This research aims to find out the students' perceptions of using authentic
materials as media in teaching reading comprehension. It used qualitative descriptive
research type with pedagogic approach and psychological approach. The researcher
used purposive sampling to select potential participants and used random purposive
sampling technique to take 15 eighth-grade students of SMP Negeri 4 Watampone as
interview participants. The instruments of this research were observation and
interviews. Data analysis techniques were carried out in three stages: data
condensation, data display, and drawing conclusions. Based on the students’ positive
perception, it revealed that students were familiar with authentic materials; authentic
materials were accessible and allowed students to learn to read English anywhere, it
was different from textbooks, fun and makes students enthusiastic, has its own
advantages and disadvantages, helped students comprehend the reading text better,
has the potential to improve the students’ reading comprehension, and made them
interested in learning using authentic materials again in the future. Whereas, the
negative perception was that authentic materials may have multiple interpretations,
not everyone considered them as learning resources, and they were typically
unfiltered, and the issue of the internet network as one of the authentic material
sources.
A. Conclusion
Based on the interviews and observation, students have positive and
negative perceptions regarding the use of authentic materials as media in
teaching reading comprehension. According to the positive perception, it
revealed that students were familiar with authentic English reading materials on
social media; authentic materials were accessible and allowed students to learn
from anywhere and anytime; they were surprisingly different from textbooks; it
was fun and made students enthusiastic; it has its own both advantages and
disadvantages; it helped students comprehend the reading text better; and it has
the potential to improve the students’ reading comprehension. The last is that
students were interested in learning using authentic materials again in the future.
Students also mention negative perception; they mentioned that authentic
materials may have multiple interpretations. Also, some students have never
used or even thought of using authentic material for learning purposes. One
student also added that others might use authentic media, such as Youtube
videos, to watch inappropriate contents.
B. Suggestions
1. For English Teacher
It is suggested that teachers be aware of their students’ perceptions.
Teachers can identify difficulties faced by students in the classroom by
using students' perceptions to reflect on the implementation of strategies that
meet their needs and interests while keeping their attention on the
established educational goals. Furthermore, learning materials must be
appropriate for the level of students; thus, teachers need to take careful
consideration while selecting learning resources and media for students.
2. For Students
Learning may take place anywhere, not just in schools; the objects
around us can also be used as learning resources. Outside of school,
authentic material is widely accessible, and technological advancements
make it easier for us to access anything on the internet. Therefore, it is
suggested to students in English courses that they make use of advances in
technology to obtain materials that may be utilized to expand understanding
and comprehension. However, students must be aware of their access
boundaries and carefully select content that is appropriate for them. Students
are additionally advised to participate more actively in class by asking
questions and expressing their thoughts and feelings.
3. For Future Researchers
Based on the positive and negative aspects identified in this study, the
researcher suggests that future researchers enhance their skills in research
design, data analysis, and scientific writing to produce better research. Also
in order to find alternative ways to develop and improve teaching and
learning quality, for example, using authentic materials as teaching media in
teaching reading comprehension in the English classroom.

STAR20240324

324/2024

Perpustakaan Pusat

Tersedia