IMPROVING READING SKILLS THROUGH MANDAR FOLKLORE OF NINTH

GRADE STUDENTS IN JUNIOR HIGH SCHOOL 2 MAJENE

Eka Apreni¹ Rafiqa² Ahmad Junaedi³

English Education Study Program, Faculty of Teacher Training and

Education Science
Email: ekaapreni22@gmail.com

ABSTRAK
Tujuan dari penelitian ini adalah untuk mengetahui peningkatan kemampuan membaca
siswa menggunakan cerita rakyat Mandar. Lokasi penelitian ini berada di SMPN 2 Majene.
Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dengan
methodology quasi eksperimen desain, penelitian ini menggunakan teknik simple random
sampling sebagai teknik pengambilan sampel. Populasi sebanyak 192 siswa kelas IX. Sampel
yang dipilih kelas IX B sebagai eksperimen kelasyang terdiri sari 30 siswa dan IX D sebagai
kelas control yang terdiri dari 30 siswa. Pada kelompokkelas eksperimen, peneliti menggunakan
cerita rakyat Mandar dan pada kelas control peneliti menggunakan bacaan biasa. Peneliti
menggunakan test dan kuesioner sebagai instrument dalam penelitian ini. Nilai rata-rata pra test
adalah (57,50) dan nilai rata-rata pasca test adalah (91,17) sementara hasil uji coba independent
sampel T-test menunjukkan bahwa Sig. (2-talled) <0,05 sehingga dapat dikatakan bahwa
penggunaan cerita rakyat Mandar dapat meningkatkan skor kemampuan membaca siswa,
sehingga ada pengaruh positif cerita rakyat Mandar terhadap kemampuan membaca siswa.
Kata kunci: cerita rakyat Mandar, Membaca

ABSTRACT

The purpose of this study was to determine the increase in students' reading ability using
Mandar folklore. The location of this research is SMPN 2 Majene. The approach used in this
study is a quantitative approach with a quasi-experimental design methodology, using simple
random sampling as the sampling technique. The population is 192 students of class IX. The
sample chosen was class IX B as an experimental class consisting of 30 students and IX D as a
control class consisting of 30 students. In the experimental class, the researcher used Mandar
folklore and in the control class, the researcher used ordinary reading. Researchers used tests and
questionnaires as instruments in this study. The pre-test average score was (57.50) and the post-
test average score was (91.17) while the results of the independent sample T-test showed that
Sig. (2-talled) < 0.05 so that it can be said that the use of Mandar folklore can increase students'
reading ability scores, so that there is a positive influence of Mandar folklore on students' reading
abilities.
Keywords: Mandar folklore, Reading
 1. Introduction
Reading was an essential skill for
learners of English as a foreign language.
For most learners, it was the most important
skill to master in order to ensure success not
only in learning English but also in learning
in any content class where reading in
English was required. With strengthened
reading skills, learners will make greater
progress and development in all other areas
of learning. Based on Harmer (2007)
reading can be useful as a tool to acquire
knowledge and language. when students do
not understand what they read or learn so
that the more they read the more they
understand and know. it was also explained
that reading was a complex process
involving understanding and experience so
that it was easier to understand a text,
because the complexity was that most
English teachers find it difficult in English
reading lessons and prefer teaching
structures for reading. Interaction skills
between teachers and students have an
influence on students' understanding of
reading texts, besides that teaching
strategies or methods also affect students'
understanding.
When the research observed the
teaching and learning process in class IX
Junior High School 2 Majene, the researcher
finds several problems faced by
students,especially in reading, namely: the
first problem from the students. One of the
factors in students that affects learning
outcomes was motivation and interest. From
this boredom will arise a feeling of laziness
so that students are not interested in reading
and student English reading skills never
develop. The second problem comes from
the reading or material provided. It was
undeniable that reading which only contains
material, was not interesting, too boring, full
of theories that contain understanding, the
structure of the text will make students feel
bored and not interested in learning. In the
learning process when students are lazy and
less interested in reading, it can affect
students' reading ability and student scores.
One of the readings that can attract
attention was reading folklore. Folklore was a
form of oral literary work that was born and
developed from traditional society which was
spread in a relatively permanent form and
among certain collectives over a long period
of time using cliché words, Danandjaja (Daud
2021). Some examples of folklore in the
application of the 34 Provinces Nusantara
Folklore Collection that can be used in the
learning process that allows researchers to
give them to students are Panglima To
Ditaling, Samba Paria, Origins of
Minangkabau, Damarwulan, Rara Anteng,
Patuddu Dance and many other examples.
others that can be used.
Folklore presents readings that are full of
mysteries so that they are very interesting as
reading material.According to Fabusuyi (Upa
& Mangalik, 2018) that folklore in learning
can improve fast learning, support class
participation and enlarge students' words.The
study of folk tradition and knowledge is called
folkloristic. However, one of the readings that
can be used to overcome this problem is
folklore. Folklore was a work in the form of
oral and written that developed from the
community which was spread in the form
fiction and true stories that contain a moral
message. From the problems that have been
described, it was necessary to do research to
overcome them. With folklore, students will
be interested in reading because according to
students, folklore has interesting stories, there
are stories that don't make sense that add to
interest, there was history in it that adds to
students' curiosity, there are interesting
pictures available and besides that, students
are also frugal because folklore was
available. in library books students do not
need to use mobile phones to read or watch.
so that students' reading ability will increase.
2. Theoretical Framework
a. The Meaning of Reading
According to Burns (Pelo et al., 2021)
states that reading was a way of sharing
another person’s insight,joys,sorrow, or
creative endeavors being able to read can
make it posibble for a person to find places
he or she has never visited before (through
maps, directional signs), to take avantages of
bargains (through advertisements), or to
avert disaster (through warnings signs). Patel
and Jain (Baroqqah & Angraini, 2020) state
that reading was not only the source of
pleasure and information but also extending
someone’s knowledge.
Reading was not just observing the
letters, writings, paragraphs and sentences
available in writing, but how do we manage
them so that the messages contained in the
readings can be understood properly.
Reading was one of the important things that
are needed in today's modern world. Any
reading that is not available in only one
language, therefore we need to learn to read
English so that we are not too left behind by
an increasingly advanced world. Based on
theory of Dhaiek, reading was a process that
deptduends on the skill of author to explain
or convey the meaning in a text by using the
words and how the author delivers the
opinion to create new word or meaning of
sentence and then explore it to be sentence or
paragraph (Pelo et al., 2021). Based on the
opinion of the researchers concluded that
reading was the abiity to perform both
mental and physical activities to improve
work skills, various skills and participate in
society.
b. The importance of reading
To improve reading skills, we must
first know what the purpose of reading was.
There are many purposes of reading
according to experts, one of which was
According to Burns (Pelo et al., 2021) from
reading being able to read can make it
posibble for a person to find places he or she
has never visited before (through maps,
directional signs), to take avantages of
bargains (through advertisements), or to avert
disaster (through warnings signs).
c. Reading assessment
According to Musdalifah (2020), there are
several aspects that are assessed in reading,
namely fluency, accuracy, pronunciation, and
intonation.
1. Fluency
According to (Surur, 2017) fluency
relates to causes and implications which are
an important part of creativity which plays a
role in exploring the potential possessed by
students in fluent reading without any doubt.
2. Accuracy
According to (Made Armade1, 2019)
Accuracy is a person's ability to carry out
reading activities correctly and the purpose of
reading can be understood.
3. Pronunciation
According to (Setyowati et al., n.d.)
Pronunciation is the way in which a
language, word and sound is pronounced
whose scope of teaching consists of sound,
rhythm, emphasis and intonation. The
purpose of learning pronunciation is so that
students are able to think of a word like the
accent of a native speaker.
4. Intonation
According to (Endahati, 2014) Intonation
is an indicator of the emphasis made in
reading to clarify what the reader means.
d. Definition of folklore
According to Mazharul Islam folkore is
the material that is handed on by tradition,
either by word of mouth or by costum
practice. It may be traditional tools and
physical objects like fences or knots, hot
cross buns, or easter eeg, traditional
ornamentation like the walls of troy, or
traditional symbols like the swastika.
Folklore always presents something which
sometimes does not make sense but it is true.
It does not mean folkates asks the audience
tobelieve in things that do not make sense
and do things beyond his limits but through
this story of man trying to portray the other
side of life as legendm
myths,fables,parables,allegories,folktale,
ghost stories and many other (Upa &
Mangalik, 2018).
e. The importance of folklore
According to Musfiroh (Baroqqah &
Angraini, 2020) folklore can be interpreted
as a cultural expression of a society, grows
and develops and spreads verbally from one
generation to the next generation in a society
and they realize it is their own recognized
identity of the common in. From the
author's expert opinion, it can be concluded
that folklore is a story that influences all
aspects of child development through the
messages and moral values contained in it.
Another function of folklore is because of
culture, especially Indonesian culture, with
the use of folklore children can understand
what Indonesian culture was like before. In
addition, folklore also contains interesting
stories so it is very good to increase students'
f. The type of Folklore
According to Dananjaya (Baroqqah &
Angraini, 2020), Folklore can be divided or
classified into three groups based on its type,
namely:
1. Verbal Folklore
The form of folklore circulating in
society can be said to be purely oral. The
forms of folklore included in this group
include: 1) folklore, speech styles or
language styles such as titles of nobility,
customary ranks, nicknames, and accents, 2)
traditional expressions or advice, such as
proverbs, and assertives, 3) traditional
questions and answers or community games,
such as puzzles, 4) traditional words, such as
pantun gurindam and poetry, 5) fictitious
stories circulating in the community, such as
myths, legends and fairy tales, 6) folk songs.
2. Party verbal folklore
some folklore is a mixture of verbal and
nonverbal elements. The forms of folklore
belonging to this group that are trusted by the
public are folk games, costumes, folk parties,
ceremonies, folk dances and others.
3. Non-verbal Folklore
Folklore in the form of writing even
though the way of delivery is delivered
orally. Folklore in this group is divided into
material and non-material. Material forms
include: folk architecture or buildings (the
shape of the original house area, the shape of
the granary, etc.). Folk crafts or folk works,
traditional clothing and body jewelry, folk
food and traditional medicinal drinks. What is
immaterial are: traditional signals, the sound
of signals for popular communication such as
kentongan, smoke as communication and so
on.
g. Text structure and linguistic rules
of folklore.
In every reading text, especially folk
reading, it is directed at studying the
structure and rules of language. According
to Kosasih and Kurniawamn in (Laila &
Ibrahim, 2021), the structure of folklore
texts includes:
1. Orientation
Orientation to folklore is an introductory
part that tells several concepts such as time,
place, characters and background of the story.
2. Complications
Complications are the emergence of
conflicts faced by the characters in the story
and the storyline is described clearly in this
section.
3. Resolution
Resolution is a way of describing the
way out of the problems faced by the
characters in the story.
4. Koda
Koda is the last part in folklore that
conveys or presents a moral message to the
reader or listener as can be seen in the story.
h. Learning steps using folklore
According to Arends (Wahlan, 2020) there
are several steps in using folklore in learning:
1. The first stage is the orientation of
students to problems, the teacher explains the
learning objectives, proposes phenomena or
demonstrations or folklore to raise problems,
motivates students to be involved in solving
the selected problems.
2. The second stage is organizing students to
learn, the teacher helps students to define and
organize learning tasks by forming students
in several groups to help each other in
solving problems related to the folklore.
3. Stage 3 guides individual and group
investigations, at this stage students practice
reading the folklore, and gather information
about the translation or content of the
folklore, the teacher as a facilitator gives
students time to exchange ideas with each
other about the information that has been
obtained.
4. The fourth stage is developing and
presenting the work, the teacher assists
students in developing or presenting the work
that has been completed from the problem
and reading the results in front of the class.
5. The fifth stage analyzes and evaluates the
problem-solving process, students are
directed to respond to the work of other
students, analyze and exchange ideas. The
teacher facilitates students to evaluate and
reflect.
i. Student Perception
Perception is the process of collecting
information by interpreting messages, events
and experiences about certain objects through
their five senses (Mola, M., 2021). Perception
is the process of receiving excitatory through
the five senses preceded by attention so that
the individual is able to know, interpret, and
internalize about the observed, both those that
exist outside and inside the individual. Thus,
the five senses (senses) play a dominant role
in shaping a person's perception. Meanwhile,
according to Slameto (2010: 102) perception
is a process related to the entry of messages
or information into the human brain. Through
perception, man constantly enters into contact
with his environment. This relationship is
carried out with his senses, namely the senses
of sight, hearing, touch, taste, and smell.

3. Research Method
In this study, the researcher used quantitative research. According to (Prof., 2011), quantitative
research was the research method based on the philosophy of positivism, was used to research in
a particular population or sample, data collection using research instrument, quantitative data
analysis or statistics, with the aim of testing the established. This research used a quasi
experimental design. This research was conducted at SMP Negeri 2 Majene grade 9.
 4. Finding and discussion normal.
4.1 Finding of Pre-test and post-test Tests of Normality
Eksperimen class
Shapiro-Wilk
After giving the treatment, the
researcher administrated post-test After Statist Statist
calculating the total score, the researcher Kelas ic ic Df Sig.
analyzed the mean score of pre-test and pre-test .161 30 .045 .925
post-tests of the experimental group : eksperimen
Data Pre-test Post-test post-test .172 .902 30 .010
Number 30 30 eksperimen
Mean 57,50 71,17 pre-test .207 .944 30 .117
control
SD 12.370 12.978
post-test .182 .947 30 .141
Low 30 50 control
High 75 90
4.3 test of Homogenelty
Based on the table above, the
comparison of the pre-test and post-test in The homogeneity test table using
the experimental group was a comparison of SPSS shows that the significant value is
the median average, and the standard 0.089> 0.05, it can be concluded that the
deviation we can see an increase in student data distribution is homogeneity.
scores from the pre-test and post-test
4.2 Finding of Pre-test and post-test Test of Homogeneity of Variance
Control class
Researcher administrated post-test Sig.
After calculating the total score, the hasil belajar Based on Mean .089
researcher analyzed the mean score of suswa Based on Median .290
pre-test and post-tests of the control
group : Based on Median .291
Data Pre-test Post-test and with adjusted df
Based on trimmed .077
Number 30 30
mean
Mean 52,83 54,00 4.4 Studens’ Perception
SD 10.478 8.449 The item of N1ask about do you like to
Low 35 40 read folklore of Mandar?. Based on the table,
students who strongly agreed were 18 or
High 75 75
(60,0%), students who agreed were 12 or
Pre-test and post-test values of the (40,0%). Students' perceptions of using
control group in improving reading ability. Mandar folklore as learning materials or
Based on tables (4.8) and (4.11), the average readings in learning are very good and support
pre-test value for the control group was the material, can be seen in the data from the
52.83 while the post-test average was 70.00, questionnaires that have been distributed to
thus the pre-test average was lower than the students. The data show that Mandar folklore
post-test. was very liked by students because on average
the question in the questionnaire are answered
4.3 test of Normality with agree and very agree answers. It was very
The results of the normality test show
rare for students to choose a score below 4 and
that the Asymp.sig.(2-tailed) value was >
a score of 5.
0.05, which means that the distribution of
4.5 Disscusion
the pre-test and post-test data for both the
control and experimental groups was This research was conducted at Majene 2
Junior High School, as explained earlier that 5. Conclussion And Sugesstion
the description of the data collected through
tests illustrates that students' reading skills 5.1 Conclussion
have increased significantly. This was
Based on the data from the analysis of the
supported by the average score of the
T-test scores, it can be said that the use of
students' pre-test and post-test results and
Mandar folklore can improve students' reading
based on the hypothesis. The significant test
skills at SMP 2 Majene. There was a
value between the post-test group and the
significant increase in the temptation of
control group was <0.01, which was smaller
students' reading ability by using Mandar
than the significant level of 0.05. This
folklore. The results of this study indicate that
indicates that H1 was accepted and H0 was
the post-test of the experimental group
rejected. This means that the use of
students was higher than that of the control
Mandarese folklore in effective learning was
group students and the independent sample
to improve students' reading skills with
test is calculated for the control and
students who use ordinary reading.
experimental groups.
In this case, Mandar folklore can help
In addition to the results of the post-test and
students to improve their scores on the post-
pre-test, students in this study also used a
test. The frequency distribution in the post-
questionnaire to see students' perceptions of
test control group shows that students
using Mandar folklore. And in this study it
(13,3%) students are in the good category,
was found that the results of data that had
(33,3%) students are in the fair category and
been processed in SPSS showed that students
(50%) students in the poor category. While
who were given treatment or were given
the frequency distribution in the post test
Mandar folklore material felt interested and
experimental group (33,3%) students are in
the students' responses to the questionnaire
the very good category, (30%) students are in
were very good.
the good category, (33,3%) students in the
fair category and (3,3%) students in the poor
5.2 Sugession
category. This means that most of the
students experienced an increase in reading Based on the conclusions that have been
skills after being treated with Mandar found above, the researcher would like to
folklore. This finding shows that the reading provide the following suggestions:
ability of students using folklore is higher 1. For English Teacher
than students who use ordinary reading.
Thus, it can be said that Mandar folklore Researchers suggest that English teachers
solves the problems of SMP 2 Majene be more creative in learning techniques, so
students. that the learning process was fun and students
Students' perceptions of using don't get bored. Particularly in selecting
Mandar folklore as learning materials or reading material for students, the teacher must
readings in learning are very good and be able to provide reading material that
support the material, can be seen in the data attracts students' attention, the teacher must
from the questionnaires that have been also be able to manage time so that students
distributed to students. The data show that are happy and love English so that learning
Mandar folklore was very liked by students results are maximized and effective.
because on average the question in the 2. For student
questionnaire are answered with agree and
In the learning process students must be
very agree answers. It was very rare for
more active and not afraid if they are wrong.
students to choose a score below 4 and a
Students also have to be more diligent and
score of 5.
confident so that the knowledge obtained
was more effective. In addition, it was hoped
that students will be more disciplined in
learning so that both students and teachers
when the learning process becomes focused
and attention was not distracted.
SMP 2 Majene. It was hoped that the results
of this study can be used as an additional
reference for other studies conducting similar
research, especially those related to reading
learning activities.

3. Future researcher

This study discusses the use of Mandar

folklore to improve students' reading skills at
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