Rationale
The study examines the challenges faced by students at Le Hoan High School in developing English reading skills After five years of teaching there, the author observes 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 exposure, 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 number of students achieving high marks is minimal, highlighting the urgent need to improve reading comprehension skills Despite the efforts of English teachers to motivate students through various teaching techniques, the effectiveness of these strategies remains limited.
Reading skills are crucial for students in the process of learning a foreign language Rivers (1981:147) emphasized the significance of reading comprehension, highlighting its essential role in language acquisition.
Reading is essential in language classes, serving as a source of information and a way to enhance language knowledge Despite its importance, many students struggle with reading comprehension due to three main issues: lack of vocabulary, difficulty in interpreting language cues, and insufficient conceptual knowledge This has led to ongoing debates among educators about the best methods for teaching reading skills Effective teaching materials are crucial for motivating students and providing them with necessary background knowledge on various topics encountered in reading texts, which can help mitigate comprehension challenges The use of authentic materials in teaching reading has gained significant attention from educators globally, with research dating back to the 1970s exploring this issue, although findings may not universally apply to all learners.
Research by Razavi (2016), Pandian (2011), Le Thi Huong Giang (2015), and Vu Mai Duyen (2015) highlights the positive effects of using authentic materials in foreign language teaching However, these studies primarily focused on college students, necessitating further exploration with lower-level learners The current study aims to investigate the impact of authentic materials on reading comprehension among students at Le Hoan High School This research will determine whether similar benefits can be observed in this context, providing a foundation for the author to assess the suitability of authentic materials for high school 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 issues that require clarification.
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 study, being a small-scale thesis, has limitations in addressing all aspects of the discussed problem It primarily examines the impact of using authentic materials on students' reading comprehension achievement.
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 provided to the experimental group were utilized solely as supplementary resources, complementing the reading materials from the course book and the in-class reading activities.
Significance of the study
This study aims to provide a valuable foundation for English teachers at Le Hoan High School seeking innovative methods to enhance their students' reading skills It offers extensive insights into the application of authentic materials and includes practical suggestions for selecting appropriate resources.
Methods of the study
This study investigates the impact of authentic materials on reading comprehension among tenth-grade students at Le Hoan High School, employing a quasi-experimental design involving sixty participants Pretests and posttests are administered at the start and conclusion of the research period, with data analysis conducted using SPSS software.
Design of the study
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 Literature Review This chapter examines the relationship between reading skills and reading comprehension, emphasizing the significance of authenticity and authentic materials Additionally, it explores the effectiveness of using authentic materials in the teaching of English reading skills.
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 investigates the impact of authentic materials on students' reading comprehension achievement Key terms include "authentic materials," "reading comprehension," and "reading comprehension achievement," which are central to understanding the relationship between these elements in educational settings.
Reading is a vital skill in the learning process, enabling students to acquire information and enhance their background knowledge It involves more than just understanding individual words; readers must utilize their linguistic knowledge to uncover the meanings embedded in the text Weir (1993) describes reading as a selective process where background knowledge and language interact with the text to foster comprehension Similarly, Cooper et al (1988) define reading as a process of constructing meaning from printed material Grabe and Stoller (2002) emphasize that reading involves drawing meaning and interpreting information effectively Williams (1989) highlights reading as understanding written content, while Goodman (2009) views it as an interaction between language and thought, where the writer's ideas are encoded in language and then decoded by the reader Haris and Sipay (1980) further explain reading comprehension as the result of the interaction between the perception of graphic symbols and the reader's language skills and world knowledge.
Reading can be defined in various ways, with linguists holding differing opinions However, there is a consensus that effective reading involves uncovering the meaning behind the writer's words Therefore, reading is fundamentally an interactive process between readers and writers.
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, resulting in varying comprehension levels among individuals Factors such as age, motivation, awareness, and background knowledge significantly influence reading comprehension outcomes Supporting this view, Johnson et al (2004) emphasize that reading comprehension is an active process driven by intentional thinking, enabling young readers to connect their thoughts with the text and their own knowledge and expectations Ultimately, a student's comprehension skills determine their ability to extract both explicitly and implicitly stated information from the text.
Reading comprehension is the ability to understand the meaning of a text by integrating information with background knowledge and sub-reading skills According to Suparman (2012), essential sub-reading skills for deep comprehension include identifying the main idea, recognizing details, understanding vocabulary, making inferences, and referencing Mastering these skills is crucial for students' improvement in reading comprehension.
After completing a reading course, teachers primarily anticipate improvements in students' reading comprehension To assess students' progress, conducting an achievement test is essential, as highlighted by Grellet.
Reading comprehension achievement, as defined by (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 and understanding 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 encounter various reading comprehension question types in the reading section, requiring them to quickly identify these types and grasp their objectives Understanding the characteristics of both correct and incorrect answers is crucial for success According to Peterson (2000), the most common question forms that examinees face include several main types, which are essential for mastering the test.
The main idea question requires test takers to determine the central theme of a passage or paragraph, typically found in the topic sentence at the beginning or end This question encompasses both the topic and additional information about it Therefore, it is essential for test takers to identify the thesis of the passage and recognize the supporting ideas that reinforce this thesis.
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 suggests," prompting readers to interpret the underlying meaning based on the provided content.
The tone question identifies the primary emotion or lack thereof expressed by the author, requiring the examinee to clarify 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 in turn reveals the author's purpose Understanding the relationship between these ideas is crucial for test takers to determine the logical order of the content.
Reference questions are among the simplest types of questions, as they ask examinees to identify what a noun, noun phrase, pronoun, or expression refers to Typically, these questions aim to replace a preceding noun, but the correct answer is not always the noun or expression that is nearest to it.
A vocabulary-in-context question requires candidates to determine the appropriate meaning of a specific word within a passage, relying on the surrounding context While a single word can have multiple meanings, only the most fitting interpretation should be applied to ensure coherence in the paragraph.
1.2 Overview on authentic materials 1.2.1 Definition of authentic materials
Literature review
Research has extensively explored the impact of authentic materials on foreign language acquisition, revealing numerous benefits for students Studies consistently indicate that the use of authentic materials enhances not only reading skills but also speaking, listening, and writing abilities Soliman (2013) highlighted that learners experience significant advantages from these materials, leading to increased motivation and interest in language learning.
Khoirul Farari Marwan (2013) conducted an action research study to assess the enhancement of students' English reading comprehension using authentic materials The research targeted a specific issue within a particular classroom, emphasizing the importance of identifying existing problems before implementing the study.
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 insights.
A study involving 32 students and discussions with English teachers revealed significant improvements in students' reading comprehension after the use of authentic materials Data collected from reading test scores, field notes, and interview transcripts indicated that students showed increased interest in reading and engaging with exercises that incorporated familiar vocabulary encountered in real-life contexts In conclusion, the implementation of authentic materials in English reading instruction effectively enhances students' performance in reading assessments.
A study conducted by Siao-cing Guo in 2012 examined the impact of extensive reading with authentic materials on students' English proficiency, focusing specifically on vocabulary and grammar development.
In a study involving fifty fourth-year students from two classes at a five-year college in Taiwan, participants were randomly assigned to an experimental group and a control group While both groups received identical classroom instruction, only the experimental group engaged in extensive reading activities outside the classroom, utilizing a set of 10 online reading materials related to course topics over three months To ensure comparability, a pre-test was administered, followed by a post-test after the study period Analysis of the results using SPSS revealed that extensive reading through authentic materials significantly improved students' vocabulary, though it did not affect grammar Additionally, the study highlighted the positive attitudes of both students and teachers towards the use of these teaching materials.
Several studies in Vietnam, including those by Tran (2010) and Nguyen (2009), highlight significant improvements in students' reading and listening skills following the integration of authentic materials into foreign language classes.
In conclusion, numerous studies have demonstrated the positive impact of authentic materials on language acquisition, influencing various aspects of student learning However, this effectiveness has primarily been observed in foreign language majors and college students, leading to debates regarding the complexity of vocabulary and structures for lower-level learners Therefore, it is recommended to use 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
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 subjects do not have an equal chance of being assigned to either the experimental or control groups This method allows researchers to assess outcomes in real-world settings while acknowledging the limitations of non-random assignment.
Quasi-experimental designs are utilized to determine causality, specifically the effects of an independent variable on a dependent variable, in scenarios where random assignment of subjects to groups is not feasible These designs are particularly useful when a control group is unavailable for an experimental study, allowing researchers to still draw meaningful conclusions about relationships between variables.
Research design
A quasi-experimental study was conducted with 60 tenth-grade students at Le Hoan High School to evaluate the impact of authentic materials on reading comprehension The research involved two groups: an experimental group that received additional authentic texts and a control group that engaged in supplementary exercises from the course book Both groups underwent the same classroom instruction and teaching techniques Pre-tests assessed the reading abilities of both groups before the introduction of authentic materials, while post-tests evaluated the treatment's effectiveness 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 study involved 60 tenth-grade students from Le Hoan High School, divided into an experimental group of 30 and a control group of 30 All participants had been enrolled in Grade 10 at the school for five months, ensuring a consistent educational background The students were evenly distributed across classes to minimize differences in competence levels Additionally, most students resided in nearby villages, contributing to shared motivations, cultural backgrounds, and living conditions.
The teaching materials used for assessing the impact on students' reading comprehension were sourced from www.BreakingNewsEnglish.com, featuring selected passages of 300 to 450 words The researcher carefully considered the topics, difficulty levels, and types of questions to ensure they aligned with students' competencies and interests A survey was conducted to identify topics that would engage students, including familiar subjects like home life, culture, education, jobs, nature, and sports, as well as unfamiliar ones like news, discoveries, fashion, and food Results indicated that female students preferred fashion-related texts, while male students favored sports Both genders showed a keen interest in new discoveries, prompting the teacher to prioritize passages from this topic in future lessons.
Authentic materials for classroom use can come from various sources, including newspapers, magazines, TV programs, movies, songs, and the Internet However, it is essential to select these materials purposefully to align with lesson objectives According to Nuttal (1996), effective authentic materials should meet three key criteria: suitability of content, exploitability, and readability, ensuring they enhance the learning experience.
The suitability of content is crucial, as it must engage students, motivate them, and align with their 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 matching texts to students' needs.
The effectiveness of authentic materials is significantly influenced by their presentation The perceived authenticity of a text largely depends on how it is visually presented to learners Utilizing elements like pictures, diagrams, and photographs enhances contextual understanding, enabling learners to grasp the meaning of the text more effectively and comprehend its practical applications An engaging and visually appealing presentation captures learners' attention and motivates them to actively participate in the discovery and learning process.
When selecting authentic materials for the classroom, it's essential to consider if the text appropriately challenges students' intelligence without imposing excessive linguistic demands Additionally, the language should accurately reflect either written or spoken usage, and it is important to ensure that the text maintains natural language rather than being artificially altered to emphasize specific teaching points or contextual inferences.
Choosing authentic materials is crucial for engaging learners, as they encourage independent reading and listening, introduce new concepts, and stimulate curiosity Language teachers must understand the various types of authentic materials, their potential benefits, and effective ways to integrate them into the classroom When utilized correctly, these materials can enhance the learning experience for both educators and students, fostering a more dynamic and relevant language environment.
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 carried out over an 8-week period, with reading lessons conducted in the afternoons after obtaining the principal's permission Participants from two groups attended mandatory lessons using the course book as per their timetable in the mornings Both groups received equal teaching techniques, learning time, and treatments during these obligatory lessons.
The study involved voluntary participation from students in both the experimental and control groups The control group received additional exercises related to their course material to reinforce vocabulary and reading skills In contrast, the experimental group was provided with authentic reading materials, including a weekly passage accompanied by various exercises such as true/false questions, multiple-choice questions, and vocabulary matching activities The researcher emphasized the importance of vocabulary in enhancing 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 An additional activity was introduced to help students differentiate between commonly confused words, fostering greater language awareness and improving reading comprehension over time.
Teachers frequently assign students the task of summarizing reading passages in their own words, which they must submit in the following class This exercise is designed to help students review and reinforce their understanding of the content and vocabulary associated with the reading material.
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 comprised four sections with a total of 40 questions, including synonym matching, true-false, multiple choice, and question answering exercises, all designed to ensure reliability To assess the difficulty level, a separate class of 40 students completed the test within 60 minutes, yielding scores ranging from 3 to 8 Notably, only 12 out of 40 students scored below 5, representing 33.3%, indicating that approximately two-thirds of the participants achieved above-average marks However, the results highlighted that many students struggled with vocabulary-related questions.
Designing effective tests is crucial for evaluating students' comprehension of course material and their ability to apply learned concepts It is essential to approach test design with care, ensuring that key criteria such as consistency, completeness, and repeatability are met.
Two groups of students participated in a pretest before an experiment that utilized authentic materials to enhance reading skills in the experimental class While the experimental group engaged with real texts and completed reading tasks under teacher guidance, the control group focused on supplementary exercises to reinforce vocabulary and reading strategies from their standard lessons Over the course of eight weeks, both groups attended one reading lesson each week At the conclusion of this period, all students took a post-test, and the researcher analyzed the results from both the pretest and post-test.
RESULT ANALYSIS AND DISCUSSION
Result analysis
Pretest scores are crucial in quasi-experimental research as they enable the researcher to assess the homogeneity of two groups prior to the study Establishing this homogeneity between the control and experimental groups is essential for ensuring the validity of the research findings After evaluating student paper tests, the teacher categorized them into four groups based on their scores: a low-performance group (0 to under 5), an average group (5 to under 6.5), a fair group (6.5 to under 8), and a high-performance 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% 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 higher percentages of average and bad marks at 40% and 30%, respectively, while the experimental group recorded 50% for average marks and 23% for bad marks This shows that 10% more students in the experimental group received average marks compared to 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 the treatment applied to the experimental group, the researcher analyzed the scores using Descriptive Statistics, with the findings 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 at 5.5; specifically, the control group averages 5.550 while the experimental group averages 5.567 The median values for both groups differ slightly by only 0.250 Additionally, the standard deviation for the control group is 1.3793, compared to 1.2981 for the experimental group Despite these variations in standard deviation, the similarity in student numbers across both groups suggests that the impact on results is minimal.
The bar chart and table data indicate that the pretest performances of the two groups are quite similar, showing that the difference in their performance levels is minimal.
The post-test scores serve as the key outcome measure, demonstrating the impact of using authentic materials on students' reading skills Following an 8-week instruction period with these materials in 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 notable 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, the post-test results reveal a significant improvement for the experimental group, with 20% achieving good marks compared to just 10% in the control group While both groups had the same percentage of fair marks initially, the experimental group saw a 10% increase, whereas the control group only improved by 3% Additionally, the experimental group exhibited lower percentages of average and bad marks, with the rate of bad marks dropping dramatically from 23.3% to 6.7%, representing only one-third of the control group's bad mark rate These findings strongly support the effectiveness of using authentic materials in enhancing students' reading comprehension.
The Descriptive Statistics is also conducted to analyze the post-test results
Deviation Posttest control 30 4.0 8.0 5.850 6.000 1.2045 Posttest experimental 30 4.0 9.0 6.600 6.500
Table 2: Description of post-test result
The table presents key statistical indices, including minimum, maximum, mean, median, and standard deviation, which are essential for researchers' analysis Both groups have the same minimum score of 4 points, which is 1 point higher than the pretest minimum The control group's maximum post-test score is 8 points, while the experimental group achieved a maximum of 9 points Additionally, the mean and median values show a difference of 0.8 points and 0.5 points, respectively, with the experimental group maintaining a superior performance.
The post-test results, displayed in both charts and statistical tables, clearly indicate 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 from Levene’s Test indicate equal variances between the two groups, as the Sig value is 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 in mean scores Since this value is less than 0.05, it can be concluded that there is a significant difference between the two groups' 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 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 conducted an analysis of pre-test and post-test results using the Paired Sample T-test This comparison aims to determine whether significant differences in study outcomes emerged after 8 weeks for students in both groups.
Confidence Interval of the Difference Lower Upper Pre-Posttest control -.3000 5186 0947 -.4937 -.1063 -3.168 29 004 Pre-Posttest experiment al
Table 4: Paired Sample T-test for pre-test and post-test
The analysis of the data indicates that the significance values for both groups (0.004 and 0.000) are below the 0.05 threshold, demonstrating that the post-test results surpass the pre-test results Additionally, the absence of a zero value in the Interval of the Difference further emphasizes this improvement Overall, the difference in mean scores highlighted in the table serves as clear evidence of the students' enhancement in 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 those in the post-test, while the percentage of good marks remained unchanged at 10% in both tests.
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 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 findings from the pre-tests and post-tests provide compelling evidence to reject the hypothesis that "authentic materials do not affect students' reading comprehension achievement." Data analysis clearly demonstrates the effectiveness of authentic materials for the experimental group, which received these resources as a specific intervention, compared to the control group Despite similar pre-test results, the two groups produced different outcomes due to the differing 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 significant impact of authentic materials on reading comprehension.
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 exhibited a higher rate of good and fair marks in the post-test compared to the control group, while the control group showed a higher rate of average and bad marks Notably, the differences identified through Independent and Paired Sample T-tests were statistically significant.
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
In the previous section of the study, data analysis was conducted to address the research question regarding the impact of authentic materials versus non-authentic materials on foreign language acquisition This section will summarize the research findings, discuss their implications, and offer suggestions for future studies.
Conclusion
Extensive research has established a solid foundation for further exploration of the impact of authentic materials on foreign language teaching and learning Previous findings suggest that these materials enhance language acquisition, particularly among high-level learners like those in gifted programs or colleges However, the effectiveness of authentic materials for lower-level students remains uncertain This study aims to investigate whether the benefits observed in higher-level learners also apply to lower-level students, thereby confirming or challenging existing conclusions.
This quasi-experimental research aimed to challenge the hypothesis that authentic materials have a greater impact on enhancing students' reading comprehension compared to non-authentic materials Over an 8-week period, authentic reading materials were used as a special treatment for the experimental group, serving as the independent variable, while the improvement in students' reading skills was the dependent variable The findings revealed that students in the experimental group not only performed better in the post-test compared to their pretest results 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 not only facilitate improved reading progress but also introduce innovative teaching techniques for English educators aiming to enhance their students' reading proficiency Furthermore, authentic texts serve as valuable sources of background knowledge, offering students a broader understanding of global contexts compared to traditional course books.
Students at Le Hoan High School have recently been introduced to a diverse range of reading materials, marking a significant milestone in their education This experience has allowed them to understand the connection between the foreign language they study in school and its practical application in real-life situations.
Implications
Authentic materials serve as valuable resources for teaching reading skills, readily available through various platforms such as the Internet, newspapers, and television However, teachers must 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 disengaged and frustrated Therefore, careful selection and design of reading texts are crucial to ensure effective learning outcomes and avoid negative experiences in the classroom.
During the research process, students expressed a strong interest in various topics from the reading texts, even though these topics were not aligned with those in the 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.
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 recorded 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 showed higher average marks at 50% and lower bad marks at 23% This data reveals that the experimental group had 10% more students receiving average marks than the control group, confirming that the control group initially performed slightly better.
To assess the differences in student competence between two groups prior to the treatment applied to the experimental group, the researcher analyzed the scores using Descriptive Statistics, as illustrated 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 at 5.5; the control group averaging 5.550 and the experimental group at 5.567 The median values are closely aligned, differing by only 0.250 Additionally, the standard deviation for the control group is 1.3793, while the experimental group has a standard deviation of 1.2981 Despite the differences in standard deviation, both groups consist of the same number of students, indicating that these variations have minimal impact on the overall results.
The bar chart and table data indicate that the pretest performances of the two groups are notably similar, showing no significant differences in their results.
The post-test score serves as the key outcome, 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 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, in the post-test, the experimental group demonstrated a remarkable improvement, with 20% of students achieving good marks, double the 10% of the control group The percentage of fair marks also saw a notable increase of 10% in the experimental group, while the control group only experienced a 3% rise Conversely, the control group had higher rates of average and bad marks compared to the experimental group Importantly, the proportion of bad marks in the experimental group dropped from 23.3% to 6.7%, representing only one-third of the control group's bad mark rate This evidence strongly supports the effectiveness of using authentic materials in enhancing students' reading comprehension skills.
The Descriptive Statistics is also conducted to analyze the post-test results
Deviation Posttest control 30 4.0 8.0 5.850 6.000 1.2045 Posttest experimental 30 4.0 9.0 6.600 6.500
Table 2: Description of post-test result
The table provides essential statistical indices, including minimum, maximum, mean, median, and standard deviation, which are valuable for researchers' analysis Both groups share the same minimum score of 4 points, which is 1 point higher than the pretest minimum The control group's maximum post-test score is 8 points, while the experimental group achieved a maximum of 9 points Additionally, the mean difference between the two groups is 0.8 points, and the median difference is 0.5 points, with the experimental group consistently outperforming the control group.
The analysis of post-test results, presented in both charts and statistical tables, clearly demonstrates the changes in academic performance between 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 Levene’s Test shows a Sig value of 0.706, indicating equal variances between the two groups Therefore, the Sig value from the T-test, which is 0.023, is used to evaluate the difference in mean scores Since this value is less than 0.05, it indicates a significant difference between the two groups' mean scores Consequently, 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.
1.3 Analysis pre-test and post-test results within each group
To evaluate 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 ensures that after 8 weeks, both groups demonstrate a significant difference in their academic performance.
Confidence Interval of the Difference Lower Upper Pre-Posttest control -.3000 5186 0947 -.4937 -.1063 -3.168 29 004 Pre-Posttest experiment al
Table 4: Paired Sample T-test for pre-test and post-test
The analysis of the data reveals that the significance values for both groups (0.004 and 0.000) are below the 0.05 threshold, indicating that the post-test scores surpass the pre-test scores Furthermore, the absence of a zero value in the Interval of the Difference reinforces this finding In summary, the difference in mean scores presented in the table serves as clear evidence of students' improvement in 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 those in the post-test, while the percentage of good marks remained unchanged 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%
The experimental group demonstrated a significant improvement in test scores, with over a 10% increase in both good and fair marks Additionally, the proportion of average marks decreased from 50% to 40%, while bad marks saw a notable decline from 23.3% to 6.7%.
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 reading materials for the experimental group, which received these materials as a special treatment, compared to the control group Although both groups had similar pre-test scores, their outcomes diverged due to the different types of 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 materials on reading comprehension.
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 rise in good and fair marks and the decline in average and poor 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 exhibited a higher rate of average and poor marks Notably, the differences observed were statistically significant, as confirmed by 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, the number of average marks in the pre-test was 7% higher than in the post-test, while the rate of good marks remained unchanged at 10%.
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 notably from 50% to 40%, while the rate of bad marks dropped sharply from 23.3% to just 6.7%.
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 special treatment, in contrast to the control group Despite both groups starting with similar pre-test results, their outputs differed due to the type of materials used Initially, the control group performed slightly better, but by the end of the study, the experimental group outperformed the control group, highlighting the positive impact of authentic reading materials on students' 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 showed a higher rate of good and fair marks in their post-test compared to the control group, while the control group had a higher rate of average and bad marks Significantly, the differences identified through Independent and Paired Sample T-tests were meaningful.
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 on the impact of authentic versus non-authentic materials in foreign language acquisition It highlights the implications of these findings and offers suggestions for future studies in the field.
Recent research provides a solid foundation for further investigation into the use of authentic materials in foreign language education While debates exist regarding their advantages and disadvantages, many scholars agree that these materials can enhance language acquisition outcomes for learners This consensus is particularly strong among advanced students, such as those in gifted programs or colleges However, the impact on lower-level students remains unclear Consequently, this study aims to evaluate whether the benefits observed in previous research also apply to 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 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 outperformed their pretest scores but also surpassed the performance of students in the control group during the post-test.
Research indicates that authentic materials significantly impact both high-level and low-level students' reading progress These materials offer a valuable teaching technique for English educators aiming to enhance their students' reading skills Furthermore, authentic texts serve as a rich source of background knowledge, providing students with a broader understanding of global contexts compared to traditional course books.
For the first time, students at Le Hoan High School have been provided with diverse reading materials, allowing them to understand the connection between the foreign languages they study in school and their practical use in real life.
Authentic materials serve as valuable resources for teachers aiming to enhance their students' reading skills These materials are readily available through various platforms, including the Internet, newspapers, and television However, it is crucial for teachers to consider their students' proficiency levels when selecting 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 design of reading texts are essential to maximize the benefits of using authentic materials in language classes, preventing any negative outcomes.
During the research process, students expressed 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 student interests rather than strictly adhering to the course book 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 is limited to two groups of tenth grade students, each consisting of 30 participants, which restricts the overall sample size To enhance the reliability of the findings, future research should involve a larger number of participants and a broader range of subjects.
In this quasi-experimental research, participants were assigned without a specific selection technique, potentially introducing confounding variables that could influence the study's outcomes To enhance the reliability of the results, it is recommended that a more rigorous experimental research design be implemented.
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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