Optimizing Reading Comprehension Through Authentic Texts to Seventh-Grade Learners

Alya Melinda, Luthfiyatun Thoyyibah, Etika Rachmawati

Abstract

Reading comprehension is a vital component of English as a Foreign Language (EFL) learning, yet Indonesian junior high school students often struggle due to limited exposure to authentic language use. Traditional textbooks, while aligned with curriculum standards, frequently lack contextual richness, reducing engagement and comprehension. Although previous research underscores the benefits of authentic materials, most studies emphasize digital resources or quantitative outcomes, with little exploration of classroom processes in rural, resource-limited contexts. This study investigated the impact of printed authentic texts specifically brochures and restaurant menus on the reading comprehension of seventh-grade students in Ciamis, Indonesia, and examined the strategies and challenges in their implementation. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis involving one English teacher and six students of varying proficiency levels. Thematic analysis revealed that authentic texts enhanced engagement, contextualized vocabulary learning, and encouraged collaborative meaning-making. Challenges included unfamiliar vocabulary, idiomatic expressions, varying proficiency levels, and time constraints, which required scaffolding strategies such as pre-teaching vocabulary, segmenting texts, using visual aids, and fostering peer support. The findings suggest that printed authentic materials, when culturally and linguistically adapted and paired with effective instructional scaffolding, can significantly improve reading comprehension and motivation, making them a valuable tool for student-centered EFL instruction in similar educational contexts.

Keywords

authentic texts; reading comprehension; EFL; junior high school; qualitative case study

Full Text:

PDF

References

Abi, M., & Kömür, Ş. (2018). Tracing the changes in reading scores and learning style preferences through reading strategy training. Eurasian Journal of Applied Linguistics, 4(2), 213–237. https://doi.org/10.32601/ejal.464121

Ahmed, S., & Farooq, R. (2023). Authentic texts and critical thinking in high school students. Journal of Language Education and Development, 9(2), 45–58. https://ejournal.unib.ac.id/index.php/joelled/article/view/22931

Banditvilai, C. (2020). The effectiveness of reading strategies on reading comprehension. International Journal of Social Science and Humanity, 10(2), 46–50. https://doi.org/10.18178/ijssh.2020.v10.1012

Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix: An International Online Journal, 6(2), 60–69. http://search.proquest.com/docview/85666685

Bowen, G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9, 27–40. https://doi.org/10.3316/QRJ0902027

Collins, S. P., Storrow, A., Liu, D., Jenkins, C. A., Miller, K. F., Kampe, C., & Butler, J. (2021). No title 済無No Title No Title No Title.

Creswell, J. W., & Poth, C. N. (2023). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). Sage Publications.

Elleman, A. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review. Journal of Educational Psychology, 109. https://doi.org/10.1037/edu0000180

Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal, 55(4), 347–353. https://doi.org/10.1093/elt/55.4.347

Harvey, S., & Goudvis, A. (2023). Strategies that work: Teaching comprehension for engagement, understanding, and building knowledge, grades K–8. https://doi.org/10.4324/9781032682525

Ilahi, L. K., Agustinasari, S. M., Taufik, M., & Wicaksana, R. A. (2024). Teachers and students’ perception toward English authentic reading materials used in junior high school. JOALL (Journal of Applied Linguistics and Literature), 9(2), 393–416. https://doi.org/10.33369/joall.v9i2.32418

Kuru Gönen, S. İ., & Zeybek, G. (2022). Using QR code enhanced authentic texts in EFL extensive reading: A qualitative study on student perceptions. Education and Information Technologies, 27(2), 2039–2057. https://doi.org/10.1007/s10639-021-10695-w

Lasmawan, I. W., & Budiarta, I. W. (2020). Vygotsky’s zone of proximal development and the students’ progress in learning (A heutagogcal bibliographical review). JPI (Jurnal Pendidikan Indonesia), 9(4), 545. https://doi.org/10.23887/jpi-undiksha.v9i4.29915

Li, X., & Wang, Y. (2023). The motivational impact of culturally relevant authentic texts in EFL settings. Language Teaching Research, 27(1), 68–84. https://doi.org/10.1177/13621688221144857

Liu, H., & Chan, C. S. (2023). Navigating cultural complexity in reading authentic texts: Challenges and strategies. Language Teaching Research, 27(4), 601–621. https://doi.org/10.1177/13621688211054635

Mayring, P. (2021). Qualitative content analysis: A step-by-step guide. SAGE Publications Ltd. https://digital.casalini.it/9781529766738

Mishan, F. (2005). Designing authenticity into language learning materials. Bibliovault OAI Repository, the University of Chicago Press.

Mitrulescu, C. M., & Negoescu, A. G. (2024). The role of authentic materials in EFL education: Maximizing student engagement and language acquisition. International Conference KNOWLEDGE-BASED ORGANIZATION, 30(2), 160–165. https://doi.org/10.2478/kbo-2024-0069

Morgan, H. (2022). Conducting a qualitative document analysis. Qualitative Report, 27(1), 64–77. https://doi.org/10.46743/2160-3715/2022.5044

Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The effect of metacognitive strategies implementation on students’ reading comprehension achievement. International Journal of Instruction, 13(2), 847–862. https://doi.org/10.29333/iji.2020.13257a

Munn, Z., Barker, T. H., Moola, S., Tufanaru, C., Stern, C., McArthur, A., Stephenson, M., & Aromataris, E. (2020). Methodological quality of case series studies: An introduction to the JBI critical appraisal tool. JBI Evidence Synthesis, 18(10). https://journals.lww.com/jbisrir/fulltext/2020/10000/methodological_quality_of_case_series_studies__an.5.aspx

Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22(October), 1–18. https://doi.org/10.1177/16094069231205789

Namaziandost, E., Razmi, M. H., Ahmad Tilwani, S., & Pourhosein Gilakjani, A. (2022). The impact of authentic materials on reading comprehension, motivation, and anxiety among Iranian male EFL learners. Reading & Writing Quarterly, 38(1), 1–18. https://doi.org/10.1080/10573569.2021.1892001

Natow, R. S. (2019). The use of triangulation in qualitative studies employing elite interviews. Qualitative Research, 20(2), 160–173. https://doi.org/10.1177/1468794119830077

Nguyen, T.-H., Hwang, W.-Y., Pham, X.-L., & Pham, T. (2022). Self-experienced storytelling in an authentic context to facilitate EFL writing. Computer Assisted Language Learning, 35(4), 666–695. https://doi.org/10.1080/09588221.2020.1744665

OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en

Richards, J., & Rogers, T. (2000). Approaches and methods in language teaching. TESOL Quarterly, 36. https://doi.org/10.1017/CBO9780511667305

Rossi, O., & Brunfaut, T. (2021). Text authenticity in listening assessment: Can item writers be trained to produce authentic-sounding texts? Language Assessment Quarterly, 18(4), 398–418. https://doi.org/10.1080/15434303.2021.1895162

Sala-Bubaré, A., & Castelló, M. (2023). Exploring writing processes in authentic writing tasks: A multimodal mixed-method approach. Journal of Second Language Writing, 61, 101038. https://doi.org/10.1016/j.jslw.2023.101038

Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The role of background knowledge in reading comprehension: A critical review. Reading Psychology, 42(3), 214–240. https://doi.org/10.1080/02702711.2021.1888348

Stake, R. E. (1995). The art of case study research. Sage Publications.

Støle, H., Mangen, A., & Schwippert, K. (2020). Assessing children’s reading comprehension on paper and screen: A mode-effect study. Computers & Education, 151, 103861. https://doi.org/10.1016/j.compedu.2020.103861

Vygotsky, L. S. (1978). Interaction between learning and development. In M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society (pp. 79–91). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4.11

Widianti Rifa’i, W., & Herlina, R. (2021). Literacy based teaching in reading recount text by using authentic materials. Journal of English Education Program (JEEP), 8(2), 122. https://doi.org/10.25157/(jeep).v8i2.6428

Yapp, D., de Graaff, R., & van den Bergh, H. (2021). Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension. Language Teaching Research, 27(6), 1456–1479. https://doi.org/10.1177/1362168820985236

DOI: http://dx.doi.org/10.25157/(jeep).v13i1.20926

Refbacks

  • There are currently no refbacks.