The Use of Authentic Materials Toward Students’ Critical Thinking Skill Iis Sulyaningsih

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Vol. 7/ Nomor 1/ April 2021 
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The Use of Authentic Materials Toward Students’ Critical Thinking Skill 
 
Iis Sulyaningsih 
English Department, Politeknik Negeri Bandung, Indonesia 
E-mail: 
[e-mail]
  
 
ABSTRACT
 
This study was conducted to investigate the use of 'authentic materials' in the teaching of Reading to 
promote student’s critical thinking. Critical thinking ability becomes important since it includes the 
ability to analyse problems, make decisions and solve problems which will affect people's attitudes in 
daily life. A qualitative method was applied in this research: the data were analysed referring to sets of 
critical reading questions and text analysis framework by Robert McGregor (2001). The results that show 
the level of students' thinking skill is analysed by referring to the stages of Critical Thinking Rubric and 
loom’s Taxonomy. This study discovered that authentic materials can be used as an effective teaching 
material to promote students' critical thinking abilities. However, the students’ thinking ability were in 
comprehension stage. This implies that the use of authentic materials should also be supported by other 
aspects such as suitable chosen texts and an appropriate teaching method.
Keywords: authentic materials, critical thinking, critical reading 
INTRODUCTION 
Today, globalization of information, either mass or electronic, is easily to be 
accessed. Thus, our students are also easily gain and easily come to their own 
conclusion without determining whether the information are true or not true. The 
problem is if they believed the untrue information (hoax), they will get miss-
understanding and miss-perception, and they may act wrong. This is not good for 
themselves and for the community as well. Therefore, it is important for them to be 
critical in reading as stated by Chaffee (2002) that readers are recommended to have 
critical thinking skill as an act of being careful to be able to make reasonable and 
accurate decision. Students need to upgrade and develop their ability on critical thinking 
to know how to analyze problem for a solution and complete logical reasons in decision 
making. 
The skill of critical thinking can be trained and learned by integrating it into 
subjects of Reading and Writing, in which it is proven by many previous studies. 
Research written by Emilia (2010) proved that teaching Reading and Writing subjects is 
an effective way to develop students’ critical thinking skill. It is because those two 

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Jurnal Bahasa Inggris Terapan 
I. Sulyaningsih 
Vol. 7/ Nomor 1/ April 2021
35
subjects enable students to communicate their argumentation through writing. 
Furthermore, another previous research regarding application of critical thinking in 
teaching Reading (Sulyaningsih, 2010) shows that forming the critical thinking skill is 
possibly integrated in subject of Reading. Next research, which are ‘The developing of 
students’ critical thinking skill through the teaching of Reading”, ‘Reading to Learn’’, 
discover that students’ critical thinking skill can be improved by combining the 
teaching of reading and writing. 
Another research by Ferrer & Staley (2016) indicated that the implementation of 
reading plan, collaborative works with teachers, revision and feedback from teachers 
and students and innovative student-led activities become the essential aspects for the 
success of the design and implementation of a reding program in a university EFL 
setting. Meanwhile, Muirhead et al., (2016) reported that there was an increasing need 
for critical thinking to be taught online education because industry needs educated 
workers who can think critically, develop effective critical thinking and teachers need 
technology platform to enhance students’ critical thinking. In addition, research 
conducted by Chouari, (2016) shows that students need a better course to differentiate 
issues between theory-practice gap and interesting teaching and learning operation. The 
research conducted by Husna (2019) found that Critical Thinking test showed an 
improvement and positive influence in the students’ critical thinking after the teacher 
applied Extensive Reading program. 
Authentic texts are useful to be use in teaching reading and in developing critical 
thinking. Ryandani et al. (2018) mentioned that the use of authentic materials on 
teaching reading gives positive effects on students’ motivation in reading and students 
have positive task oriented, ego involvement, achievement, high aspiration, goal 
oriented, perseverance and tolerance of ambiguity. Another research conducted by Sari 
et al. (2020) shows that that most of the studies recommend the educators used authentic 
materials to be applied in the classroom. 
The present study was guided by research question; how the use of authentic 
materials can promote critical thinking skill. Accordingly, this research aimed to acquire 
the evidence that authentic materials can activate the students to think critically in 
understanding and analyzing ‘what behind the text’. 

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Jurnal Bahasa Inggris Terapan 
I. Sulyaningsih 
Vol. 7/ Nomor 1/ April 2021
36