13 were four meetings. By the end of the teaching and learning activity of English subject, the
participants were asked to answer to the 15 statements by choosing some options.
E. Data Analysis Procedure
This study used descriptive method since it describes the attitudes of the students of SMPN 2 Ampel toward the use of authentic materials. First, the writer divided the
participants’ responses into two: positive and negative responses. The responses were considered positive, when they belonged to strongly agree and agree. On the other hand, the
responses were classified into negative answers, when they belonged to strongly disagree and disagree. Then, the writer created and concluded an overall result. The overall result was also
completed with a table and a diagram. In a brief, by concluding or seeing the diagram of the
overall result, a brief explanation and conclusion the result of the research was clearly seen.
Further, the result of the questionnaire was analyzed by using frequency distribution table. For each criterion the writer added also a diagram and a table to make clearer depiction.
The diagram showed how many responses of some options for each question. It was purposed to show how significant the difference between four options. So, the explanation would be
easier to digest in that way. Next, in every question item of each diagram, the writer narrated,
analyzed then concluded it.
By considering the good attitude of the use of authentic materials, the writer matched and analyzed the data found with some theories related to the good attitude of using the
authentic materials in EFL. Based on the related theories, the writer came to a decision whether the experts’ say to be perceived the same to the attitude shown by the eight grade of
SMPN 2 Ampel.
14
Findings and Discussion
In this section, the collected data through the distributed questionnaire were described, analyzed and interpreted based on the background theories and the relevant
literatures. The data were presented in form of tables and charts. The description of the data in this part was presented and arranged in four criterions based on the relationship between
them related to the important criteria in selecting authentic material for teaching by Nuttal as cited in Berardo, 2006, which are suitability of content, exploitability, readability, and
variety and
presentation. Table
1 presents
the result
of questionnaire.
Table 1. The result of Questionnaire
No. Question Items
Strongly Disagree
Disagree Agree Strongly
Agree 1.
I like the reading topic in English subject material.
5 54
4 2.
I like the exercises given in English subject material.
6 53
4 3.
I like the layout picture, illustration, or font of English subject material.
10 35
18 4.
I like the materials of English subject, which are taken from newspaper or internet.
13 36
14 5.
I like how the materials are discussed in English subject.
1 10
43 9
6. The English subject material is easier to
understand if it is related to daily life. 7
30 26
7. The English subject materials are easier to
understand if it is taken from newspapers or magazine or internet.
3 43
17 8.
The grammar used in English subject materials are easy to understand.
15 44
4 9.
In English subject material, there is information or knowledge besides English.
1 8
42 12
10. English subject materials are useful in daily
life. 3
3 36
21 11. I study or reading English subject material
outside the class. 7
33 21
2 12. I could understand the vocabulary in English
subject materials class. 2
12 39
10 13. I read additional materials text related to
English subject. 1
32 26
4 14. Pictures or photographs in reading text help me
to understand English subject. 7
31 25
15. English subject materials motivate me to learn English.
1 1
45 16
15
A. Overall Result
