The use of authentic text in the classroom may bring the learner and the knowledge together because

the learner is lifted from the confinements of traditional and more recent methodologies to become an intricate part of the language learning process. Furthermore, Generalization is a crucially important and pervading strategy in human learning. To generalize means to infer or derive a law, rule, or conclusion, usually forms the observation of particular instances. (Brown, 1994: 91) Hence, authentic text may present learners opportunities to make generalisations about grammar and vocabulary language usage for them and observe how prior language usage knowledge may be employed or adapted in new circumstances. Authentic text also appears to supply the essential input needed to increase learner awareness of language usage in written and spoken mediums and decrease reliance on pedagogic language rules, which may be viewed as inadequate since they are simplifications of language usage. Likewise, authentic text may provide an alternative to outdated textbooks, which may not meet the needs of learners, and provide learners with the various genuine texts they need to aid and improve reading comprehension. To be authentic, a text must be like texts that are used by readers outside of learning to read context. For example, a newspaper read in class must be either a newspaper brought in from outside the classroom that is close to identical in form, language, and so on to one from outside the classroom. These authentic texts and purposes are contrasted, within our frame, with those texts written primarily to teach reading skills for the purposes of learning to read or to develop literacy skills, strategies, values and attitudes. Prototypical school only texts include worksheets, spelling lists, short passages with comprehension questions, flashcards, and a list of sentences to be punctuated. School only purposes for reading these texts are to learn or improve reading skills. Authentic texts can be read with school only purposes, rendering the literacy activity less authentic. For example, novels can be read in preparation for an exam on comprehension and interpretive skills, news articles can be read to identify new vocabulary words. Morrow (1977) in Baghban (issue 31 vol. 10, 2011) defined authentic text as the language produced by a real speaker or writer for a real audience which is expected to express a real message. It is not specifically produced for the purpose of language teaching, for example: newspapers and magazines, radio, television/video, internet. It could be either

for spoken materials; TV commercials, films, news items, weather forecasts, airport and station announcement, radio talks, interviews, and debates, or written materials; recipes, articles, train timetables, advertisements, brochures, poems, application forms, and instruction for use of equipment. Both views above seem to be contrary each other and still need further research to claim which one is better. However, according to the reality and my own experience, authentic text, for some extents, seems to give more significantly contribution students' competence especially in providing real exposure to be capable in using the target language in real life. The students seem to be more enthusiasts and more creative as they are asked to find a relevant material through magazine, newspaper, moreover films, rather than if the student is monotone to only use text book materials. The teachers should be tremendous in selecting or recommending such text. It should picture out students level. For lower level, it is better to use simple cartoon, simple film, and so on. In the aspect of grammar teaching, teacher might also use such text but better be simplified to make it understandable. In this case, teacher is better using semi authentic text. It is because the teachers may in fact be misleading models of texts for students, or may misconstrue the carrier content or write in unnatural and inappropriate language. For me, using semi-authentic text is further able to enrich creative and critical thinking of both teachers and students. It is because to simplify authentic text needs more knowledge about the target language, including its pragmatic aspects. In the language teaching profession, contextualizing new language is seen as essential. However, contextualizing lessons around structures and functions alone is insufficient. What is needed is to begin with the use of authentic text which cater to the learners language needs. Such texts present the structures, functions, and discourse features to be taught in a realistic form. In this paper, I will discuss the role of authentic texts in the instruction of reading skills for remedial. I have also provided four samples of authentic texts and will attempt to demonstrate how they can be used to develop reading skills in an integrated fashion.