The Effect of Using Contextual Authentic Materials for Teaching Reading Comprehension to Junior High School Students

Abstract

The objectives of this research are to describe: whether the use of contextual authentic materials is effective for teaching reading. This research is a quasi-experimental research with non-equivalent pretest and posttest design and it employed cluster random sampling technique. The researcher randomly selected two classes of the ninth grade of the ninth grade of the first semester of 2021/2022 academic year of Junior High School Makassar. The 36 students from each class were as experimental group and control group. The data were collected by using reading test. The data of the students’ learning achievement on English reading were collected by using English reading test. Those data were then analyzed descriptively and inferentially. The results of data analysis indicate that: the learning achievement on English reading of the ninth-grade year students of Junior High School Makassar taught by using Contextual Authentic Materials significantly increased, after the treatment Contextual Authentic Materials is effective in improving English reading achievement of the students better than conventional activity as indicated by the t-test value 3.064 and the p-value (2 tailed) .003 which is not greater than .05 level of significance. It can be concluded that the effect of using contextual authentic materials for teaching reading comprehension is effective