THE BENEFITS OF USING AUTHENTIC MATERIALS IN READING CLASSES: A NARRATIVE THEMATIC LITERATURE REVIEW

Abstract

Reading is an interactive process that involves meaning-making, reasoning, and interpretation within communicative and social contexts; however, many EFL learners continue to experience difficulties in comprehending texts due to limited vocabulary, weak inferential skills, and the use of learning materials that are disconnected from real-life experiences. In response to this issue, this study aims to explore students’ perceptions of the use of authentic materials in reading classes and to examine their perceived relevance, motivational impact, and contribution to vocabulary development. Employing a qualitative case study design, the research was conducted with eleventh-grade students at a public senior high school in Bogor who had experience learning through various authentic materials, including poems, banners, posters, storybooks, pictures, and videos. Data were collected through questionnaires and semi-structured interviews and analyzed thematically through coding and pattern identification. The findings reveal that students perceive authentic materials as highly relevant to real-world contexts, more engaging than textbooks, and effective in enhancing motivation and active participation. Additionally, authentic materials were found to support vocabulary development by exposing learners to frequently used language encountered in daily life, thereby facilitating comprehension and retention. These findings suggest that the integration of diverse authentic materials in reading classes not only enhances students’ linguistic and cultural understanding but also creates a more meaningful and motivating learning environment, highlighting important pedagogical implications for EFL reading classrooms.