COMPARATIVE STUDY BETWEEN STUDENTS’ READING ACHIEVEMENT THROUGH AUTHENTIC MATERIALS AND NON AUTHENTIC MATERIALS IN THE SECOND YEAR STUDENTS’ OF SMP NEGERI 1 METRO

i ABSTRACT

COMPARATIVE STUDY BETWEEN STUDENTS’ READING

ACHIEVEMENT THROUGH AUTHENTIC MATERIALS AND NON AUTHENTIC MATERIALS IN THE

SECOND YEAR STUDENTS’ OF

SMP NEGERI 1 METRO

Yuni Apriyani

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

Interesting reading materials are expected to increase students’ reading

achievement. Authentic and Non-Authentic materials are types of reading texts that will enable students to increase their reading achievement.

The objective of this research was to find out whether there is a significant difference of students’ reading achievement between those who are taught using authentic and those using non-authentic materials, and which type of material that gives better effect for teaching reading.

The population of this research was the second grade of SMP Negeri 1 Metro. The samples of this research were the students in class VIII.1 and VIII.9. They were chosen by using lottery. Objective tests were used as the instrument for the data collection in both the pretest and the posttest. The data gained from this research were statically analyzed using independent group t-test through SPSS 16.0 for Windows and statistical analysis T-test at the level of significance 0.05.

The result of Independent Group T-test calculation showed that tvalue was higher than ttable (tvalue > ttable; 6.016>2.009) and p < 0.05. It means that H1 was accepted, meaning that there was a significant difference of students’ reading comprehension achievement between students who were taught by using authentic materials and non-authentic materials at SMP Negeri 1 Metro. It also revealed that students in SMP Negeri 1 Metro were more active in the classroom when taught using authentic materials as the source of the text.

ACKNOWLEDGEMENTS

Alhamdulillahhirabbil’alamin, praise to Allah SWT, the Almighty and Merciful God, for blessing the writer with faith, health, and opportunity to finish this research. This research entitled “Comparative Study between Students’ Reading Achievement through Authentic Materials and Non Authentic Materials in the Second Year Students’ of SMP Negeri 1 Metro”. This research is submitted as a compulsory fulfilment of the requirements for S-1 Degree of English Education Study Program in Language and Art Education Department of Teacher Training and Education faculty at Lampung University. Gratitude and honour are addressed to all people who have helped and supported the writer for the completion of this research. Since, it is necessary to be known that this research will never come into its existence without any supports, encouragements and assistances by several outstanding people and institutions. Therefore, the writer would like to acknowledge his respect and sincere gratitude to:

1. Dr. Muhammad Sukirlan, M.A., as the first advisor, for his criticism, motivation, and encouragement in encouraging the writer to think more scientifically and critically.

2. Drs. Huzairin, M. Pd., as the second advisor, for his assistance, ideas, guidance and carefulness in correcting the grammatical structure of the writer’s research, paragraph by paragraph, sentence by sentence, and even word by word.

3. Dr. Mahpul, M.A., as the examiner, for his support, encouragement, ideas, suggestions, and great motivation in supporting the writer to finish his study as soon as possible.

4. Sunanto, M.Pd., as the headmaster of SMPN 1 Metro, for giving the writer permit to conduct the research.

5. Purwanto, M.Pd., as the teacher of SMPN 1 Metro, who has given full support for the writer.

6. All beloved students in SMPN 1 Metro in the even semester, school year of 2014/2015, for their participant as the subject of this research.

7. The writer’s beloved parents, Katimin and Rumini, who have always prayed and motivated the writer.

8. The writer’s brother and sisters, Agus Susanto, Nining Indarti, Mey Novita Sari and Meliana who have given motivation to the writer.

9. The writer’s brothers-in-law and sister-in-law, Iswadi, Eri Ismandar, Supri, and Siti Sari Tanti who have given their support to the writer.

10. The writer’s best mates, Bainal arif, Anggreini Khandari, Nurul Annisa Pury, Fiya Sholatunisa, Rima Priska Andriyani, who have given the best memories for the writer.

11. The writer’s friends, Dara Helmasena, Suri Widya Kesuma, Erni Wijayanti, Novaliana Citra Amelia, Yohannes Agung Pratama, and Eva Mayang Sari who shared knowledge in finishing her script.

12. All of my friends in English Department and All of my friends in University of Lampung.

Finally, similar to other researchers, the writer believes that her writing is still far from perfection. There may be drawbacks and weaknesses in the research. Thus, comments, critiques, and suggestions are always welcome for the purpose of better research. Somehow, the writer hopes that research would give a positive contribution to the educational development, the reader, and to those who want to accomplish further research.

Bandar Lampung, 23 Januari 2016 The writer,

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CONTENTS

ABSTRACT ... i

CURRICULUM VITAE ... ii

DEDICATION ... iii

MOTTO ... iv

ACKNOWLEDGEMENT ... v

TABLE OF CONTENT ... vii

LIST OF TABLE ... ix

LIST OF APPENDICES ... x

I. _INTRODUCTION 1.1 Backgroud Of The Problem ... 1

1.2 Research Questions ... 5

1.3 Objectives ... 5

1.4 Uses ... 5

1.5 Scopes ... 6

1.6 Definition of Key Terms ... 6

II. _{LITERATURE RIVIEW} 2.1 Reading Comprehension ... 8

2.1.1 Concept of Reading Aspects ... 10

2.2 Teaching Reading ... 12

2.3 Authentic Materials ... 13

2.4 Non Authentic Materials ... 21

2.5 Relevant Research ... 23

2.6 The Procedure of Teaching Reading ... 25

2.7 Advantages and Disadvantages of Authentic Materials and Non Authentic Materials ... 26

2.8 Theoritical Assumption ... 27

2.9The Hyphotesis ... 28

III. _{RESEARCH METHODS} 3.1 Research Design ... 30

3.2 Variable ... 31

3.3 Population and Sample ... 31

3.3.1 Population ... 31

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3.4 Instrument ... 32

3.5 Result of Try Out ... 34

3.6 Procedure ... 40

3.7 Data Analysis ... 41

3.8 Data Treatment ... 42

3.9 Hypothesis Testing ... 44

IV. _{RESULT AND DISCUSSION} 4.1 Research Result ... 42

4.2 Research Question Result ... 42

4.2.1 Pretest Result ... 43

4.2.2 Posttest Result ... 45

4.2.3 Normality Test ... 48

4.2.4 Homogeneity Test ... 49

4.2.5 Random Test ... 49

4.2.6 Hypothesis Test ... 50

4.3 Discussion ... 53

V. _{CONCLUSION AND SUGGESTION} 5.1 Conclusions ... 72

5.2 Suggestions ... 73 REFERENCES

CURRICULUM VITAE

Yuni Apriyani was born in Metro, on June 6th1993. She is the last child of five children from the greatest parents, Katimin and Rumini. She has one brother, named Agus Susanto and three sisters named, Nining Indarti, Mey Novitasari, and Meliana.

She entered TK Pembina before continuing her formal study at SD Negeri 8 Kota Metro in 1999 and she graduated in 2005. Then, she continued her junior high school at SMP Negeri 1 Kota Metro and graduated in 2008. After graduating from junior high school, she continued her study at SMA Negeri 3 Kota Metro in 2008 and finished in 2011.

Having graduated from the senior high school, at the same year, she decided to continue her study at English Education Study Program, Teacher Training and Education Faculty (FKIP) of Lampung University in 2011. Then, from July 1st, 2014 to September 17th, 2014, she carried out Teacher Training Program (PPL) at SMAN 1 Batu Brak, Lampung Barat.

DEDICATION

By affecting my praise and gratitude to ALLAH SWT for blessing me, I’d proudly dedicate this script to:

The greatest power and motivation in my life, My Beloved Parents, Katimin and Rumini

My “beloved brother and sisters”, Agus, Nining, Mey and Meli My “good and bad-time mates” Bainal, Khandari, Pury, Ima and Fiya

My beloved brotherhood-mates of ED ’11 Lampung University (A class and B class)

My Almamater UNILA

COMPARATIVE STUDY BETWEEN STUDENTS’

READING ACHIEVEMENT WHO ARE TAUGHT

THROUGH AUTHENTIC MATERIALS AND

NON-AUTHENTIC MATERIALS IN THE SECOND YEAR

STUDENTS’ OF SMP NEGERI 1 METRO

By

Yuni Apriyani

ENGLISH EDUCATION

TEACHER TRAINING AND EDUCATION FACULTY

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

2016

x

LIST OF APPENDICES

1. _{Research Schedule ... 78}

2. _{Try Out Test ... 79}

3. _{Distribution of Try Out ... 87}

4. _{Reliability of Try Out Test ... 89}

5. _{Computation of Reliability of Try Out Test ... 90}

6. _{Difficulty Level of Try Out Test ... 91}

7. _{Discrimination Power of Try Out Test ... 93}

8. _{Pretest ... 95}

9. _{Posttest ... 99}

10. Students’ Score of the Experimental Class 1 _{... 103}

11. Students’ Score of the Experimental Class 2 _{... 104}

12. _{Table of Frequency of Experimental Class 1 ... 105}

13. _{Table of Frequency of Experimental Class 2 ... 111}

14. _{Analysis of Pretest and Posttest in Experimental Class 1 ... 117}

15. _{Analysis of Pretest and Posttest in Experimental Class 2 ... 118}

16. _{Normality Testing of Experimental Class 1 ... 119}

17. _{Normality Testing of Experimental Class 2 ... 120}

18. _{Random Test of Experimental Class 1 ... 121}

19. _{Random Test of Experimental Class 2 ... 122}

20. _{Homogeneity Testing ... 123}

21. _{Hypothesis Testing ... 124}

22. _{Statistical Analysis T-Test ... 125}

23. _{Lesson Plan 1 for Experimental class 2 ... 135}

24. _{Lesson Plan 2 for Experimental class 2 ... 135}

25. _{Lesson Plan 3 for Experimental class 2 ... 144}

26. _{Lesson Plan 1 for Experimental class 1 ... 152}

27. _{Lesson Plan 2 for Experimental class 1 ... 160}

28. _{Lesson Plan 3 for Experimental class 1 ... 170}

MOTTO

“Chase your dreams, but always know the road that will lead you home again” Tim McGraw

“When people say you cannot do it-that it’s impossible-never lose hope. Just because they couldn’t doesn’t mean you can’t”

COMPARATIVE STUDY BETWEEN STUDENTS’ READING

ACHIEVEMENT WHO ARE TAUGHT THROUGH AUTHENTIC MATERIALS AND NON-AUTHENTIC MATERIALS IN THE SECOND

YEAR STUDENTS’ OF SMP NEGERI 1 METRO

By

Yuni Apriyani

A Script

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

in

Language and Arts Education Department Faculty of Teacher Training and Education

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG 2016

x

LIST OF APPENDICES

1. _{Research Schedule ... 78}

2. _{Try Out Test ... 79}

3. _{Distribution of Try Out ... 87}

4. _{Reliability of Try Out Test ... 89}

5. _{Computation of Reliability of Try Out Test ... 90}

6. _{Difficulty Level of Try Out Test ... 91}

7. _{Discrimination Power of Try Out Test ... 93}

8. _{Pretest ... 95}

9. _{Posttest ... 99}

10. Students’ Score of the Experimental Class 1 _{... 103}

11. Students’ Score of the Experimental Class 2 _{... 104}

12. _{Table of Frequency of Experimental Class 1 ... 105}

13. _{Table of Frequency of Experimental Class 2 ... 111}

14. _{Analysis of Pretest and Posttest in Experimental Class 1 ... 117}

15. _{Analysis of Pretest and Posttest in Experimental Class 2 ... 118}

16. _{Normality Testing of Experimental Class 1 ... 119}

17. _{Normality Testing of Experimental Class 2 ... 120}

18. _{Random Test of Experimental Class 1 ... 121}

19. _{Random Test of Experimental Class 2 ... 122}

20. _{Homogeneity Testing ... 123}

21. _{Hypothesis Testing ... 124}

22. _{Statistical Analysis T-Test ... 125}

23. _{Lesson Plan 1 for Experimental class 2 ... 135}

24. _{Lesson Plan 2 for Experimental class 2 ... 135}

25. _{Lesson Plan 3 for Experimental class 2 ... 144}

26. _{Lesson Plan 1 for Experimental class 1 ... 152}

27. _{Lesson Plan 2 for Experimental class 1 ... 160}

28. _{Lesson Plan 3 for Experimental class 1 ... 170}

1. INTRODUCTION

The chapter is concerned with a brief description of the whole content of the research, including background, research question, objectives of the research, uses of the research, scopes of the research, and definition of term.

1.1. Background of the Problem

Reading is the process of constructing meaning from written text. It is a complex skill requiring the coordination of a number of interrelated sources of information (Anderson; 1985). Therefore reading is a significant aspect for student because of its benefit in developing knowledge. Reading also plays an important role for EFL learners to comprehend and cope all of reading difficulties and aspect.

Basically, reading skill is very complex skill to teach. Therefore, many learners get difficulties to master this skill. Reading involves determining main idea, identifying specific information, reference, inference, and vocabulary. Having good reading proficiency means the reader has abilities to understand written statement or any type of written text accurately and efficiently (Mahfoodh; 2007.

Furthermore reading dominates teaching materials in almost English textbooks where there are some types of reading text that should be mastered by the student of Junior High School (SMP). SMP students should be able to use the language in informational level that is expected to access knowledge by the language skills.

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The objective is to comprehend 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 the text. 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 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).

Good reading means building frameworks in order to connect 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 has conducted Teaching Practice Program (PPL) at SMAN 1 Batu Brak on July 2014, it was found that students had difficulty in comprehending reading text. There are some factors that cause students feel difficult in comprehending the text: students’ interest of the material and deficiency of using good reading technique.

Moreover, their reading achievements were poor. They also got difficulty in understanding the meaning of the words in the text, so they become lazy to read

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an English text. They tend to talk to their friends when the teacher gives an English text. They got difficulty to identify the specific information of each paragraph of the text. So, when teacher asked several questions related to the text, they could not answer them well.

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

Referring to the statement above, the writer wanted to find out better result by comparing between two types of materials, authentic materials and non-authentic materials. Authentic materials is any materials which has not been specifically produced for the purpose of language teaching (Nunan; 1989). Accordingly some examples of authentic materials are newspaper, internet, magazine etc. In addition, authentic materials must be used in accordance with students’ ability (Baird, 2004). On the other hand, non-authentic materials is materials that are specially designed for learning purpose and the language used in them is artificial with well formed sentence all the time which is useful for teaching grammar (Adams, 1995; Miller, 2003). For example, there are course book, textbook, student work sheets etc. Nunan (1997) believes that exposing learners to authentic materials is indispensable, because of the rich of language input they provide in the text. Exposing students to such language forms will enable them to cope with

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genuine interaction, whether it is inside or outside the classroom. Researchers claim that when authentic materials are used with the purpose of students’ learning, students will have a sense that the real language for communication is being learnt, as opposed to classroom language itself. In contrast to the design of the text books, authentic materials are intrinsically more active, interesting and stimulating (Lee, 1995; Little, Devitt & Singleton, 1988; Peacock, 1997; Shei, 2001). Richards (2001, p. 253) points out that alongside with these advantages, authentic materials often contain difficult language, unneeded vocabulary items and complex language structures, which causes a burden for the teacher in lower-level classes. Martinez (2002) mentions that authentic materials may be too culturally biased and too many structures are mixed, causing lower levels have a hard time decoding the texts.

Different from authentic materials, the language of non-authentic material has usually been modified and adjusted according to the learning objectives and level of learners and their ability. The main difference between authentic and non-authentic material lies on the naturalness of language used. Authentic materials have more natural language and reflect real life. The use of non-authentic material in teaching has both advantages and disadvantage. The advantages of non-authentic materials are:

1. The language is easier and understandable 2. Get clear objectives to develop

3. It is adapted for a particular aspect

4. Materials are relevant, useful and focused on what students are learning at the point

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Since non-authentic material always follows learning objective and curriculum so it has some weaknesses, they are:

1. Non-authentic material is not real and may be not interesting. 2. It does not provide real information that happens around the world. 3. The topics are too common that make students get bored.

In short, these materials are considered as an applicable material for teaching reading comprehension. Therefore, this research is proposed to find out the effect of both materials on students’ reading comprehension achievement at 8th grade SMPN 1 Metro in academic year 2014/2015 and which one is better.

1.2. Research Questions

Based on the background of study above, the problem of the study is as follow: Which type of materials gave better effect on students’ reading achievement?

1.3. Objectives

Based on the research question, this particular study aimed at finding out: The material that give better effect on students reading achievement.

1.4. Uses

The result of the study is expected to be used theoretically and practically:

1. Theoretically, the result of this research is expected to verify the previous theories dealing with theories in this research.

2. Practically, the result of this research hopefully can be used as a consideration for English teachers to choose the best and the most appropriate materials for teaching reading comprehension in their classroom.

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1.5. Scope

This research was conducted at SMP N 1 Metro and the materials used in this research were authentic and non-authentic reading comprehension materials. Both authentic and non-authentic materials were specified on narrative text. The subject of the research was 8th grade students in academic year 2014/2015 in the even semester in which a class consists of 26 students. Hence, this study was focused on the effect of using authentic and non-authentic reading materials also to find out which one is the best both of them for teaching reading comprehension. The students must understand the text by knowing the main idea of the text, meaning of the text and purpose of the text through both of that materials. The types of teaching reading comprehension provided responsive in treatment and for pretest and posttest the researcher used written text in authentic and non-authentic forms. There was pretest before treatments and posttest after giving treatments in this research.

1.6. Definition of Key Terms

In this research, there are several definitions of terms that should be considered well as follows:

a) Reading Comprehension is a process of understanding text. It is not only about reading the word but also how a reader constructs or derives the text meaning. So, in this process, there is interaction required between what the reader knows as his knowledge and experience.

b) Authentic Materials is any material that has not been specifically produced for the purpose of language teaching and learning and made by native speaker in their own culture.

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c) Non-Authentic Materials is materials that specially designed for learning purpose and the language used in them is artificial with well formed sentence all the time which is useful for teaching grammar.

This chapter consists of an introduction which provides the information on background of the problem, research question, objectives of the research, uses of the research, scopes of the research, and definition of term.

II. LITERATURE REVIEW

This chapter discusses certain points related to the theories used in this study, such as, reading comprehension, teaching reading, authentic materials, non-authentic materials, procedure of teaching reading comprehension, advantages and disadvantages of authentic and non-authentic materials, by referring the concepts theoretical assumption and hypothesis are constructed.

2.1. Reading Comprehension

Reading is a process done by the readers to get the messages expressed by the writer through the written language (Hogden in Karyani, 2000: 20). But reading is not a simple process as what Harris and Sipay (in Kariani, 2000: 21) note that “Reading is a very complex process in which the recognition and comprehension written symbols are influenced by the perceptual skills, the decoding skills, the experience, the language background, the mind sets, and as reasoning ability of the readers, and the basis what they read”.

While, Burn (in Karyani, 2000: 23) states that reading is thinking process. In this case, the readers must be able to use the information to make reinforcement and read critically and creatively to understand the figurative language, determine the author’s purposes, evaluate the idea presented and apply the ideas to the actual situation.

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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

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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

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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.

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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

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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, objectives, 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.

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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

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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 purposes/skills 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:

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 Cognitive simplicity : age, education, interests of the learner;

 Psychological simplicity: does it follow traditional social norms?

Another possible solution is to give text related tasks. They are three basic types: Pre-reading: used not just to test or compensate for linguistic/socio-cultural inadequacies but also used to activate existing schemata;

While-reading: used to encourage the learner to be a flexible, active reader also to Promote a dialogue between reader and writer;

Post-reading: often are questions that follow a text, used to test understanding But sometimes good schemata will be enough.

Rather than just simplifying the text by changing its language, it can be made more approachable by eliciting students' existing knowledge in pre-reading discussion, reviewing new vocabulary before reading and then asking students to perform tasks that are within their competence, such as skimming to get the main idea or scanning for specific information, before they begin intensive reading. The reading approach must be authentic too. Students should read the text in a way that matches the reading purpose, the type of text, and the way people normally read. This means that reading aloud will take place only in situations where it would take place outside the classroom. Reading is an activity with a purpose. The purpose for reading guides the reader's selection of texts. The purpose for reading also determines the appropriate approach to reading comprehension.

From all the theories that have been mentioned above, it can be stated that authentic material has not been made for education purposes. Authentic material is used to help the students understand clearly about the material and the uses of it

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in a real situation that happen in their social life. The purpose of it is to makes them easier to understand the material since it is related to their daily and social life. In short authentic materials is the materials that made by the native speaker by including their own culture and the purpose of authentic materials are not for education term.

1. Characteristics of Authentic Materials

There are several characteristics of authentic materials. Biber in Maroko(1971) states that authentic materials have the following characteristics: First is that they are objective as opposed to intuitive. Second, when adopted as a teaching resource, authentic texts allow for verification of classroom facts. Third, authentic materials are pedagogic in that as teaching materials, they bring variety of learning methodology to the classroom, thereby enhancing learner motivation.

Authentic materials are one of the learning sources that are used by the teacher in the classroom in reading class, in which authentic materials mean that studying about the text that has been given to students without course book, but the materials are taken from magazine, articles or newspaper. Then, the students will implement them outside the classroom (Kodotchigova in Chavez, 1998: 21).

On the other hand, Hancock (1994: 19) states that language program is focused on alternative assessment are likely to instill the students to increase their skills related to critical thinking that build the feature of learning, and enable them to evaluate what they learn outside of the language class. In this case, the teachers will have a larger range of evidence to help the students to determine their

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knowledge and authentic assessment will involve the students in selecting and reflecting their learning.

Furthermore, authentic materials are materials that are taught by the English teacher to the students in which learning experience connected with the real life experience that is focused on the social and instrumental function of language. The teacher has increasingly recognized about the foreign language learners in English pedagogy. The use of language is emphasized on communicative and integrative approach. Communicative approach in language teaching is started from a theory of language communication. The target of language teaching is to develop what Hymes (in Yule, 1984: 16) referred it as “communicative competence”.

Furthermore, Taylor (1994: 3) defines authentic materials as the context, which gives validity of the texts. There are four types of authenticity that should be taken by the teacher in authentic learning that are authenticity of the text, authenticity of the interpretation of the text, authenticity of the objective, and authenticity of the class.

The first and the second part is the text directed given to the students. The texts have any means, which will enable the learner to interpret the texts into good sentences. The third types of authenticity are the authenticity of the objective. It is related to communication task and learning task. Taylor (1994: 7) draws a distinction between authentic communication and authentic learning task, where authentic communication task is the form of language that is used by the native speaker and is able to practice in the classroom or outside of the classroom.

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Moreover, authentic learning task is the activity in the classroom related to the materials that is directed in the classroom. Authenticity of the classroom is manifestation of communication task and learning task. Taylor (1994: 4) further concludes that the most authentic activity in the teaching and learning situation is that of meta-communication. Meta-communication is used beyond the context to describe of what is being communicated. This concept will lead us to affirm that authenticity is validated within the teaching and learning situation.

From explanation above, it can be concluded that authentic materials have three characteristics: authentic materials are objective, corresponding to the facts that students learn in the classroom, and be able to bring variety of learning methodology to the classroom.

2. Developing Authentic Material

Authentic materials that are the materials that are retrieved from magazine, newspaper, TV programs, menus, movies, songs, brochure, comics, internet etc. In this study, the researcher will use authentic material taken from internet which is modified by the teacher to teach reading comprehension. The procedure of teaching the material are:

1. Find the authentic material from internet (narrative text) that will be modified.

2. Find the appropriate idea of the text with students’ age. 3. Find the difficult word in the text.

4. Explain to the students the meaning of those difficult words

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The Monkey and the Crocodile

Once upon a time, a clever monkey lived in a tree that bore juicy, red rose apples. He was very happy. One fine day, a crocodile swam up to that tree and told the monkey that he had traveled a long distance and was in search of food as he was very hungry. The kind monkey offered him a few rose apples. The crocodile enjoyed them very much and asked the monkey whether he could come again for some more fruit. The generous monkey happily agreed.

The crocodile returned the next day. Soon the two became very good friends. They discussed their lives, their friends and family, like all friends do. The crocodile told the monkey that he had a wife and that they lived on the other side of the river. So the kind monkey offered him some extra rose apples to take home to his wife. The crocodile’s wife loved the rose apples and made her husband promise to get her some every day.

Meanwhile, the friendship between the monkey and the crocodile deepened as they spent more and more time together. The crocodile’s wife started getting jealous. She wanted to put an end to this friendship. So she pretended that she could not believe that her husband could be friends with a monkey. Her husband tried to convince her that he and the monkey shared a true friendship. The crocodile’s wife thought to herself that if the monkey lived on a diet of rose monkeys, his flesh would be very sweet. So she asked the crocodile to invite the monkey to their house.

The crocodile was not happy about this. He tried to make the excuse that it would be difficult to get the monkey across the river. But his wife was determined to eat the

monkey’s flesh. So she thought of a plan. One day, she pretended to be very ill and told the

crocodile that the doctor said that she would only recover if she ate a monkey’s heart. If her

husband wanted to save her life, he must bring her his friend’s heart.

The crocodile was aghast. He was in a dilemma. On the one hand, he loved his friend. On the other, he could not possibly let his wife die. The crocodile’s wife threatened him

saying that if he did not get her the monkey’s heart, she would surely die.

So the crocodile went to the rose apple tree and invited the monkey to come home to meet his wife. He told the monkey that he could ride across the river on the crocodile’s back. The monkey happily agreed. As they reached the middle of the river, the crocodile began to

sink. The frightened monkey asked him why he was doing that. The crocodile explained that he would have to kill the monkey to save his wife’s life. The clever monkey told him that he

would gladly give up his heart to save the life of the crocodile’s wife, but he had left his heart

behind in the rose apple tree. He asked the crocodile to make haste and turn back so that the monkey could go get his heart from the apple tree.

The silly crocodile quickly swam back to the rose apple tree. The monkey

scampered up the tree to safety. He told the crocodile to tell his wicked wife that she had married the biggest fool in the world.

http://www.moralstories.org/the-monkey-and-the-crocodile/

Look at the text above, this text is the authentic text that taken from internet. We can simplify the text above to be less authentic so that it appropriate for Junior High School students by:

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1. Look at the underline sentences!

The underline sentences are the supporting details of the text that are not important for the text so we can tell the students that those sentences are not needed to pay more attention at those sentences.

2. Boldface words.

In that text the boldface words indicates that it is a difficult word from the text. We can give a brief explanation to the students about the meaning of those words since it is a authentic text certainly there are some difficult words in it that makes the students hard to understand the meaning of the text

3. Italic words.

The italic words are the vocabularies that are not common for Junior High School so we can explain it with the synonym of those words that are common for them.

2.4.Non-Authentic Materials

According to Peacock (1997) a non-authentic texts are especially designed for language learning purposes. The language in non-authentic texts is artificial and unvaried, concentrating on something that has to be taught and often containing a series of “false-text indicators” that include:

1. Perfectly formed sentences (all the time);

2. A question using a grammatical structure, gets a full answer; 3. Repetition of structures;

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Non-authentic text is the materials taken from course-book based on the curriculum. In choosing of material or text, it should be based on the students’ ability to know what they want.

The language in non-authentic texts is artificial and unvaried, concentrating on something that has to be thought and often contains a series of false-text indicators, which include:

1. Perfectly formed sentence.

2. A question using a grammatical structure gets a full answer. 3. Repetition of structure (Taylor, 1994: 6).

Berardo (2006) the artificial nature of the language and structures used, make them very unlike anything that the learner will encounter in the real world and very often they do not reflect how the language is really used. They are useful for teaching structures but are not very good for improving reading skills (for the simple fact that they read unnaturally). They can be useful for preparing the learner for the eventual reading of “real” texts.

Concerning the description above, researcher infers that non-authentic material is materials used by teachers or learners to facilitate the learning of a language and specifically designed for the language learners. They are either adapted or simplified or written keeping in mind the language proficiency of the learners in question. Obviously include cassettes, videos, CD, DVD’s, dictionaries, grammar books, workbooks, photocopies etc.

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In conclusion, non-authentic materials are the materials that using for educational purpose only; for example text from text book, student work sheet or other educational practitioner that is adapted or reserved for pedagogical purpose.

1. Characteristics of Non-Authentic Material

The characteristics of non-authentic materials are contrary to authentic materials. From the definitions before, we can see that there are some characteristics of non-authentic materials below:

a) The materials that teacher uses are for teaching language purpose. b) The materials that teacher uses are from workbook or text book.

c) The scope of the material that teacher uses is narrow and the text type is not varied.

d) The materials that teacher uses are sometimes monotonous of learning methodology to the classroom.

In brief, non authentic materials have four characteristics: non authentic materials are for teaching language purpose, taken from textbook, not varied in text type, and sometimes monotonous in leaning methodology.

2.5.Relevant Research

There are some relevant researches to this research. According to Syafi’i: “relevant research is required to observe some previous researches conducted by other researchers in which they are relevant to our research”. Dealing with this research, the researcher took some relevant researches which had been investigated by previous researchers concerning about the area of reading.

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One of the relevant researches is from Yusni (2013). She conducted the research to find out whether there is significant difference of students’ reading achievement between those who are taught using authentic and those using teacher-made materials at the first year at state SMAN 5 Bandar Lampung. It was a quantitative research. In her research, she found that there is a significant difference of students’ reading achievement between those who are taught using authentic and those using teacher-made materials.

Another research related to comparative study in reading comprehension carried out by Nurmala (2012) investigated the comparative study of students’ reading achievement between those who are taught 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. The result shows that short story is better than mini dialogue in reading achievement because the students more interesting to read story than mini 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.

Considering those researches above, the researcher want to find out whether there is any significant difference of students’ reading achievement between those who are taught using authentic and those using non-authentic materials at the second year at state SMPN 1 Metro. Since there is one issue which has not been investigate about non-authentic material.

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2.6.The Procedure of Teaching Reading

In doing the research, the researcher gives treatments to the students by teaching reading using authentic material and non-authentic material. The researcher applies the teaching procedures as follows:

1. Pre activities

a. The researcher prepares the material. b. The researcher greets the students.

c. The researcher do brain storm to the students about the material. 2. While activities

a. The researcher gives a short narrative text.

b. The researcher asks the students to read the text individually.

c. The researcher asks the students about the difficult words in the text and discusses it in order to make the students understand the meaning of the text.

d. The researcher asks the students understanding about the text by giving some questions about the text.

e. The researcher asks the student about the generic structure of the text by identifying it.

3. Post activities

The researcher asks the students to express about the problem in reading the text.

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2.7.Advantages and Disadvantages of Authentic and Non-Authentic Materials

There are some advantages and disadvantages of authentic materials in teaching reading comprehension. According to Philips (in Chavez, 1998: 270) the main advantages of using authentic materials are as follows:

 It has a positive effect on students’ motivation

 It gives authentic cultural information

 It exposes students to the real language

 It relates more closely to students need

 It supports a more creative approach to teach.

One of the aims of the authentic materials is to help the students react in target language learning. Learners who live in the target language environment, once outside of the classroom will encounter a variety of situations in which different reading skills are required. Therefore, we can claims that learners are being exposed to the real language and they feel that they are learning the real language.

On the other hand, Taylor (1994: 18) states that the disadvantages in using authentic materials are difficulty of language, unneeded vocabulary items, and complex language structures, because it comes from the native speaker.

A. Difficulty language

The learners get difficulty in authentic learning, because the language is taken from the real magazine, articles, newspaper, etc that are written by the native speaker. Here, the learners will use dictionary to understand the text and to get the new vocabulary.

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B. Unneeded vocabulary items

In this case, authentic materials are making the list of vocabulary, in order that the students are not confused about the content of the text.

C. Complex language structure

The language structure used is not perfect so that it is difficult to understand. Not only authentic material which is has advantages and disadvantages but also non-authentic material. The advantages of non-non-authentic materials are the language is easier and understandable, get clear objectives to develop, it is adapted for a particular aspect also materials are relevant, useful and focused on what students are learning at the point. The last, disadvantages of non-authentic materials are the topic of the materials are too common that lead students get bored and the vocabulary are less and simple so the students cannot improve their vocabulary.

2.8.Theoretical Assumption

Based on the frame of theories the researcher assumes that teaching reading through authentic material give a better effect in students’ reading comprehension achievement than through non-authentic material. Since it provides a real information and real situation that keep students informed about what is happening in the world, so they have an intrinsic educational value. In short, it will have possitive effect to their reading comprehension achievement.

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2.9.The Hypothesis

The hypothesis of this research can be formulated as follows:

H0 = There is no difference of students’ reading comprehension ability achievement between students who are taught through authentic material and students who are taught through non-authentic material.

H1 = There is difference of students’ reading comprehension ability achievement between students who are taught through authentic material and students who are taught through non-authentic material.

In this chapter, researcher explains about reading comprehension, teaching reading, authentic materials, non-authentic materials, procedure of teaching reading comprehension, advantages and disadvantages of authentic and non-authentic materials, by referring the concepts theoretical assumption and hypothesis are constructed.

III. METHODS

This chapter discusses certain points: methods deals with design, variable, and source of data, instrument, procedure, data analysis, and hypothesis testing.

3.1. Research Design

This research was a quantitative research, in which data tend to use statistic as measurement in deciding the conclusion (Hatch and Farhady; 1982). In conduct-ing this research, the researcher used Static Group Comparison Design that deals with two groups, the first one (E1) as experimental group one that was given treatment using non-authentic material and another one (E2) as experimental group two that was given treatment using authentic material.

The pretest was done first before the treatment. It was done to know the basic of

students’ reading ability in comprehending texts. Experimental class 1 (E1) was

needed for comparison purposes because it lets the writer interpret her findings more confidently.

Based on Hatch and Farhady (1982: 22), the researcher used the following design: E1 (Random) : T1 X1 T2

E2 (Random) : T1 X2 T2

Notes:

E1 = experimental 1 Group

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T1 = the pretest

T2 = the posttest

X1 = treatment 1 (Teaching reading through narrative text by using authentic material)

X2 = treatment 2 (Teaching reading through narrative text by using non-authentic

material)

3.2. Variable

To find out the answer of this research, the researcher used the reading score of the student. The score that used are from student’s pre-test score and student’s post-test score in experimental class 1 and student’s pre-test score and student’s post-test score in experimental class 2. Those score used as a data of the research.

3.3. Population and Samples 3.3.1. Population

The population of the research was the second grade students of SMP N 1 Metro. There were seven classes in the second grade of SMP N 1 Metro and consisted of 26 students in each class (VIII.1 - VIII.10). The samples of this research were two classes of the second year students.

3.3.2. Samples

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. The researcher took one class as the experimental class 1, and the other one 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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3.4. Instrument

The data of the research were collected by researcher used reading test and treat-ments as the instrument. There were two kinds of test, pre-test and post-test. Pre-test was administered in order to measure the student’s writing ability achiev e-ment before the treate-ment, and post-test was administered after presenting the treatment in order to know the achievement of reading ability.

1. Try Out

Try out test was to measure that the research instrument is good for testing

stu-dents’ reading comprehension. The quality measurement is based on the calcul

a-tion of its reliability, level of difficulty and discriminaa-tion power. In the reliability of the try-out, the Split-Half Method is used in order to analyze the odd (x) and even (y) of the test items. To measure the coefficient of the reliability between odd and even group, the researcher used Spearman-Brown formula.

2. Pretest

The pretest was given before the treatment has applied. The pretest was done to know the basic of students’ reading ability in comprehending texts before getting treatments. 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 in mul-tiple choice forms with four options a, b, c, d.

Table 1. Specification of Pretest

No. Reading Sub-skills Item Number Percentage of Items 1. Identifying Main Idea 1, 7, 9, 14 20% 2. Identifying Details 2, 11, 13, 17 20% 3. Making Inferences 4, 10, 19 15% 4. Indentifying References 3, 8, 15, 18 20% 5. Understanding Vocabulary 5, 6, 12, 16, 20 25%

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3. Treatment

In the treatment, the researcher teaches reading comprehension by using authentic materials in class 1 and non-authentic materials in class 2.

4. Post test

The post test was administered once after treatment. It is given to measure

stu-dents’ reading ability in comprehending text and also to know the effect of

au-thentic and non-auau-thentic materials in their reading comprehension achievement.

Table 2. Specification of Posttest

No. Reading Sub-skills Item Number Percentage of Items 1. Identifying Main Idea 6, 8, 13, 18 20% 2. Identifying Details 1, 9, 15, 17 20% 3. Making Inferences 3, 11, 14 15% 4. Indentifying References 2, 7, 10, 19 20% 5. Understanding Vocabulary 4, 5, 12, 16, 20 25%

3.5. Result of Try Out

The research instrument were tried out to measure the quality in terms of validity, reliability, level of difficulty and discrimination power. Here are some elements tested as follows:

1. The Validity

Validity is the extent to which an instrument measures what it is supposed to measure and performs as it is designed to perform. It is rare, if nearly impossible, that an instrument be 100% valid, so validity is generally measured in degrees. As a process, validation involves collecting and analyzing data to assess the accuracy of an instrument. A test can be said valid if it measures the object to be measured and suitable for the criteria (Hatch and Farhady, 1982: 251).

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There are four basic types of validity: content validity, criterion-related validity, face validity, and construct validity, (Hatch and Farhady, 1982:251). To deter-mine the validity of the test, the researcher used content validity construct validity since the other 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 mate-rials based on the objective of teaching in syllabus (Curriculum 2013) for second grade of junior high school students, and represented the materials taught in the class. In line with the syllabus for the second grade of junior high school at the second semester, the students are required to be able to comprehend the short functional texts of narrative text.

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 hypothe-sized 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 comprehen-sion aspects that should be mastered are; identifying main idea, identifying de-tails, making inferences, making references, and understanding vocabulary. Therefore, to make sure that the items of the test already good in the term of con-struct validity, the researcher specify them into table of specification as follows:

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Table 3. Table specification of TRY OUT TEST

NO Objectives Item Number Percentage 1. Determining main idea 1, 7, 13, 18, 20, 24, 26, 27, 34, 36, 40, 50 24% 2. Finding specific information 2, 9, 11, 15, 21, 31, 33, 42, 44, 46 20% 3. Inference 4, 6, 8, 14, 17, 28, 30, 37, 41, 48 20% 4. Reference 3, 10, 19, 22, 25, 29, 35, 38, 43, 47 20% 5. Vocabulary 5, 12, 16, 23, 32, 39, 45, 49 16%

2. The Reliability

According to Hatch and Farhady (1982:243), the reliability of a test can be de-fined as the extent to which a test procedures consistent result when administered under similar conditions. To estimate the reliability of the test, the split-half method is used in order to analyze the odd (x) and even (y) of the test items. To measure the coefficient of the reliability between odd and even group, the re-searcher will used this following formula:

∑ ∑ ∑ √( ∑ ∑ ) ∑ ∑

Notes:

R = coefficient of reliability between odd and even numbers

N = number of the students

X = square of X

Y = square of Y

∑X = total score of odd number

∑Y = total score of even number

(Hatch and Farhady, 1982:199)

After getting the reliability of half test, the researcher used Spearman Brown to determine the reliability of the whole test, as follows:

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The criteria of reliability are:

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

(Hatch and Farhady, 1982:247)

3. The 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 ex-pressed the percentage of the students who answered the item correctly. It is cal-culated by the following formula:

Notes:

LD : the level of difficulty

U : the number of upper group who answer correctly

L : the number of lower group who answer correctly

N : the total number of students in upper and lower groups

(Arikunto, 1993:221) The criteria of the difficulty level are:

< 0.30 = difficult 0.30-0.70 = average > 0.70 = easy

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4. The Discrimination Power

Discrimination power 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 formula of the discrimination power is:

Notes:

D : discrimination power

U : the number of students from upper group who answer correctly

L : the number of students from lower group who answer correctly

N : the number of students

The criteria are:

DP = 0.00 – 0.19 = poor DP = 0.20 – 0.39 = satisfactory DP = 0.40 – 0.69 = good DP = 0.70 – 1.00 = excellent DP = negative/minus (-), all poor

(Arikunto, 1993: 221) In this research, the instrument to be tried was administered to Class VIII.1 that consists of 20 students who has the same characteristic as the samples that was chosen. The material was based on the objective of teaching syllabus for the stu-dents at the second grade of junior high school. It means that, this test was com-pletely proved the criteria of content validity. Then, to find the reliability of the test, the researcher used the data from tryout test (see Appendix 5). If the reliabil-ity test reaches 0.50, the researcher will consider that the test has been reliable.

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Meanwhile, in this research the reliability was 0, 98. So, it could be stated that the test had a very high reliability since 0, 98 include to 0, 80 – 1, 00 range of very high reliability.

In this test, there were 50 items of multiple choices with four options (a, b, c, and d), one of these as the correct answer and the rest were distracters. This was con-ducted in 80 minutes. After analyzing data in level of difficulty, the writer found that the 10 items were difficult, 21 items were average. Meanwhile, in the dis-crimination power, there were 22 good items and 28 poor items. In this case, there were 30 items that was dropped because it had easy or difficult in level of difficul-ty, and poor in the discrimination power. Therefore, there were 20 items that pos-sible to use for pretest and posttest.

5. Scoring System

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

Where:

S = the score of the test

R = number of right answer

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3.6. Procedure

There were some procedures that were applied for taking the data, they were: 1. Determining the population and the sample.

The researcher took two classes to determine the experimental class 1 and ex-perimental class 2.

2. Administering the try-out test

The researcher prepared the try out materials and gave the try out test to anoth-er class which has the same charactanoth-eristic as the samples that was chosen, it is VIII.1.

3. Administering pre-test.

The researcher administered the pre-test on both groups’ experimental class 1 and experimental class 2.

4. Conducting treatment.

The researcher taught the student in experimental class 1 by using authentic materials and taught the students in experimental class 2 by using non-authentic materials.

5. Administering the post-test.

The researcher administered the post-test, in both of experimental class 1 and experimental class 2.

6. Scoring the student’s work.

The researcher scores the learner’s work in order to get the data.

7. Analyzing the data.

After collecting the data, the researcher analyzed the data. 8. Testing hypothesis.

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After analyzing the data, the researcher tested the hypothesis.

3.7. Data Analysis

The writer computed the students using the following steps: - Scoring the pre-test and post-test.

- Tabulating the results of the test and calculating the score of the pre-test and post-test.

- Drawing conclusion from the tabulated results of the pre-test and post-test ad-ministered, that is by statistically analyzing the data using statistical computer-ization i.e. Independent Groups t-Test of Statistical Package for Social Science (SPSS) version 16.0 for windows to test whether the increase of students’ gain is significant or not, in which the significance was determined by p < 0.05. It was used as the data come from the two samples (Hatch and Farhady, 1982:111).

3.8. Data Treatment

The aim of the data treatment was to determine whether the students’ reading comprehension achievement is increase or not. The data of the research was ex-amined by using independent group t-test, because the independent variable has more than one group, those are; authentic material and non-authentic material, which means that two different groups (experimental class 1 and experimental class 2) were compared. The data was statically computed through the Statically Package for Social Science (SPSS) version 16.0. In doing so, the researcher ana-lyzed the data statically by administering the normality test, homogeneity test, and random test.

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1. Normality Test

Normality Test was used to measure whether the data of the test have normal

dis-tribution or not. It caused the students’ score of pretest and posttest was analyzed

to gain the normality test. The hypotheses for the normality are as follows: 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 > α. In this case, the researcher will be used the level of significant of 0.05.

2. Homogeneity Test

The homogeneity testing is intended to test whether the variance of the data is equal or not. The data is statically will be computed through SPSS (Independent Sample Test). And the hypothesis for the homogeneity test is as follows:

H0 : The data is not homogeneous H1 : The data is homogeneous

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 class 1 and experimental class 2 was random or not. The hypothesis for random test is as follows:

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H0 : The data is random H1 : The data is not random

3.9. Hypothesis Testing

After collecting the data, the writer recorded and analyzed them in order to find out whether there were any difference of student’s reading comprehension achievement between the students who are taught using authentic material and those who are taught using non-authentic material and which of the two material is more effective for teaching reading. The writer used Independent Group T-test to know the level of significance of the treatment effect. The formulation is:

Xe Xc c e obs S X X t    With:   2 2 2 1                    n S n S

S e c

X

Xe c

e

X : Mean from the difference pre-test and post-test of experimental class 1 and 2 c

X : Mean from the difference pre-test and post-test of experimental class 1 and 2 S XeXc : Standard error of differences between means

N : Subjects on sample

(Hatch and Farhady, 1982:111) The criteria are:

If the t-ratio is higher than t-table : H1 is accepted If the t-ratio is lower than t-table : H0 is accepted

In this chapter, the researcher explains about methods deals with design, variable, and source of data, instrument, procedure, data analysis, data treatment and hy-pothesis testing.

V. CONCLUSIONS AND SUGGESTION

5.1. Conclusions

After conducting the research at the eight grade of SMPN 1 Metro and analyzing the data, the researcher draws the conclusions as follows:

1. There is a significant difference of students’ reading achievement between the students who are taught through authentic materials and those who taught through non authentic materials, as seen from the result of statistical analysis t-test that shows t-ratio is higher than t-table (6.016>2.009).

2. In experimental class 1, the increasing of students’ gain score is 16.53, while in experimental class 2 the increasing total is 5.38. Furthermore, in experimental class 2, students who were taught through Non-Authentic Materials were inactive because they did not master vocabulary yet to understand the meaning of the text and too bored while used the textbook related to the topic given by the teacher or researcher.

3. In contrast to the experimental class 2, the students in experimental class 1 were active to participate in the classroom by showing their curiosity and interest to read the text. These, all can be inferred that there is a significance difference of the second test scores between of the two classes. This also gain that Authentic Material naturally was better than Non-Authentic Material.

4. These two materials are able to lead the students to build the communicative teaching learning process in reading. In addition, Authentic Material provides good effect for students to understand narrative text especially in fable form. This method also built the relationship between the students and the teacher in learning process. The teacher as the key of learning, he or she have to manage the class to be interesting, comfortable and fun both students and teacher.

5.2. Suggestions

In reference to the conclusion above, the researcher recommends some suggestions as follow:

1. Since the students have the lowest score in identifying main idea, making inference and reference, it is necessary for the teacher to increase their students’ comprehension by doing some activities in the class, such as reading aloud, analyzing facts and opinions in the text or finding synonym and antonym of the difficult words.

2. Teachers, who want to teach by using Non Authentic Material, should develop an interesting material in order to attract and trigger the students to participate and practice in the classroom.

3. Teacher, who wants to teach by using Authentic Material, should prepare everything such as material, media, and high attention to manage the class. The class will be not conducive if the teacher cannot handle the class well. In addition, the teacher should make the authentic more understandable at the level of second grade students of Junior High School.

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4. Researcher suggests to the teacher who teach English subject have to use many media to send the message or knowledge from the text to make students more interactive and communicative in the classroom during the teaching and learning process.

5. Last, researcher suggests for further research to expand the research for other grade at Junior High School and Senior High School since this research limited at the second grade students of Junior High School and try to observe other text such as procedure, news item, descriptive, recount or explanation since this research also limited at the narrative text.

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