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

CONCLUSION 
The research findings indicated that most of students’ answers are in an 
understanding stage (Bloom Taxonomy), This shows that students have had basic skills 
as requirement for reading critically. However, they had achieved analysis thinking 

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Jurnal Bahasa Inggris Terapan 
I. Sulyaningsih 
Vol. 7/ Nomor 1/ April 2021
43
skill. This means that the use of authentic material can promote students critical 
thinking in reading. Accordingly, students critical thinking skill can be developed in 
various methods. One possible method is using authentic text as the teaching material. 
Reading text will consist of some types of text (Luke and Freebody, in Emilia, 
2005:35), which are narration, advertisement, etc. The text should be authentic, which 
means that the text is not for teaching purpose. 
In this research, authentic texts were given as learning materials to promote 
students’ critical thinking skill. Authentic text can be used as a tool to give structural 
support (scaffold) for the students. The questions given to the students promote them to 
be able to affirm their opinion based on their point of view regarding issue within the 
text. Moreover, those questions stimulate curiosity about the issue within the article. As 
a result, their critical thinking skill can develop. It can be seen from the findings that the 
answers to the questions are dominantly in field of application, which means that the 
students are able to apply what they have understood into real situation. The Use of 
authentic text constitutes ‘a bridge’ between language learning in class and language 
usage in real world in English speaking citizen. However, this research shows that the 
use of authentic material is not fully stimulate students’ higher order thinking skill 
(HOTS).