These supplementary materials can be considered authentic materials as they are taken from the primary sources and the textbook. Authentic materials are one of the materials that can be used in teaching, especially in teaching reading. In addition, reading is to understand the meaning of the text and to gain a lot of information or knowledge.
Reading Comprehension
The reader wants information to answer set questions or to provide data, for example in completing an assignment. This type of reading is to describe the root of reading where goals are not well defined; part of a text can be skipped quite randomly.75. This comprehension is the process of making sense out of word, sentence and connected texts.78 And it is an extraordinary feat to balance and coordinate many abilities in a very complex and rapid set of routines that make comprehension a seemingly effortless and enjoyable activity making for fluent readers.79.
It can be concluded that reading comprehension is the purpose of reading, which must be mastered by the students in order to communicate with the writer through the text to obtain information. Students begin with the fundamentals of letter and sound recognition, which in turn allows them to progress to morpheme recognition, followed by word recognition, and building up to the identification of grammatical structures, sentences, and longer texts.80 According to Ice Omaggio Hadley reader begins. 78 Bambang Yudi Cahyono, The Teaching English of English Language Skills And English Language Components (Malang: State Universitas Of Malang Press, 2010), 55.
It assumes that reading is primarily guided by the readers' goals and expectations.82 According to Goodman, this model should begin with the largest unit, the entire text.83 Top-down models characterize the reader as a person who has a set of expectations for textual information. and samples enough information from the text to confirm or reject these expectations.
Previous Research Findings
It can be identified that after the implementation there was an improvement in the students' interest, activity and performance. The purpose of the study was to find out the kind of authentic materials most used by English teachers of English Language at the State Islamic College of Ponorogo. It was also to explore the teachers' design in using authentic materials and their perception of the use of authentic materials in the English class.
The results of the study showed that the English language teachers use different kinds of authentic materials based on their course. The selection of the authentic materials that are mostly used, based on the purpose of language learning and the needs of the students. Some kinds of authentic materials that used, such as for teaching writing In the course, the teacher mostly used short stories, short stories, articles and newspaper.
Meanwhile, for the teaching of the Listening Comprehension II subject, the lecturer mostly used several types of authentic listening materials such as audio, video, songs and podcasts. The lecturers' perception towards the use of authentic materials in their English teaching was authentic material was one of the effective supplemental materials for promoting their teaching of English materials.
Theoretical Framework
For the teaching of Speaking I course, the lecturer mostly used magazine, newspaper, audio, video, realia and puppet. The researcher is very interested in continuing that research because there was an agreement between the focus of that research and this research.
Hypothesis
Research Design
There is experiment, investigation and naturalistic (Qualitative).45 In this research, the method used is experimental method. So experimental research is like experimental method used to find the effect of treatment against something in a controlled condition.46 The experimental method tests for the presence of a distinct cause and effect. This research uses an experimental research and uses pre-experimental designs and than one-group pretest-posttest design.
Experimental research manipulates and controls the causal variable and continues to observe the change in the effect variable.47 The characteristics of pre-experimental designs may have pre- and post-treatment tests but lack a control group.48 The researcher cannot know whether anything other than the treatment occurred between the pre-test and the post-test to cause the outcomes.49 These pre-experimental designs are used in situations where. Lawrence Neuman, Social Research Methods Quantitative and Qualitative Approaches (USA: University of Wiscousin at Whitewater. The purpose of this research is to find out the significant difference between the students who are taught using authentic materials and the students who are not taught using authentic materials.
This research offers two variables; first variable (variable X) is identified as authentic materials and second variable (variable Y) is identified as students' reading comprehension.
Population and Sample 1. Population
The population is the entire large group and area that is the scope of the research.52 Based on the definition above, the population of this research is all eleventh grade students of SMA N 1 Jenangan Ponorogo in the academic year 2012/2013. A sample is a small subgroup selected from a larger population.53 It means that a sample is part of the population from which data is taken. Cluster random sampling or sampling area is a variation of the sample random sample that is particularly appropriate when the population of interest is infinite, when a list of population members does not exist, or when there is a geographic distribution.
Instrument of Data Collection
Determining the significant standard of 5% in the Product Moment (�) table. see appendix for full count).
Technique of Data Collection
Tests are methods to measure the person's ability, knowledge or performance in a given domain.56 Tests are therefore used to measure skills or abilities or of the observed object. Based on the definition above, it can be concluded that test is a series of exercise of questions used to motivate the students and as a means to measure skill, knowledge, intelligence and talent. The documents are a way to collect data through written articles, such as files, and include books on opinion, theory, argumentation, roles and etc., related to research problems.
Technique of Data Analysis
RESEARCH RESULT
General Data
It will provide guidance and motivation, also as a moving force for the entire community in the school development process. Moreover, vision and mission also serve as a guide to ensure that all people in the institution receive the same perception, paradigm, ideas and expectations. This curriculum has been developed from the standard content of schools based on their context and potential.
Data Description
- Students’ Pre -test Score Before Using Authentic Material
- The Activities during Treatment of Experimental Class
The researcher has a group of eleventh graders at SMA N 1 Jenangan to whom the researcher gives a test. That is, there are pre-test results before learning using authentic materials and post-test results after learning using authentic materials. The pre-test was administered before the treatment (authentic materials) was implemented in this classroom.
The data from pre-test aimed to measure the students' reading comprehension before they were given the treatments (authentic material).
Pre-test Score
Students’ Post -Test Score After Using Authentic Material
Whereas, after the researcher gave treatments by teaching them with authentic materials, the researcher conducted a post-test to find out whether there was improvement in the students' reading comprehension or not. The researcher obtained his posttest score from students' multiple choice in the experimental class. The table below showed the post-test score of the students after using the authentic material.
Data Analysis
Post-test Score
Normality of data and calculation of students' post-test after using the authentic material with Kolmogorov-Smirnov. The hypothesis was: Ha was accepted if a1max≤ Dtable: Ha was rejected if a1max≥ Dtable. Because the maximum value of a1 was 0.216, where the number was less than the D table, then the decision was to accept Ha, which means that the data of the students after using the authentic material was normally distributed.
To calculate the correlation between those variables, students who were taught with authentic materials and those who were not. Determining the difference between the students' reading comprehension taught by authentic material (X) and students' reading comprehension taught by authentic material (Y).
2,251 3. Calculate t 0
Discussion and Interpretation
Based on the calculation above, it is shown that the difference coefficient for students' reading comprehension using authentic materials and without authentic materials is -19,569. It is used to find out whether the difference coefficient is a significant coefficient or not, and it can also be used as a basis for generating the population. This means that there is no mean difference between these variables, or the mean difference of is no mean difference between these variables, or the mean difference between these variables is not significantly different.
From the calculation above, the researcher could conclude that there is a significant difference in students' reading comprehension before and after teaching using authentic material. Thus, the use of authentic materials is effective in improving students' reading comprehension in SMA N 1 Jenangan Ponorogo.
CONCLUSION
Conclusion
Recommendation
They need to give students motivation to learn English lessons seriously and understand the material easily. It is better to carry out learning teaching using authentic materials so that the students will enjoy and be excited about the learning process of teaching. They need to improve their learning motivation to be more diligent and enjoy learning English.
Obstacles and mistakes are the way to find a better thing, so don't worry about being wrong. The best way to improve their knowledge is to keep interacting and sharing with other people or their friends. This means that parents should give their children the motivation to learn English seriously.
The Effect of Using Authentic Materials: Teaching International Journal Of Scientific & Technology Research, October 3, 2001. (online) Accessed 06/12/201. Bambang Yudi Cahyono, The Teaching English of English Language Skills and English Language Components (Malang: State Universitas Of Malang Press, 2010), 55.
