An assessment of english language teachers use of authentic material in teaching reading skill; the case of ayertena secondary and preparatory school

The purpose of this study was to identify whether teachers use authentic materials while they teach reading skill. For this reason, this assessment is on teachers’ use of authentic materials for reading skill. The study was conducted in a sample of 40 purposefully selected grade eleven students of Ayertena secondary preparatory school. To collect the required data for the study, interview, and questionnaire and document analysis were used as an instrument. Moreover, four kinds of questionnaires, which focused on teachers’ opinion on teaching reading with authentic materials, frequency of teachers’ use of authentic materials in their English class, factors that hinders the teacher to teach using authentic materials and students’ opinion on how often their teachers’ use different reading strategies to engage them with the reading materials were administered. The data indicated that majority of the teachers believed the relevance of using authentic materials in teaching reading skill. However, teachers’ use them very rarely. In addition to this, most of the students perceive that the materials can expose them to real language and communication, increase their knowledge of vocabulary items which they need in real situation and doing reading activities with the materials as activities which are important to them. Consequently, the researcher has recommended that teachers should use authentic reading materials if they need to create interesting and interactive lesson to happen in the class. And to boost their students’ interest teachers need to adapt and prepare authentic reading materials.