The Effectiveness of Using Authentic Materials Towards Students’ reading Comprehension of short Functional Texts (A Quasy Experimental Study of second Grade Students of SMP Al-Hasra Bojongsari)

(1)

(A Quasi-Experimental Study of Second Grade Students of SMP Al-Hasra Bojongsari)

By

Sari Anjani

NIM 109014000201

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

(2)

ii

(A Quasi Experimental Study of Second Grade Students of SMP

Al-Hasra Bojongsari)

Skripsi

Presented to the Faculty of Tarbiyah and Teachers Training

In Partial Fulfillment of the Requirements

for the Degree of S.Pd (Bachelor of Arts) In English Language Education

Compiled by:

Sari Anjani

109014000201

Approved by:

Advisor I

Advisor II

Dr. Ratna Sari Dewi, M.Pd

Zaharil Anasy, M.Hum

NIP.19720501 199903 2 012

NIP. 19761007 200710 1 002

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

(3)

iii

certified the

skripsi

, entitled

THE EFFECTIVENESS OF USING

AUTHENTIC MATERIALS TOWARDS STUDENTS READING

COMPREHENSION OF SHORT FUNCTIONAL TEXTS

(A

Quasi-Experimental Study of Second Grade Students of SMP Al-Hasra Bojongsari

),

written by Sari Anjani (109014000201). It was examined by the Committee on

Tuesday, 22

nd

April 2014. The

skripsi

has been accepted and declared to fulfill

one of the requirements for the degree of Education in the English Education

Department.

Jakarta, April, 22

nd

2014

EXAMINATION COMMITTEE

CHAIRMAN

:

Drs. Syauki, M.Pd

(

)

NIP. 19641212 199103 1 002

SECRETARY

:

Zaharil Anasy, M.Hum

(

)

NIP. 19761007 200710 1 002

EXAMINER I

:

Drs. Syauki, M.Pd

(

)

NIP. 19641212 199103 1 002

EXAMINER II

:

Desi Nahartini, M.Ed

(...

)

Acknowledged by

Dean of Faculty of Tarbiyah and Teachers Training

Nurlena Rifa I, M.A., Ph.D

(4)

(5)

v

Students of SMP Al-Hasra Bojongsari).

Skripsi of

English Education Department at Faculty of Tarbiyah

and Teachers

Training of Syarif Hidayatullah State

Islamic University.

Key words

: Authentic Materials, Reading Comprehension, Short

Functional Texts

The purpose of this study is to know whether using authentic materials to

teach reading comprehension of short functional texts at second grade of SMP

Al-Hasra Bojongsari is effective. The technique is intended for the English teacher to

create a better technique in teaching reading. The sample of this study is 70

students taken from second grade of SMP Al-Hasra Bojongsari, which are 35

students as experimental class and 35 students as controlled class. The method

used in this study was a quantitative method and the design used in this study was

a quasi-experimental design. In collecting the data, the writer conducted pre-test

and post-test by serving reading comprehension test which consists 20 multiple

choice items for each test. In analyzing the data, the writer used t-test.

The result of this study shows that there is significant difference on

students comprehension of short functional text by using authentic material. In

the table of significance, it can be seen that on the

df

= 68 and in the degree of

significance 5% the value of degree of significance is 1.66. By comparing the

value t

o

is bigger than t

t

. The result showed that t-test (t

o

) > t-table (t

t

) (2.29 >

1.66).The alternative hypothesis (H

a

) is accepted and null hypothesis (H

o

) is

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vi

Students of SMP Al-Hasra Bojongsari).

Skripsi Jurusan

Pendidikan Bahasa Inggris di Fakultas Ilmu Tarbiyah

dan Keguruan Universitas Islam Negeri Syarif

Hidayatullah Jakarta.

Kata Kunci

: Authentic Materials, Reading Comprehension, Short

Functional Texts

Penelitian ini bertujuan untuk mengetahui apakah penggunaan materi

otentik efektif dalam pengajaran keterampilan membaca teks fungsional pendek di

kelas dua SMP Al-Hasra Bojongsari. Teknik ini ditujukan kepada guru bahasa

inggris supaya dapat mendesain teknik yang lebih baik dalam pengajaran

membaca. Sampel yang digunakan dari penelitian ini adalah 70 siswa yang

diambil dari kelas dua SMP Al-Hasra Bojongsari, 35 siswa merupakan kelas

eksperimen dan 35 siswa sebagai kelas control. Metode yang digunakan dalam

penelitian ini adalah kuantitatif dan desainnya menggunakan eksperimen semu

(quasi-eksperimental study). Dalam pengumpulan data penulis menggunakan

pre-test dan post-pre-test dengan menyajikan tes kemampuan membaca berupa 20 soal

pilihan ganda. Dalam menganalisis data, penulis menggunakan t-test.

Hasil dari penelitian ini menunjukkan bahwa adanya perbedaan yang

signifikan dalam pemahaman siswa dalam membaca teks fungsional pendek

dengan menggunakan materi otentik. Dalam tabel signifikansi, dapat dilihat

bahwa

df=

68

dimana derajat signifikansi 5% adalah 1,66. Dengan

membandingkan, nilai t

o

lebih besar dari t

t

yaitu, hipotesis alternatif (H

a

) diterima

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vii

that Allah has given to the writer in writing this skripsi . Peace and salutation be

upon the prophet Muhammad, his family, his companions as well as his followers.

Firstly, the writer also would thank to her beloved parents, Amir and

Dedah who always never stop teaching their precious meaning of life, giving their

knowledge, giving their time and who always pray her every time; her sisters,

Lina Anjelina, Shinta Farida and Nabila Nisa Amelia, who always give support

and motivation to her.

Secondly, the writer would like to address her thank and great gratitude to

Dr. Ratna Sari Dewi, M.Pd and Zaharil Anasy, M.Hum as the writer s advisors,

who give consultation with full of patience, help and guidance as valuable advice

during developing this Skripsi and completing her work, may Allah SWT

respond to their kindness much better.

Thirdly, the writer thought that she would never finish this skripsi fluently

without their supports and their helps. Her gratitude also goes to:

1. All lecturers of English Education Department for teaching precious

knowledge, sharing philosophy of life and giving wonderful experiences.

2. Drs. Syauki, M.Pd, the Head of English Education Department.

3. Zaharil Anasy, M.Hum, as the Secretary of English Education Department.

4. Nurlena Rifa i, M.A.,Ph. D, the Dean of Faculty of Tarbiyah and Teachers

Training.

5. Sri Nurhayati Apriliani, S.Pd, the Headmaster of

SMP

Al-Hasra Bojong Sari

for giving permission to the writer to do observation and conduct the research.

6. Hertika Widyaningtyas, S.Pd as the English teacher at

SMP

Al-Hasra Bojong

Sari, for all sincere help, time, and guidance.

7. The students of second grade of

SMP

Al-Hasra especially 8.3 and 8.4, for being

participants in this research.

8. All of her best friends in English Education Department 2009 academic year in

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viii

Finally, the writer admits that her writing is still far from being perfect.

Therefore she hopes some suggestions and criticism from the reader for this paper.

Hopefully this skripsi will have some values for her and the reader.

Sawangan, March17

th

2014

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ix

THE ENDORSEMENT SHEET... . iii

CERTIFICATE OF ORIGINALITY... iv

ABSTRACT ...v

ABSTRAK ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENT... ix

LIST OF THE TABLES ... xii

LIST OF THE APPENDICES ... xiii

CHAPTER I INTRODUCTION

A. Background of the Study... .. 1

B. Identification Problem... .. 4

C. Limitation of the Problem ... .. 4

D. Formulation of the Problem ... .. 5

E. Purpose of the Study ... .. 5

F. Significance of the Study ... .. 5

CHAPTER II LITERATURE REVIEW

A. Reading ... .. 6

1. The Definition of Reading ... .. 6

2. Definition of Reading Comprehension ... .. 7

3. Kinds of Reading ... .. 8

a. Extensive Reading... .. 8

b. Intensive Reading... .. 8

4. The Purpose of Reading ... . 10

B. Short Functional Text... . 12

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x

1. The Understanding of Authentic Materials... . 21

2. The Understanding of Non Authentic Material ... . 23

3. The Advantages and Disadvantages of Authentic Materials ... . 23

a. The Advantages... . 23

b.

The Disadvantages ... . 25

4. The Advantages and Disadvantages of Non-Authentic Materials 26

a. The Advantages ... . 26

b. The Disadvantages ... . 26

5. The Application of Teaching Reading comprehension of Short

Functional Text by Using Authentic Materials ... . 26

6. The Application of Teaching Reading Comprehension of Short

Functional Text by Using Textbook ... . 27

D. Textbook ... . 28

1. Textbook in Teaching and Learning Activity ... . 28

2.

The Advantages and Disadvantages Using Textbook... . 29

a. The Advantages ... . 29

b. The Disadvantages ... . 31

E. Previous of the Study ... . 33

F. Theoretical Thinking... . 34

G. Hypotheses ... . 35

CHAPTER III RESEARCH METHODOLOGY

A. Time and Place of the Study ... . 36

B. Research Method... . 36

C. Population and Sample... . 36

D. Techniqueof Data Collection Method ... . 37

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xi

A. Description of the Data ... . 41

B. Analysis of the Data ... . 44

C. Interpretation of the Data ... . 48

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ... . 49

B. Suggestions ... . 49

BIBLIOGRAPHY

... 51

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xii

Table 4.2. Score of Pre-test and Post-test of Experimental Class ...41

[image:12.595.115.510.265.610.2]

Table 4.3. Score of Pre-test and Post-test of Controlled Class ...42

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xiii

Appendix 2. Pre-Test ...55

Appendix 3. The Answer Key of Pre-Test...64

Appendix 4. Lesson Plan(Eksperiment and Controll Class)...65

Appendix 5. Kisi-kisi Soal Post-Test ...114

Appendix 6. Post-Test...115

Appendix 7. The Answer Key of Post-Test ...123

Appendix 8.Anates Result...124

Appendix 9. Surat Permohonan Izin Penelitian. ...135

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1

Indonesia. English popularity affects many points of view,

especially in curriculum for education. Indonesian government has changed

Competence Based Curriculum, as the previous curriculum into School Based

Curriculum. School Based Curriculum is applied since 2006 as an operational

curriculum which is mandated in Government Regulation No.23/2006 about the

System of National Education and Government regulation No. 19/2005 about

Standard of National Education. The impacts in educational field, English become

local content subject in Primary School and compulsory subject in Junior and

Senior High School.

In

!"" #$ !

Nasional

, improving the four skills of English

becomes the primary goal of English education in Indonesia. As stated in the

Standar Kompetensi

and the

Kompetensi Dasar

of reading skill for Junior High

School, the students must be able to understand kinds of text such as narrative,

recount, functional, procedural, etc. In Junior High School level, before the

students mastering the other skill such as writing, listening, and speaking, the

students are emphasized to mastering reading comprehension. The students will

learn various short functional texts which related with their daily life such as

advertisement, memo, announcement, greeting card, invitation, letter, etc. Since

Junior High School period is the appropriate time to examine their reading ability,

so it is important for students to understand functional English texts.

Reading is one of four skills that is learned at school. There are two main

reasons for reading; the first is reading for pleasure and the second is reading for

information.

1

Reading is also something crucial and indispensable for the students

because the success of their study depends on the greater part of their ability to

1

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B. Identification Problem

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E. Purpose of the Study

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(19)

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,

ç ÜÝÞßà á ã Üïäî Üâ äà Ü äò æ ëÜ ßîóäç æÝà æ â ìß íí â æä ã Ü ïäîóç ÜëÜàÞÜÞ ãð æ ë Ü âæåÞ Üà æâ

.

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ûÛ ÜÝÞßàá ßâ Ý ïäîóí Üé ßàòäçî Ýæßäà óçäïÜââ ßàá â ìßíí ßà èëßïë æëÜ ç ÜÝÞÜç

ßà æ ÜçÝïæâèß æ ëæ Üéæßà äçÞ Üç æäç Ü

(

ïç ÜÝ æÜ

)

î ÜÝàß à áòåíÞß âïä åçâÜ

1

. Reading is the most

important foreign language skill, because the other skills like listening, speaking and

writing involving reading as their part of activity.

Reading also means as dealing with language messages in written or printed

form

2

or it can be stated that reading is the ability to draw meaning from the printed

page and can be interpreted the information from the texts appropriately. The best

way to understand reading is see it as a process of active guessing and understanding

the texts in which the readers use some clues to understand the text. Harmer also

stated on his book,

üýþ

to

T

ea

ch

ÿ

ish

, reading is useful for other purposes too:

any exposure to English (provided students understand it more or less) is a good thing

for English students .

3

From that definition, it can be concluded that reading is the

process of people to learn and to get knowledge by understanding of the text or

printed words, in written form and have many purposes which related with other skill

in English.

1

Sandra Silberstein,

echn

T

iqu

es a

u

rces in

eso

d

n

T

ea

chin

ea

d

in

g

, (Oxford: Oxford

University Press, 1994), p. 6.

2

John S. Hedgcock and Dana R. Ferris,

ea

chin

T

g

ea

d

ers o

f

lish

n

g

tu

d

en

ts, T

exts, a

n

d

o

n

texts,

(New York: Routledge, 2009), p. 15.

3

(20)

2. Definition of Reading Comprehension

Reading comprehension is the way of readers in getting information from the

text relatively. Not all readers are capable to comprehend the text quickly, that ability

normally taken by fluent readers because they usually have the habit of reading.

According to Susan E. Israel and Gerald G. Duffy Reading comprehension is only a

subset of an ill-defined larger set of knowledge that reflects the communicative

interaction among the intentions of the author/the speaker, the content text/message,

the abilities and purpose of the reader/listener, and the context/situation of the

interaction .

4

This ability makes the students construct meaning from a given written

text. It is not a static competency, because it depends on the purpose of reading and

the text is involved. It means that the purpose of reading the kinds of the text is

related each other. When we read a text, the ability to identify the idea of the text is

the important point after we know the topic of that text. After read the text, the

readers hopefully know what the text means because reading comprehension is a

process of connecting the topic of the text to student s prior knowledge.

5

The process of comprehension is like making a cake, that mental process in

achieving something and to check that a step has not been missed. To comprehend the

text of reading, the students must be able to predict the text. Although they do not

know the vocabulary, but it is hoped they know the key of the text. Some processes

happen when you are reading, as you read your brain tells your eyes what to look in

order to make connections. To be successful in reading comprehension, students need

to actively comprehend what they read. It means that the readers must be able to

decode the words or recognize words from the text that they read.

6

In conclusion,

reading comprehension is the ability to comprehend the meaning of the text with a set

of knowledge which reflect communicative interaction which including a good

4

Susan E. Israel and Gerald G. Duffy,

n

b

o

k o

f

esea

rch o

n

g

ea

in

d

o

m

p

rehen

sio

n

,

(New York: Routledge, 2009), p. 32.

5

John T. Guthrie,

n

g

a

g

in

g

lescen

d

o

ts in

ea

d

in

g

, (Thousand Oaks: Corwin Press, 2008),

p. 11

6

(21)

mental process. It also needs a good reading skill to reach the ability of understanding

the texts to identify and decode the idea of the text.

3. Kinds of Reading

Studying about reading cannot be separated by kinds of reading. Because

reading skill is trained by studying some texts to get the detail information; short

texts, longer texts and complete books. There are two kinds of reading, extensive

reading and intensive reading.

a. Extensive Reading

Extensive reading is a form of learning form meaning focused input.

Extensive reading is one kinds of reading with one of the function is to find

the general information without any helping from some sources such as

dictionary or others. In extensive reading, reading is a source of learning and a

source of enjoyment. It can be a goal in its own right and a way of reaching

others goal. Extensive reading provides the conditions for fluency

development of a course depending on the level of the books that the learners

read.

Extensive reading generally involves rapid reading of the large

quantities of material or longer reading to understand the whole book. The

function of extensive reading is to take general understanding of the text. The

reader has to read and understand the content for the meaning.

b. Intensive Reading

(22)

Nuttall the aim of intensive reading is to arrive at an understanding, not only

of the text means, but of how the meaning is produced

7

.

In intensive work on a reading text, the how is as important as the

what which can be used by the students to train the strategy that can go on to

use with other text. These are the following aspects which influence the

following aspect of intensive reading.

1. Comprehension

In comprehension intensive reading can aim the understanding a particular

text.

2. Vocabulary

Learners attention can be drawn to useful words, underlying the meaning

and use of these words for later study.

3. Grammar

Difficult grammatical features can be explained and analysed.

4. Cohesion

Learners can practice to interpreting of the text, what pronouns refer to,

conjunction relationships between sentences are, and how different words

are used to refer to the same idea.

5. Regular and irregular sound-spelling relations

This can be done by teaching of phonics, spelling rules, and reading aloud.

6. Information structure

Certain texts contain certain kinds of information. Learners can be helped

to identify these different kinds of information.

7. Genre features

Intensive reading can focus on how the text achieves its communicative

purpose through these features and what this communicative purpose is.

7

Christine Nuttall,

h

in

g

ea

d

in

g

kills in

a

o

reig

n

g

u

a

g

e

, (Oxford: Heinemann,

(23)

8. Strategies

8

Intensive reading can be used to help learners develop useful reading

strategies.

4. The Purpose of Reading

Reading is one of the activities that usually do by people in everywhere and

every time. Many people have different purposes when they are reading a text or a

book, it can be for searching information or for reading pleasure. Because of this

condition, the purposes of reading are become complex and vary. Many experts have

different idea about definition and explanation of reading. As Jo McDonough and

Christopher Shaw in their book quote usefully classifies reading into:

a. Getting general information from the text

b. Getting specific information from a text

c. For pleasure or for interest

9

McDonough and Shaw divide the purpose of reading above, getting general it

is mean that the reader want to know about the information from that book in

generally. The reader wants to know about all of the important information from that

book/ text. While, getting specific information means that the reader want to know

the detail of the text, to know when or where something happen, to know what is

happening or has happened in detail information which written in the text. The last is

reading for pleasure or interest, in this purpose the reader just want to feel relax and

for their enjoyment in leisure time.

William Grabe and Fredricka L. Stoller state in their book about the purposes

of reading as follows:

a. Reading to search for simple information and reading to skim

b. Reading to learn from texts

8

I . S. P. Nation,

h

in

g

ea

d

in

g

a

n

d

Writin

g

, (New York: Routledge, 2009), p.

27.

9

Jo McDonough and Christopher Shaw,

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(24)

c. Reading to integrate information, write and critique texts

d. Reading for general comprehension

10

The first purpose is as same as with the purpose of reading above that is for

search or gets the information. Because most people believe that this is a common

reading ability. It can use scan or skim. Scan is the ability to see the keywords for

specific piece of information or a specific word in the text. Same with scan, skim is a

common part of reading task and it is useful skill in reading ability. Skim needs a

good combination of strategy in reading also a good basic reading comprehension

skill.

The second is reading to learn from texts, it occurs in academic and

professional context. It includes about the main idea, rhetorical frames, and link about

the prior knowledge of the reader itself. The third is reading to integrated information,

write and critique texts. This purpose require critical evaluation of the information

which being read, so the reader can integrate the information for the reader s goal.

Meanwhile reading to write and critique text need ability to compose, select, and

critique the information from the text. The last is reading for general comprehension,

it is the most basic purpose of reading. This ability usually occurs automatically by

fluent reader.

Francoise Grellet said in her book that the reasons for purpose of reading are

reading for pleasure and reading for information (in order to find out something or in

order to do something with the information you get).

11

Reading become the activity to

spending leisure time and also gets the information from the text after we read it.

In generally the idea of purpose of reading by some experts above have

similarity. They agree that the first and the basic purpose of reading are to get

information and general comprehension from the text, which can use scan and skim

technique. Reading also can be a pleasure activity in leisure time. Based on the

10

William Grabe and Fredricka L. Stoller,

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) *

ese

a

r c hin

*

g

ea

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,

(Harlow:

Longman, 2002), p. 13.

11

(25)

explanation above, we can conclude that the purpose of reading is depending by the

readers. It can be established by the readers before doing reading activity.

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1. The Understanding of Text

Talking about reading, it cannot be separated with text as the material.

Because, for centuries text have the important role in language teaching, especially in

teaching reading. Because reading need text to be read. Based on Floriasti cited by

Anderson, text are pieces of written or spoken language created for a particular

purpose and context.

12

That definition tells us that text is not always in written form.

It can be spoken text, not always in printed form because it can be a word or as thick

as a book. When the words put together although spoken or written but the meaning

is to communicate meaning, the text is created. Reading intent of a text can affect to

the nature of the information that required from text. Text is valuable as units of

communication rather than sentences.

13

The text aims at convincing the reader to know the purpose, and giving him

information. When we use language for various purposes, numerous of text is

resulted. There were many several of text types, so the text types that were given to

the students were various, such as narrative, recount, procedural, functional, and

descriptive. The important thing about text is text should be communicative to

convey the meaning. In conclusion, text is a product of language not only about

words or sentence but also convey about the meaning on it because it can be written

or spoken.

2. The Understanding of Short Functional Text.

Short Functional Text or factual text is a short text that contains the command,

direction, something to do or not to do that can be a prohibition, invitation, Greeting

12

Tri WahyuniFloriasti,Developing Character Building Through Multicultural Reading

Text,T

he

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n

7

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feren

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89

n

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e

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,2012. p. 5

13

J. House, Text , in Bernard Spolky,

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Cards, short message, shopping list, warning (notice), announcement, and others that

contain meaning and use in everyday communication. While the essay texts in the

form of descriptive, narrative, recount, report, and the procedure is a lengthy text that

can be categorized into Long Functional Text (The term is not raw / not commonly

used).

14

Short Functional text is a transcription that meant to help the reader to

accomplish an everyday task. Based on Halliday and Hasan states, a text can be said

as functional. By functional, it means that language in a text is doing something in a

context.

15

Examples of functional text might include a recipe for cooking; directions

to a location; a memo notifying of a change in a company's address, or a store's

opening time; a schedule of event times and locations during a seminar; a directory of

addresses, phone numbers or e-mail addresses; directions on a test; a menu from a

restaurant; a pamphlet notifying the public of a grand opening, store closing, or a

foreclosure; or a how-to manual just to name a few.

Functional text is used for everyday information. Its presents information or

ideas and aim to show, tell or persuade the audience.

16

It is called functional because

it helps you function in your day-to-day life. For example, if I want to make chocolate

chip cookies, I will read a recipe. If I want to know my friend's phone number, I will

look in a phone book. If my English teacher gives a test, I will need to read the

directions.

14

http://www.smpn1depok.com/mediapembelajaran/daryanto/kelas8/bahasainggris/materi1/sh

ort_functional_text.html

15

M.A.K.

Halliday

and

RuqaiyaHasan,

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h

?

s

?

,

@

teks,

n

o

d

a

n

T

eks

A B

sp

ek

C

a

sp

ek

>

a

ha

D

sa

d

a

la

m

E

n

a

g

n

a

d

n

a

em

io

tik

E

o

sia

l

, Terj.AsrudinBaroriTou, (Yogyakarta: GadjahMada

University Press, 1994). p. 13.

16

(27)

2.Kinds of Short Functional Texts

A. Announcement

Announcement is an important or official statement that informs people about

something.Examples of announcements:

a. School Announcements

b. Wedding Announcement

ANNOUNCEMENT

There will be a flag ceremony next Monday. All students must wear white

uniforms. Do not be late.

Principal

To: All grade IX Students

From: Headmaster

Please choose one of the activities: swimming, painting or singing. Report to

your class teacher or class captain which activity you choose.

Mr. Lowrence James Fox

And

Miss Eleanor Rebecca Smith

Announce their marriage on Saturday, the sixth of November two thousand and ten

(28)

c. Outdoor Program Announcement

G HIJ

vertisement

Advertisement is a picture and/or set of words used to persuade people to buy

a product or use of service, or that gives information about a job that is available.

Examples of advertisements:

Weekend Outbound

Let s have weekend outbound!

If you re the nature lovers, please join us on our

program. It will be held on Sunday, 26 September

2010 in Puncak Campsite. The opening ceremony will

be held at 7.am. If you are interested, please come

and join us.

Contact us and register your group of four. Wear

your blue jeans and white T-shirt. Don t forget to

bring necessary equipments, foods and drinks are

provided by the committee.

The Chairman,

SecondaAlthaf

Contact person: MikaelaAhnaf (085814143801)

Jl. Kintamani 75, Bekasi.

Grand Opening

Special offer

HAPPY-HAPPY MALL

ALL ITEMS

50%

(29)

KLM

re

e

tin

g

KN

r

O

s

A greeting card is a card, with a picture in front and a message inside, that you

send to someone on their birthday or on a special occasion/holiday.

An example of a greeting card:

HAPPY BIRTHDAY

May your wish come true..

URGENTLY REQUIRED

AN ENGLISH TEACHER



Male max 35 years old



S1 in English Education program



3 to 5 years working experience

Send your application not later than

October 31

st

, 2010 to:

(30)

PQR

h

o

r

t Message

A short message is a written piece of information that you send/leave to

another to another person.

Examples of short messages:

E. Notice

A notice is a sign or printed statement that gives information or a warning to

people.

Examples of notices:

Hey Tina, I don t think I can meet you tonight because I

have to pick up my grandma at the airport. (Tony)

Dear Vera,

Meet me in the library after school. I have something to show

you. Please be there.

Angga

Please switch off

the light when

you don t use it.

WAIT FOR LIFT

DOORS TO CLOSE

BEFORE PRESSING

(31)

STU VW

tio

n

A caution is a warning or piece of advice telling you to be careful.

An example of caution

G. Invitation Cards

An invitation card is used to invite someone to attend the event like birthday

party, wedding party, informal dinner, etc.



An invitation card should give more information about:



The name of the event



When the event will be held



Where the event will take place



Additional information (e.g., dress code, RSVP)



Some common expressions used in an invitation cards are:



You are invited to



cordially invites you to



Come and share our wedding.

Examples of invitation cards:

DANGER!

DO NOT GO

INTO THE

WATER

You and Your partner are invited to attend Jessica s

14 Birthday in Hilton hotel.

December 12, 2013 at 7:00 p.m.

(32)

XYZ

o

st

[ \]^

A postcard is a card that can be sent in the post without an envelope,

especially with a picture on it. It is used for sending a short message.

The message in a postcard usually consists of several parts:

a) Opening (greeting/salutation)

b) Body (the message)

c) Pre-Closing (it may be the conclusion of the message)

d) Closing (the writer s regard and signature)

An example of postcard:

Mr. and Mrs. Tailor Lopes request the pleasure of your

company at the marriage of their daughter

Jessica Spears Lopes

And

Steven Martinez

On Sunday, the twenty-first of November 2010 at 10 a.m

Plaza Juanda

021 Juanda Street, Bekasi

Dear Maria,

Yesterday, Uncle Tumijo took me and my cousin to the beach. It s called Parangtritis Beach

and we had most beautiful view. Its large wave was really awesome. Unfortunately, we could

not swim in this beach. There were so many deep hollows along the beach. People can easily

be drowned. We played beach volleyball in the afternoon. Then, we took a traditional cart

called andong and enjoyed the sunset. It was fun!

Yours.

(33)

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o

p

in

g

list

A shopping list is a list that you make of all the things you want to buy when you go

shopping.

An example of shopping list:

J. Food Label

A food label can be found on the back of most food products. This label gives

information about the products, and can be useful if one is trying to eat healthy or one

needs to avoid anything one is allergic to.

An example of food label:

SILVER QUEEN

NUTRITION INFORMATION

Serving per package: Avg.2 / serving

size: 30g

Ingredients:

Sugar,

Cashew,

Milk Solids,

Cocoa

Mass,

Cocoa

butter,

Vegetable

at,

Emulsifier

(322: Soy),

Salt,

Flavor.

Average

quantity

Per

serving

Average

quantity

Per 100g

Energy

Protein

At total

Saturated

Carbohydrate

Sugars

Sodium

709kj

3.6g

10.5g

4.8g

14.4g

11.9g

45mg

2360kj

12.0g

35.9g

15.9g

47.6g

39.6g

148mg

Some celery

1 ounce garlic

1 ounce onion

(34)

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Materials

1. The Understanding of Authentic Materials

There are many discussions of the use of authentic texts or materials in

English as a foreign language (EFL) classroom. Jack C. Richards stated in his book

that authentic materials refers to the use in teaching of texts, photographs, video

selections, and other teaching resources that were not specially prepared for

pedagogical purposes.

17

Jeremy Harmer said about the definition of authentic text

which is designed for native, it is a real text not designed for language students, but

for the speakers of the language. Thus English language newspapers are composed of

what we would call authentic English, and so are radio programs of English speakers.

A British advertisement is an example of authentic English, so is a chapter from

novel written for an English-speaking audience.

18

FeritKilickaya also explains that the common definition of authentic materials

is exposure to real language and its use in its own community. He wrote:

Many teachers have discussed that English presented in the classroom should be

authentic, not produced for instructional purposes. Generally what this means is

materials which involve language naturally occurring as communication in native

speaker context of use, or rather those selected contexts where Standard English isthe

norm: real newspaper report, for example, real magazine articles, real advertisements,

cooking recipes, horoscopes, etc.

19

Authentic materials can be called as appropriate and quality in terms of goals,

objectives, learner s need and interest and natural in terms of real life and meaningful

communication.Authentic materials is the materials which not written for teaching

language purposes and it is designed for the native speaker of the language. To make

it meaningful in communication those objective and goal should represent the

learner s need.

17

Jack C. Richards,

g

u

rr

hi

u

lu

m

j

evelo

t in

en

m

p

k l

g

n

u

a

g

e T

ea

chin

g

, (Cambridge:

Cambridge University press, 2001), p. 252.

18

Jeremy Harmer,

T

he

m

ra

ctice o

n

f

n

g

lish

k l

n

g

u

a

g

e T

ea

chin

g

, New Edition, (London and

New York: Longman, 1991), p. 181.

19

FeritKilickaya,

o

u

then

pl

tic

teria

ls a

n

d

g

u

ltu

ra

l

g

o

n

ten

t in

n qk

g

la

ssro

o

m

s,

retrieved on

(35)

Grellet said authenticity means that nothing of the original text is changed and

also that its presentation and layout retained.

20

It means that the using of authentic

materials should be represented as it first appeared in the paper, for the example a

newspaper article. First appeared means that article still has the same typeface, the

same space by the headline and same picture. Because the reprint or the changes of

article will never be completely authentic, to keep them as authentic as possible in

order to help the students anticipate meaning by using non-linguistic clues.

The description of authentic text could be defined as materials that what

students will need and want to be able to read when travelling, studying abroad, or

using the language as it is used outside the classroom. The aim of authentic text is not

literary form or stylistic but it should be to understand the meaning and to emphasis

on what is being said

21

One of the main ideas of using authentic materials in the classroom is to

expose the students as much as real language as possible. Even if the classroom is

not in real life situation, authentic materials have a very important within it. The

sources of authentic materials that can be used in the classroom are infinite, but the

most common are newspaper, magazines, TV programs, movies, songs, and

literatures. Newspaper is as a part of authentic materials because it an invaluable

source of authentic materials and their use in the language classroom is very much in

keeping with current thinking and practice in teaching pedagogy.

22

The writer can conclude that authentic materials are designed for native

speakers and not for language teaching. In this research, the writer want to use

authentic materials adopted from English newspaper and magazine that include short

story, announcement and advertising, that written by English people and designed for

native speakers.

20

Grellet,

o

p

rs

it

., p. 8.

21

Sacha Anthony Berardo,

tu vw

s

v

o

f

x

u

th

v

n

yzs{|yvz|

r

ls in

th

vtv |s

h

in

g

o

f

}

ea

d

in

g

, (The

Reading Matrix:Vol.6, No.2, September 2006), p. 62.

22

Paul Sanderson,

Usin

~

g

ewsp

a

p

er in

the

la

ssro

o

m

,

(Cambridge: Cambridge University

(36)

2. The Understanding of Non Authentic Material

Using non authentic materials is not only the way to improve reading

comprehension because students only study the language in the classroom and not

being exposed in the real life. The term of non authentic materials or text is the

opposite of authentic text.

There is several discussion of non authentic text in language teaching terms.

According to Jeremy Harmer, non authentic text could be described as a text that has

been written for language teaching purpose especially for language students.

23

In the

other words, non authentic materials are designed especially for language learning

purposes.

The language that use in non authentic materials is artificial and varied,

because it concentrate on something that has to be taught and often containing a

series of false-text indicators that include:



Perfectly formed sentences (all the time);



A question using grammatical structure, gets a full answer;



Repetition of structure;



Very often does not read well.

24

From discussion above the writer defines that non-authentic text or materials

are text or materials that have intentionally been written for language teaching

purpose, it is often focused on grammatical structure like short story, label, and

personal letter.

3. Advantages and Disadvantages of Authentic Materials

a. The Advantages

The importance of using authentic materials for the students as stated by

Kilickaya, those students benefiting to exposure the real language being used in a real

23

Harmer,

o

p

,

p. 185.

24

(37)

context. The main advantages of using authentic materials in the classroom therefore

include:



Having a positive effect on students motivation;



Giving authentic cultural information;



Exposing students to real language;



Relating more closely to student s needs;



Supporting a more creative approach to teaching.

25

Grellet said in her book that it is important to use authentic texts whenever

possible. There are several reasons for this.

a) Simplifying a text often results in increased difficulty because the system of

references, repetition and redundancy as well as the discourse indicators one

relies on when reading are often removed or at least significantly altered.

b) Getting the students accustomed to reading authentic texts from the very

beginning does not necessarily mean a much more difficult task on their

part.

26

Based on the explanation above, by using authentic materials enables students

to interact with real language, real situation and more focus on the content than the

form. The students can feel that they are learning a target language as it used outside

the classroom. Also it s to complete the gap between the competency and the

performance of the language learners, which is a common problem of non native

speaker. Because it requires in exposing the language patterns being put into practice

in real life situation and communication

25

Kilickaya,

o

p

i

t

,

p. 2.

26

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h

e

s

vantages

The disadvantages of using authentic materials have explained by Berardo

that authentic materials often contain difficult language, unneeded vocabulary items

and complex language structures, which can often create problems. Sometimes the

vocabulary may not be relevant to the learner s need and too many structures can

create difficulty.

27

For more detail this is the comparison about the advantages and

disadvantages of using authentic materials.

[image:38.612.106.536.266.660.2]

Authentic Materials

Table 2.1

Advantages

Disadvantages

Real language exposure with language

change/variation being reflected.

Often too culturally biased, difficult to

understand

outside

the

language

community.

Students are informed about what is

happening in the world.

Vocabulary might not be relevant to the

student s needs.

Textbooks tend not to include improper

English and become outdated very

quickly.

Too many structures are mixed so lower

levels have problems decoding the texts.

The same piece of materials can be used

for different tasks.

Special preparation is necessary, can be

time consuming.

Ideal for teaching/practicing

mini-skill-skimming/scanning.

Can become outdated easily, e.g. news

stories, article.

Contain a wide variety of text types,

language styles not easily found in

conventional teaching materials.

Using authentic materials is a burden for

teachers.

28

27

Berardo,

o

p

it

., p.65.

28

(39)

Encourage reading for pleasure, likely to

contain topics of interests.

So the use of authentic materials for teaching reading should be relevant and

matched with the learner s need or interest. It is also important to consider the ability

level of the students. Moreover, the students can feel comfortable and confidence

when they using authentic materials in reading class.

4. The Advantages and Disadvantages of Non-Authentic Materials

a. The Advantages

The good aspects of using non authentic materials are to make the students

easy to cope with reading text, because non authentic texts are artificial language and

varied. Non authentictext is emphasized on grammatical structures. It will be easier to

analyze the text because it contains with formed sentences, simple grammatical

structure and easy vocabulary, unlike with authentic materials which contains with

complicated structures and vocabulary.

b. The Disadvantages

The disadvantages of using non authentic is the students are hardly to be a

good reader because they would not be acquiring real language.

29

Students will be

bored with the same reading texts that are not attracting them, and it will make them

passive and become be a slow reader. The students can feel that they are not used to

be challenged to be good reader by variety of the texts.

5. The Application of Teaching Reading Comprehension of Short Functional

Text by Using Authentic Materials.

The teaching reading comprehension of short functional text by using

authentic materials have some activities on it.

1. Teacher ask the students idea or experience related the material will be

discussed.

29

(40)

2. Teacher gives the students the example of short functional text.

3. Teacher explains about each functional text that will be discussed, such as

announcement, invitation, notice, advertisement and short message.

4. Teacher show the authentic materials of short functional texts to the students.

5. Teacher asks the students to read and understand the authentic material of

short functional text.

6. Teacher asks the students to identify the features of short functional text based

on the authentic material.

7. Teacher makes groups of students.

8. Each group gets the authentic materials of short functional text.

9. Each group has to make the functional text with good arrangement and

features based on the authentic material which they have.

10. The teacher makes quiz related to the functional text discussed in each

meeting.

11. After four meeting, the teacher conducts a test to measure students

comprehension of short functional text.

6. The Application of Teaching Reading Comprehension of Short Functional

Text by Using Textbook.

The application of teaching reading comprehension of short functional text by

using textbook in the classroom, as below:

1. Teacher ask the students idea or experience related the material will be

discussed.

2. Teacher gives the students the example of short functional text.

3. Teacher explains about each functional text that will be discussed, such as

announcement, invitation, notice, advertisement and short message.

4. Teacher asks the students to read and understand of short functional text in

textbook.

(41)

6. Teacher makes groups of students.

7. Each group has to make the functional text with good arrangement and

features based on the example in textbook which they read.

8. The teacher makes quiz related to the functional text discussed in each

meeting.

9. After four meeting, the teacher conducts a test to measure students

comprehension of short functional text.

e

xtbook

1. Textbook in Teaching and Learning Activity

Textbook becomes a familiar source that the students and the teachers need

which provides materials used by the students in the learning process. Most of the

teachers using text book in their teaching activity. There is nothing wrong when the

teachers using textbook, because in textbook the materials consist of the exercise, the

discussion, and the example of the topic learned by the students. Textbook are used in

different ways in language programs. Textbook serves the basic communicative

function of instructing/informing a readership which is taken to be uninformed.

30

For

example, a reading textbook might be the basis for a course on reading skills,

providing both a set of reading texts and exercises for skill practice.

31

There are some

reasons why teachers use textbook. Textbook become the guidance for them in

managing the materials for teaching in the classroom. The teachers just need to adapt

the materials from textbook. Textbook also can facilitate them in managing the

materials, because it contains various activities that can make the teaching activity

more effective such as exercise, discussion, etc.

Teachers have different options for using textbook. Firstly is omit, teacher can

omitting the materials from textbook. They can pick or choose the materials or the

approach for their students. Second option is to replace. Replace means that the

30

,F.I. Davies,

Textbooks , in Bernard Spolky,

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p

o

f

u

tio

n

l

¡ ¢

g

u

istics,

(Oxford: Elsevier, 1999). p. 337.

31

(42)

teachers replace the textbook lesson or materials with one the teacher s own. This has

advantages that the teacher s own materials probably more interest than textbook and

it may be appropriate for the students. Third option is to add what is in the book.

When the lesson is too boring and too controlled and do not give the students to use

what they learned, teachers can add some activities and exercise. Those are to extend

the students engagement with the language or topic. Addition is the good alternative

for the teacher when they use textbook for teaching activities.

The last option is to adapt what is in the book. When the materials such as

reading text in textbook are boring or uncreative for the students, teachers can adapt

the lesson. They can use the same basic material but doing it in their own style in

teaching. Using textbook creatively is one of the premier teaching skills.

32

A good

teacher is someone who can adapt the materials and exercises, replace textbook

material with their own ideas and occasionally they may omit textbook lesson

completely.

2. The Advantages and Disadvantages Using Textbook.

a. The Advantages

There are some advantages and disadvantages in using the textbooks in

teaching and learning activity. According to Ur the advantages of using the textbooks

are:

1)

Framework:

textbooks gives clear framework for students and teachers so,

they know where they are going to learn and to teach.

2)

Syllabus:

it provides clear and systematic syllabus.

3)

Ready-made texts and tasks:

provides the students with ready-made texts

and learning task which are appropriate for their level. So, the teachers don t

need to prepare the materials.

32

(43)

4)

© ª

o

n

o

m

y

:

compare to the photocopied papers or computer software,

textbooks are the cheapest way of learning materials.

5)

Convenience:

the packaging of the textbook is convenient. They are easily to

be carried out, and textbooks do not depend for its use on hardware or supply

or electricity.

6)

Guidance:

the textbook can provide a guidance for the teacher who are

inexperienced or unsure about their own knowledge.

7)

Autonomy:

the learners will learn the new materials, reviews, and monitor

progress provided in the textbook autonomously.

33

Jack C. Richards state in his book about the advantages of textbook as

follows:

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ro

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es stru

ctu

re a

sylla

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b

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s fo

r a

p

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It means that textbook has significant position in teaching learning. Without

textbook a program may have no central core and learners may not receive a

syllabus that has been systematically planned and developed.

°

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t help

s sta

n

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ize in

stru

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Using textbook in the classroom can ensure that the students in different

classes receive similar content and therefore can be tested in the same way.

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