ABSTRACT
COMPERATIVE STUDY OF STUDENTS’ READING ACHIEVEMENT BETWEEN THOSE TAUGHT USING AUTHENTIC AND THOSE USING
TEACHER-MADE MATERIALS AT THE FIRST GRADE OF SMAN5 BANDAR LAMPUNG
By Yusni Triana
Reading is one of the important skills that the students have to master. Interesting
reading materials are expected to increase students’ reading interest. Authentic and
teacher-made materials are types of reading believed to be able to increase students’ reading interest and improve their reading achievement.
The objectives of this research are to find out whether there is a significant difference
of students’ reading achievement between those who are taught using authentic and
those using teacher-made materials, and to find out which of the two materials is more effective to teach reading.
This is a quantitative research, in which the data tend to use statistics as measurement in deciding the conclusion. In conducting this research, the researcher used static group comparison design. The population of this research was the first grade of SMAN 5 Bandar Lampung. The samples were the students in X.3 class and X.4 class.
It was chosen by using lottery. Objective test was used as the instrument for data collection, which was administered in pretest and posttest. The treatments were given in three times in both classes. The data gained from this research were statically analyzed using independent group t-test through SPSS 17.0 for Windows and statistical analysis T-test at the level of significance 0.05.
The result shows that there is a significant difference of students’ reading comprehension achievement between students who were taught by using authentic material and teacher-made material. The significant increase of students’ achievement in the experimental class 1 (authentic material) was (p<0.05, p=0.000) with the increase of mean in pretest and posttest was 11.82 points. Meanwhile, the significant
increase of students’ achievement in the experimental class 2 (teacher-made material) was (p<0.05, p=0.000) with the increase was only 7.43 points. It indicates that authentic material is more effective than teacher-made material to increase the
COMPERATIVE STUDY OF STUDENTS’ READING ACHIEVEMENT BETWEEN THOSE TAUGHT USING AUTHENTIC AND THOSE USING
TEACHER-MADE MATERIALS AT THE FIRST GRADE OF SMAN 5 BANDAR LAMPUNG
(A Script)
By:
YUSNI TRIANA
LAMPUNG UNIVERSITY BANDAR LAMPUNG
COMPERATIVE STUDY OF STUDENTS’ READING ACHIEVEMENT BETWEEN THOSE TAUGHT USING AUTHENTIC AND THOSE USING
TEACHER-MADE MATERIALS AT THE FIRST GRADE OF SMAN 5 BANDAR LAMPUNG
By:
YUSNI TRIANA
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
In
The Language and Arts Department of Teacher Training and Education Faculty
LAMPUNG UNIVERSITY BANDAR LAMPUNG
CURRICULUM VITAE
The writer’s name is Yusni Triana. She was born in Bandar Lampung, on June 4th,
1991. She is the second daughter of a wonderful couple, Yusman, S.E. and Nur’aini.
She started her study from Pertiwi Kindergarten in 1996. Then she entered
Elementary school in SDN 2 Rawa Laut (Teladan) and graduated in 2003. She
pursued her study in SMPN 2 Bandar Lampung and graduated in 2006. After that, she
was registered at Senior High School in SMAN 3 Bandar Lampung and graduated in
2009.
In 2009, she entered the S1 regular program at The English Education Department of
the Teacher Training and Education Faculty (FKIP) in Lampung University. She
accomplished her Teaching Practice Program (PPL) as one of the requirements for
Motto
What you can do, or dream you can do, begin it.
Boldness has genius, power and magic in it.
DEDICATION
This script is entirely dedicated to:
The greatest inspiration, my beloved parents Yusman, S.E. and Nur’aini
My lovely sisters Devini Yossi, S.E. and Yandi Yunita
TABLE OF CONTENT
1.1. Background of the Problems ……….
x
II FRAME OF THEORIES
2.1 Review of previous related research………
2.2 Review of related literature………
2.2.1. Concept of Reading Comprehension………
2.2.2. Concept of Teaching Reading………..
2.2.3. Concept of Authentic Material……….
2.2.4. Advantages and Disadvantages of Authentic Material… 2.2.5. Concept of Teacher-Made Material………. 2.2.6. Advantages and Disadvantages of Teacher-Made
Material………
2.2.7. Concept of News Item.……….
2.2.8. Procedure of Teaching Reading through Authentic
Material………
2.2.9. Procedure of Teaching Reading through Teacher-Made
xi
IV RESULT AND DISCUSSION
4.1. Result of the Research………...
4.1.1. Result of Pretest…....………..
4.1.2. Result of Posttest………...……….…………
4.1.3. Normality Test….………...
4.1.4. Homogeneity Test...………
4.1.5. Random Test………...
4.1.6. Hypothesis Test………..
4.2. Discussions………
47 48 52 56 57 57 59 62
V CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions………
5.2.Suggestions……….
81 82
REFERENCES………..
LIST OF APPENDICES
5. Computation of Reliability of Try Out Test……… 101
6. Difficulty Level of Try Out Test……….……… 102
7. Discrimination Power of Try Out Test……….……….. 104
8. Pretest.………. 106
9. Posttest….………... 112
10. Students’ Score of The Experimental Class 1………. 118
11. Students’ Score of The Experimental Class 2………. 119
12. Table of Frequency of Experimental Class 1 ………. 120
13. Table of Frequency of Experimental Class 2 ………. 126
14. Analysis of Pretest and Posttest in Experimental Class 1………... 132
15. Analysis of Pretest and Posttest in Experimental Class 2………... 133
16. Normality Testing of Experimental Class 1……… 134
17. Normality Testing of Experimental Class 2……… 135
I. INTRODUCTION
This chapter discusses introduction of the research which deals several points. i.e.,
background of the problem, identification of the problems, limitation of the
problems, formulation of the problems, objectives of the research, uses of the
research, scope of the research, and definition of terms.
I.I.Background of the Problem
Indonesian students are expected to be able to master all language skills as stated
in KTSP for English subject, listening, speaking, reading, and writing, with the
primary emphasis on reading. The reading skill become very important in the
education field and 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 read. If their reading skill is poor they are very likely to fail in their
study or at least they will have difficulty in making progress. On the other hand, if
they have a good ability to read, they will have a better chance to succeed in their
study.
Reading dominates teaching materials in almost English textbooks where there are
some types of reading text that should be mastered by the students of Senior High
2
level that is expected to access knowledge by the language skills. This objective
is basically similar to comprehension of 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 it. 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 the 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).
Reading comprehension requires motivation, mental frameworks for holding the
ideas, concentration and good study techniques. There are many ways to be good
at reading such as the readers should know the purpose in reading, they also
should have awareness of type of the material they are reading, and kinds of
learning strategies can also be used in reading that can help them in
3
Good reading means building frameworks in order for connecting 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 conducted has Teaching Practice Program (PPL) at SMPN 3
Jati-Agung on July 2012, she found that students had difficulty in comprehending
reading texts. There are some factors that cause students feel difficulties in
comprehending the text: students’ interest of the material and deficiency of using
good reading technique.
Unfortunately, their reading achievement are very poor. They also get difficulty in
understanding the meaning some words in the text and they do not understand the
meaning of the text, so they become lazy to read an English text. They tend to talk
to their friends when the teacher gives an English text than reading text. They get
difficulty to identify the specific information of each paragraph of the text. So,
when teacher asks some questions related to the text, they cannot answer them
well.
Based on the pre-observation done by the researcher in SMAN 5 Bandar
Lampung, the students’ achievement in comprehending a reading text is still far
from the objectives stated in the curriculum. Their average score of reading is low
and below the KKM 70 (Minimal Mastery Criterion) in KTSP. The researcher
interviewed the students and teacher that the students did not seem to be interested
4
the students’ ability in reading comprehension. Therefore, this research was
conducted in this school.
In teaching learning process the teacher’s functions as a facilitator who has
responsibility to help the students to choose and create an interesting technique in
order to reach the aims of teaching and learning stated in the curriculum.In
selecting the material, it is better for the teacher to consider which material is the
most effective in teaching reading, so that the teaching of reading comprehension
will be useful to help the students to comprehend reading materials.
Referring to the statement above, the writer would like to find better result by
having comparative study between two materials, authentic materials and
teacher-made materials. According to Richards, J.C. (2001) stated that authentic material
is considered as a material that is not specially prepared for pedagogical purpose.
However, it has positive effect on learner motivation because they are intrinsically
more interesting than a common material. It also provides exposure to real
language rather than the artificial texts found in common materials that have been
specially written to illustrate particular grammatical rules or discourse types.
On the other hand, Richards (2001) said that teacher-made material refers to
textbooks and other specially developed instructional resources. This material can
also be motivating for learners as it also often designed to look like teenage
magazines and other kinds of real world materials and may be just as interesting
5
language and vocabulary needed by the learner since it has been simplified or
written to any lexical or linguistic guidelines.
In short, these materials are considered as an applicable material for teaching
reading comprehension. Therefore, this research is proposed to find out whether
either one or both of them are effective for increasing student’s reading
comprehension achievement in SMAN 5 Bandar Lampung since based on the
pre-observation done by the researcher, the students still get low score in reading
comprehension achievement.
I.2. Identification of the Problems
Based on the background of the problem above, the researcher states identification
of the problems which can be described as follow:
1. Lack of source in school library, English book is rarely found in school
library
2. Students do not have book or other sources to study English
3. Material that is used by the teacher is not interesting
4. Students are not motivated to read an English text because they think the
text is difficult
5. Students get bored while learning English. It might be caused by the
teacher who use less interesting materials
6. Teachers do not use some interesting materials which encourage students
to learn. They only take the materials from the English course book.
6
8. Students are unable to comprehend an English reading text. They cannot
catch the main idea and specific information from the text
9. Students have no good self confidence in learning English. So it is
difficult for them to learn English well because they regard that English is
difficult to be learnt well
10.Students get low achievement in comprehending an English text. They
are not capable enough in answering the question which is given by the
teacher
1.3.Limitation of the Problem
Based on the identification of the problems above, researcher limits the problem
about material that is used by teacher and the way of teacher teaching; the
researcher is interested in investigating whether there is any difference of reading
comprehension achievement of students if they are taught by interesting material
in teaching reading. Authentic and teacher-made material are two medias that
will be used to teach reading in order to investigate whether these media can be
used to improve student’s reading comprehension achievement. The researcher
also wants to identify which one is better to teach reading, authentic or
teacher-made material.
1.4. Formulation of the Problems
Based on the limitation of the problem above, the writer formulates the problem
7
1. “Is there any significance difference of student’s reading comprehension
between the students who are taught through authentic materials and those
who are taught through teacher-made material?”
2. “Which of the two materials is more effective for teaching reading?”
1.5. Objectives of the Research
In relation with the research problem above, the objectives of the research are: 1.
to find out whether there is any significant difference of student’s reading
comprehension achievement between the students who are taught through
authentic material and those who are taught through teacher-made material. 2. To
find out which one of the two materials is more effective in teaching reading.
1.6. Uses of the Research
In relation to the problems and objectives, the findings of the research may be
beneficial not only theoretically but also practically. Therefore, these uses can be
described as follows:
1. Theoretically, it may be used to support existing theory about authentic and
teacher-made material.
2. Practically, the result of this research may give information to the English
teacher that one of the two ways in this research is more effective in
8
1.7. Scope of the Research
The research focuses on the students’ reading comprehension in reading news
item text teach through authentic and teacher-made materials. The reading
comprehension materials that used are both authentic and teacher-made news
item. The materials were taken from newspaper or magazine for authentic
material and English Book based on the school based curriculum (KTSP) of
Senior High School for teacher-made material. The students’ reading achievement
in terms of five aspects of reading comprehension were measured by a set of
pre-test and post-pre-test in form of multiple choices.
1.8. Definition of Terms
1. Reading comprehension is a process of interaction between the reader with the
text and the reader relates the idea from the text to prior experiences and their
knowledge. (Suparman, 2007:13)
2. Authentic Material refers to the use in teaching of texts, photographs, video
selections, and other teaching resources that were not specially prepared for
pedagogical purposes. (Richards, 2001: 252)
3. Teacher-made material refers to textbooks and other specially developed
instructional resources. (Richards, 2001: 252)
4. Achievement is the change or improvement of student’s reading
comprehension after being taught. (Suparman, 2007:13)
5. News item is a text which informs readers about events of the day.
II. LITERATURE REVIEW
In relation to this study, there are several points of theories and previous studies
which should be reviewed. This chapter deals with two major points, first review
of previous related research and second review of related literature.
2.1 Review of Previous Related Research
The researcher is interested in discussing about previous research that investigated
about material in reading skill because she wants to see what had been gotten by
the previous research and what kind of problems which are still unsolved.
From the research that had been conducted by Cakrawati, Laxmi Mustika (2011)
from UPI Bandung. The study was aimed to investigate the effectiveness of using
authentic materials in improving English as a Foreign Language (EFL) students’
reading comprehension and to find out students’ response towards the use of
authentic materials in the classroom. The study applied quasi-experimental
method by using non-equivalent control group pre-test and post-test design. The
study was conducted in SMA 10 Bandung and involved two classes of the first
grade which were chosen based on purposive sampling. One class was taken as
experimental group and another class was taken as control group. The result of
10
difference in terms of mean between the students’ post-test score in the
experimental group (M = 78.05, SD = 9.307, SE = 1.490) and the students’ post
-test score in the control group (M = 66.77, SD = 13.460, SE = 2.155). It is
supported by the result of t obtain (76) = 4.305 which is higher than t critical
(2.000) with p (0.000) < 0.05 and also represented by a large effect size (r =
0.443). Moreover, based on students’ responses on questionnaire, it is shown that
students’ give positive response towards the use of authentic materials. Therefore,
the findings of this study indicate that the use of authentic materials is effective in
improving students’ reading comprehension.
Another research related to comparative study in reading comprehension carried
out by Nurmala (2012) has investigated the comparative study of students’
reading achievement between those who are thought 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. Three times treatment reading through short story and three times reading
through mini dialogue were given to the two chosen classes in three meetings and
80 minutes in each meeting by the researcher. The result shows that short story is
better than mini dialogue in reading achievement because the students more
interesting to read story than read a 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.
11
Based on the preview research made by Widiono (2007) from Lampung
University, the study is about comparative study between Sustained Silent
Reading (SSR) and Reading Aloud (RA) technique by means of authentic text in
reading. The study was aimed to investigate the difference of the second year
students’ reading comprehension achievement between both of those two
techniques. There are two classes and in each class there are thirty-five students.
One class was taken as experimental class (SSR) and another class was taken as
control class (RA). The result of his study shows that SSR technique can increase
the students’ achievement in reading.
Considering those researches above, there is still one issue which has not been
investigated, that is, the investigation the use of authentic material and
teacher-made material in teaching reading comprehension.
2.2 Review of Related Literature
2. 2.1 Concept of Reading Comprehension
Reading is a complex cognitive process of decoding symbols in order to construct
or derive meaning (reading comprehension). It is a means of language acquisition,
of communication, and about sharing information and ideas. According to Cooper
et al (1988:3) reading, as one of the language skills to be taught, is a process of
constructing or developing meaning of printed text. This definition implies that
the reading process includes an interaction between the reader and the prints. The
12
Reading activity is not simply defined as an activity in which readers read words
by word in a text. Grabe and Stoller (2002: 9) state that reading is ability of
drawing meaning and interpreting information in the printed page appropriately.
Similar to this, according to Williams (1989: 11) reading is a process of looking at
and understanding what has been written. The statement means that the reader
should comprehend the text when they are reading.
Based on the definition on reading, Grabe and Stoller (2002: 17) define reading
comprehension as the ability of understanding and interpreting information in a
text correctly. It also said by Texas Reading Initiative (2002), the purpose of
reading is comprehension or to get meaning from written text. Thus, a major goal
of reading instruction is to help the students develop knowledge, skills, and
experiences that they have to be competent and enthusiastic readers.
Rubin (1993: 194) states that reading comprehension is a complex intellectual
process involving a number of abilities. The two major abilities involve word
meanings and verbal reasoning. Without word meaning and verbal reasoning,
there could be no reading comprehension; without reading comprehension, there
would be no reading. Basically, in these concepts, it can be understood that
reading implies comprehension.
According to Doyle (2004), comprehension is a progressive skill in attaching
meaning beginning at the same level and proceeding to attaching meaning to an
13
finding and determining main idea and topic sentence from the text. Without
comprehension, reading would be empty and meaningless. That is why,
comprehension is the most important part in reading. Without comprehension it is
useless if readers or students only want to look at each letter of alphabet in the
written texts. So, reading is more than recognizing all the words in the written
texts. It is the process of gathering information, ideas, and new knowledge from
the texts.
Then, when the readers are in the process of comprehending the content of the
written text, they try to construct the meaning of the written text by recognizing
the words in the written texts automatically to case them in relating their
background knowledge to the writers’ ideas and information drawn in the written
texts. As Suparman (2005) states that comprehending the content of the reading
texts is a process of gathering the meaning of the text by relating the students’
background knowledge to the writers’ knowledge poured out in the text. It is more
than just pronouncing each letter occurred in the text. In this activity, the readers
try to find a set of letters that form a meaningful word and a range of words that
form a whole meaningful sentence for them. The whole meaningful sentences will
be able to be understood by the students if they have a good background
knowledge that can be used to relate it to the knowledge of the text.
In addition, (Suparman,2012) states that, there are several aspects of reading
comprehension skills that should be mastered by the reader to comprehend the
text deeply, which is as follow:
14
The main idea is the most important piece of information for the reader to know
about the concept of the paragraph. Determining idea is a skill to grasp and find
the main point of the passage by summarizing the passage and look for repetition
of ideas or words.
2. Identifying Details
It means looking for the information that relevant to the goal in mind and ignores
the irrelevant.
3. Making/Confirming/ Reference
Reference is the intentional usage of one thing to show something else in which
one provides the information necessary to interpret the other. Finding reference
means interpreting and determining one linguistic expression to another. There are
two types of references; cataphoric and anaphoric reference. A anaphoric
reference unit is another units which is introduced later on in the text. Meanwhile,
an anaphoric reference is another unit that was introduced earlier on in the text.
4. Making/Confirming/Inference
Inference is a good guess or conclusion drawn based on logic of passage. Finding
inference means the reader imply the sentence or passage understand and
conclude it logically.
5. Understanding vocabulary
It means comprehend what the words mean. When vocabulary mastery improves,
15
Finally, it can be said that reading comprehension is the students’ ability in
comprehending the content of the text. It is the students’ ability to gain meaning
from the content of the text. By using their ability, the students can gather any
new information and knowledge from the text. It can be done by relating their
background knowledge to the writers’ ideas and information drawn in the written
texts. The teacher can increase their students reading comprehension by using
more appropriate teaching reading material to their students in teaching reading
activity in the class. So, in this research the writer try to find out the more
appropriate teaching reading material between two teaching reading material, they
are authentic material and teacher-made material.
2. 2.2 Concept of Teaching Reading
The aim of teaching reading is to develop students’ skills that they can read
English texts effectively. To be able to do so the readers should have particular
purposes in their mind before they interact with the texts. Effective and efficient
reading is always purposeful and tends to focus mainly on the purpose of the
activity. Then the purpose of reading is implemented into the development of
different reading material. These can be real when the students read and interact
with various types of texts, i.e. authentic and teacher-made materials.
According to Alyousef (2005: 143) says that in reading, contemporary reading
tasks, unlike the traditional materials, involve three-phase procedures: pre-,
while-, and last-reading stages. The pre-reading stage helps in activating the relevant
16
interest while previewing the text. The aim of while-reading stage (or interactive
process) is to develop students’ ability in tackling texts by developing their
linguistic and schematic knowledge. The last-reading includes activities, which
enhance learning comprehension using exercises, cloze exercises, cut-up
sentences, and comprehension questions.
In teaching reading the teacher should provide materials to the students with
purpose for reading to anticipate different type of reading texts. Therefore,
reading material should be matched to reading purpose to read efficiently and
effectively. 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 teacher-made materials would be a way of
researcher to find the possible material.
It can be assumed that in teaching reading, appropriate and possible material
should be applied based on the purpose of reading in order to get the
comprehension. Authentic material as one of material is possible to be applied by
the Senior 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 has positive effect on learner motivation because they are
17
real language rather than the artificial texts found in common materials that have
been specially written to illustrate particular grammatical rules or discourse types.
As a conclusion, teacher-made material refers to textbooks and other specially
developed instructional resources. This material can also be motivating for
learners as it also often designed to look like teenage magazines and other kinds
of real world materials and may be just as interesting and motivating for learners.
Teacher-made 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. 2.3 Concept of Authentic Material
According to Tamo (2009), the use of authentic material in an English Foreign
Language (EFL) classroom is what many teachers involved in foreign language
teaching have discussed in recent years. There are persuasive voices insisting that
the English presented in the classroom should be authentic.
Rogers (1988) defines authentic material as “appropriate” and “quality’ in terms
of goals, objectives, learners need and interest and “natural” in terms of real life
and meaningful communications. They have a positive effect on learner
motivation because they are intrinsically more interesting and motivating than
created materials. There is a huge supply of interesting sources for language
learning in the media and on the web and these closely to the interests of many
18
Moreover, related to reading, a research study conducting Berardo (2006) shows
that authentic materials are effective in teaching reading. Students find out that the
use of authentic materials are motivating as well as challenging. Since the use of
authentic materials gives sense of achievement and encourages further reading,
the students also reflect changes in the use of language after using those materials
in the classroom.
Authentic materials contain a lot of information from all aspect of life. It is very
important for students to increase their knowledge. As Martinez (2002:1) views
that authentic materials keep students informed about what is happening in the
world, so they have an intrinsic educational value. It means that authentic text
have educational value for students. Beside containing a lot of information needed
by students to increase their language knowledge, these reading text also help
students in increasing their background knowledge.
Authentic materials also provide a lot of happiness for students because this
reading text offers many infotainments for them. As Martinez (2002:2) notes that
they can encourage reading for pleasure, because they are likely to contain topics
of interest to learners, especially if students are given the chance to have a say
about the topics or kinds of materials to be used in class. It means that authentic
materials have a large variety of topics that can make the students to be interested
in. And, it is important for teacher to give a chance to students in determining the
19
Concerning the description above, using authentic material is one of the mainstays
of an imaginative and motivating. The term of authentic material or authentic text
refers to any text that the language learners will find in the real life. It is not
written specifically for language learning purpose but it is written to say
something, to convey a message, and not to exemplify language.
In that case, there are many reading texts or materials that can be called as
authentic materials. Martinez (2002:2) state that in today’s globalize world,
example are abound, but the most commonly used perhaps are: Newspaper, TV
programs, magazines, the internet, movies, songs, brochures, comics, literature
(novels, poems, and short stories), and so forth. it means that every reading text
that is always found or read by every person can be called authentic text if this
text has same characteristic explained above.
2. 2.4 Advantages and Disadvantages of Authentic Material Advantages of authentic material
There are some advantages that can be obtained from using authentic texts or
materials in teaching reading comprehension.
a. Authentic material can provide many chances for teacher and students to
understand about how to use the target language (in this case English) in the
real life. As Homolova (2004:1) explains that authentic material can provide
resources for ESL/EFL teacher can offer them to opportunity to expose
learners to materials produced for real life and for-out classroom context. By
20
real speaker for a real audience. It can be said that by using the authentic
materials, both of teacher and students will understand how to use the target
language in the real life. They will understand how to use the target language
in communicating to the native speaker (that is a person who’s their first
language for teacher and students).
b. Authentic materials provide a large amount of the ways of using English
(target language) in the real world. This reading texts supply a lot of ways of
expressing various feelings and thoughts for students. Homolova (2004:1)
says that if teachers use authentic materials sensibly they provide learners with
secure bridges into the real world of using English use. It means that this type
of reading texts can protect students from doing any mistakes in expressing
their feelings and minds in the target language (English).
c. Authentic materials contain a lot of information from all aspects of life. This
advantage is very important for students to increase their knowledge. As
Martinez (2002:1) views that authentic materials keep students informed about
what is happening in the world, so they have an intrinsic educational value. It
means that authentic materials have educational value for students. Besides
containing a lot of information needed by students to increase their language
knowledge, these reading texts also help students in increasing their
background knowledge.
d. Authentic materials provide a lot of happiness for students. As Martinez
(2002:2) notes that they can encourage reading for pleasure, because they are
likely to contain topics of interest to learners, especially if students are given
21
class. It means that authentic materials have a large variety of topics that can
make students to be interested in. And, it is important for teacher to give a
chance to students in determining the topic of authentic reading materials that
will be read by them.
Disadvantages of Authentic Material
The disadvantages mentioned by several writers are:
1. They may be too culturally biased, so unnecessarily difficult to understand
outside the language community.
2. The vocabulary might not be relevant to the student's immediate needs.
Authentic materials often contain difficult language and unneeded vocabulary
items, which can be an unnecessary distraction for teachers and learners.
3. Too many structures are mixed so lower levels have a hard time decoding the
texts.
4. Special preparation is necessary which can be time consuming. In order to
develop learning resources around authentic materials, teachers have to be
prepared to spend a considerable amount of time locating suitable sources for
materials and developing activities and exercises to accompany the materials.
5. With listening: too many different accents.
6. The material can become outdated easily, e.g. news.
It is mean that authentic material can be inferred that it takes a time to prepare the
authentic materials and it is quite difficult to match the materials with the
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2. 2.5 Concept of Teacher-Made Material
Teacher-made material is material of teaching that is commonly used by the
teacher nowadays. According to Richards (2001: 252), created material refers to
material that is specially developed instructional resources. In other words,
created materials includes textbooks, LKS, and other resource that is created by
teacher or other educational practitioner that is adapted or reserved for
pedagogical purpose.
In addition, Goldberg and Eichelberger (1987) have defined that teacher-created
materials are simply those materials that are made by the teacher. It means that, all
of material that is designed in purpose of assisting teaching-learning activity in the
class. It means that the teacher has a role as a central of teaching learning process
in which he or she creates the material which will be given to the students
This material is important since teacher-made material can also be motivating for
learners as it also often designed to look like teenage magazines and other kinds
of real world materials and may be just as interesting and motivating for learners.
The use of teacher –made material is important because teacher-made material
contains more appropriate language and vocabulary needed by the learner since it
has been simplified or written to any lexical or linguistic guidelines.
Thus, the use of teacher-made materials is very important as they are always used
by the teacher in teaching English nowadays. One of the example of teacher-made
23
Textbook generally contained material that is already arranged to meet the
learners’ need. Thus, this study is designed to investigate whether it is really
applicable and effective to be implemented in teaching reading.
2. 2.6 Advantages and Disadvantages of Teacher-Made Material Advantages of Teacher-Made Material
Teacher-made materials are developed and produced by teaching professionals for
their own students. These are different than materials created for educators
because they are made to fit the needs of the students in the classroom.
Imagination and some good arts and crafts skills are needed to make materials for
your classroom. In consequence, there are several benefits of teacher made
materials, they are:
1. Save Money
Materials purchased at education stores are expensive. Make the same
material for less money by visiting a few hobby stores. For example, instead
of buying a pre-assembled puppet-making kit, go to the store and buy the
different parts needed and combine them in a plastic bag. Share your ideas
with other teachers to help them save, too.
2. Systematic
Made materials may be superior to authentic materials because they are
generally built around a graded syllabus and hence provide a systematic
24 3. Student Focused
Teacher-made material can be designed with the specific needs of children in
your classroom in mind, which ensures that their interest and developmental
needs are incorporated into your classroom material. Custom material of this
nature keep students engaged in activities and help them learn necessary.
4. Student Motivation
Teacher-made materials can also be motivating for learners. Published
materials are often designed to look like teenage magazines and other kinds of
real world materials and may be just as interesting and motivating for learners.
Disadvantages of Teacher-Made Material
There are some disadvantages of teacher-made material, such as:
1. Teacher-made material are not real and may be not interesting
2. They do not provide the opportunity to gain real information and know what is
going on in the world around them
3. They do not reflect the changes in language use and do not give the learner the
proof that the language is real
2. 2.7 Concept of News Item
In English subject, news item is one of short functional text that should be learnt
25
Based Curriculum (KTSP) 2006. They should learn how to get information that is
state in news item.
News item is a text which informs readers about events of the day. The events are
considered newsworthy or important. Language features of news item text are
focusing on circumstances and using material process. The generic structure of
news item text is divided into three parts, they are:
1. Newsworthy event (tells the main event in a summary form)
2. Background events/elaboration (elaborate what happened, tell what caused
the incident, it can be a background, participant, time, and place relating to
the news)
3. Sources (comments by participants, witnesses, authorities, and experts
involved in the event)
The example of news item can be seen as follows:
20,000 Excited Fans Welcome Psy to Paris
Julie Jackson, Asia News Network (The Korea Herald) | Entertainment | Wed,
November 07 2012, 12:44 PM
Psy continues to take the world by storm, beginning his European tour by arriving
in Paris on a private jet and performing at a “Gangnam Style” flash mob that
gathered 20,000 screaming fans on Monday.
The flash mob, organized by a French Radio Music channel NJR, was held across
from the Eiffel Tower. After his promotions in France, Psy will be heading off to
26
University and attend the MTV European Music Awards in Frankfurt, where he
has been nominated for the Best Video Award.
“Gangnam Style” has now reached more than 650 million views on YouTube, officially surpassing Jennifer Lopez’s “On the Floor” to become the second-most watched video in the site’s history, behind Justin Bieber’s “Baby,” which
currently stands at 796 million views.
Psy fans must wait a little longer to see a new dance to replace the notorious
invisible horse. His much anticipated follow-up single, initially scheduled to be
released on Nov. 20, has reportedly been postponed until early next year.
However, the immeasurable popularity of “Gangnam Style” wave still shows
strong signs of not only winning over more Psy fans, but also sparking global
attention on Korea.
On Tuesday, the Culture Ministry announced that the singer would be awarded
with the Okgwan Order of Cultural Merit, the fourth-highest honor, for his
contribution to the spread Korean pop music on a global scale and in increasing
the world’s interest and awareness of Korea.
A recent survey conducted by the Korea Tourism Organization found that nine out
of 10 foreigners expressed a desire to visit Korea after seeing Psy’s “Gangnam Style” video. In the survey, 1,556 internationals from 77 countries were asked
various questions regarding one of the most talked-about music videos this year.
The survey concluded that 91.4 percent of the participants stated that they have
thoughts about visiting Korea because of the music video.
( taken from: www.thejakartapost.com, November 8th 2012)
Furthermore, it is important to students to learn about news item since the text
performs the social function, it is to inform readers, listener or viewers about
events of the day which are considered news worthy or important.
27
In doing her research, the researcher gives treatment to the students by teaching
reading comprehension news item text as reading material. Based on William
(1984) the researcher applies the teaching procedures as follows:
1. Pre activities
a. The teacher distributes the material to the students one by one.
b. The students are directed to the topic under discussion by asking some
questions related to the topic presented, then she asks them to answer
those questions together.
2. While activities
c. The teacher give a text to the students
d. The students read the news item text (authentic material) silently.
e. The students have to find out the main idea of each paragraph, and then
they have to discuss in group to find out the main idea of each
paragraph.
f. The students do task for practice about language feature such as
vocabulary and grammatical structure.
g. The students’ task evaluated by applying peer-to peer correction.
h. The students do some tests of reading comprehension based on the text
they read, then, the teacher asks the students to discuss the result
together.
i. The students make a conclusion of the text. In this activity they have to
28
3. Post activities
j. The teacher asks the students whether there are difficulties about the
topic.
k. The teacher repeats the material before closes the meeting.
l. The students are given homework to be done at home as re-enforcement
activity.
m. The teacher closes the meeting.
2. 2.9 Procedure Teaching Reading through Teacher-Made Material
In doing her research, the researcher gives treatment to the students by teaching
reading comprehension news item text as reading material. Based on William
(1984) the researcher applies the teaching procedures as follows:
1. Pre activities
a. The teacher greets the students
b. The students are directed to the topic under discussion by asking some
questions related to the topic presented, then she asks them to answer
those questions together.
2. While activities
c. The teacher distributes the material to the students one by one.
d. The students read the news item text (teacher-made material) silently.
e. The students have to find out the main idea of each paragraph, and then
they have to discuss in group to find out the main idea of each
29
f. The students do task for practice about language feature such as
vocabulary and grammatical structure.
g. The students’ task evaluated by applying peer-to peer correction.
h. The students do some tests of reading comprehension based on the text
they read, then, the teacher asks the students to discuss the result
together.
i. The students make a conclusion of the text. In this activity they have to
discuss in group about the conclusion of the text.
3. Post activities
j. The teacher asks the students whether there are difficulties about the
topic.
k. The teacher repeats the material before closes the meeting.
l. The students are given homework to be done at home as re-enforcement
activity.
m. The teacher closes the meeting.
2.3 Theoretical Assumption
Teaching reading comprehension by using authentic material can encourage
learner motivation because they are intrinsically more interesting and motivating
than common material. It also provides exposure to real language rather than the
artificial texts found in common materials that have been specially written to illustrate
particular grammatical rules or discourse types. In short, it will have positive effect to
their reading comprehension achievement. Meanwhile, teacher-made material can
30
and other kinds of real world materials and may be just as interesting and motivating for
learners. Teacher-made material contains more appropriate language and vocabulary
needed by the learner since it has been simplified or written to any lexical or linguistic
guidelines. At last, both materials are considered as an effective material to improve
III. RESEARCH METHOD
This chapter discusses research design, population and sample, variables, data
collecting technique, scoring system, research procedures, data treatment, and
hypothesis testing.
3.1 Research Design
This research is a quantitative research, in which data tend to use statistic as
measurement in deciding the conclusion (Hatch and Farhady: 1982). In conducting
this research, the researcher used Static Group Comparison Design that deals with
two groups, the first one as experimental group one that was given treatment using
authentic material and another one as experimental group two that was given
treatment using teacher-made material. The research design is as follows:
Notes:
G1 : The experimental class I
G2 : The experimental class II
32
X2 : Treatment II (teacher-made material technique)
T1 : Pre-test T2 : Post-test
(Hatch and Farhady, 1982:20)
The research was conducted in six meetings with presentation as follows. The first
meeting was for try-out test, the second meeting was for pre-test, the third, fourth,
fifth meetings were for treatment and the sixth meeting is for post-test.
3.2 Population and Samples
3.2.1. Population
The population of this research was the first grade students of SMA 5 Bandar
Lampung of 20012/2013. There are six classes in the first year. The samples of this
research were two classes of the first year students. Each class consists of 33 students
and has the same level of ability.
3.2.2. Sample
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. Therefore, the researcher took X.3 class as the experimental class 1, and the
other one is X.4 class 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
33
3.3 Variables
A variable can be defined as an attribute of a person or an object which varies from
object to object (Hatch and Farhady, 1982:12). Besides, in order to assess the
influence of the treatment in research, variables can be defined as independent and
dependent variables. According to Hatch and Farhady (1982:15), the independent
variable is the major variable that a researcher hopes to investigate, and the dependent
variable is the variable that the researcher observes and measures to determine the
effect of the independent variable. In this research, the independent variable as the
treatment variable. And the writer proposed three variables in this research, as
follows:
1. Reading comprehension as dependent variable (Y)
2. Authentic material as independent variable 1 (X1)
3. Teacher-made material as independent variable 2 (X2)
3.4 Data Collecting Techniques
The instrument of this research was reading text. There were two kinds of test,
pre-test and post-pre-test. But, to prove whether the research instrument has good quality or
not, it tried out first to measure its validity and reliability. Then, the data was obtained
from the student’s pre-test and post-test scores. Overall, the test can be said to have a good quality if it has good validity, reliability, level of difficulty, and discrimination
34
1. Try Out
The try-out was administered to determine the quality of the test that was used in
taking the data. In order to determine the quality of the test, the researcher analyzed
four terms, that is: the validity, the reliability, the level of difficulty, and the
discrimination power of the test.
a. Validity
Validity is the extent to which a test does the job desired of it; the evidence may
either empirical or logical (Lyman, 1971:196). A test can be said valid if it measures
the object to be measured and suitable for the criteria (Hatch and Farhady, 1982:
251). There are four basic types of validity: content validity, criterion-related validity,
face validity, and construct validity. In this research, the researcher used content
validity and construct validity since the others 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 the materials based
on the objective of teaching in syllabus (KTSP 2006) for first grade of senior high
school students, and represented the materials taught in the class. In line with the
syllabus for the first grade of senior high school at the second semester, the students
35
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 hypothesized 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 comprehension aspects that should
be mastered are; identifying main idea, identifying details, making inferences,
making inferences, and understanding vocabulary. Therefore, to make sure that the
items of the test already good in the term of construct validity, the researcher specify
them into table of specification as follows:
Table 1. Specification the Test
No Reading Skills Item Number Percentage of Items
1. Identifying a Main Idea 1, 9, 15, 21, 26, 31, 36, 46 16%
2. Identifying details 2, 3, 4, 10, 16, 17, 23, 24, 27, 28,
30, 32, 37, 41, 47, 48, 49
34%
3. Making/Confirming/Inferences 11, 18, 22, 33, 38, 42 12%
4. Identifying References 7, 19, 39, 43, 45 10%
36
a test produces consistent result when administered under similar condition (Hatch
and Farhady, 1982:244). To investigate the reliability of the reading test, the
researcher use Pearson Product Moment which measured the correlation coefficient
of the reliability between odd and even number (reliability of half test) in the
following formula:
R
xy =–
Where:
rxy : the correlation coefficient of reliability between odd and even
N : the number of students who take part in the test
x : the total numbers of odd number items
y : the total numbers of even number items
(Hatch and Farhady, 1982:199)
After getting the reliability of half test, the researcher use Spearman Brown to
determine the reliability of the whole test, as follows:
r
k =(Hatch and Farhady, 1982:247) The criteria of reliability are:
37
c. 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 expressed as
the fraction (or percentage) of the students who answered the item correctly. It is
calculated by the following formula:
Notes:
LD : the level of difficulty
R : the number of the students who answer correctly N : the total of the students in the higher and lower group (Heaton,1975:182)
The criteria of the difficulty level are < 0.30 = difficult
0.30- 0.70 = average > 0.70 = easy
d. Discrimination Power
The discrimination power (D) 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 discrimination power of an indicate item the extent, to which the item
discriminates between the test taker from the less able. The formula of the
discrimination power is:
Notes:
38
U : the number of students from the upper who answer correctly L : the number of students from the lower who answer correctly N : the number of the students
(Shohamy, 1985:82)
The criteria are:
1. If the value is positive discrimination a large number of more knowledge
students then poor students get the item correct. If the value is zero, no
discrimination.
2. If the value is negative, it means that more low students than high level students
get the item correct.
3. If the value is zero, it means that there was no discrimination.
4. In general, the higher the discrimination index, the better. In the classroom
situation most items should be higher than 0.20 indexes.
(Shohamy, 1985:82)
In this research, the instrument to be tried was administered to Class X.1 that consists
of 33 students who has the same characteristic as the samples that was chosen. The
material was based on the objective of teaching syllabus for the students at the first
grade of senior high school. It means that, this test was completely proved the criteria
of content validity. Then, to find the reliability of the test, the researcher used the data
from try-out test (see Appendix 5). If the reliability tests reach 0.50, the researcher
39
was 0.84. So, it could be stated that the test had a very high reliability since 0.84
include to 0.80 – 100 range of very high reliability.
In this test, there were 50 items of multiple choices with five options (a,b,c,d or e),
one of them as the correct answer and the rest were distracters. This was conducted in
100 minutes. After analyzing the data in level of difficulty, the writer got that 4 items
were difficult, 18 items were average. Meanwhile, in the discrimination power, there
were 33 good items and 17 poor items. In this case, there were 30 items that was
dropped because it had easy or difficult in level of difficulty, and poor in the
discrimination power. Therefore, there were 20 items that possible to use for pretest
and posttest.
2. Pre Test
Pretest was administered before the treatment applied. It was done in order to
know how far the competence of students in reading comprehension before the
treatment. 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
multiple choices.
Table 2. Specification of Pre-test
No Reading Sub-skills Item Number Percentage of Items
40
3. Post Test
Posttest was administered after the treatment applied in order to find out whether is difference of students’ reading comprehension between those who are taught using
authentic material and those who are taught using teacher-made material. The posttest
was done after 3 meetings of the treatments. The result of the posttest of two classes
was compared in order to know whether teaching reading using authentic material
and teacher-made material is effective or not.
Table 3. Specification of Posttest
No Reading Sub-skills Item Number Percentage of Items
1. Identifying a Main Idea 1, 6, 11, 16 20%
classroom achievement tests. The researcher will calculate the average of the pre-test
and post-test by using this formula:
T R X%c 100
41
Where:
X%c = percentage of correct score
R = number of right answers T = total number of items on test.
3.6 Research Procedure
The researcher used the following procedure in order to collect the data:
1. Determining the research problem
The first step of this research was determine the problem. The writer will determine
what kind of problems appear in the classes.
2. Determining the population and then selecting the sample
The population of this research was the first grade of SMAN 5 Bandar Lampung and
the samples were chosen randomly. The researcher took two classes, the first one was
experimental class 1 (authentic material) and the second one was experimental class 2
(teacher-made material).
3. Arranging the material that will be teach
The researcher arranged the material that was taught to each class by prepared the
lesson plan, searched and added the material from network. The research used types
of text for treatments. The material based on KTSP 2006.
4. Administering the try-out test
The researcher prepared the try out materials and gave the try out test to another class
try-42
out was conducted before the pre-test was administered. This was expected to
measure the validity and reliability of pretest and posttest. This test was multiple
choice tests and it was conducted in 90 minutes. There were 40 items of multiple
choices with five options and one of them was as the correct answer, the test items
were reduced or kept depends on its reliability and validity. The aim of try-out is to
determine the quality of the test used as the instrument of the research, and to
determine which item should be revised for the pre-test and the post-test.
5. Administering the pre-test
The pre-test was aimed for gaining the data of the students’ initial reading ability.
Besides, this test was administrated to ensure that the students of both classes have
the same English background and proficiency before two classes received the
treatments. In addition, this pre-test was carried out to find out the equivalent of
experimental class 1 and experimental class 2. The total items of the test were 20 in
form of multiple choices and this test was conducted within 50 minutes.
6. Implementing the materials (authentic material and teacher-made material)
In this term, the researcher applied two materials to both classes. The experimental
class 1 was taught by using authentic material and the experimental class 2 was
taught by using teacher-made material.
7. Administering the post-test
The researcher prepared the post-test to both experimental classes. At the end of the
43
treatments. The aim of this test is to finding whether or not there is a significant
difference between students’ achievement after the treatments which is conducted to both of the groups. This test consisted of 20 items of multiple choices for 50 minutes.
8. Analyzing the data
The data was analyzed by using normality test, homogeneity test, random test, and
hypothesis test.
3.7 Data Treatment
The aim of data treatment was to determine whether the students’ reading
comprehension achievement is increases or not. The data of the research was
examined by using independent group T-test, because the independent variable has
more than one group, those are; authentic material and teacher-made material, which
means that two different groups (experimental class 1 and experimental class 2) were
compared. And the data was statically computed through the Statistical Package for
Social Science (SPSS) version 17.0. In doing so, the researcher analyzed the data
statistically by administering the normality test, homogeneity test, random test, and
hypothesis test.
1. Normality Test
Normality Test was used to measure whether the data of the test have normal
