The Effect of Using Folktales on Improving Reading Comprehension of the Tenth-Grade Students At MAN 1 Palu

Nuraisya Nuraisya; Sriati Usman; Desrin Lebagi; Muhammad Arid

doi:10.34050/els-jish.v8i2.44689

Authors

Nuraisya Universitas Tadulako
Sriati Usman Universitas Tadulako
Desrin Lebagi Universitas Tadulako
Muhammad Arid Universitas Tadulako

DOI:

https://doi.org/10.34050/els-jish.v8i2.44689

Keywords:

Folktales, Reading Comprehension, Narrative Text, Literal Comprehension

Abstract

This investigation was conducted with the principal objective of examining the influence exerted by the utilization of folktales on enhancing the reading comprehension abilities of tenth-grade students at MAN 1 Palu. Employing a quasi-experimental methodology, the study encompassed two distinct cohorts: the experimental group, which engaged with narrative texts rooted in folktales, and the control group, which received instruction through conventional reading passages. The evaluative instruments comprised both pre-assessments and post-assessments, which incorporated multiple-choice items and essay prompts aimed at gauging comprehension at the literal level. Findings indicated that learners exposed to the folktale-based instructional approach exhibited a marked elevation in comprehension performance following the intervention. Specifically, the average achievement score within the experimental group rose from an initial mean of 28.21 to a post-treatment mean of 49.95. In contrast, the control group's mean score exhibited a modest increase, shifting from 28.45 to 30.05. Statistical validation using the Mann-Whitney U test produced a significance value of 0.007, thereby substantiating a statistically meaningful divergence between the two groups. This result necessitates the acceptance of the alternative hypothesis while concurrently rejecting the null. Consequently, it can be inferred that the incorporation of folktales into the reading curriculum substantively augments students’ literal reading comprehension capabilities in the context of tenth-grade learners at MAN 1 Palu.

References

Abbas, A., Pattu, M. A., Rahman, F., & Pammu, A. (2023, June). The New American Women Concept as Modern Women in the Novel My Mortal Enemy by Willa Cather: A Feminist Literary Criticism. In 3rd International Conference on Linguistics and Cultural (ICLC 2022) (pp. 20-29). Atlantis Press.

Arikunto, S. (2016). Prosedur Penelitian Suatu Pendekatan Praktik. Rineka Cipta.

Enni, E., Nurul Hasanah, & Syahban Mada Ali. (2024). Empowering Reading Comprehension in EFL Vocational School Students through Folktale. Jelita, 5(1), 19–27. https://doi.org/10.56185/jelita.v5i1.596

Fairuz, Rahman, F., & Amin, M. A. (2022). Authors’ Figurative Expressions From Two Novels: A Comparative Analysis Between RTJNA Rosso and RTJNA Blu. Theory and Practice in Language Studies, 12(1), 150-157.

Gajria, M., & McAlenney, A. L. (2020). Effective Strategies for Improving Reading Comprehension. Oxford Research Encyclopedia of Education, 2(1), 36–39. https://doi.org/10.1093/acrefore/9780190264093.013.1225

Ibrahim, E. H. E., Sarudin, I., & Muhamad, A. J. (2016). The Relationship between Vocabulary Size and Reading Comprehension of ESL Learners. English Language Teaching, 9(2), 116. https://doi.org/10.5539/elt.v9n2p116

Irmayani, I., Rahman, F., Amir, M. P., & Abbas, H. (2024, May). Woman Struggle in “Woman at Point Zero” Novel By Nawal El Saadawi: Radical and Liberal Feminism Perspective. In 4th International Conference on Linguistics and Culture (ICLC-4 2023) (pp. 229-235). Atlantis Press.

Istiq’faroh, N., Suhardi, S., Mustadi, A., & Ahdhianto, E. (2020). The effect of indonesian folktales on fourth-grade students’ reading comprehension and motivation. Elementary Education Online, 19(4), 2149–2160. https://doi.org/10.17051/ilkonline.2020.763772

Junaid, S., & Andini, C. (2025). Symbolism of Victorian Society in the Anthropomorphism of the Peter Rabbit Picture Book (1901). ELS Journal on Interdisciplinary Studies in Humanities, 8(1), 278-288.

Konzulin, A. (2019). Vygotsky’s Education Theory in Cultural Context. Sustainability (Switzerland), 11(1), 1–14.

Laras, D., Jamiluddin, J., Lebagi, D., & Mukrim, M. (2024). Increasing Reading Comprehension through the Use of Kaili Folktales. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 10(1), 409–415. https://doi.org/10.30605/onoma.v10i1.3236

M. Husni Thamrin, & Taufiq Kurniawan. (2023). Students’ Perception On Teacher’s Teaching Reading Through Local Folktale. Jurnal Pendidikan Dan Sastra Inggris, 3(1), 155–167. https://doi.org/10.55606/jupensi.v3i1.1504

Monica, M., & Soplantila, E. (2024). The Role of Local Folklores in Students’ Reading Comprehension. MATAI: International Journal of Language Education, 4(2), 185–198. https://doi.org/10.30598/matail.v4i2.13717

Mulatu, E., & Regassa, T. (2022). Teaching reading skills in EFL classes: Practice and procedures teachers use to help learners with low reading skills. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2093493

Nyoman, Mantra I.B & Gana, D. G. A. (2018). Folktales As Meaningful Cultural and Linguistic Resources To Improve Students’ Reading Skills. Lingua Scientia, 25(2), 83. https://doi.org/10.23887/ls.v25i2.18827

Paige, D., Rupley, W. H., & Ziglari, L. (2024). Critical Thinking in Reading Comprehension: Fine Tuning the Simple View of Reading. Education Sciences, 14(3). https://doi.org/10.3390/educsci14030225

Patel, D. M. F., & Jain, P. M. (2008). English Language Teaching (1st ed.). Sunrise Publisher & Distibutors.

Saraswati, N., Dambayana, P., & Pratiwi, N. (2021). An Analysis Of Students of Study Reading. Jurnal IKA Undiksha, 19(1), 34–45. https://doi.org/10.23887/ika.v19i1.31826

Webber, C., Wilkinson, K., Duncan, L. G., & McGeown, S. (2024). Adolescents’ perspectives on the barriers to reading for pleasure. Literacy, 58(2), 204–215. https://doi.org/10.1111/lit.12359

Yanbastieva-Petrova, L. (2023). Teaching Reading Through Technology. Годишник На Шуменския Университет. Факултет По Хуманитарни Науки, XXХIV A(1), 220–229. https://doi.org/10.46687/fcfc9193