The reason for a person to read depends on the purpose of reading. Reading can have three main purposes, for survival, for learning or for pleasure. Reading for
survival is considered to be in response to our environment, to find out information and can include street signs, advertising, and timetables. It depends
very much on the day-to-day needs of the reader and often involves an immediate response to a situation. In contrast reading for learning is considered to be the type
of reading done in the classroom and is goal orientated. While reading for pleasure is something that does not have to be done. For Nuttall 1996 the central
ideas behind reading are: 1.
The idea of meaning; 2.
The transfer of meaning from one mind to another; 3.
The transfer of a message from writer to reader; 4.
How we get meaning by reading; 5.
How the reader, the writer and the text all contribute to the process. Our knowledge and experiences of the world around us also influence how a text
is read or processed; this is known as schema theory Bartlett 1932. It operates actively and constructively, with our knowledge of the world being a continuous
process that upon receiving new information interprets it on the basis of what is already known. Good readers have an idea of what is normal linguistically and
conceptually and of how the world works, therefore when reading they make use of existing schemata and then modify them with any new information. They also
have expectations or make predictions before reading that are reinforced, challenged or modified after reading. Often a writer will presume that the target
reader has the relevant schemata to read the text and will therefore leave certain
facts out or unstated presuppositions but this creates problems when the writer and reader do not share the same relevant schema.
Reading is the process of searching meaning from text. The goal, therefore, is to
gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences. In understanding read text information
children developmental models, or representations of meaning of the text ideas during the reading process. There are two classes of mental models: a text-based
model, which is a mental representation of the propositions of the text and a situation model consisting of what the text is perceived to be about Kintsch 1998;
Van Dijk Kintsch 1983. In line with the explanation above, it can be inferred that reading comprehension
is not only a process in which the readers may create meaning by interacting with the text, but also reading can make the readers find something new which is
different from the stage before reading. Reading also gives the reader a pleasure and from reading the readers get the new knowledge and experience that can be
used for their future.
2.1.1 Concept of Reading Aspects
In reading there are five aspects which help the students to comprehend the English text, they are:
1. Main Idea
Segretto 2002: 12 states that main idea of the reading selection is what the passage is mostly about. Main idea is the most important part of the text because it
tells about what is the text tells about. The sentence that states the main idea is called topic sentence or topic statement and it can be located in the beginning, in
the middle or at the end of the text. 2. Specific Information
Supporting details are the facts and ideas that explain or show the topic sentence or main idea. It is supported by Mc. Whother 1986: 36 who states that
supporting detail or specific information develops the topic sentence by giving definition, examples, facts, an incidents, comparison, analogy, cause and effect
statistics and quotation. Supporting details help the reader to understand the text and it position sometimes after the main idea or topic sentence.
3. Inference Inference is an educational guess or prediction about something unknown based
on available facts and information Kathleen, 1986; 31. It is an important skill since inference helps the reader fill information a writer only suggest.
4. Reference According to Latulippe 1986: 20 reference is word or phrase use either before or
after the inference in the reading material. In other word, such word are used, they are signals to the readers find the meaning elsewhere in the text.
5. Vocabulary
According to Marchado 2012: 56 a child vocabulary is strongly related to his comprehension and ease of learning to read. Knowing the meaning of the word on
the page is essential for reading comprehension. Concerning with those statements indeed vocabulary is primary for everyone who wants to speak or to produce
utterances of reading.
2.2. Teaching Reading
Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading
materials have traditionally been chosen from literary texts that represent “higher”
forms of culture.
This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this
approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. Reading authentic materials is limited to the
works of great authors and reserved for upper level students who have developed the language skills needed to read them.
In teaching reading the teacher should provide wide varieties of materials to the students to serve different type of reading tasks. Therefore, reading material
should be matched to reading purpose. 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 non-authentic materials would be a way
of researcher to find better materials. 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 Junior 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 is positive effect on learner motivation because they are intrinsically more interesting. It is also provides exposure to real language rather
than the artificial texts found in non-authentic materials that have been specially written to illustrate particular grammatical rules.
On the other hand, a non-authentic material also has positive effect in motivating
learners since it is design purposely for education. Non-authentic material contains more appropriate language and vocabulary needed by the learner since it
has been simplified or written to any lexical or linguistic guidelines.
2.3. Authentic Materials
The definitions of authentic materials are slightly different in literature. What is common in these definitions is “exposure to real language and its use in its own
community”. Rogers 1988 defines it as “appropriate” and “quality” in terms of goals, obj
ectives, learner needs and interest and “natural” in terms of real life and meaningful communication p. 467. Harmer 1991 defines authentic texts as
materials which are designed for native speakers; they are real text; designed not for language students, but for the speakers of the language. Jordan 1997, p. 113
refers to authentic texts as texts that are not written for language teaching purposes. When we talk about authentic text we refer to texts such as news
articles, novels and short stories in their original form written for native English speakers also texts that are from internet.
Authentic materials is significant since it increases students motivation for learning, makes the learner be exposed to the “real” language as discussed by
Guariento Morley 2001, p. 347. We can claim 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 we face some problems.
One of the main ideas of using authentic materials in the classroom is to “expose” the learner to as much real language as possible. Even if the classroom is not a
“real-life” situation, authentic materials do have a very important place within it. Even it is true; the learner is still exposed to real discourse and not the artificial
language of course textbooks, which tend not to contain any incidental or improper examples. They also tend to reflect the current teaching trend. Authentic
materials also give the reader the opportunity to gain real information and know what is going on in the world around them. More times than not, they have
something to say, be it giving information, a review they also produce a sense of achievement. Extracting real information from a real text in a new or different
language can be extremely motivating, therefore increasing students motivation for learning by exposing them to real language Guariento Morley 2001.
They also reflect the changes in language use, again something that does not occur in textbooks, which become very dated, very quickly as well as giving the
learner the proof that the language is real and not only studied in the classroom: “Authentic texts can be motivating because they are proof that the language is
used for real- life purposes by real people.” Nuttall 1996:172
The wide variety of different types of text means that it is easier to find something that will interest the learner and may even encourage further reading or reading
for pleasure. An advantage of taking a complete newspaper or magazine into classroom, rather than photocopies of an article, is that students can actually
choose what they want to read. The more the learner reads, the better a reader he will become, not only is improving his language level but also confidence. If the
text interests the learner it can also be related to his own experiences. One of the aims of authentic materials is to help the student react in the same way L1
speakers react in their first language L1. Learners who live in the target language environment, once outside of the classroom will encounter a variety of
situations in which different reading purposesskills are required. We can claim that learners are being exposed to real language and they feel that they are
learning the real language. When bringing authentic materials into the classroom, it should always be done
with a purpose. Students feel more confident, more secure when handling authentic materials as long as the teacher gives them with pedagogical support.
Authentic materials should be used in accordance with students ability, with suitable tasks being given in which total understanding is not important. In order
to overcome the problems created by difficult authentic texts, one solution is to simplify them according to the level of the learner. This can be done by removing
any difficult words or structures but this can also remove basic discourse qualities, making the text
“less” authentic. The basic parameters to consider when simplifying a text are:
Linguistic simplicity : grammatical structures, lexical items and readability;
