THE EFFECT OF USE AUTHENTIC MATERIAL IN READING COMPREHENSION AT SECOND GRADE STUDENTS OF THE
STATE JUNIOR HIGH SCHOOL 16 JAMBI CITY
THESIS
Submitted as Partial Fulfillment of the Requirements for the Under graduated Degree(S.1) in English Education program
DANENGSIH TE.120572
ENGLISH EDUCATION PROGRAM
TARBIYAH FACULTY AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2018
THE EFFECT OF USE AUTHENTIC MATERIAL IN
READING COMPREHENSION AT SECOND GRADE STUDENT OF THE STATE JUNIOR HIGH SCHOOL 16
JAMBI CITY
THESIS
Submitted as Partial Fulfillment of the Requirements for the Under graduated Degree in English Education Program
DANENGSIH TE120572
ENGLISH EDUCATION PROGRAM TARBIYAH FACULTY AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI
2018
Jambi,3 Juni 2017 First Advisor : Dra.Dewi Hasanah,M.Ag
Second Advisor :Wahyuni Fitria, M.Pd
Address :Tarbiyah Faculty and Teacher Training The State Islamic University Sulthan Thaha Saifuddin Jambi
Faculty of education UIN STS Jambi, Jambi – Muara Bulian St. 16, Sungai Duren 36363
The Dean Tarbiyah Faculty and Teacher Training The State Islamic University
Sulthan Thaha Saifuddin Jambi In
Jambi
OFFICIAL NOTE Assalaamu’alaikum Wr. Wb
After reading and making necessary correction. So we agree that the thesis by:
Name : Danengsih Student ID : TE120572
Title :THE EFFECT USEAUTHENTIC MATERIAL IN READING COMPREHENSION AT SECOND GRADE STUDENT OF SMPN 16 JAMBI CITY
could be submitted to munaqasyah exam as a partial fulfillment of the requirement for the undergraduate degree (S1) in English Education Program of Tarbiyah Faculty and Teacher Training The State Islamic University Sulthan Thaha Saifuddin Jambi. So we submit in order to be received well.
We would say thanks for attention, may this be the great benefits to the religion and the nation.
Wassalamu’alaikum Wr. Wb.
First Advisor Second Advisor
Dra. Dewi Hasanah, M.Ag Wahyuni Fitria, M.Pd
NIP.19700711 199403 2003 NIP.19860605 201503 2004
DEDICATION
ALHAMDULILLAHIRABBIL‘ALAMIIN, All praises be to Allah, who gives us his mercy and bless until the writer can finish this thesis.With deeply thanks and proud,I dedicate this thesis to:
1. My beloved parents, father (Casdin) and mother (Almh.Sunirah), who always give me everlasting love, guidance, motivation and praying.
2. Mybrothers (Oka and Abel) and my sisters(Neneng, Esi and Dian). Thankyou very much for the support and love you give to me all the time.
3. All my family that never stop giving me spirit to finish this thesis.
4. Thanks for my Lovely friends, classmate and housemate.Afni Zulaika S.Pd, Desty Dwi Shinta S.Pd, Rizky Witryana S.Pd, Rafika Martalisa SH(coming soon), Yeza safitri S.Kg, Linda Frihartati, and Voni Afriani. Thanks too, all of my friends BI class A, all of my friends PPL and KKN.
5. And last thanks for someone who has given me support, helps, and follow the process to finish this thesis.
Motto
ْْأَرْقا
َْكُّب َر َو ْ
ْ م َرْكلأا ْ
ْ ( ٣ )
ْ
3. Read: And thy Lord is the Most Bounteous,
ْ
ْ
يِذَّلا
َْمَّلَع ْ
ِْمَلَقْلاِب ْ
ْ ( ٤ )
ْ
4. Who teacheth by the pen,
ْ
َْمَّلَع
َْناَسْنلإا ْ اَم ْ
ْْمَل ْ
ْْمَلْعَي ْ
ْ ( ٥ )
ْ
5. Teacheth man that which he knew not.
ْ
(Q.S Al-Alaq 3-5)
ACKNOWLEDGEMENTS Assalamu’alaikum Wr . Wb
In the name of Allah the lord of the world, the most gracious and merciful.
Thanks to Allah who gives His mercy to the researcher to accomplish this thesis. Also Sholawat and salam to our prophet Muhammad SAW who bring us from the darkness to the lightness.
The thesis which is entitledTHE EFFECT OF USE OF AUTHENTIC MATERIAL IN READING COMPREHENSION AT SECOND GRADE IN THE STATE JUNIOR HIGH SCHOOL 16 JAMBI CITYis for requirements of undergraduate degree at state Institute of Islamic Studies Sulthan Thaha Saifuddin Jambi.
To finish the thesis, the writer can not do by herself. So, the writer should never forget to express deepest thanks to:
1. Dr. H. Hadri Hasan, MA, as the Rector of the State Islamic University Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Armida, M.Pd as the dean of Education and Teacher Training Faculty State Islamic University Sultan Thaha Saifuddin Jambi.
3. AmaliaNurhasanah S.Pd.,M.Hum,as the chief of English Education Program of Education and Teacher Training Faculty State Islamic Studies University Sulthan Thaha Saifuddin Jambi.
4. Dra. Dewi Hasanah, M.Ag as the first advisor,Wahyuni Fitria, M.Pd,as the second advisor who has given a lot of input such as correction ,idea and contribution of thought of this thesis.
5. All of lectures of Education and Teacher Training Faculty State Islamic University Sulthan Thaha Saifuddin Jambi.
6. Mr. SR.Tampubolon, S.Pd as the Headmaster of The State of Junior High School 16 Jambi City.
7. Ms. Misrawati, S.pd as the English teacher at Second Grade of The State of Junior High Scool 16 Jambi City.
8. All of my friends who have supported and suggested me.
It is expected this thesis gives contribution to the English teacher especially in teaching and learning process. The writer realizes that thesis is still far from being
perfect, for that reason, the writer hopes constructive critics and suggestion from readers for the perfection of this thesis. May Allah SWT always give guidance and blessing to us. Aamin Ya Rabbal Alamin.
Wassalamu’alaikum Wr. Wb
Jambi, November 2018
Danengsih NIM.TE 120572
ABSTRAK
Nama : Danengsih
Jurusan : Pendidikan Bahasa Inggris
Judul : THE EFFECT OF THE USE OF AUTHENTIC MATERIAL IN READING COMPREHENSION AT SECOND GRADE STUDENT OF SMPN 16 KOTA JAMBI
Penelitian ini bertujuan untuk mengetahui efek dari penggunaan authentic material untuk meningkat hasil belajar siswa dalam pemahaman membaca di kelas 2 SLTPN 16 kota Jambi. Penelitian ini adalah quasi experimental. 60 siswa diambi sebagai sampel penelitian. Sampel ini dibagi ke dalam kelas experiment dan kelas kontrol. Setelah memberikan perlakuan dengan menggunakan authentic material dalam 3 pertemuan, diketahui bahwa tidak ada peningkatan signifikan pada pembelajaran membaca dalam kelas experimental. Selanjutnya, hasil dari independent t-test kelas experimental dan kontrol terlihat tidak signifikan tapi tetap ada perbedaan. Itu dapat dilihat bahwa perbedaan rata-ratanya adalah 18.103 dan nilai signifikan lebih tinggi dari 0.05, 0.158>0.05.
Penelitian ini menunjukkan bahwa penggunaan authentic material menambah kemampuan membaca siswa. Itu dapat dilihat dari hasil post-test dalam kelas experimental yang menunjukkan peningkatan signifikan pada kemampuan membaca siswa yang menggunakan authentic material dan ada perbedaan diantara kemampuan membaca siswa yang tidak menggunakan authentic material. Ini disarankan untuk guru bahasa inggris untuk menerapkan authentic material, khususnya dalam pemahaman membaca. Untuk itu, penelitian ini menunjukkan bahwa penggunaan authentic material bisa menjadi alternatif guru untuk mengajar dan meningkatkan kemampuan membaca siswa.
Kata kunci : authentic material, pemahaman membaca, SLTPN.
ABSTRACT
Name : Danengsih
Study program : English Education Department
Title : THE EFFECT OF THE USE OF AUTHENTIC MATERIAL IN READING COMPREHENSION AT SECOND GRADE STUDENT OF THE STATE JUNIOR HIGH SCHOOL 16 KOTA JAMBI
The aims of this study was to find out the effect of using authentic material to improve the students‟ score in reading comprehension of second grade Junior High school 16 Jambi city. This is a quasi experimental study. Sixty students were taken as the sample of this study. The samples then were assigned in experimental and control group.After giving the treatment by using authentic material for six meetings, it was found that there was significant improvement on the students reading competence in experimental group. Moreover, the result of independent t-test experimental and control groups showed there wasa difference but no significant. It can be seen that the significance value is higher than 0.05, 0.158>0.05.
This research revealed that by using authentic material increased the students‟
reading competence. It can be seen from the result of the post test in experimental group showed the out comes on students‟ reading comprehension which was taught by using authentic material and there was a difference between students‟ reading comprehension which was taught by using non-authentic material.It is recommended to the English teachers to employ this material, especially reading comprehension. Therefore, this research revealed that using authentic material could be an alternative for the teacher to teach reading comprehension and improve students‟ reading competence.
Keywords: authentic material, reading comprehension, the state junior high school.
LIST OF CONTENT
TITLE PAGE ... i
OFFICIAL NOTE ... ii
Approval And Acceptance... iii
ORIGINAL THESIS STATEMENT ... iv
DEDICATION ... v
MOTTO ... vi
ACKNOWLEDGEMENTS ... vii
ABSTRAK ... ix
ABSTRACT ... x
LIST OF CONTENT ... xi
CHAPTER I INTRODUCTION A. Background of The study... 1
B. Research Questions... 4
C. Research Objective... 4
D. Limitation of The Study... 4
E. Significances of the study... 4
CHAPTER II REVIEW OF RELATED LITERATURE A. Authentic Material... 6
B. The Advantages of Using Authentic Material... 6
C. Disadvantages of Using Authentic Material... 7
D. Sources of Authentic Materials... 8
E. Reading Comprehension... 8
F. Advertisement Text... 10
G. Previous Related Studies... 11
CHAPTER III METHOD OF STUDY
A. Setting and Subjects of The Research... 13
B. Research Design... 13
C. Variables of the Study... 14
D. Population and Samples... 14
E. Techniques of Collecting Data... 15
F. Techniques of Analyzing Data... 16
G. Research Instrument... 17
H. Validity and Reliability... 18
CHAPTER IV RESEARCH FINDING AND DISCUSSIONS A. Findings of Study... 21
B. Discussion of te Study... 25
CHAPTER V CLOSING A. Conclusion... 27
B. Suggestion... 27
REFERENCES
CURRICULUM VITAE
CHAPTER I INTRODUCTION
A. Background of The Study
Nowadays, English has become global language. By the end of the twentieth century, English was already well on its way to becoming a genuine lingua franca. That is language used widely for communication between people who do not share the same first language (Harmer 2007). Due to the importance of English as a foreign language in Indonesia curriculum, English has become one of compulsory subjects at scools and universities.
In learning foreign language, especially English, it is acquainted four kinds of skill. They are listening, reading, speaking, and writing.
The two kinds, listening and reading are called receptive skill while the other, speaking and writing skill are called productive skill. The receptive skills are the skills of learners that they did not need to produce the language to do this. This skills are usually called passive skill. Meanwhile, in doing the productive skills the learners need to produce language. The productive skills also called as active skills.
Ideally, the mastery of language should cover all of this skills.
However, in fact many students are not good in all skills. For instance, the students can speak English well but they are not good in writing, or some students are good in listening but not well in reading (Nurlita 2011).
In the connection with the ability to remember the language elements that have been studied, the reading ability has the lowest level as stated in Munadi (2008). The classification of experience is based on the level from the concrete to the abstrack one. Munadi (2008) states that the experience level of classification is being based on how many
senses included in learning process. Cone‟s experience states that generally the students only 10% remember of what they read, 20% from what they hear, 30% from what they see, 50% from what they hear and see, 70% from what of they say and write, and 90% from what they say as what they do. Considering to the ability of remembering what they read in the foreign language is limited, so the skill of reading should have more attention since it plays significant role in learning language.
Harmer (2007;99) states reading useful for language acquisition.
Though the students are more or less understand what they read, the more they read the better they get at it. Reading also has a positive effect on students vocabulary knowledge, on their spelling and their writing.
Along with Lindsay and Knight (2006) statement reading is also in important way for learners to access new language and practice language that they have already met, it means that we can learn the language when we are reading. Besides we get much information about the content of the reading text, we can find how the way the writers write such as style, the mechanic or the vocabularies that is used. In addition, from reading, we will be helpful to acquire the language we are studying.
Nevertheless, there are so many learners have trouble in reading foreign language. One of the problems in learning foreign language is the existence of discrepancy between the first language and the target language that will be learnt. As a rule, the problems arise because of less of knowledge of the target by the learners. In general, it can be said that the further the discrepancy the more difficult the learning process. The problem usually feel by the beginner learners or the learners that do not know more about the target language. In this situation, the use of approach, method of the selection of material that will be used is very determining the success of the learning processs.
According to Klinger(2007), the students tend to have learning disabilities on their reading comprehension, including poor decoding fluency and comprehension. Wallace (2003) also states that one of the difficulties which young learners, especially EFL learners, may have is the incapability to understand texts.
In learning foreign language, it can be used one of the approach that is correlated with the skill that will be learnt. Besides, determining the material that will be used also have relevant to the need of the students. Related to the type of material that can be used in teaching and learning language, especially for reading. Lindsay and Knight (2008;69) as stated there are two basic types of the authentic text and non authentic text. Examples of authentic texts are newspaper article, website pages, email, and packaging, label and so on. Non authentic texts are written and simplified vocabulary and sentence construction, example a reading text in an elementary course book, and reader for young learners.
From the statement above, we know that there are two kinds of the text, which is possibly to use in reading, they are authentic materials are especially for the education purpose with non real context and simple vocabularies, the authentic materials are dealing with the real context.
The authentic material is also suppose to have many advantages if it is bring to the classroom, especially in teaching language. Some of them are the authentic materials have a positive effect on learner motivation especially reading comprehension. Cahyono and Megawati (2013) as stated authentic materials can be one of alternative ways in teaching reading comprehension and can be seen from the improvement of the students‟ scores in reading comprehension after authentic materials were used.
In the research Solichatin (2011) found out that reading comprehension by using authentic material improves students ability in
reading. This result is same as research conducted by Desitarahmi (2013), that the research is effective to improve reading skill. Both research, take some kind of material to used in research, used multiple choice test and the research to do in Java Island. The researcher wants to find out how the outcomes of students in reading comprehension by using authentic material, using essay test and the research to do in Sumatra Island, especially in Jambi city and the researcher only uses one material.
Based on the illustration above, this research tried to find out the effectiveness of using authentic material in reading comprehension to the second grade of students of The States Junior High School 16 Jambi city. The State Junior High School 16 take place at Serma Ishak Ahmad street in Jambi city. The researcher chose this school because teachers in the school never used authentic material in English class,especially reading comprehension. Based on the problem, the researcher did experiment used authentic material entitle“THE EFFECT Of THE USE OF AUTHENTIC MATERIAL IN READING COMPREHENSION AT SECOND GRADE STUDENTS OF THE STATE JUNIOR HIGH SCHOOL 16 JAMBI CITY”.
B. Research Questions
From statement above, the researcher will try to find :
a. Is there any significant score toward the students pre-test and post-test in reading comprehension in the experimental group?
b. Is there any significant score toward the students pre-test and post-test in reading comprehension in control group?
c. Is there any effect toward the students who are taught by using authentic material?
C. Research Objective
From the research question above, the researcher will try to find:
a. To find out significant score toward the students pre-test and post-test score in reading comprehension in experimental group.
b. To find out significant score toward the students pre-test and post-test scores in reading comprehension in control group.
c. To find out the effect toward students who are taught by using authentic material.
D. Limitation of The Study
This research will focus on the effect of using authentic in reading comprehension in English subject at second grade.
E. Significances of The Study
This study is expected to give theoretical and practical significance for the reader.Theoretically, the result of this study is expected to give the material readers:
a. The English teacher
This research can be useful for English teacher to find out and select the material that will be used to teach reading comprehension in order to their students have better understanding.
b. The English department students
This research is useful for the students who are majoring English to know the material that can be used to improve their achievement in reading comprehension.
Practically, this research can be used by teachers who want to use the authentic material for reading comprehension. So, they can imitate the ways of teacher use authentic material.
CHAPTER II
LITERATURE REVIEW
A. Authentic Material
The definition of authentic materials are slightly different in literature.
What is common in these definitions is exposure to real language and its use in its own community. Rogers(1998;467) defines it as appropriate and quality in terms of goals, objectives, learner needs and interest and natural in terms of real life and meaningful communication.Harmer(1991 ), cited in Matsuta defines authentic texts as materials which are designed for native speakers, they are real text, designed not for language students, but for the speakers of the language. According to Peacock(1997) the definition of authentic materials is the materials that have been produced to fulfill some social purpose in the language community. Martinez(2002;1 ) defined that “ Authentic would be material designed for native speakers in English used in the classroom in a way similar to the one of it was designed. in this section, the advantages of using authentic materials in language teaching will be explored, and also the drawbacks of using them will be discussed.
B. The Advantages of Using Authentic Material
Authentic materials are considered to helpful to bridge the gap between the classroom and outside world. It is supported by Nuttal‟s statement as quoted by Wicaksono in Cahyono (2010) “Authentic texts can be motivating because they are proof that the language is used for real life purposes by real people.”
However, using authentic materials and media has advantages and disadvantages. Martinez (2000) summarized several benefits of using authentic material. The first one is that by using authentic material,
students are exposed to real discourse, as in videos of interview with famous people where intermediate students listen for general idea.
Secondly, authentic materials keep students informed about what is happening in the world, so they have an intrinsic educational value.
Thirdly, as language change is reflected in the materials so that students and teachers can keep abreast of such changes. Fourthly, reading texts are ideal teach/practice mini-skills such as scanning, e.g. students are given a news article and asked to look for specific information. Also, teachers can have students practice some of the micro-skills of listening, e.g. basically, students listen to news reports and they are asked to identify the names of countries, famous people, etc. Fifthly, different authentic materials such as books, articles, newspapers, and so on contain a wide variety of text types, and language styles not easily found in conventional teaching materials. Thus, it can help student extend their vocabulary and help memorize them in a number of meaningful recycling.
Lastly, authentic materials 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 of kinds of authentic materials to be used in class.
C. Disadvantages of Using Authentic Material
According to Gebhard (1996), one disadvantage is that it takes time an effort to locate authentic materials. A second disadvantage is that it is sometimes difficult to make authentic materials and media comprehensible to the students. Other disadvantage is that some students will not accept authentic materials and media as being valuable learning source.
Although using authentic material has disadvantages, there are very strong reasons to use them. Authentic materials and media can reinforce
for students the direct relation between the language classroom and the outside world. In addition, authentic material and media offer a way to contextualize language learning.
D. Sources of Authentic Materials
When people first think of authentic materials, they usually assume that we are talking about newspaper and magazine articles. However, the term can also encompass such things as songs, web pages, radio and TV broadcasts, films, leaflets, flyers, posters, indeed anything written in the target language and used unedited in the classroom. The materials used, will depend on the usual factors, such as, topic, target language area, skills, student‟s needs and interests.
There are some examples of authentic materials. In spoken form, there are TV commercials, films, news items, weather forecasts, airport and station announcement, radio talks, interviews, and debates. While in written form arerecipes, articles, train timetables, advertisements, brochures, poems, application forms, and instruction for using equipment. Other materials that can be used are literature, computer software, the internet, menus, advertisement in magazines, the agony column, etc.
E. Reading Comprehension
Reading, according to Goodman in Cahyono (2009) is as essential interaction between language and thought in which the writer encodes his thoughts as language and the reader decodes the language into thought.
Therefore, reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving
how written symbols correspond to one„s spoken language.
Comprehension is the process of making sense of word, sentence and connected texts.
Weir (1993) states that reading is seen as a selective process taking place between the reader and text, in which background knowledge and various types of language knowledge interact with information in the text to contribute text comprehension. This explanation is in line with the statement of (O‟malley and Pierce;1996;94):
Although reading was once assumed a combination of decoding and oral language, it is now acknowledged that reading comprehension depends heavily on knowledge about the world as well as on knowledge of language and print.
Alderson, as quoted in Cahyono (2010) defines reading as an enjoyable, intense, private activity from which much pleasure can be derived, and in which one can become very absorbed.
Reading comprehensions defined as the level of understanding of writing. The reading comprehension focused on the ability to draw the meaning from certain writing. According to Buehl (2001) in the past, reading comprehension was described more as a skill than as an active mental process. Reading is understood as the skill of recognizing letters, words, which let to the ability to connect words into sentences, sentences into paragraph and paragraph into longer discourse that represented various themes or ideas. However, the key concept of comprehension is that a reader constructs meaning from texts rather than merely reproducing the word s on the page. Meaning is something that is actively created rather than passively received.
Snow (2002), states that reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. According to Richard(1992) reading means perceiving a written text in order to understand its context
while the result, understanding, is called reading comprehension. The different types of reading comprehension are usually distinguished according to the reader‟s purposes in reading and the type that is used;
the following are types of comprehension:
a. Literal comprehension
Literal comprehension means reading in order to understand, remember,or recall, the information explicitly contained in the passage.
b. Inferential comprehension
This type of comprehension is intended to find information that is not explicitly stated in a passage, using the reader‟s experience and intuition, and by inferring (inferencing).
c. Critical or evaluative comprehension
It is kind of reading in order to compare information in a passage with the reader‟s own knowledge and values.
d. Appreciative comprehension
This last type of comprehension is intended to read in order to gain emotional or other kind of valued response from a passage. Proficient reading depends on the ability to recognize words quickly and effortlessly. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. Brown(2004) cited every proficiency test uses the format, and one would rarely consider assessing reading without some component of the assessment involving impromptu reading and responding question. Covers the comprehension of these features:
a. Main idea(topic)
b. Expression/idioms/phrase in context c. Inference(implied detail)
d. Grammatical features
e. Detail(scanning for a specially stated detail) f. Excluding facts not written (unstated details)
g. Supporting idea h. Vocabulary in context F. Advertisement Text
According to Taflinger (1996) Advertising is the nonpersonal communication of information usually paid for and usually persuasive in nature about products, services or ideas by identified sponsors through the various media.
Advertisement text have advantages. The first advantage is time: the seller has time to discuss in detail everything about the product. The buyer has time to ask questions, get answers, examine evidence for or against purchase.
A second advantage of personal selling is that the seller can see you.
The person rhe's selling to. Rhe can see your face, see how the sales message is getting across. If yawn or your eyes shift away, you're obviously bored, and the seller can change approach. Rhe can also see if you're hooked, see what features or benefits have your attention, and emphasize them to close the sale. Finally, the seller can easily locate potential buyers. If you enter a store, you probably have an interest in something that store sells
G. Previous Related Studies
The researcher has read two related previous research. First is the research from Solichatin (2011), this research is about the effectiveness used authentic text in the teaching of reading comprehension in Junior High School at second grade. In this research, Solichatin tried to find out reading comprehension scores of students who are taught using authentic text significantly higher than those who are taught using non authentic material. The findings of this research are the pre-test means of both groups were analyzed statiscally by using Lavene‟s. Lavene‟s test
revealed the significant value is 533 that is higher than 0,5. This result indicates that the difference between variances is not significant. This indicates that the subjects of experimental and control groups are not significantly different before the experiment in their pre-test scores of reading comprehension test. Therefore, an independent t-test was used to analyze the post-test means. On the statistical computation for post- test by using independent t-test revealed that t-value for df62 is 4.17. It is bigger than t-critical value (1.671). this indicates that there is a significant different of means scores between students who are taught using authentic texts and those who are taught using non authentic texts in teaching reading comprehension. The gain of reading comprehension means scores of experimental group is significantly higher than the gain of reading comprehension means control group. Therefore, Ho was rejected and the hypothesis works. Based on the result of research findings, it can be concluded that using authentic texts in teaching reading comprehension proved to be effective in increasing the student‟s reading achievement.
The second research from Desitarahmi (2013), this research is about the using authentic materials to improve reading comprehensionin of eighth grade students of SMP 15 Yogyakarta. In this research, Desitarahmi tried to find out some problems related to the English teaching and learning process,especially in teaching reading. The implementation of Cycle 1 and Cycle 2 were effective to improve the students‟ reading comprehension. At the first cycle, the mean score of the evaluation was 6.57 and it increased to 7.69. The use of question and answer activity was effective to help the students activating their background knowledge in order to comprehend the texts. It could also increase their interaction with the researcher and improve their comprehension. They gave some positive responses to the researcher‟ questions. The using authentic materials became more
effective when it was combined with the communicative reading activities such as pair and group98 works activities. It could increase the students‟ motivation and interest both in reading and in the teaching and learning process. They interacted communicatively with the researcher and their friends.
From two research above, they used authentic material one more materi, using multiple choice to test and to do in Java Island. While in this research, the researcher tries to find out the effectiveness of using authentic material in reading comprehension at second grade in smpn 16 kota Jambi. The researcher using one material and using essay test. And the researcher wants to do in Sumatra Island to specific in kota Jambi.
That is make into this research differences with two researches above.
CHAPTER III METHOD OF STUDY
This chapter presents some topics dealing with the method of study they are, Setting and subjects of the research, research design, variables of study, population and samples, techniques of colleting data, techniques analyzing data, research instrument, validity and reliability.
A. Setting and subjects of the Research
This research was conducted at the second grade students of The State Junior High School 16 Jambi in academic year 2016/2017. This school is located at Jl. Serma Ishak Ahmad Jambi City. The subjects of the study were 60 students consisting of two classes, they were class VIII E consisting of 32 students and class VIII G consisting of 28 students. The subjects were chosen based on the results of observation and interview done with English teacher. It was found that the students still had difficulties in reading comprehension.
They had low achievement on reading test. Therefore, their reading skill needs to be developed by using effective material.
B. Research Design
The research design in this study was quasi experimental. According to Sugiyono (2014) quasi experimental design to use because on the truth difficult to obtain control group which use to research. There are two types of quasi experimental research;time series design and non-equivalent design.
For this research researcher will do non-equivalent design because experiment group and control group will be chosen not randomly. According to Sugiyono (2014) non-equivalent design almost same with pretest-posttest control group design, however in this design experiment group and control group choses not randomly.
The design as follow:
Table. 3.1 Randomized Subject Pre-Test Post-Test Control Group Design
Group Pre-test Treatment(X) Post-test
Experimental
Class Reading
Comprehension Achievement Test
Using authentic material
Reading
Comprehension Achievement Test
Control Class
Without using authentic material
C. Variables of the study
Sukardi (2003) stated that independent variable is usually the variable that is manipulated systematically. In this research, the independent variable is the use of authentic material.
Dependent variable or sometimes-called criterion variable is variable which is measured as the effect of the manipulation or treatment of the independent variable” Sukardi (2003). It means that the dependent variable is the result or the effect of treatment, which conducted in the experimental group. While in this study, the students‟ achievement of reading comprehension became the dependent variable.
D. Population and Samples 1. Population
According to Singarimbun in Iskandar (2008), population is totality amount from members analysis have characteristics as for estimate. According to (Ary et al ; 2006), population defines as all members of any well-define class of
people, event or objects. Therefore, the small group that is observed is called sample and the larger group that the generalization is made is call population.
In this study, the population was the students of the State Junior High School 16 Kota Jambi in academic year 2016/2017. In The State Junior High Shcool 16 Kota Jambi, there are ten classes in the second grade, A, B, C, D, E, F, G, H and I .The researcher were given two classes as the sample. That was class E and class G.
2. Sample
According to Iskandar (2008), sample is a partly of population to take on representative or represent of population the relevant or a small part the observe. In this study, the sample is two classes; those are class E and G.
The total number of sample is 60 students that consist of 32 students for class E and 28 students for class G. Class E becomes the experimental group and G as the control group.
E. Techniques of collecting data
Data collecting method was the method to obtain the data. In this research part, the researcher do several steps. First, researcher found the English teacher in the school to have permission in taking the data. After getting the permission, the researcher took the data for pretest activity. After getting the data for pretest, the researcher will do the treatment for experimental group and control group. And then, after did the treatment for several weeks, the researcher took the post-test to differentiate the result before after treatment.
The steps of the learning process can be seen the table.
Table. 3.2 the learning process
Experimental Group Control Group
Opening
a. Greeting and checking students‟ attedance
b. The teacher motivates students by asking some questions about related material
Opening
a. Greeting and checking students‟
attedance
b. The teacher motivates students by asking some questions about related material
During Activity
a. The teacher reminds the students about the material in the last week.
b. The teacher explain the material.
c. The teacher devides classroom into several groups.
Consisting 5-6 students.
d. The teacher alloted advertisment(authentic
material) to the student.
e. The students discuss with friend in group about main idea, Detail (scanning for specifically stated detail), and vocabulary in advertisment text.
f. For individually, the students
During Activity
a. The teacher reminds the students about the material in the last week.
b. The teacher explain the material.
c. The teacher devides classroom into several groups. Consisting 4- 5 students
d. The teacher alloted advertisment(non-authentic
material) to the student.
e. The students discuss with friend in group about main idea, Detail (scanning for specifically stated detail), and vocabulary in advertisment text.
f. For individually, the students answered the question based on spesification of test.
answered the question based on spesification of test.
Closing
a. The teacher asks the students what the difficulties they face about the material.
b. The teacher concludes material and closed the learning process by praying together.
Closing
a. The teacher asks the students what the difficulties they face about the material.
b. The teacher concludes material and closed the learning process by praying together.
F. Techniques of analyzing data
As this research is intend to knew the effectiveness of using authentic The procedures are follow :
a. Use the t-test to know whether the difference of score of the groups is significant.
b. Compare the difference between experimental group and control group to determine whether the treatment (x) is interrelated with increasing of the result of the experimental group.
The researcher will use SPSS 16 to analyze the comparison between experimental group and control group to find out the comparison between the use of authentic material and without the authentic material, which one is effective in learning reading comprehension.
G. Research Instrument
Research seeks to develop relevant true statements, ones that can
serve to explain the situation that is concern or that describes the causal relationships of interest. In quantitative studies, researchers advance the relationship among variables and pose this in terms of questions or hypotheses Cresswell (2003). In this research, the researcher use the achievement test to measure the students reading comprehension achievement. According to Ary, achievement test measure the mastery and proficiency of individual in different areas of knowledge. The researcher use the subjective test in the form essay with 20 number test items.
The researcher took comprehension question task in essay and the score is subjective. The reason for using essay items was to make the researcher are easy to take to value of the data because the students will in depth thinking . According to Reiner;Bothell;Sudweeks;wood (2002) Essay questions are different from these other constructed response items because they require more systematic and in-depth thinking.
Based on explanation above the researcher chose the essay items because they are easy, practical, and reliable. Moreover, they are easy to do scoring and do not spend much time to grade and do correction because the answer is subjective.
Set of questions use in pre-test and post-test cover the comprehension of these features is taken from syllabus and lesson plan by using the teacher in SMP 16 Jambi city. They are :
a. Main idea
b. Detail (scanning for specifically stated detail) c. Vocabulary in context
Table. 3.3 Specification Of Test
The indicators of scoring system for student text analytic scale for reading comprehension task are follows:
Table. 3.4 Scoring System
Point Indicators
5 The answers is true
0 The answers is false
H. Validity and Reliability 1. Validity
According to Bryman(2008) validity refers to the issue of whether an indicator(or set of indicators) that is devised to gauge a concept really measure that concept.
In this research, the researcher used content validity. According to Sugiyono (2014) for instrument test form, content validity can be done with compare between content instrument and lesson materi.
2. Reliability
To measure the reliability of test item, it can used SPSS 19 software. In this research, researcher used alpha cronbach‟s formula. Reliability alpha
Comprehension features Number of item Amount
a. Main Idea 1, 5, 9, 13, 17 5
b. Detail 2, 3, 6, 7, 10, 14, 15, 18, 19
9
c. Vocabulary 4, 8, 11, 12, 16, 20 6
Total 20
cronbach‟s to compass based on taken decision which certain done. Based on taken decision in reliability is if alpha value more large from r table then inquiry items which used is reliable or consistent, the other way if alpha value more little from r table then inquiry items which used is not reliable or not consistent.
According to Joppe (2000) defined reliability as how consistent the results are when the experiment is repeated a number of times under same methodological conditions, then the instrument is said to be reliable. The researcher conducted pre-test and post-test as essay test where the question were given by the researcher to the second grade of SMP 16 kota Jambi ensure that the questions were understood by the respondents and there was no error occurred. Then confirm the realibility of question in this research using Cronbach Alpha in SPSS program. Freankel (2012) suggested that composite Cronbach Alpha coefficients at 0.7 and there is consider as good consistency instrument. The result of reliability can be seen in the table.
Table. 3.5 Reliability Statistics
Cronbach's Alpha
N of Items
,854 20
Table. 3.6 Item-Total Statistics
Scale Mean if Item
Deleted
Scale Variance if Item
Deleted
Corrected Item-Total Correlation
Cronbach's Alpha if Item
Deleted
Q1 17,09 48,217 ,622 ,840
Q2 17,13 49,081 ,609 ,841
Q3 17,13 46,371 ,753 ,833
Q4 17,09 47,959 ,651 ,839
Q5 17,06 49,286 ,636 ,841
Q6 17,09 46,604 ,748 ,834
Q7 17,13 50,435 ,568 ,844
Q8 16,84 48,007 ,122 ,905
Q9 17,13 50,242 ,597 ,844
Q10 17,19 52,673 ,256 ,853
Q11 17,13 53,403 ,173 ,855
Q12 17,13 50,565 ,549 ,845
Q13 17,06 48,641 ,595 ,841
Q14 17,16 48,201 ,694 ,838
Q15 17,09 45,378 ,781 ,831
Q16 17,00 45,161 ,869 ,828
Q17 17,16 49,878 ,415 ,848
Q18 17,16 53,491 ,189 ,854
Q19 17,13 56,371 -,364 ,864
Q20 17,13 53,984 ,111 ,856
Based on the result about we know the questions given were reliable.
Because the result more than 0.7 (0.854>0.7)
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter explained: A. Findings of study; 1. Descriptive analysis. 2.
Statistical analysis of the test. B. Discussions of the study.
A. Findings of study 1. Descriptive Analysis
The data of students reading comprehension in pre-test and post-test in experiment and control groups. After the writer got the data the writer calculated the data by using statistical product and SPSS version 19. In this part, the writer explains the frequencies, percentage and mean scores in test based on the result of the test before and after treatment in experiment and control groups. The score system used in the result can be seen in the table.
Table 4.1 Scoring system
Point Indicators
5 The answers is true
0 The answers is false
a. Results of pre-test and post-test in experimental group
Table.4.2 Pretest Frequency Percent
Valid Percent
Cumulative Percent
Valid 10 1 3,1 3,1 3,1
35 1 3,1 3,1 6,3
55 1 3,1 3,1 9,4
60 1 3,1 3,1 12,5
65 4 12,5 12,5 25,0
70 6 18,8 18,8 43,8
75 4 12,5 12,5 56,3
80 6 18,8 18,8 75,0
85 5 15,6 15,6 90,6
90 1 3,1 3,1 93,8
95 2 6,3 6,3 100,0
Total 32 100,0 100,0
Table.4.3
Posttest Frequency Percent
Valid Percent
Cumulative Percent
Valid 55 1 3,1 3,1 3,1
80 3 9,4 9,4 12,5
85 10 31,3 31,3 43,8
90 8 25,0 25,0 68,8
95 8 25,0 25,0 93,8
100 2 6,3 6,3 100,0
Total 32 100,0 100,0
The results of pre-test in experimental group from 32 students, there were 1 student got score 10 (3.1%), 1 student got score 35 (3.1%), 1 student got score 55 (3.1%), 1 student got score 60 (3.1%), 4 students got score 65 (12.5%), 6 students got score 70 (18.8%), 4 students got score 75 (12.5%), 6 students got score 80 (18.8%), 5 students got score 85 (15.6%), 1 student got score 90 (3.1%), and 2 students got score 95 (6.3%). In the post-test, from 32 students there were 1 student got score 55 (3.1%), 3 students got score 80 (9.4%), 10 students got score 85 (31.3%), 8 students got score 90 (25.0%), 8 students got score 95 (25.0%), and 2 students got score 100 (6.3%).
The high score in pre-test is 95 and low score in pre test is 10.
Meanwhile, the high score in post-test is 100 and low score in post-test is 55. Therefore, it can be seen that there were significant difference score between pre-test and post-test in experimental group. The complete calculation can be seen in appendix.
b. Results of pre-test and post-test in Control Group Table. 4.4
Pretest
Frequency Percent
Valid Percent
Cumulative Percent
Valid 55 1 3,6 3,6 3,6
65 4 14,3 14,3 17,9
70 6 21,4 21,4 39,3
75 4 14,3 14,3 53,6
80 5 17,9 17,9 71,4
85 2 7,1 7,1 78,6
90 5 17,9 17,9 96,4
95 1 3,6 3,6 100,0
Total 28 100,0 100,0
Table. 4.5
Posttest Frequency Percent
Valid Percent
Cumulative Percent
Valid 60 3 10,7 10,7 10,7
65 4 14,3 14,3 25,0
70 13 46,4 46,4 71,4
75 5 17,9 17,9 89,3
80 3 10,7 10,7 100,0
Total 28 100,0 100,0
The results of pre-test in control group from 28 students, there were 1 student got score 55 (3.6%), 4 students got bscore 65 (14.3%), 6 students got score 70 (21.4%), 4 students got score 75 (14.3%), 5 students got score 80 (17.9%), 2 students got score 85 (7.1%), 5 students got score 90 (17.9%), and 1 student got score (3.6%). In the post-test, from 28 students, there were 3 students got score 60 (10.7%), 4 students got score 65 (14.3%), 13 students got score 70 (46.45%), 5 students got score 75 (17.9%), and 3 students got score 80 (10.7%).
The high score in pre-test is 95 and low score 55. Meanwhile, the high score post-test is 80 and low score in post-test is 60. Therefore, it can be seen that there were lowering score in Control group. The complete calculation can be seen in appendix.
2. Statistical Analysis of the test a. The result of normality test Table. 4.6
One-Sample Kolmogorov-Smirnov Test
nilai
N 32
Normal Parametersa,b
Mean 72,6563
Std. Deviation 16,55803 Most Extreme
Differences
Absolute ,197
Positive ,134
Negative -,197
Kolmogorov-Smirnov Z 1,114
Asymp. Sig. (2-tailed) ,167
a. Test distribution is Normal.
b. Calculated from data.
The result of the test showed that the data was normal. Because the significance was more than 0.05 (0.167>0.05).
b. The Analysis of Paired Sample t-test in Experimental Group
The result of the test shows that there was a statistically significant improvement on students‟ reading comprehension before the implementation Authentic material (Mean=15.625, std.deviation=14.522), and after implementation Authentic material (Mean=88.28, std.deviation=8.192), T(-6.087), p<0.05
c. The Analysis of Independent Sample t-test
The result of the test shows that there was no significant difference between the result of the post-test in experimental and control group. In this result showed that the mean differences is 18.103 and the significance
value is higher than 0.05, 0.158>0.05. Therefore, it can be concluded that there are difference in the improvement between experimental and control group. Although there is improvement in control group but no more than experimental group. In this result there was differences between experimental and control group but no significant.
B. Interpretations
In this part there was some discussions. It can be seen that authentic material brings significances improvement on students reading comprehensionto by some adavantages‟ authentic material (Martinez ; 2000). The first advantages is are exposed to real discourse as in videos of interview with famous people intermediate students listen for general idea.
The secondly, authentic materials keep student informed about what is happening in the world, so they have an intrinsic educational value. Thirdly, as language change is reflected in the materials so that students and teachers can keep abreast of such cahnges. Fourthly, reading texts are ideal reach /pactice mini-skills such as scanning, e.g. students are given news article and asked to look for specific information. Fifthly, different authentic materials such as articles, newspapers, and so on contain a wide variety of text types, and langauge styles not easily found in conventional teaching materials. Thus, it can help students extend their vocabulary and help memorize them in a number of meaningful recycling. Lastly, authentic materials can encourage reading for pleasure because they are likely to contain topics of interest to learners, especially it students are given the chance to have a say about the topics of kinds of authentic materials to be used in class.
Meanwhiel, evidenced from the research that has been done by the author of the test items, the value of which has been in the can by the students in though using spss version 19.0. the results showed than an
association between authentic material with the value the ability to reading comprehension is (+) 0.134, a positive sign indicates that there is a positive effect between authentic material with reading comprehension. It means the greater the ability reading comprehension students, the more similarly lacking a sense of authentic material students. The end result there was no any significance difference score between experimental group and control group. Based on analysis independent t-test the significance is 0.158>0.05 the p value sifnificance more than 0.05 Ha rejected (there was no significance diffrence between experimental group and control group).
BAB V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
This chapter is designed to draw the conclusions and suggestions based on the data presentation and discussion from the previous chapter. The conclusion is based on data analysis has been that has been described in previous chapters, so it can be concluded as follows :
1. First, based on the results of the analysis obtained by calculating using parametric statistical of normality test, it can be concluded that the data was normal. Result calculation is done in chapter four (IV) shows, the significance of 0.167, which means greater than 0.05,0.167>0.05.
2. Second, based on the results of the analysis obtained by calculation using parametric statistical analysis of independent t-test, it can be concluded that there is no significant between experimental group and control group. Value calculation is done in chapter four (IV) shows, the significance of 0,158, which means greater than α which is 0,05. If the value of p (0,158) is greater than α then Ho is accepted.
3. The end result is there is no significant score between experimental and control group but still there is differences score. And there improvement in experimental group after giving treatment by using authentic material.
B. Suggestion
After completing this present study and drawing the conclusions from the findings and discussions several suggestions are
1. For other researchers of the similar subject are expented to conduct a better study with a better research methodology and more data
collection instruments. Furthermore, the investigations of authentic material in other skills such as speaking, listening, and writing are expected to be conducted in the future research in order to give more pictures about authentic material.
2. For students research hopefully can give the ideas for English students in reading comprehension that more easily to understood if your read using authentic material.
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CURRICULUM VITAE
Name : Danengsih Gender : Female
Date of Birth : Jambi,December 2nd 1993
Address : Jl. Nusa indah 1 rt.04 no.18 kel.rawasari kec.alam barajo kota jambi
Email : [email protected] Contact Person : 0823-7619-7625
Education Background
No Name of School Place of School Years
1 SD Negeri 196 Kota Jambi 2006
2 SMP Negeri 16 Kota Jambi 2009
3 SMK Negeri 4 Kota Jambi 2012
4 Universitas Islam Negeri Sulthan Thaha Saifuddin
Sei.Duren 2018
