading comprehension. In her

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learning about authentic material usage as well as their opinion and feelings toward the material. The result of her research is that most students are still confused about reading using authentic material.

So, authentic material usage can make the students more motivated. It also can help the teacher to learn in the classroom. Authentic material is easy media and

its’ content is interesting.

2.2. Review of Related Literatures

For further explanation about the students’ and English teachers’ perceptions in

authentic material usage, the researcher will explain some related literatures about the reading comprehension.

2.2.1. Reading

According to Murcia (2002) states that reading is a skill that everyone needed whether in elementary, secondary, and university. In other words, reading is an important skill that must be achieve by the students in all education level.

Concerning to Howart (2006) reading is just as a communicative as any other form of language. It means that in reading, there is an interaction between the researcher try to encode the messages to the readers. Then, the readers try to decode the messages that sent by the researcher.

Furthermore, Walker (2004) states reading is a result of the interaction between the perceptions of graphic symbols and the written language form. In reading processes, the reader tries to recreate the meaning intended by the researcher.

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There are various definitions of reading. Reading is an intrinsic part of the classroom teaching of the content. It means that the content of the curricula would be showed the importance of teaching students how to obtain information along with teaching subject matter. Reading, arguably the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessment of general language ability (Brown, 2004:185).

Cameron (2001:125) said that reading bring together visual information from written symbols, phonological information from the sounds those symbols make when spoken, and semantic information from the conventional meanings associated with the words as sounds and symbols. It means that when reading a text, the reader find new thing that he/she might not know yet and he/she also learns about new information that would be added his/her knowledge. He/she may also find information that would be helped him/her in learning something.

Moreover, reading is essentially about understanding, that the readers would be understanded texts that they read by constructing a meaning for themselves, and that writers would be tried to ensure that their readers are able to understand what they write (Cameron, 2001:125). The writer is the encoder and the reader is the decoder. The decoder has a message in his/her mind (it may be an idea, a fact, a feeling, an argument, etc) that he/she wants somebody else to share. To make this possible, he/she must first put his/her ideas into words or in the written form as a text. The text is accessible to the mind of other person who reads it. Once it is decoded, the message enters the mind of the decoder and communication is achieved.

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It means the reading is the process of interaction among the writers, the text, and the reader. In this process, the reader tries to receive the message from the writer through the text as well as possible.

Brown (2001:306-310) defined strategies for reading comprehension as follows: 1. Identify the purpose in reading.

2. Use grapheme rules and patterns to aid in bottom up decoding (especially for beginning level learners).

3. Use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels).

4. Skim the text from main ideas.

5. Scan the text for specific information. 6. Use semantic mapping or clustering. 7. Guess when you are not certain. 8. Analyze the vocabulary.

9. Distinguish between literal and implied meanings. 10.Capitalize on discourse markers to process relationships.

From the references of definition above, reading comprehension in this study is defined as the process of getting message from the author through a written text. The message may be an idea, a fact, a feeling, an argument, etc.

So, from the statements above, we conclude that reading is a cognitive learning process which has meaningful interpretation of printed or written verbal symbols.

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Reading also an active process because in there is an interaction between taught and language to get the information for the readers.

2.2.2. Teaching Reading

From this statement, we can see that emphasizes has been given on the relations among teaching variables. Grabe and Stoller (2002: 20) state that reading is a set of common underlying processes that are activated when we read. In other words that reading can make the students recall what we look before it, so they can understand the meaning from what they look.

According to Brown (2001) recent research on teaching reading has shown that a combination of top-down and bottom-up processing, so called interactive reading, is almost always a primary ingredient in successful teaching methodology because both processes are important. From the statements above, the researcher can be said that teaching reading is a job for an expert. Contrary to the popular theory that learning to read is natural and easy, learning to read is a complex linguistic achievement. For many children, it requires effort and incremental skill development. Moreover, teaching reading requires considerable knowledge and skill, acquired over several years through focused study and supervised practice.

Consider what the classroom demands of the teacher. Children’s interest in reading must be stimulated through regular exposure to interesting books and through discussions in which students respond to many kinds of texts. For best results, the teacher must instruct most students directly, systematically, and

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explicitly to decipher words in print, all the while keeping in mind the ultimate purpose of reading, which is to learn, enjoy, and understand.

2.2.3. Concept of Teaching Reading

Reading is viewed as the most important skill to be gained by the students besides the other skills. According to the 2006 SMA English curriculum, the objective of teaching reading in SMA is to enable the students to read (to comprehend in to interpret) any English reading texts.

It is also explained that the teaching of reading should emphasize on skill for comprehending various kinds of the text and increase the students’ mastery is vocabulary and structure. In teaching English (reading), the teachers have to believe in their ability to choose the material we would be used for our classroom (Dubin, 1979:30).

But when the teacher choose the material as their tools of teaching reading, they

must pay attention to student’s level, method, knowledge, background, situation,

experience, and material itself. The absence of several points above would make teaching less successful.

Brown (2004:185) says that for learners of English, two primary hurdles must be cleared in order to become efficient readers. First, they need to be able master fundamental bottom up strategies for processing separate letters, words, and phrases, as part of that top down, conceptually driven strategies for

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comprehension. Second, as part of that top down approach, second language readers must develop appropriate content and formal schemata background information and cultural experience to carry out those interpretations effectively.

Harmer (2004:68) said that reading texts also provide opportunities to study language: vocabulary, grammar, punctuation, and we construct sentences, paragraphs and texts. Lastly, good reading texts can be the springboard for well rounded, fascinating lessons.

It is also explained that the teaching of reading should emphasize on skill for

comprehending various kinds of text and increase the students’ mastery in

vocabulary and structure. In teaching English (reading), the teachers have to believe in their ability to choose the materials that they would be used for their classroom.

But when the teachers choose the materials as their tools of teaching reading, they must pay attention to the students’ level, method, knowledge, background, situation, experience, and material itself. The absence of several points above would make teaching less successful.

Brown (2001:313-315) gives principles for designing interactive reading techniques as follows:

1. In an interactive curriculum, make sure that you do not overlook the importance of specific instruction in reading skills.

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2. Use techniques that are intrinsically motivating. 3. Balance authenticity and readability in choosing texts. 4. Encourage the development of reading strategy. 5. Include both bottoms up and top down techniques.

6. Follow the “SQ3R” sequence.

7. Subdivide your techniques into pre reading, during reading, and after reading phases.

8. Build in some evaluative aspect to your techniques.

2.2.4. Teaching Reading Using Authentic Material

Since it has been mentioned previously on the background, the researcher would like to try teaching reading by using authentic material. She hopes she may find something valuable during the implementation in authentic material usage in their reading comprehension. Here, the process of teaching as Williams (2005) proposes can be conduct such in the following steps:

1. The teacher starts by introduce and explain the definitions of reading and also tell advantages and disadvantages.

2. Then the teacher demonstrated the material used an overhead transparency of the text concerned. Demonstrated will be done by presenting texts marked-up and discussing with the students about reading involved. It is to indicate to the students more motivate and feel interest in reading activity without boring.

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3. The teacher presented a text and asked the students to identify. In this stage, the students work on the text in two or three, comparing and discussing their worked with the teacher as a roving consultant.

2.2.5. Concept of Authentic Material

G. Martinez (2002) authentic material is a real life material that a student

encounters in everyday life but that weren’t created for educational purposes. They include newspapers, magazines, and web sites, as well as driver’s manuals,

utility bills, pill bottles, and clothing labels. So, we can see that authentic material is very important to the students, it also interesting media because it can be a real life material so that the students can be easier to understand this media.

Authentic material is material created for native speaker of the language and use in a class in its original form and design. In other words, they are not changed in any way. Whereas genuine materials are authentic materials adapted for a class, e. g. jumbled paragraphs, cut out headlines etc. From this statement, we can see that authentic material not only used by the reader only but it also used by the native speaker.

So in this case, we would like to conclude that authentic materials are any materials that exist in the real world for native speakers in English. Examples of authentic materials include: newspapers and advertisements, bills and receipts, official letters and forms from governments or businesses, maps and directions, prescriptions and instructions, and written notes and messages.

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The researcher can use authentic material in the classroom. She will hand out material to each student and would have them work individually. However, experience has shown that having students work in pairs is a better approach because they tend to be more enthusiastic and work harder. The researcher gives each pair the authentic material and a question handout. Interestingly, the student with the stronger command of English is not necessarily the one who is able to extract the most information from the material.

Students of different abilities tend to complement one another and, as a result, do not get bogged down easily. Students tend to contribute individual strengths to the completion of the task. The researcher usually tell students that question handouts will be collected since this keeps them more focused on the completion of the exercise. The teacher's personal background information should be shared before the students begin concentrating on the material in the narrative text.

2.2.6. Procedure of Teaching Reading using Authentic Material

Other factors worth taking into consideration when choosing authentic material

for the classroom can include whether the text challenges the students’

intelligence without making unreasonable linguistic demands, does the language reflect written or spoken usage, is the language in the text natural or has it been distorted in order to try and include examples of a particular teaching point. It is also important that the text lends itself to being studied, can good questions be asked about it or tasks based on it created. Above all does the text make the

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student want to read for them, tell themselves self something they don’t know as well as introduce new and relevant of ideas.

The first, there is suitability of content. Here, the teachers have to consider so many things. For example the text can make the students can be interest, the second that material which used by the teacher is relevant for the students, and the last that the material can be represent by the students although use at outdoor the classroom.

The second is exploitability. Here, the people have to consider so many things. For example the text whether it is easy or difficult. After that, the teacher also has to see whether the text is too demanding or complex.

The last, the text whether it has new contain vocabulary or relevant. The last is presentation. Here, the teacher has to consider so many things. For example the text is look of authentic, people also have to see whether the text is attractive, the text can be grabbed the students’ attention, and the text can make the students want to read more.

2.2.7. Advantages and Disadvantages Using of Authentic Material 2.2.7.1. Advantages of Using Authentic Material

Using authentic material in the classroom, even when not done in an authentic situation, and provided it is appropriately exploited, is significant for many reasons. Some of them are: Students are exposed to real discourse, as in videos of interviews with famous people where intermediate students listen for gist.

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They provide exposure to real language:

1. Authentic materials have a positive effect on learner motivation.

2. Authentic materials keep students informed about what is happening in the world, so they have an intrinsic educational value. As teachers, we are educators working within the school system, so education and general development are part of our responsibilities (Sanderson, 1999).

3. Textbooks often do not include incidental or improper English.

4. Authentic materials can produce a sense of achievement, e.g., a brochure on England given to students to plan a visit.

5. The same piece of material can be used under different circumstances if the task is different.

6. Language change is reflected in the materials so that students and teachers can keep abreast of such changes.

7. Reading texts are ideal to teach/practice mini-skills such as scanning, e.g. students are given a news article and asked to look for specific information (amounts, percentages, etc.), basic students listen to news reports and they are asked to identify the names of countries, famous people, etc. (Martinez, 2002). 8. Books, articles, newspapers, and so on contain a wide variety of text types,

language styles not easily found in conventional teaching materials.

9. Authentic materials 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 authentic materials to be used in class.

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2.2.7.2. Disadvantages of Using Authentic Material

It can be stated that learners are being exposed to real language and they feel that they are learning the real language. These are what make us excited and willing to use authentic materials in our classrooms, but while using them, it is inevitable that people face some problems.

The disadvantages mentioned by several researchers are:

1. Authentic materials may be too culturally biased, so unnecessarily difficult to be understood outside the language community.

2. The vocabulary might not be relevant to the student’s immediate needs.

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.

5. Too many different accents can be heard which can cause some confusion. 6. The material can become outdated easily, e.g. news.

7. There are many headlines, adverts, signs, and so on that can require good knowledge of the cultural background.

From the explaining of advantages and disadvantages of authentic material above, it can be conclude that it can make the students can be interest, attractive, and also it so easy to used by them because the material is relevant and it can be used anywhere. Generally, the authentic material usage can make the students more motivated although it is too culturally for the students.

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III. RESEARCH METHODS

This chapter discusses the methods of research used in this study: setting of the research design, subject of the research, research procedure and data analysis.

3.1. Setting of the Research 3.1.1. Place

This research would be carried out at SMA Negeri 1 Pesisir Tengah Krui Pesisir Barat which is suitable for the problem of the research. The researcher chooses SMA Negeri 1 Pesisir Tengah as the population of the research because in this school the students’ reading motivation is still low.

3.1.2. Time

The implementation of teaching the recognition of learning reading would taken place two times in a week with the duration of 90 minutes for each meeting. The researcher would be last for 90 minutes for each meeting because such amount of time is more effective than use 45 minutes for each meeting.

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3.2.Research Design

In this research, the researcher uses a descriptively qualitative research design because in this study, the researcher wants to see the process of this study. Suparman (2009) states that qualitative researchers report the result obtain from qualitative analysis through detail descriptions of the processes which the researchers used in arriving at the categories and patterns of the research. It is intended to describe what the students’ problems are, and how their feelings and opinions are toward teaching the recognition of reading. The data of this research would be gathered from observation and interview. The qualitative research would be chosen to make the data analysis become easier since the data that would be taken at the first year students of SMA Negeri 1 Pesisir Tengah Pesisir Barat.

3.3. Source of the Data

This research would be conducted at the first year of SMA Negeri 1 Pesisir Tengah Krui Pesisir Barat. It would be carried out in dividing the students of class XH. The implementation of teaching reading takes place twice a week with the duration of 90 minutes for each meeting. During the presentation, the teacher does some activities in each meeting as describes in the following:

1. First meeting, the focus is on giving the first interview about the authentic material is given by the teacher.

2. Second meeting, the focus is on students’ problems while teaching reading a text in the magazine as an authentic material with observation.

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3.4. Data Collecting Technique

In collecting the data, the researcher would be used the instruments as follows:

3.4.1. Interview

It is known as one of the most popular means of collecting data. The reason for using this interview is that, it is easy for the researcher to construct and it does not either consume time or cost money. The reasons of interview would be done by the researcher are to know how the students’ and the English teachers’ perceptions in reading activities by using authentic material.

3.4.2. Observation

Observation is an instrument that can help researcher to collect the data in qualitative research design. Hammersley and Atkinson (1995) as Suparman (2009:73) quoted describe that observing in a particular setting is a special skill requiring (1) management of issues, such as the possibility of deception of the people being interview, (2) impression management, and (3) the potential marginality of the researcher in strange setting. When observing the class, the researcher would do a lot of notes to ensure that is collect is rich. Here, instrument used to get data about the process of learning process.

The observation would be conducted by entering the class directly and investigating the teacher and learners during learning process in the class and keeping detail records in observation from both objective observation (description) and the students’ activities (reflections).

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It would be taken the researcher four meetings of the class. In short, the observation is occurs for two days. The analysis of observation would be conducted during the data collecting.

3.5.Subject of the Research

Directly, the researcher would be chosen a class as a subject of this research. They are XH of SMA Negeri 1 Pesisir Tengah Krui Pesisir Barat. In X8 have 35 students.

Based on the teachers’ statements at SMA Negeri 1 Pesisir Tengah Krui Pesisir Barat, X8 has problems in reading.

3.6.Research Procedures

To make this research run well, it is suggested that the procedures of the research are:

3.6.1. Determining the Research Problems

The problem of this research is intended to see whether the researcher would be tried to solve the problems by having a media in teaching reading using authentic material. The researcher use this media to find out whether the implementation of teaching reading by authentic material usage, the students and English teacher perceptions in reading activities by authentic material usage, and problem in the implementation of teaching reading by authentic material usage.

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3.6.2. Determining the Subject of Research

The population of this research would be the first year students of SMA Negeri 1 Pesisir Tengah Krui Pesisir Barat. There are 37-40 students. The researcher would be chosen X8 directly.

3.6.3. Selecting and Determining the Materials

The materials in this research are handout book for first grade of SMA and magazine. The material would be taken from textbook and internet. The topic is about reading. The researcher used one type of reading text.

3.7. Data Analysis

The data would be gathered from observation and interview. They would be classified, analyzed, interpreted, and described as clear as possible to become the conclusion.

V. CONCLUSIONS AND SUGGESTIONS

This chapter covers the conclusions of the data analysis and also suggestions for improving the students to finding out the implementation of authentic material.

5.1. Conclusions

According to the research finding, the conclusion can accordingly be stated as follow:

1. Based on the result of data analysis the teaching reading using authentic material, the researcher has found from the teacher intended to the class that many students feel afraid, curious, and also there are feel enthusiast. The description of the Process on Reading: first, the researcher observed the process the happened in the class. In the opening meeting, the teacher began the class by greeting the participants then the teacher checked the participant attendance lists, and found that all of the participants came to the class. The teacher began the class by giving apperception about the material such as: “Do you know authentic material? What is authentic

material?”. The students assume that the text has full of article which can

make them confused. They said that they like reading authentic materials, more diligent to read if the English teacher gives them reading book of

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authentic materials which has many pictures are colorful. Then, the researcher gave article which has no picture and colorful one by one. To see their participation, the researcher asked many students to come to front of the class. For the first student, the researcher found that the student feels afraid to come to front of the class. This problem arises from the researcher call the student’s name. The next, the researcher call the other students to come in front of the class too. This second student has many problems that she read the article not clear, she always asked to the researcher why the text to read. From many of students which called by the researcher, the researcher think that the article made them bored, confused, afraid, and etc. From seeing the condition of the class, the researcher tried to use the authentic material to solve their assumptions of reading activity. They think that reading was very bored to do that. The researcher gave them the magazine one by one. The researcher hoped that this media can make the students enjoy and more diligent in reading. And the next section after she gave the students article, she gave them the magazine. The result from this section, she found that the student very enthusiast, they prefer like the magazine than article. So, the researcher resume that this media can solve the students’ reading problem.

2. The students’ perception in reading activities by using authentic materials, is that they prefer reading magazine than article. They like this media which is given by the researcher although before that they afraid, confused, and not enthusiast. The students also feel enjoy and can achieve

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their ability in reading skill. They also not afraid like before that. Surely, the students enthusiastically follow the learning style like that. They can be more accepted the new media, e.g. magazine. They started to read enjoy without feel lazy and boring.

3. The problems the students faced in the implementation of teaching reading using authentic materials are: (1) some of students feel uncomfortable and afraid when the teacher asked them to come front of class to read the magazine, (2) when they read the authentic materials, many of them cannot read the authentic materials are not clear because they lack of vocabulary, (3) many of students too lazy to found the meaning of the statements in the magazine because in there too many pictures which is make them enjoy, (4) sometimes they have problem in pronounce the statements in the authentic materials itself, and (5) many of students always asked the meaning word by word to the researcher which can make the research action not effective.

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5.2. Suggestions

Based on the conclusions above, the writer would like to propose the following suggestions:

5.2.1. For Teaching

1. The teacher should provide different magazine topics language learning in teaching reading in the classroom as supplementary material. The high interest of students will motivate them to join every single activity instructed by the teacher so that they can improve their capability of reading English language through reading aloud by good skimming in different magazine topic language learning.

2. The teacher should modify the media which is suitable for the students to improve their motivation in learning, especially in reading. The teacher should provide the students with feedback as needed. So that the students can be easier to understand with the material that given by the teacher in the classroom. In the other side, the students not feel afraid and ashamed to the teacher and the other students when she or he coming front of the class and asked by the teacher about the lesson. In other words, the good feedback also important needed between the teacher and also the students.

3. The teachers are suggested to manage the class as well as possible in order to invite the students to explore their opinions and the ideas. The teacher also should help the students to improve their reading. In other words, the teacher should make the students to understand about authentic material and the lesson plan well inside or outside the classroom.

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4. The teacher should apply the authentic materials, so that the students can learn more. In other words, they can be more feel comfort and fun to learn anything in English. Authentic material usage also can be covers the teacher’s monotonous.

5. The students should be exposed to various English reading media at schools in order to train them to be familiar with authentic materials, so that they can be more diligent and interested in reading activity because their material not makes them bored. This achievement can be achieve their education quality of English in the school, especially in SMA Negeri 1 Pesisir Tengah Krui Pesisir Barat. English reading media is one of the important needed which must have by the school. If there is many media usage, so teaching and learning there can achieve well, especially in English.

5.2.2. For Further Researcher

It is advisable that this research is replicated by further researcher in the regular classroom. The next researcher should apply another more interesting magazine for each topic which can stimulate students to interact and practice their language in the classroom and make the discussion more interesting. He/she also should search for other interactional contribution categories which are used by students while having good reading.

56

REFERENCES

Brown Douglas, H. 2001. Teaching by Principles An Interactive Approach to Language Pedaogy. New York: A Pearson Education Company.

Brown Douglas, H. 2004. Language Assessment Principles and Classroom Practices. New York: A Pearson Education, Inc.

Cameron, Lynne. 2001. Teaching Languages to Young Learners. USA: Cambridge University Press.

Harmer, Jeremy. 2004. How to Teach English. England: Pearson Education Limited.

Hillman Pinheiro, Mona. 2005. In med böckerna i undervisningen. Lärarnas tidning, 11. p. 42

Howart,P. 2006. Making Reading Communicative. From:

http://academic.cuesta.edu.Htm. Retrieved on April 19th, 2012.

Murcia, C. 2002. Teaching English as a Second or a Foreign Language. Newbury House Publisher Inc. Massachusetts.

Nilsson, Jan. 2005. Ut med läroboken. Lärarnas Tidning, 10. p.42. http://academic.cuesta.edu.Htm

Sanderson, P. 1999. Using Newspaper in the Classroom. Cambridge: Cambridge University Press.

Soanes Catherine and Stevenson Angus (Editors). 2005. The Oxford Dictionary of English (revised edition). Oxford: Oxford University Press.

57

Suparman, U. 2009. Qualitative Research for Language Teaching and Learning. Bandung: Arfino Raya Publisher.

Suparman, U. 2005. Understanding and Developing Reading Comprehension. Bandar Lampung. Lampung University. 112 pages.

Ulfa, N. 2008. Teaching Reading Comprehension Through Fairy Tale at The Second Year of SMP Muhammadiyah 3 Bandar Lampung. (In published script). Bandar Lampung: Lampung University.

Verhoeven, L. and Snow, C. E. (Editors). 2001. Literacy and Motivation Reading Engagement in Individuals and Group. New Jersey: Lawrence Erlbaum Ass. Inc. Publishers.

Walker, B. J. 2004. Diagnostic Teaching of Reading. Techniques for Instruction and Assessment. From: http//csuchico-dspace.calstate.edu/Htm. Retrieved on April 22nd, 2012.

authentic materials which has many pictures are colorful. Then, the researcher gave article which has no picture and colorful one by one. To see their participation, the researcher asked many students to come to front of the class. For the first student, the researcher found that the student feels afraid to come to front of the class. This problem arises from the researcher call the student’s name. The next, the researcher call the other students to come in front of the class too. This second student has many problems that she read the article not clear, she always asked to the researcher why the text to read. From many of students which called by the researcher, the researcher think that the article made them bored, confused, afraid, and etc. From seeing the condition of the class, the researcher tried to use the authentic material to solve their assumptions of reading activity. They think that reading was very bored to do that. The researcher gave them the magazine one by one. The researcher hoped that this media can make the students enjoy and more diligent in reading. And the next section after she gave the students article, she gave them the magazine. The result from this section, she found that the student very enthusiast, they prefer like the magazine than article. So, the researcher resume that this media can solve the students’ reading problem.

2. The students’ perception in reading activities by using authentic materials, is that they prefer reading magazine than article. They like this media which is given by the researcher although before that they afraid, confused, and not enthusiast. The students also feel enjoy and can achieve

their ability in reading skill. They also not afraid like before that. Surely, the students enthusiastically follow the learning style like that. They can be more accepted the new media, e.g. magazine. They started to read enjoy without feel lazy and boring.

3. The problems the students faced in the implementation of teaching reading using authentic materials are: (1) some of students feel uncomfortable and afraid when the teacher asked them to come front of class to read the magazine, (2) when they read the authentic materials, many of them cannot read the authentic materials are not clear because they lack of vocabulary, (3) many of students too lazy to found the meaning of the statements in the magazine because in there too many pictures which is make them enjoy, (4) sometimes they have problem in pronounce the statements in the authentic materials itself, and (5) many of students always asked the meaning word by word to the researcher which can make the research action not effective.

5.2. Suggestions

Based on the conclusions above, the writer would like to propose the following suggestions:

5.2.1. For Teaching

1. The teacher should provide different magazine topics language learning in teaching reading in the classroom as supplementary material. The high interest of students will motivate them to join every single activity instructed by the teacher so that they can improve their capability of reading English language through reading aloud by good skimming in different magazine topic language learning.

2. The teacher should modify the media which is suitable for the students to improve their motivation in learning, especially in reading. The teacher should provide the students with feedback as needed. So that the students can be easier to understand with the material that given by the teacher in the classroom. In the other side, the students not feel afraid and ashamed to the teacher and the other students when she or he coming front of the class and asked by the teacher about the lesson. In other words, the good feedback also important needed between the teacher and also the students.

3. The teachers are suggested to manage the class as well as possible in order to invite the students to explore their opinions and the ideas. The teacher also should help the students to improve their reading. In other words, the teacher should make the students to understand about authentic material and the lesson plan well inside or outside the classroom.

4. The teacher should apply the authentic materials, so that the students can learn more. In other words, they can be more feel comfort and fun to learn anything in English. Authentic material usage also can be covers the teacher’s monotonous.

5. The students should be exposed to various English reading media at schools in order to train them to be familiar with authentic materials, so that they can be more diligent and interested in reading activity because their material not makes them bored. This achievement can be achieve their education quality of English in the school, especially in SMA Negeri 1 Pesisir Tengah Krui Pesisir Barat. English reading media is one of the important needed which must have by the school. If there is many media usage, so teaching and learning there can achieve well, especially in English.

5.2.2. For Further Researcher

It is advisable that this research is replicated by further researcher in the regular classroom. The next researcher should apply another more interesting magazine for each topic which can stimulate students to interact and practice their language in the classroom and make the discussion more interesting. He/she also should search for other interactional contribution categories which are used by students while having good reading.

REFERENCES

Brown Douglas, H. 2001. Teaching by Principles An Interactive Approach to Language Pedaogy. New York: A Pearson Education Company.

Brown Douglas, H. 2004. Language Assessment Principles and Classroom Practices. New York: A Pearson Education, Inc.

Cameron, Lynne. 2001. Teaching Languages to Young Learners. USA: Cambridge University Press.

Harmer, Jeremy. 2004. How to Teach English. England: Pearson Education Limited.

Hillman Pinheiro, Mona. 2005. In med böckerna i undervisningen. Lärarnas tidning, 11. p. 42

Howart,P. 2006. Making Reading Communicative. From:

http://academic.cuesta.edu.Htm. Retrieved on April 19th, 2012.

Murcia, C. 2002. Teaching English as a Second or a Foreign Language. Newbury House Publisher Inc. Massachusetts.

Nilsson, Jan. 2005. Ut med läroboken. Lärarnas Tidning, 10. p.42. http://academic.cuesta.edu.Htm

Sanderson, P. 1999. Using Newspaper in the Classroom. Cambridge: Cambridge University Press.

Soanes Catherine and Stevenson Angus (Editors). 2005. The Oxford Dictionary of English (revised edition). Oxford: Oxford University Press.

Suparman, U. 2009. Qualitative Research for Language Teaching and Learning. Bandung: Arfino Raya Publisher.

Suparman, U. 2005. Understanding and Developing Reading Comprehension. Bandar Lampung. Lampung University. 112 pages.

Ulfa, N. 2008. Teaching Reading Comprehension Through Fairy Tale at The Second Year of SMP Muhammadiyah 3 Bandar Lampung. (In published script). Bandar Lampung: Lampung University.

Verhoeven, L. and Snow, C. E. (Editors). 2001. Literacy and Motivation Reading Engagement in Individuals and Group. New Jersey: Lawrence Erlbaum Ass.Inc. Publishers.

Walker, B. J. 2004. Diagnostic Teaching of Reading. Techniques for Instruction and Assessment. From: http//csuchico-dspace.calstate.edu/Htm. Retrieved on April 22nd, 2012.