Skkn using authentic materials on the internet as reading supplements to improve 12th graders extensive reading at nong cong 1 high school

PART 1: INTRODUCTION
1.1.

Rationale for the study
Reading is a skill that can be considered as a crucial aspect of one's
language ability because this skill helps to develop other language skills and
provides knowledge on the target language. However, many students experience
difficulties in comprehending the reading texts. These difficulties appear
because the students have low motivation and possess limited vocabulary.
Students today have become more passive and reluctant in regard to reading,
doing no more than what is required. Educators are concerned about students'
disinterest and therefore, are endeavoring to find ways and sources to encourage
students to read. Textbooks are widely adopted in classroom teaching but
perhaps because textbook materials often break down language to discrete
linguistic points, it may be too formulaic for students. Additionally, textbooks
are never enough, especially for those who are going to take the 2 in 1 GCSE
(General Certificate of Secondary Education) exams in which English is a
compulsory subject. Moreover, time for reading lesson at high school is limited.
There are three English lessons every week and in five or six lessons, there is
only one for reading which means there is not enough time for reading - the
most important language skill. That is the reason why teachers have to find ways
to enhance students to read more. That means students have to read extensively.
Additionally, most of the course books used in language classrooms are
perceived as traditional materials because they serve a pre-planned goal, so texts
are simplified and exercises are adapted, which sometimes seems impractical to
learners. Therefore, a new concept, "authentic materials" has been established.
Most linguists agree that in language teaching, the use of authentic materials is
quite useful to the learning process because as stated, learners find genuine
materials more motivating and interesting since one day they will use their
surviving English in the foreign culture. Nunan [9; p.25] argued that the outside
world should be reflected through the materials and this authenticity ought to be

related to the source of the materials, student activities and tasks. In other words,
these materials should include the language and its sociocultural context in
which the language is used together.
From this suggestion and above initial problems, the author decided to do an
action research project on using authentic materials on the Internet as reading
supplements to improve 12th graders' extensive reading at Nong Cong 1 high
school.
1.2. Purpose of the study and research question
In conducting this study, the author expected to discover the effects of
using authentic materials in the teaching of extensive reading to 12 th graders at
Nong Cong 1 High School with a view to improving students' extensive reading
as well as their language proficiency. In addition, this study was carried out to

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find out students' attitudes towards the use of authentic materials in extensive
reading activity. Specifically, the question will be addressed:
- To what extent do authentic materials help to improve EFL high school
students' extensive reading ability?
1.3. Scope of the study
The study was conducted on 84 volunteer students from classes 12A7 and
12A10 at Nong Cong 1 High School during the first semester and restricted to
the first semester of 2021-2022 in the situation of mixed teaching and learning
of online and offline session during the COVID-19 pandemic. The study
concentrated on whether authentic materials suited the needs of bettering 12th
graders’ extensive reading skill. As a result, the teachers at Nong Cong 1 High
School were persuaded to adopt this kind of materials in their teaching not only

reading but other language skills.
1.4. Method of the study
This study is conducted as an action research because action research is the
best choice for the purpose of improving the current situation within educational
context in which the research is carried out. In order to get data, a combination of
different instruments, namely pretest and posttest is used. The data collected
through the two tests will be analyzed by quantitative and qualitative method.

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PART 2: DEVELOPMENT
2.1. Literature Review
2.1.1. Reading skill
According to Alderson et. al [1; p.1], "The majority of scholars in the field
now agree on the nature of reading: Reading is the process of constructing
meaning from written texts. It is a complex skill requiring coordination of a
number of interrelated sources of information".
Alderson [1; p.3] defines reading as "... an enjoyable, intense, private
activity, from which much pleasure can be derived, and in which one can
become totally absorbed". Reading means different things to different people,
for some it is recognizing written words, while for others it is an opportunity to
teach pronunciation and practice speaking. However, reading always has a
purpose. It is something that we do every day, it is an integral part of our daily
lives, taken very much for granted and generally assumed to be something that
everyone can do. The reason for reading depends very much on the purpose for

reading. Reading can have three main purposes: for survival, for learning or for
pleasure. Reading for survival is considered to be in response to our
environment, to find out information and can include street signs, advertising
and timetables. It depends much on the day-to-day needs of the readers and
often involves an immediate response to a situation. In contrast, reading for
learning is considered to be the type of reading done in the classroom and is goal
oriented. While reading for pleasure is something that does not have to be done.
Therefore, different scholars of different approaches provide different
definitions of reading. However, in spite of the constant shift in focus
throughout the history of reading research, it has been generally recognized that
reading is a very complicated process involving a variety of factors that interact
with one another. Due to this complex nature of reading and the fact that it is
one of the most important language skills, most scholars in language
methodology agree that there is a need for incorporating multimedia into reading
instruction. Learners should be provided with sufficient scaffolding to be able to
achieve more effective reading comprehension.
2.1.2. Extensive reading
The term "extensive reading" was originally used to distinguish it from
"intensive reading". The characteristics of extensive reading include the
relatively fast reading of a large amount of longer, easy-to-understand material,
with the reading done mostly outside the classroom and at each student's own
pace and level. There are few, if any, follow-up exercises, because the aim is for
overall understanding rather than word-by-word decoding or grammar analysis.
And instead of an inflexible curriculum, with extensive reading, the material is
generally chosen by the students themselves, who can thereby enjoy some small
measure of responsibility for decisions affecting their learning.
Therefore, what does extensive reading require? Maley [8; p.52] listed the
factors that successful extensive reading entails as followed:
Skkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.school

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+ Reading often and in a large quantity.
+ Reading in a wide variety of topics and genres.
+ Reading content that is interesting and compelling.
+ Reading books students themselves select.
+ Reading for pleasure and information.
+ Reading is its own reward.
+ Reading at levels appropriate for the readers.
+ Reading speed is fast.
From all the above characteristics of extensive reading, a conclusion can be
drawn that extensive reading is reading of a large quantity of material or long
texts, for global or general understanding; with the intention of obtaining
pleasure from the text. Further, because reading is individualized, with students
choosing the books they want to read, the books are not discussed in class.
2.1.3. The roles of extensive reading in language teaching and learning
Various studies already exist in support of extensive reading. Bell [2; p.2]
stated that extensive reading provides substantial linguistic input which is
needed for language acquisition and thus helps develop learners' linguistic
competence. Many researchers point out the importance of extensive reading,
the positive effects of extensive reading in students' reading comprehension.
They suggest that one of the best ways to help students increase their language
proficiency is to encourage them to read extensively. Through experiencing
language in context, extensive reading is a very effective way of reinforcing,
confirming and deepening knowledge of vocabulary, structures, and of

developing an implicit understanding of when and how words are used. And
motivation is stimulated by combining the pleasure of "a good read" with the
satisfaction of accomplishing a meaningful task in the target language. It is also
a widely held belief among supporters of extensive reading that, by eliminating
follow-up testing and exhorting students to aim for general understanding rather
than detailed comprehension, they gradually learn to read without word-by-word
decoding at the sentence level. Instead, the learners aim at "learning to read into
reading to learn".
Bell [2; p.4] also stated that "extensive reading of literature can encourage
students to develop positive attitudes toward reading". He has clearly identified
the role of extensive reading in language education as follows:
It can provide "comprehensible input".
It can enhance learners' general language competence.
It increases the students' exposure to the language.
It can increase knowledge of vocabulary.
It can lead to improvement in writing.
It can motivate learners to read.
It can consolidate previously learned language.
It helps to build confidence with extended text.
It encourages the exploitation of textual redundancy.
Skkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.school

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It facilitates the promotion of prediction skills.

The benefits of extensive reading, therefore, extend beyond the
acquisition of reading fluency. Krashen [7; p.51] claimed that "Reading is good
for you ... Reading is the only way, the only way we become good readers,
develop a good writing style, an adequate vocabulary, advanced grammar, and
the only way we become good spellers."
Krashen also voiced his opinion that what made it extensive reading far
more compelling was that extensive reading not only developed reading skill but
also benefited a whole range of other language skills, boosted confidence and
motivation and improved overall attitude. Reading in this sense has to be seen
holistically as a crucial part of students' total development, not as some separate
skill."
Davis [4; p.3] also suggested that any classroom would be the poorer for
the lack of an extensive reading program and would be "unable to promote its
students' language development in all aspects as effectively as if such a program
were present".
To sum up, many studies have shown that extensive reading has positive
effects not only on students' reading comprehension skill but also on a variety of
language skills and language development. It has been claimed that free
voluntary reading or sustained independent reading results in better reading
comprehension, writing style, vocabulary, spelling, and grammatical
development.
2.2. Authentic materials
2.2.1. Definition
Authentic materials have been defined as "... real-life texts, not written for
pedagogic purposes". Gilmore [5; p.65] claimed that authentic materials contain
"real language, produced by a real speaker for a real audience and designed to
convey a real message of some sort". They are "... materials that have been
produced to fulfill some social purpose in the language community."
Therefore, authentic materials are any texts written by native speakers for
native speakers of certain language and will be used by the speakers of the

language in communication circumstances outside language classroom. Thus,
most everyday objects in target language whether spoken or written such as
magazines, newspapers, tourism brochures, advertisements, menus, recipes can
be included as authentic materials, but for developing reading, one of the most
useful sources is the Internet with large amounts of varied materials being easily
accessible.
2.2.2. The use of online authentic materials in improving extensive reading
comprehension
After a careful review of literature, the author found that the use of authentic
material has been strongly debated because of its complexity in vocabulary and
structures especially for lower-level learners. However, Gilmore [5; p.125]
pointed out that authentic materials have been used for language learning for
Skkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.school

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several decades and have regained their popularity due to the rise of the
communicative approach. The goal of the communicative approach is to develop
language competence for communication in real life. Textbooks are often
written with classroom dialogue practices that are artificial, thus presenting a
gap from real life language. In contrast, authentic materials are believed to
generate greater interest among teachers, students and even publishers than do
traditionally structured materials.
Moreover, it is claimed the necessity for incorporating authentic materials in
the course design because they are more motivating and engaging, and relevant

to students' lives. Other researchers stated that authentic materials provide
opportunities for language use in a more relevant and communicative way.
Huang [6; p.2] pointed out the importance of authentic materials because when
at an adequate level, they elevate learners' sensitivity to and competence in the
language. Another reason for authentic material exploitation is that it has
brought attention to several considerations in the adoption of authentic
materials: learners' needs, their interest in topics, language situations and
functions students would find useful. Nunan [9; p.176] also suggested giving
students their own choice of materials and the incorporation of student-produced
materials as another component of authentic texts.
In addition to these, authentic materials on the Internet have been supposed
to cover the latest news, current events around the world, which helps inform the
learners as well as broaden their horizon. The wide variety of authentic materials
ranges from literature, CDs, DVDs, news, movies, songs, TV programs, even to
brochures and menus but the utilization of authentic materials from online
resources is particularly valuable and easily accessible. Internet technology is a
"medium of global communication and a source of limitless authentic
materials". Whereas newspapers and any other printed materials date very
quickly, the Internet is continuously updated, more visually stimulating as well
as being interactive, therefore promoting a more active approach to reading
rather than a passive one. From a more practical point of view, the Internet is a
modern day reality, most students use it and for teachers there is easier access to
endless amount of many different types of materials. From an even more
economical viewpoint, looking for materials costs almost nothing, only time, by
having unlimited access in the work place. Additionally, online authentic
materials enable students to interact with the real language and content rather
than the form. Learners feel that they are learning a target language as it is used
outside the classroom.
2.2.3. Advantages and disadvantages of using authentic materials
While since the late 1970's authentic materials have been regarded as being

superior to simplified textbook materials, there have still been some arguments
about their use and effectiveness.
On one hand, there are some advantages of utilizing authentic materials.
Peacock [10; p.135] has cited that authentic materials are original, interesting,
Skkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.school

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motivating and useful. Linguistically, the term “original” relates to authenticity.
Authenticity means that nothing of the original text is changed and also that its
presentation and layout are retained. Authentic materials are often regarded as
more interesting than the textbook materials because they can be up to date and
related to everyday issues and activities. The use of authentic materials can
motivate the students because there are three layers of learning which are:
language learning (the structure and vocabulary), cultural insight, and practical
application. Furthermore, learners are exposed to the native accents when
listening to the reading passage on wed which fosters integrated skill
competence. From all of these above, it is undeniable that authentic materials are
useful because they help students to break the gap between the language
classroom and the real life situation. They introduce students to the culture that
surrounds them and provide them the opportunities to see where different
grammatical structures and types of discourse are used. Clearly, while both
authentic and constructed materials have been exploited for intensive reading,
learners are advised to use authentic materials for extensive reading.
Along with the advantages, the use of authentic materials also brings some

disadvantages. Firstly, the grammar and vocabulary in authentic materials may
be too difficult for foreign language learners because authentic materials are
used for communicating and informing in the society, thus they might use some
abbreviations, slangs or informal words. Besides, the content of the text is
sometimes not appropriate for the students. Therefore, it is the teacher’s
responsibility to adopt appropriate material that the learner can adapt. Berardo
[3; p.4] gave a table of advantages and disadvantages of authentic materials as
follows:
Table 1: Advantages & Disadvantages of Authentic Materials
Authentic Materials
Advantages
Disadvantages
- "Real" language exposure with language - Often too cultural biased,
change/variation being reflected.
difficult to understand outside the
- Students are informed about what is language community.
happening in the world.
- Vocabulary might not be
- Textbooks tend not to include relevant
to
the
student's
incidental/improper English and become immediate needs.
outdated very quickly.
- Too many structures are mixed
- The same piece of material can be used so lower levels have problems
for different tasks.
decoding the texts.
- Ideal for teaching/practicing mini-skills- - Special preparation is necessary,
skimming/scanning.

can be time consuming.
- Contain a wide variety of text types, - Can become outdated easily,
language styles not easily found in e.g. news stories, articles.
conventional teaching materials.
- Encourage reading for pleasure, likely to
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contain topics of interest.
(Berardo, 2006)
In order to avoid these disadvantages, the teacher should be selective in
choosing the materials before delivering them to the students. Teacher should
consider the suitability and the readability of the text. In addition, in teaching
and learning process, the teacher should guide the students in understanding the
text and also in finding the difficult words. Also in the same article, Berardo [3;
p.6] recommended teachers to consider 4 important factors in choosing authentic
reading materials:
Suitability of content:
Does the text interest the student?
Is it relevant to the student's needs?
Does it represent the type of material that the student will use outside
the classroom?
Exploitability:
Can the text be exploited for teaching purpose?

For what purpose should the text be exploited?
What skills/strategies can be developed by exploiting the text?
Readability:
Is the text too easy/difficult for the student?
Is it structurally too demanding/complex?
How much vocabulary does it contain?
Presentation:
Does it "look" authentic?
Is it "attractive"?
Does it grab the student's attention?
Does it make him want to read more?
In short, all these studies and research on the use of authentic materials
indicate that the use of authentic materials in language teaching has generally
been effective. Nevertheless, there are some limitations and drawbacks in
employing them with EFL learners.
2.3. Research context
2.3.1. Setting and participants
The study was conducted at Nong Cong 1 high school in Thanh Hoa, where
all the students have learned English for about 9 years and have three English
classes per week and half of them have one optional lesson every week. The
textbook series English 10 to English 12 is taught and the students have to take
the entrance exam including English as a compulsory subject. The physical
condition of the school can provide a supportive environment for language
teaching and learning with favorable facilities such as rooms equipped with
overhead projector, screen, loud speakers, CD and CD player.

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The participants of this study were 84 students coming from two different
grade 12th classes at Nong Cong high school, Nong Cong district, Thanh Hoa
province. Both classes have an equal number of 42 students. All of them were
born in 2004 and have already learnt English for at least four years at secondary
school. I myself was also the teacher of English in both classes, which brought
about some advantages. I have been teaching them since they started their high
school studies so I understand deeply the English proficiency as well as the
character of each learner, which helps the experimental process happen
smoothly. I can make sure that both classes are really the same in terms of
cognition as well as learning motivation. They are more active and confident in
participating in class activities. This fact has already been taken into
consideration when I arranged group work. Each group was purposely formed
with both good and weak learners to make sure their equal contributions for
each learning activity.
2.3.2. The textbook
The author followed some topics which is closely related to the textbook
English 12 (2006: Educational Press) in this study, which is a theme-based
complication including 16 units and 6 review lessons. Each unit focuses on a
specific topic and consists of five main sections namely: reading, speaking,
listening, writing, and language focus. Due to time constraint, the author could
not cover all the topics in the textbook, but only familiar ones could be
mentioned in this study.
2.4. The reality of teaching and learning reading comprehension skill at
Nong Cong 1 high school
It is an irrefutable fact that English language education in Vietnamese

high schools has recently changed and seen much better results thanks to the
adjustment of textbooks and teaching method renovation. Particularly, the
textbook series - Tiếng Anh 10, Tiếng Anh 11, Tiếng Anh 12 (English 10,
English 11, and English 12) - introduced into schools since 2005 has attracted
both teachers and students by following a theme-based and task-based
approaches. However, while teaching, the author found that many students at
Nong Cong 1 high school got rather low scores in reading questions. When
interviewed, the students claimed that reading seemed to be a difficult skill for
them. The main reason, as investigated, is that students depended totally on
reading texts in textbooks which were their major source of reading. In order to
fulfill their tasks required in the textbook, the teacher is often obliged to provide
students with vocabulary, which is impossible in the exams. In fact, the students
in my school have been facing numerous challenges in comprehending the
reading text as well as the strategies to deal with reading comprehension
questions. They are unaware of utilizing what they have learnt in the lesson
effectively to produce the lesson outcomes. Some get tired of doing reading
comprehension excercises. In addition, most of them have difficulty using the
obtained structure and background knowledge to produce their utterances. In
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addition to this, they are not experienced enough to work in group and make
their lesson outcome confidently.
To make matte worse, they did not often do extensive reading to improve

their reading skills. In addition, teachers, in almost cases, never used any reading
materials rather than those in the textbooks due to time limitation as they stated.
These reasons constitute the motivation for this study.
2.5. Stages of the study
The study was conducted during 8 weeks of the first semester in the two
classes in school year 2021-2022 from October 3rd to November 27th, 2021. Each
class had 3 periods of English per week. Class 12A7 - the control class, and
class 12A10 - the experimental class. Adapting steps in Nunan (1992)’s action
research cycle, the study was carried out in four main steps as follows:
Step1: Problem identification
During the teaching process in the school-years 2019-2020 and 2020-2021
for the 12th form students, I discovered that my students seemed to be weak at
reading comprehension skills. They were not keen on doing reading activities in
class and the students' scores in GCSE exams were quite low, especially for
reading questions. I discussed the concern with my colleagues and they admitted
that their students have the same problems. Moreover, the time for reading
lessons is not enough, which means students have to read extensively to improve
their reading skills as well as their language competences. This urged me, as a
teacher, to find a better way to work with my classes in the school-year 20212022.
Step 2: Preliminary investigation
After observing and analyzing the results from many tests, especially the fact
that only a small number of students got mark 5+ in the GCSE exam at the end
of the 2020-2021 school-year, I found that, in general, the students’ English
competence is rather low. Meanwhile, interviews with students showed that
almost all of them found reading questions most difficult and challenging.
Therefore, I myself raised the question for exploration: “Can authentic
materials help to improve EFL high school students' extensive reading ability?”
To answer the question, a pre-questionnaire was conducted. The collected
data were analyzed to point out some possible reasons for the students’ poor
reading skills, their interest and expectation of the reading lessons; from which I

had belief that authentic material approach would be used to raise students’
interest so that the problem would be solved.
Step 3: Intervention
Firstly, the students of both classes had a pretest on reading including 30
multiple-choice questions in comprehension reading exercises and cloze tests.
The pretests were marked according to the answer key and saved.
Then a detailed course for the experimental group (See Appendix 2) was
prepared based on online authentic materials. A variety of activities and
exercises were prepared based on the selected authentic texts. While the
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experimental group was learning to read extensively with authentic materials,
the control group was following traditional materials which were included in the
reading exercises in the Workbook “English 12”.
The teacher and the students in experimental group had one meeting every
week at the period for optional lessons, which was on Saturdays. During these
meetings, the teacher gave the students hand-outs of printed online reading texts
(level 2) from www.newsinlevels.com/#, and asked them to read these texts
extensively and answer the questions below these texts after their retention of
the vocabulary. Students in the experimental group were also encouraged to
watch the videos on www.newsinlevels.com/# by themselves and do more
activities given following each video as well as self-practice shadow listening
with a view to improving their pronunciation. By doing so, they can improve all

the four language skills, not only reading.
Finally, after a period of 8 weeks, the students of both classes took the
posttest so that the teacher could see if there were any differences in the two
classes’ results.
Table 2: An overview of an extensive reading program
Week Title of the text
Topic
Activities
1
Healthcare
Social issues Make 10 sentences with the
workers
and
words/
phrases
related
COVID19
toCOVID-19 topic.
vaccine
2
Ronaldo
wins Sports
Talk about your favourite
another Golden
footballer.
Shoe
3
Smog in Beijing
Environmenta List some causes of air
l Pollution

pollution in big cities.
4
End of one-child Population
Write a paragraph about 150
policy
words about the disadvantages
of one-child policy.
5
The same charger Science
& Talk about the benefits of
for
all technology
rechargeable devices
smartphones
6
Women
must Gender
Discuss the equality between
cover face again equality
men and women in modern
society.
7
The rich are Charity
Discuss the question: Why do
helping people
people do charity?
8
Attacks in Paris
World Peace Write a paragraph of about 150
words about your ideal world.

(Source: www.newsinlevels.com/#)

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The outcome of one student’s from Experimental class (1)
Reading text 4: end of one- child policy

After the intervention by exploring each authentic reading passage that
the teacher presented, the students were asked to finish the activity below. This
required students to develop such integrated skills speaking, writing a topicrelated paragraph or essay.
The outcome of one student’s from Experimental class (2)
Reading text 3: smoke in Beijing

Skkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.school

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The outcome of one student’s from Experimental class (3)

Reading text 3: smoke in Beijing

In this session (reading text 3), the students are required to draw a
diagram covering the causes of air pollution and then using this diagram to
present their ideas. This was the time for them to show their creativity and their
horizon on the current issues.
Step 4: Evaluation
In order to see the effects of authentic materials on the students’ reading
skills, a pretest and a posttest were addressed to students of the two groups.
Then, data collected from these sources were analyzed quantitatively and
qualitatively. The data analysis results were then used to discuss the research
questions.
2.6. Data collection
The results of the study were developed on the basis of empirical data collected
through two instruments: multiple-choice tests and questionnaires.
* Pre-test
The pre-test was conducted to make sure that both classes were at the
same level
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* Post-test
The test was implemented to assess how effective different techniques of
using authentic materials are. To serve the above purpose, a class progress test

was designed because the teacher desired to evaluate how well the students
improved their reading skill after the intervention.
* Multiple-choice reading tests:
The pretest was delivered in week 4 of the first semester and the post-test
was conducted in week 13 of the same semester. These 2 multiple-choice tests
were similar to the reading section in a GCSE exam test, that is, students were
required to read the passages and circle the correct answers to the questions or
choose the words to fill in the blanks of the passages. The tests in this study
were taken from test samples for the National exams. The time allowance for
each test was 40 minutes, and the test consisted of 20 items and was designed to
test such specific reading skills as: skimming for general information; scanning
for specific information; understanding the main ideas.

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PART 3: CONCLUSION
3.1. The main findings
The initial results helped to confirm the problem, to find out the causes of the
problem so that the study could be prepared.
3.1.1. The results of the pre-test
The statistical analysis of the pretest and posttest scores (see Appendix 3) was
aimed to answer the first research question:
- To what extent do authentic materials help to improve EFL high school

students' extensive reading ability?
As having been said in the “procedure” section, the purpose of the pretest was to make sure that the two classes were at the same level of English
proficiency before the experiment was carried out. According to the test result,
students in each group were graded into 4 levels: insufficient, sufficient,
proficient and excellent. To examine this assumption, the author would make a
brief comparison of the means of both groups.
The eighty four students were given the pre-test (Appendix 1) to examine
their English ability before the experiment. The results of the pre-test from the
table below showed that the scores of two chosen students’ groups were a bit
different. However, the fact revealed from these figures was that most of the
students’ performance in both two groups was below average even poor. The
students were all tested on the same day, one day before the interventions
began. The results of the initial assessment are shown in Appendix 2.
Table 3: Comparison of mean scores in pre-test of the two
groups
Class
Number of students
Mean
Control
42
5.0
Experimental
42
5.1
Data in the table 3 revealed that learners almost had the same starting point
because the difference of 0.1 point between the two means was quite slight. The
findings showed that the two classes were nearly the same in reading skill
competence namely 5.0 for Control class and 5.1 for Experimental class. It
means that there is no significant difference between the pre-test of the students
taught in traditional method and that of those using authentic materials in the

teaching of extensive reading. This justifies the fact that students’ abilities are
fair level.
3.1.2. The result of post- test
The posttest was delivered in week 13 of the study after applying
techniques of using authentic materials to improve students’ reading skill. The
results of the test were presented in Appendix 1.
Table 4: Comparison of mean scores in posttest of the two
classes
Class
Number of students
Mean
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Control
Experimental

42
42

5.6
6.6

Table 4 shows significant difference between the post-test mean scores of

the students taught with traditional method and that of those using authentic
materials in the teaching of extensive reading. It is undoubtedly that the data
illustrated above have shown that the level of the students’ reading skill has
improved. As can be seen, the findings revealed that significant difference in the
post-test of two methods with 6.6 for the Experimental class and only 5.6 for
Control class. The increase in Mean scores of Control class is only 0.6 (from 5.0
to 5.6 points) while the Experimental class performed much better with 1.5
points increase in Mean scores (from 5.1 to 6.6). In other words, there is a
significant difference between the mean scores of the students in the post-test
scores using traditional method and that of those using authentic materials in the
teaching of extensive reading.
As shown in the results and comparison of the mean scores of students in the
pre-test and post-test of the group taught using authentic materials, the mean
scores of students in the post-test mean of 6.6 was higher than mean scores of
students in the pre-test with mean scores of 5.6.
In short, these findings illustrated that the significant difference in the pretest and post-test of experimental method, which means that there was a
significant effect of the authentic materials in the teaching of extensive reading
in the pre-test and post-test. This proved that using authentic materials in the
teaching of extensive reading is “effective”. This result confirms the hypothesis
of the study that authentic materials help EFL high school students improve their
extensive reading ability.
3.2. Discussion of the main findings
The results of the tests showed that the students who had authentic materials
were significantly better at achieving reading skills compared to the other group
of students who were taught with the guidance of textbook only.This is
suggested that both have good influence on the subjects. The means of both
classes were summarized in the following table:

Means

Table 5: Means of pre-test & post-test
Control class
Experimental class
Pre-test
Post-test
Pre-test
Post-test
5.0
5.6
5.1
6.6

Students’ low scores in reading is a big problem in Nong Cong 1 high
school. Thus, this study was conducted with the aim of using authentic materials
as a way to improve students’ extensive reading skills.
An eight-week course with 8 authentic extensive reading texts was not much
time, but it was a successful term because the author’s aim has been achieved:
Skkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.school

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improving students’ reading skills. The students’ positive scores have
encouraged the author-teacher a lot.
Admittedly, the results of the study revealed that the authentic reading
materials were found effective in improving students’ achievement and

stimulating students’ interest in reading. The findings showed that there was a
significant difference in the mean scores of the pretest and posttest for the
experimental group. This means that the students dealing with authentic reading
materials made certain improvement in their language competence.
In conclusion, data from the pretest and posttest scores showed a positive
effect of authentic reading materials on students’ language competence.
Additionally, the program received favorable opinions and positive attitudes
from most of the students.
Based on these findings, the implications, limitations of the study and some
recommendations for further study will be presented in the next section.
3.3. Limitations and recommendation for further study
3.3.1. Limitation
Personally, I believe that the study was successful, reliable and valid.
However, shortcomings are unavoidable.
One big problem was that although English is a compulsory subject at
high schools, many students are not interested in learning English; they’re only
interested in the subjects which they are supposed to perform in the entrance
university examinations. In general, students learn English with low intrinsic
motivation. Thus, it is the teacher’s duty to motivate them and stimulate their
spirit of learning English.
Secondly, the time of experiment was only eight weeks with 08 periods in
all for applying the hypothesis. This may be a relatively short time to come to a
general conclusion of how to help grade 12 learners to improve their extensive
reading effectively. Perhaps if the experimental process could be lengthened, the
results of the study would be more certain and convincing
Next, there are still some questions that the researcher has not been able to
answer. For instance, whether the teacher should always use authentic materials
for extensive reading, or that will make the students bored with the same
activities.
Finally, the limitation comes from the author’s lack of techniques. In fact, I

have tried my best to choose and explore the best reading tasks on the Internet
for my students. However, types of work and activities could not be varied as
my teaching experience was limited.
Despite such limitations, I strongly believe that my study is successful to
some extents. Though it is just a small-scale study on the issue, it really provides
some helpful suggestions for improving extensive reading to grade 12 learners.
In conclusion, learners’ exposure to authentic materials for extensive reading
was found to be relatively effective in the reading subject as well as in
increasing interest. Overall, the learners had positive opinions about authentic
Skkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.school

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use; however, they sometimes had difficulty in understanding the texts because
of some new and difficult language items.
3.3.2. Recommendations for further study
The study showed that using authentic materials for extensive reading may
be an effective method to enhance the students’ success. Yet, the proper choice
of materials is necessary because authentic materials increase the students’
interest, but they might also reduce it. Students’ needs and interest should
primarily be considered. If the students do not like the subjects of the texts, for
example, it will be impossible to make them engaged in the study. And the texts
should not be too easy or too difficult or too long. They should be appropriate to
the students’ achievement levels.
It is also suggested that learner autonomy should overweigh the teacher

autonomy in an authentic material-based class. When students are allowed to
deal with the texts by themselves or by interacting with the other students very
often, they will become more efficient speakers of the language because the
language is an instrument to express yourself to the others. Therefore, students
should be encouraged to become better users of the target language.
Another recommendation is about the time spent for extensive reading class.
To be able to help students make every point very clear while analyzing the text,
sufficient time should be used to give students a chance to comment and ask.
There might be some exceptional and complicated structures in the text which
need to be explained.
Finally, authentic reading materials should also be combined with other
skills and vocabulary instruction. Authentic texts are good sources for the
integrated skills activities. Based on a text, a variety of activities and tasks can
be designed in integration with each other, which aims to develop students’
language skills – listening, speaking and writing – and some other additional
areas such as pronunciation and vocabulary.
All in all, the findings of the presented study indicate that using authentic
materials in reading lesson is the interesting and motivating ways which can
bring better results in improving 12th graders' extensive reading at Nong Cong 1
high school. However, they can also cause some disadvantages such as
confusion, difficulty and discouragement for learners, especially the weak ones.
Signature of Principle

Thanh Hoa, May 15th, 2022
Hereby, I certify that this study is the result
of my own experience and has not been
submitted by any others.
Writer

Trần Thị Khánh Toàn

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Skkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.school

Skkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.schoolSkkn.using.authentic.materials.on.the.internet.as.reading.supplements.to.improve.12th.graders.extensive.reading.at.nong.cong.1.high.school