Rationale
The study examines the challenges faced by students at Le Hoan High School in developing their English reading skills After five years of teaching at the school, the author has observed that relying solely on course book materials is insufficient for enhancing students' reading abilities Students struggle with vocabulary and text structures due to their lack of real-life familiarity, leading to low motivation and stagnant reading comprehension This issue is reflected in recent entrance examination results, where students perform poorly on the reading section, which constitutes about 50% of the total score Consequently, the rate of high marks among students is alarmingly low Despite the efforts of English teachers to motivate and improve reading skills through various teaching techniques, significant progress remains elusive.
Reading skills are crucial for students learning a foreign language, as highlighted by Rivers (1981:147), who emphasized the significance of reading comprehension in the language acquisition process.
Reading is essential in language classes, serving as a source of information and a way to enhance language knowledge However, students often struggle with reading comprehension due to three main issues: lack of vocabulary, difficulty in using language cues, and insufficient conceptual knowledge (Taglieber, 1988) This raises ongoing debates among educators about the most effective methods for teaching reading skills Suitable teaching materials can significantly motivate students and provide them with necessary background knowledge on various topics, potentially alleviating some of the challenges they face in mastering reading The use of authentic materials in reading instruction has garnered attention from teachers globally since the 1970s, although research findings are not universally applicable to all learners (Soliman, 2013; Akbari).
Research by Razavi (2016), Pandian (2011), Le Thi Huong Giang (2015), and Vu Mai Duyen (2015) highlights the positive impact of using authentic materials in foreign language teaching However, these studies focused on college students, necessitating further investigation with lower-level learners The current study aims to examine the effects of authentic materials on reading comprehension among students at Le Hoan High School, seeking to determine if similar positive outcomes can be achieved The findings will provide a foundation for assessing the suitability of authentic materials as teaching resources for these students.
The research question and objectives of the study
This study primarily investigates the impact of authentic materials on the reading comprehension achievement of students at Le Hoan High School, addressing various critical issues in the process.
To accomplish the objectives, the research mainly concentrated on answering the following research question: “What are the effects of using authentic materials on students’ reading comprehension achievement?”
The scope of the study
This small-scale thesis examines the impact of authentic materials on students' reading comprehension achievement, acknowledging that it cannot address all aspects of the discussed problem.
Le Hoan High School, located in Thanh Liem district of Ha Nam province, conducted a study involving 60 randomly selected 10th-grade students These students were divided into two groups: an experimental group and a control group.
The study highlights that the authentic materials supplied to the experimental group were utilized solely as supplementary resources, in addition to the reading materials sourced from the course book and the reading activities conducted in class.
Significance of the study
This study aims to provide a valuable foundation for English teachers, particularly those at Le Hoan High School, seeking innovative methods to enhance their students' reading skills It offers a wealth of information on the application of authentic materials and includes practical suggestions for educators in selecting appropriate resources.
Methods of the study
This study investigates the impact of authentic materials on the reading comprehension skills of tenth-grade students at Le Hoan High School through a quasi-experimental design involving sixty participants Pretests and posttests are administered at the start and conclusion of the research period, with data analysis performed using SPSS to evaluate the outcomes.
Design of the study
The study consists of three parts
PART A: Introduction provides the rationale, the scope, the research questions and objectives; the significance and the design of the study
Part B of the study focuses on Development, specifically in Chapter 1, which presents a comprehensive Literature Review This section examines key concepts such as reading skills, reading comprehension, and the significance of authenticity in educational contexts It also explores the role of authentic materials in enhancing the teaching of English reading skills, highlighting their effectiveness in promoting better comprehension and engagement among learners.
Chapter 2: Methodology, defines the methodology of the research including features of the participants, settings, research methods, data collection and data analysis procedure
Chapter 3: Results, presents and discusses the findings from the data collected
PART C: Conclusion, summarizes significant findings, highlights contributions of the research, addresses notable limitations, and puts forward practical suggestions for future research.
LITERATURE REVIEW
Theoretical background
This study examines the impact of authentic materials on students' reading comprehension achievement Key terms frequently addressed include authentic materials, reading comprehension, and reading comprehension achievement, highlighting their significance in enhancing educational outcomes.
Reading is a fundamental skill in the learning process, essential for students to acquire information and broaden their knowledge It involves more than just understanding individual words; readers must leverage their linguistic knowledge to uncover meanings embedded in the text Weir (1993) describes reading as a selective interaction between the reader and the text, where background knowledge and language skills enhance comprehension Cooper et al (1988) define reading as a process of constructing meaning from printed material, while Grabe and Stoller (2002) emphasize the ability to interpret information accurately Williams (1989) views reading as understanding written content, and Goodman (2009) highlights it as a vital interaction between language and thought Haris and Sipay (1980) further explain reading as the result of the interplay between recognizing graphic symbols and the reader's language skills and world knowledge.
Reading can be defined in various ways, but linguists generally agree that effective reading involves uncovering the message conveyed by the writer This process represents an interaction between readers and writers, highlighting the importance of understanding the underlying meaning of the text.
Reading comprehension is a complex intellectual process that requires various abilities, as noted by Rubin (1993) It challenges readers to navigate unstated clues and implied meanings, leading to varying comprehension levels influenced by factors such as age, motivation, awareness, and life experiences Johnson et al (2004) emphasize that reading comprehension is an active process driven by intentional thinking, enabling young readers to connect their thoughts, the text, and their own knowledge and expectations Ultimately, a student's comprehension ability is crucial for understanding both explicitly and implicitly conveyed information in the text.
Reading comprehension is the ability to understand the meaning of a text by integrating the information presented with one's background knowledge and sub-reading skills According to Suparman (2012), essential sub-reading skills include identifying the main idea, recognizing details, understanding vocabulary, making inferences, and making references, all of which are crucial for enhancing students' comprehension abilities.
After completing a reading course, teachers primarily aim to assess the reading comprehension progress of their students To evaluate this advancement, conducting an achievement test is essential, as highlighted by Grellet.
Reading comprehension achievement, as defined in 1996, refers to students' ability to effectively guess, predict, and understand written texts through achievement tests These tests serve as essential tools for evaluating learners' progress Consequently, strong reading comprehension skills are crucial for enhancing individual academic performance.
In addition, another linguist Mc Whorter (1989) supposes that reading comprehension achievement covers some aspects such as word comprehension, sentence comprehension, paragraph comprehension and text comprehension
As appreciated by many scholars, an individual may comprehend a text fully when he can:
1 Recognize the words and sentences of the text and know what these words and sentences mean (obtain literal meaning)
2 Associated meanings, both denotative and connotative from personal experiences with the printed text (obtain inferential meaning)
3 Recognize how all these meanings and/or his perceptions of them fit together contextually
4 Make value judgments about, and based on the reading experience (read critically)
It means that a good achievement test must inspect students’ comprehension about all aspects above
1.1.4 Types of reading comprehension question
Test takers frequently encounter various types of reading comprehension questions in the reading section of assessments To effectively tackle these questions, it's essential for examinees to quickly identify the question types, grasp their objectives, and recognize the characteristics of both correct and incorrect answers Based on Peterson’s (2000) research, the main categories of questions commonly found in these tests include several distinct forms that candidates should familiarize themselves with.
The main idea question requires test takers to identify the central theme of a passage, typically found in the topic sentence at the beginning or end This central idea encompasses both a topic and specific details about that topic Therefore, it is essential for test takers to discern the thesis of the passage along with the supporting ideas that reinforce it.
Supporting idea questions focus on specific information presented in a passage, typically introduced by phrases like “according to the passage” or “the passage states that.” The answers to these questions are usually found within two or three sentences of the text Test takers with strong skills in locating specific details will find it easier to identify the correct answers.
Inference questions are considered among the most challenging in the reading section, as they require candidates to draw conclusions from information that is not explicitly stated in the passage These questions often begin with phrases like "the passage implies" or "the author implies," with "suggests" also being a common substitute To answer them correctly, candidates must analyze the directly stated information and deduce the underlying meanings.
The tone question pertains to the primary emotion or lack thereof expressed by the author, requiring the examinee to identify the author's attitude toward the subject or character in the text Tone can be categorized as either subjective or objective; an objective tone indicates that the author remains neutral and does not take a side.
On the contrary, his attitude will be subjective
Passage structure refers to how an author organizes supporting ideas within a paragraph, which also reveals the author's intent Understanding the relationship between these ideas is crucial for test takers to determine their logical sequence.
Reference questions are among the simplest question types, as they require examinees to identify the noun, noun phrase, pronoun, or expression that a particular term refers to Typically, these questions involve replacing a noun that appears earlier in the text; however, the correct answer may not always be the noun or expression that is nearest to the reference term.
A vocabulary-in-context question requires candidates to determine the appropriate meaning of a specific word within a passage, taking into account the surrounding context While a single word can possess multiple meanings, only the most fitting definition should be applied in the context of the paragraph.
Literature review
Research has shown that authentic materials significantly enhance foreign language acquisition among students Studies indicate that these materials improve not only reading skills but also speaking, listening, and writing abilities According to Soliman (2013), learners benefit from using authentic materials by experiencing increased motivation and interest in language learning.
Khoirul Farari Marwan (2013) conducted an action research study to evaluate the enhancement of students' English reading comprehension using authentic materials The research targeted a specific issue within a particular classroom, necessitating the identification of existing problems before the study's implementation.
The research process involves several key steps: reconnaissance, planning, implementation, observation, and reflection Initially, problems are identified through careful observations and interviews The researcher gathers data by observing the teaching-learning process and conducting interviews to gain deeper insights.
A study involving 32 students and discussions with English teachers revealed significant improvements in students' reading comprehension after using authentic materials Data collected from reading test scores, field notes, and interview transcripts indicated that students not only enhanced their reading skills but also developed a greater interest in reading and engaging with exercises that featured familiar vocabulary encountered in real-life situations In conclusion, the integration of authentic materials in English reading instruction effectively boosts students' performance in reading assessments.
A study conducted by Siao-cing Guo in 2012 explored the impact of extensive reading with authentic materials on students' English proficiency, focusing specifically on vocabulary and grammar development.
A study involving fifty fourth-year students from two classes at a five-year college in Taiwan investigated the effects of extensive reading on vocabulary and grammar The students were divided into an experimental group, which engaged in additional reading activities outside the classroom using a set of ten online materials related to course topics, and a control group that received the same classroom instruction without the extra reading To ensure both groups were at a similar level, a pre-test was administered before the intervention After three months, a post-test was conducted, and the results were analyzed using SPSS The findings revealed that extensive reading through authentic materials significantly improved students' vocabulary, although it did not have the same effect on grammar Additionally, both students and teachers expressed positive attitudes toward the use of these teaching materials.
Research conducted in Vietnam by Tran (2010) and Nguyen (2009) highlights the positive impact of using authentic materials in foreign language classes, demonstrating significant improvements in students' reading and listening skills.
In summary, numerous studies have demonstrated the positive impact of authentic materials on language acquisition, benefiting various aspects of student learning However, most research has focused on Foreign Language Majors or college students, raising concerns about the complexity of vocabulary and structures for lower-level learners Therefore, it is advisable to implement authentic materials as supplementary reading activities for tenth-grade students at Le Hoan High School, who typically achieve lower scores in entrance examinations.
METHODOLOGY
Methodology
1.1 The applied methodology in the research
The study was conducted with quasi-experimental method in order to know whether or not applying authentic materials can improve students’ reading comprehension at Le Hoan High School
Quasi-experimental research evaluates the effects of an intervention on a target population without employing randomization, meaning that participants do not have an equal opportunity to be assigned to either the experimental or control groups.
Quasi-experimental designs are employed to determine causality between independent and dependent variables when random assignment of subjects to groups is not feasible These designs are particularly useful in scenarios where a control group is unavailable, allowing researchers to analyze the effects of interventions in real-world settings.
Research design
This quasi-experimental study involved 60 tenth-grade students at Le Hoan High School, focusing on the impact of authentic materials on reading comprehension Without random assignment, participants were split into an experimental group, which received additional authentic texts, and a control group, which engaged in supplementary exercises from the course book Both groups underwent the same instructional methods during regular lessons Pre-tests assessed initial reading abilities, while post-tests evaluated the effects of the treatment Data analysis was performed using SPSS, with mean scores compared at a 0.05 significance level to determine the influence of authentic materials on students' reading comprehension achievement.
2.1 The subjects of the study
The research involved 60 tenth-grade students from Le Hoan High School, with 30 assigned to an experimental group and 30 to a control group All participants had been studying at the school for five months, ensuring a similar level of competence across classes Additionally, most students resided in nearby villages, contributing to shared motivations, cultural backgrounds, and living conditions.
The teaching materials for investigating the impact on students' reading comprehension were sourced from www.BreakingNewsEnglish.com, featuring selected passages between 300 and 450 words The researcher carefully considered the topics, difficulty levels, and types of reading questions to ensure they aligned with students' competencies and interests A survey was conducted to identify engaging topics, including familiar themes like home life, culture, education, jobs, nature, and sports, as well as unfamiliar subjects such as news, discoveries, fashion, and food Survey results indicated that female students preferred reading texts on fashion, while male students favored sports; both genders showed a strong interest in new discoveries due to their curiosity Consequently, the teacher focused on selecting passages related to these popular topics.
Authentic materials for classroom use are abundant, with popular sources including newspapers, magazines, TV programs, movies, songs, and the Internet However, it is crucial to select these materials purposefully, ensuring they align with the lesson objectives According to Nuttall (1996), effective authentic materials should meet three key criteria: suitability of content, exploitability, and readability.
The suitability of content is crucial, as it must engage and motivate students while also addressing their specific needs.
Exploitability means that the materials facilitate the development of language skills in order to help the students become competent and independent learners
Readability refers to the structural and lexical complexity of a text, encompassing the introduction of new vocabulary and grammatical forms Assessing the appropriate linguistic level is crucial for effectively meeting the needs of students.
The effectiveness of authentic materials is significantly influenced by their presentation The perceived authenticity of a text largely depends on how it is visually displayed to learners Utilizing elements such as pictures, diagrams, and photographs contextualizes the text, enhancing comprehension and its practical application An engaging and visually appealing presentation not only captures learners' attention but also motivates them to actively participate in the learning process.
When selecting authentic materials for the classroom, it's essential to consider whether the text appropriately challenges students' intelligence without imposing excessive linguistic demands Additionally, the language should accurately reflect either written or spoken usage, ensuring that it remains natural rather than distorted for teaching purposes.
Choosing authentic materials is essential for engaging learners, as they inspire curiosity and introduce new ideas Language teachers must understand the various types of authentic materials, their benefits, and effective ways to integrate them into the classroom When utilized appropriately, these materials can significantly enhance the learning experience for both educators and students.
There are 8 reading texts selected to teach for students in 8 weeks
Week 1: “Women do not get enough sleep”
Week 2: “Half of world population will be short-sighted”
Week 3: “Plants can make intelligent decisions”
Week 4: “Study shows there are two divorce seasons”
Week 5: “Cats are just as clever as dogs, says study
Week 6: “Astronauts' brains change shape during spaceflight”
Week 7: “Online gaming may improve school test scores”
Week 8: “Sitting may be dangerous for your health”
The study was conducted over an 8-week period outside of the regular school schedule, with the teacher obtaining permission from the principal to hold reading lessons for two groups in the afternoons In the mornings, participants attended mandatory lessons based on their course timetable Both groups received the same teaching techniques, learning time, and treatments during these obligatory lessons, ensuring consistency in the educational approach.
The study involved voluntary participation from students in both the experimental and control groups While the control group engaged in additional exercises to reinforce vocabulary and reading skills based on their course book, the experimental group received authentic reading materials specifically designed to enhance their reading abilities Each week, the experimental group was provided with a reading passage accompanied by various exercises, including true or false, multiple choice, and question answering, along with vocabulary activities such as synonym and phrase matching The researcher emphasized the significance of vocabulary in improving reading skills and guided students through new words and strategies for tackling different reading questions After completing the tasks, students shared their answers, and the teacher provided feedback on common errors and key lesson points Additionally, a supplementary activity focused on distinguishing between commonly confused words further enhanced students' language awareness, ultimately leading to improved reading comprehension skills.
Teachers frequently assign students the task of summarizing reading passages in their own words, which is due the following class This assignment is designed to help students review the content and vocabulary associated with the reading topic.
The researcher conducted nonequivalent pre-test and post-test to measure students’ achievement after applying authentic materials in teaching reading skill
The pre-test and post-test comprise four sections with a total of 40 questions, including synonym matching, true-false, multiple choice, and question-answering exercises, all designed for reliability To assess the test's difficulty, a separate class of 40 students completed the test within 60 minutes, yielding scores ranging from 3 to 8 Notably, only 12 out of the 40 students scored below 5, representing 33.3%, indicating that approximately two-thirds of the students achieved above average scores However, the results highlighted that many students struggled with vocabulary-related questions.
Effective test design is crucial for evaluating students' comprehension of course material and their ability to apply learned concepts To achieve this, tests must be crafted with careful attention to essential criteria, including consistency, completeness, and repeatability.
In a study involving two selected groups, a pretest was administered before conducting an experiment that utilized authentic materials to enhance reading skills in the experimental class Students engaged with real texts and completed reading tasks under teacher guidance, while the control class focused on supplementary exercises to reinforce vocabulary and reading strategies learned in mandatory lessons Over an 8-week period, both groups received one reading lesson per week, culminating in a post-test for all students The researcher analyzed the results from both the pretest and post-test to assess the effectiveness of the teaching methods.
RESULT ANALYSIS AND DISCUSSION
Result analysis
Pretest scores are crucial in quasi-experimental research as they allow researchers to assess the homogeneity of control and experimental groups prior to the study This evaluation is essential for ensuring the validity of the research outcomes After grading student tests, the teacher categorized the students into four distinct groups based on their scores: a group with poor marks (0 to under 5), an average marks group (5 to under 6.5), a fair marks group (6.5 to under 8), and a good marks group (8 to 10).
The following bar chart shows the scores of two pre-tests
The bar chart indicates that the control group outperformed the experimental group in pretest scores, with 10% of the control group achieving good marks compared to only 7% in the experimental group Both groups had an equal percentage of fair marks at 20% However, the control group's average and bad mark percentages were 40% and 30%, respectively, while the experimental group had higher average marks at 50% and lower bad marks at 23% This data reveals that the experimental group had 10% more students achieving average marks than the control group, demonstrating that the control group had a slight advantage at the outset of the research.
To assess the differences in competence between two student groups prior to the treatment applied to the experimental group, the researcher analyzed the scores using Descriptive Statistics, as summarized in the table below.
Std Deviatio n Pretest control group 30 3.0 8.0 5.550 5.250 1.3793 Pretest experimental group 30 3.0 8.0 5.567 5.500
Table 1: Description of Pretest Results
The descriptive statistics of the pretest results reveal that both groups share identical minimum and maximum scores, with mean values approximately around 5.5—5.550 for the control group and 5.567 for the experimental group The median values differ slightly by just 0.250, while the standard deviation for the control group is 1.3793 compared to 1.2981 for the experimental group Despite the differences in standard deviation, these values are considered acceptable due to the equal number of students in both groups, indicating minimal impact on the overall results.
The data illustrated in the bar chart and table indicate that the performances of the two groups in the pretest are notably similar, revealing that the difference in their performance levels is minimal.
The post-test scores serve as the key outcome measure to evaluate the impact of using authentic materials on students' reading skills Following an 8-week teaching period with these materials in the experimental group, both the experimental and control groups participated in the same post-test The results of the post-test are illustrated in the accompanying bar chart.
The results indicate a significant reversal in performance between the experimental and control groups Initially, the experimental group performed slightly worse in the pretest compared to the control group However, post-test results show a remarkable improvement for the experimental group, with 20% of students achieving good marks, double the 10% from the control group The experimental group also saw a 10% increase in fair marks, while the control group only improved by 3% Conversely, the control group exhibited higher percentages of average and bad marks Notably, the proportion of bad marks in the experimental group dropped dramatically from 23.3% to 6.7%, representing only one-third of the bad mark rate in the control group This data compellingly demonstrates the progress in reading comprehension among students taught with authentic materials.
The Descriptive Statistics is also conducted to analyze the post-test results
Table 2: Description of post-test result
The table provides valuable insights for researchers through various indices, including minimum, maximum, mean, median, and standard deviation Notably, both groups achieved the same minimum mark of 4 points, a 1-point increase from the pretest minimum mark The maximum marks for the control and experimental groups were 8 and 9 points, respectively The experimental group outperformed the control group, with a 0.8-point difference in mean value and a 0.5-point difference in median value, indicating a higher overall performance.
The analysis of post-test results, presented in both charts and statistical tables, clearly demonstrates the changes in study outcomes for the two groups of students following the investigation period.
In addition, Independent sample T-test was used to find out the difference between two mean scores was statistically significant
Levene's Test for Equality of Variance s t-test for Equality of Means
Levene's Test for Equality of Variance s t-test for Equality of Means
Table 3: Independent Sample T-test for Post-test result
The results of Levene’s Test indicate equal variances between the two groups, with a Sig value of 0.706, which is greater than 0.05 Consequently, the Sig value from the T-test, recorded at 0.023, is used to evaluate the difference in mean scores Since this value is less than 0.05, it is concluded that there is a significant difference between the two mean scores Therefore, the null hypothesis stating that "There is no significant effect of using authentic materials on students’ reading comprehension achievement" is rejected, supporting the alternative hypothesis that "There is a significant effect of using authentic materials on students’ reading comprehension."
1.3 Analysis pre-test and post-test results within each group
To assess student improvement in each group, the researcher conducts an analysis of pre-test and post-test results using a Paired Sample T-test This comparison aims to determine whether significant differences in academic performance are observed in both groups after an 8-week period.
Confidence Interval of the Difference Lower Upper Pre-Posttest control -.3000 5186 0947 -.4937 -.1063 -3.168 29 004
Table 4: Paired Sample T-test for pre-test and post-test
The analysis of the data reveals that the sig values of both groups, at 0.004 and 0.000, are significantly lower than the 0.05 threshold, indicating a substantial improvement in post-test results compared to pre-test results Furthermore, the absence of zero values in the Interval of the Difference section reinforces this finding Notably, the difference in mean scores between the two groups, as presented in the table, serves as compelling evidence of students' enhanced reading skills.
To demonstrate this difference more specifically, the below charts will be employed to describe the results recorded
Both charts indicate a decrease in the rates of bad and average marks compared to the pre-test results Specifically, the rate of bad marks dropped from 30% in the pre-test to approximately 20% in the post-test Additionally, average marks in the pre-test were 7% higher than in the post-test, while the rate of good marks remained unchanged at 10% in the pre-test.
Pre-expPost-exp that in the post-test and the number of the fair marks increases from 20% to 23.3%
The experimental group showed a significant improvement in test scores, with both good and fair marks increasing by over 10% in each category In contrast, the percentage of average marks decreased from 50% to 40%, while the rate of bad marks dropped dramatically from 23.3% to 6.7%.
Discussion
The analysis of pre-test and post-test results provides compelling evidence to reject the hypothesis that "authentic materials do not affect students' reading comprehension achievement." The data clearly demonstrates the effectiveness of authentic materials for the experimental group, which received these resources as a specialized treatment, in contrast to the control group Although both groups began with similar pre-test scores, they produced different outcomes due to the varying materials used during the research period Initially, the control group performed slightly better; however, by the end of the study, the experimental group outperformed the control group, highlighting the positive impact of authentic reading materials on comprehension skills.
The change in students’ reading comprehension achievement can be summarized as following:
Both the control and experimental groups demonstrated improvements in reading skills, evidenced by an increase in good and fair marks and a decrease in average and poor marks However, the extent of this improvement varied between the two groups The experimental group achieved a higher rate of good and fair marks in their post-test compared to the control group, while the control group exhibited a higher rate of average and poor marks Notably, the differences observed were statistically significant, as analyzed through Independent and Paired Sample T-tests.
In a nut shell, with that results and analysis a conclusion can be drawn that authentic materials created effectiveness on students’ reading comprehension achievement at Le Hoan High School
This section summarizes the research findings regarding the impact of authentic materials compared to non-authentic materials in foreign language acquisition It also discusses the implications of these findings and offers suggestions for future research.
Conclusion
Extensive research has established a strong foundation for further exploration of the effectiveness of authentic materials in foreign language education Previous studies have shown that these materials can enhance language acquisition, particularly among high-level learners such as gifted students and college attendees However, the impact on lower-level students remains uncertain This current analysis aims to investigate whether the benefits identified in earlier research hold true for lower-level learners, contributing to a more comprehensive understanding of the role of authentic materials in language learning.
This quasi-experimental study aimed to challenge the hypothesis that authentic materials do not significantly enhance students' reading comprehension compared to non-authentic materials Over an 8-week period, authentic reading materials were utilized as the independent variable for the experimental group, while the improvement in reading skills served as the dependent variable The findings revealed that students in the experimental group not only performed better in their post-test compared to their pretest but also outperformed students in the control group.
Research indicates that authentic materials significantly enhance reading skills for both high-level and low-level students These materials offer English teachers innovative techniques to effectively improve their students' reading abilities Furthermore, authentic texts serve as a valuable source of global knowledge, providing students with broader context compared to traditional course books.
Students at Le Hoan High School have recently been introduced to new types of reading materials, marking the first time they have recognized the connection between the foreign languages they study in school and their practical applications in real life.
Implications
Authentic materials serve as valuable resources for teachers aiming to enhance students' reading skills These materials are readily accessible online, in newspapers, and on television, making them easy to incorporate into language classes However, it's crucial for teachers to consider their students' proficiency levels when selecting these texts, as authentic materials often contain complex vocabulary and structures If students struggle to comprehend the reading material, they may become discouraged and disengaged Therefore, careful selection and thoughtful design of reading texts are essential to maximize their benefits and avoid negative outcomes.
During the research process, students expressed a keen interest in various topics from the reading texts, which were not aligned with the course book content This indicates that teachers should consider selecting teaching materials based on students' interests rather than strictly adhering to the course book topics.
Pretest scores
The bar chart indicates that the control group outperformed the experimental group in pretest scores, with 10% achieving good marks compared to only 7% in the experimental group Both groups had an equal percentage of fair marks at 20% However, the control group had average and bad mark percentages of 40% and 30%, respectively, while the experimental group had higher average marks at 50% but lower bad marks at 23% Consequently, the experimental group had 10% more students achieving average marks than the control group Overall, the data suggests that the control group had a slight advantage over the experimental group at the start of the research.
To assess the differences in student competence between two groups prior to implementing the treatment for the experimental group, the researcher conducted an analysis using Descriptive Statistics, with the results summarized in the table below.
Std Deviatio n Pretest control group 30 3.0 8.0 5.550 5.250 1.3793 Pretest experimental group 30 3.0 8.0 5.567 5.500
Table 1: Description of Pretest Results
The descriptive statistics table reveals key pretest results, including minimum, maximum, mean, median, and standard deviation values Notably, both groups exhibit identical minimum and maximum scores, with mean values approximately around 5.5; specifically, the control group's mean is 5.550, while the experimental group's mean is slightly higher at 5.567 The median values for both groups show a minimal difference of about 0.250 Additionally, the standard deviation for the control group is 1.3793, compared to 1.2981 for the experimental group Despite the differences in standard deviation, these values are considered acceptable due to the equal number of students in both groups, indicating that the variation has minimal impact on the overall results.
The data illustrated in the bar chart and table indicates that the pretest performances of the two groups are notably similar, showing that there is no significant difference between their results.
The post-test score serves as the key outcome measure, demonstrating the impact of using authentic materials on students' reading skills After an 8-week implementation of these materials with the experimental group, both the experimental and control groups participated in the same post-test The results of this assessment are illustrated in the accompanying bar chart.
The results indicate a significant reversal in performance between the experimental and control groups Initially, the experimental group had slightly lower pretest scores compared to the control group However, in the post-test, students in the experimental group, who received treatment, achieved a remarkable improvement, with 20% earning good marks, double the 10% from the control group While the fair mark percentage increased by 10% for the experimental group, the control group saw only a 3% rise Additionally, the control group exhibited higher rates of average and bad marks compared to the experimental group Notably, the proportion of bad marks in the experimental group dropped from 23.3% to just 6.7%, demonstrating that the use of authentic materials significantly enhances students' reading comprehension.
The Descriptive Statistics is also conducted to analyze the post-test results
Table 2: Description of post-test result
The table provides valuable insights for researchers through various indices, including minimum, maximum, mean, median, and standard deviation Notably, both groups achieved the same minimum score of 4 points, a 1-point improvement from the pretest minimum The maximum scores differed, with the control group reaching 8 points and the experimental group achieving 9 points The experimental group outperformed the control group, with a mean difference of 0.8 points and a median difference of 0.5 points, indicating a higher overall performance.
The analysis of post-test results, presented in both charts and statistical tables, clearly demonstrates the changes in study outcomes for the two groups of students following the investigation period.
In addition, Independent sample T-test was used to find out the difference between two mean scores was statistically significant
Levene's Test for Equality of Variance s t-test for Equality of Means
Levene's Test for Equality of Variance s t-test for Equality of Means
Table 3: Independent Sample T-test for Post-test result
The results of Levene’s Test indicate that the variances of the two groups are equal, with a Sig value of 0.706, which is greater than 0.05 Consequently, the Sig value from the T-test, which is 0.023, is used to evaluate the difference between the two mean scores Since 0.023 is less than 0.05, it can be concluded that the mean scores of the two groups are significantly different Therefore, the null hypothesis stating that there is no significant effect of using authentic materials on students’ reading comprehension achievement is rejected, supporting the alternative hypothesis that using authentic materials does have a significant effect on students’ reading comprehension.
1.3 Analysis pre-test and post-test results within each group
To assess student improvement in each group, the researcher conducts an analysis of pre-test and post-test results using the Paired Sample T-test This comparison aims to determine whether, after eight weeks, there is a significant difference in the academic performance of students in both groups.
Confidence Interval of the Difference Lower Upper Pre-Posttest control -.3000 5186 0947 -.4937 -.1063 -3.168 29 004
Table 4: Paired Sample T-test for pre-test and post-test
Notably, the sig values of both groups, at 0.004 and 0.000, fall below the 0.05 threshold, indicating a statistically significant improvement in post-test results compared to pre-test results The Interval of the Difference, devoid of zero values, further substantiates this difference This disparity in mean scores serves as compelling evidence of students' marked enhancement in their reading skills, underscoring the effectiveness of the intervention.
To demonstrate this difference more specifically, the below charts will be employed to describe the results recorded
Both charts indicate a decrease in the rates of bad and average marks compared to the pre-test results Specifically, the rate of bad marks dropped from 30% in the pre-test to approximately 20% in the post-test Additionally, average marks in the pre-test were 7% higher than those in the post-test, while the percentage of good marks remained unchanged at 10% in the pre-test.
Pre-expPost-exp that in the post-test and the number of the fair marks increases from 20% to 23.3%
The experimental group demonstrated a significant improvement in test scores, with both good and fair marks increasing by over 10% in each category In contrast, the percentage of average marks decreased from 50% to 40%, while the rate of bad marks dropped dramatically from 23.3% to 6.7%.
The results from the pre-tests and post-tests provide strong evidence to reject the hypothesis that "authentic materials do not affect students' reading comprehension achievement." The analysis clearly shows the effectiveness of authentic materials for the experimental group, which received these resources as a special treatment, compared to the control group Despite both groups starting with similar pre-test scores, their outcomes differed significantly due to the type of materials used Initially, the control group performed slightly better, but by the later test, the experimental group outperformed the control group, highlighting the positive impact of authentic reading materials on comprehension skills.
The change in students’ reading comprehension achievement can be summarized as following:
Both the control and experimental groups demonstrated improvements in reading skills, evidenced by an increase in good and fair marks and a decrease in average and bad marks However, the extent of this change varied between the two groups The experimental group achieved a higher rate of good and fair marks in their post-test compared to the control group, while the control group exhibited a higher rate of average and bad marks Significantly, the differences observed were confirmed through Independent and Paired Sample T-tests.
In a nut shell, with that results and analysis a conclusion can be drawn that authentic materials created effectiveness on students’ reading comprehension achievement at Le Hoan High School
Experimental group’s results
Both charts indicate a decrease in the rates of bad and average marks compared to the pre-test results Specifically, the rate of bad marks dropped from 30% in the pre-test to approximately 20% in the post-test Additionally, average marks were 7% higher in the pre-test than in the post-test, while the rate of good marks remained consistent at 10% in both assessments.
Pre-expPost-exp that in the post-test and the number of the fair marks increases from 20% to 23.3%
In the experimental group, there was a significant improvement in test scores, with both good and fair marks increasing by over 10% in each category Additionally, the percentage of average marks decreased from 50% to 40%, while bad marks dropped sharply from 23.3% to 6.7%.
The findings from the pre-tests and post-tests provide strong evidence to reject the hypothesis that "authentic materials do not affect students' reading comprehension achievement." The data analysis clearly demonstrates the effectiveness of authentic materials for the experimental group, which received these resources as a special treatment, in contrast to the control group Despite starting with similar pre-test results, the two groups produced different outcomes due to the varied materials used during the research period Initially, the control group performed slightly better; however, by the later test, the experimental group outperformed the control group, highlighting the positive impact of authentic reading materials on comprehension skills.
The change in students’ reading comprehension achievement can be summarized as following:
Both the control and experimental groups demonstrated improvements in reading skills, evident from the increase in good and fair marks and the decrease in average and bad marks However, the extent of this change varied between the two groups The experimental group showed a higher rate of good and fair marks in the post-test compared to the control group, while the control group experienced a higher rate of average and bad marks Significantly, the differences between the groups were confirmed through Independent and Paired Sample T-tests.
In a nut shell, with that results and analysis a conclusion can be drawn that authentic materials created effectiveness on students’ reading comprehension achievement at Le Hoan High School
This section presents a summary of the research findings regarding the impact of authentic materials compared to non-authentic materials in foreign language acquisition It also discusses the implications of these findings and offers suggestions for future research.
Extensive research has established a strong foundation for further exploration of the benefits of authentic materials in foreign language education While debates exist regarding their advantages and disadvantages, many scholars agree that participants, particularly high-level learners such as gifted students and college attendees, experience significant improvements in language acquisition However, the impact on lower-level students remains unclear This analysis aims to investigate whether the previously established findings hold true for lower-level learners.
This quasi-experimental research aimed to challenge the hypothesis that authentic materials do not significantly enhance students' reading comprehension compared to non-authentic materials Over an 8-week period, authentic reading materials were provided to the experimental group, serving as the independent variable, while the improvement in students' reading skills was the dependent variable The findings revealed that the experimental group outperformed their pretest scores and also surpassed the performance of the control group in the post-test.
Research indicates that authentic materials significantly enhance reading skills for both high-level and low-level students These materials not only improve reading proficiency but also offer English teachers innovative strategies to better support their students' learning Furthermore, authentic texts serve as valuable resources, providing students with a wealth of global knowledge that surpasses what is available in traditional course books.
For the first time, students at Le Hoan High School have been exposed to diverse reading materials, allowing them to understand the connection between the foreign languages they study in school and their practical use in everyday life.
Authentic materials serve as valuable resources for teachers aiming to enhance reading skills in students These materials, readily available online, in newspapers, and on television, provide diverse options for language classes However, it is crucial for educators to consider their students' proficiency levels when selecting texts, as authentic readings often contain complex vocabulary and structures If students struggle to comprehend the material, they may become disengaged Therefore, careful selection and design of reading texts are essential to ensure that authentic materials yield positive educational outcomes, rather than unintended challenges.
During the research process, students expressed a strong interest in various topics from the reading texts, even though these topics differed from those covered in their course book This indicates that teachers should consider selecting teaching materials based on students' interests rather than strictly adhering to the course book's suggested topics.
3 Limitations of the study and suggestions for further research
Although this quasi-experimental is carried out with the researcher’s best effort, it cannot avoid limitations
The current study involves a limited sample size, comprising only two groups of tenth-grade students, with 30 participants in each group To enhance the validity of the research findings, future studies should include a larger number of participants and a broader range of subjects.
The quasi-experimental nature of this research involved assigning participants without employing a selection technique, which may introduce confounding variables that the researcher cannot control To enhance the reliability of the findings, it is essential to conduct a more rigorous experimental study.
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Control group’s result Experimental group’s result Ordinal Pre-test Post-test Ordinal Pre-test Post-test
I Read the passage and do the tasks below