PROPOSAL

IMPROVING READING SKILLS OF NINTH GRADE STUDENTS IN JUNIOR

HIGH SCHOOL 2 MAJENE THROUGH MANDAR FOLKLORE

EKA APRENI

H0119003

CONSULTANT:

1. Dr. Rafiqa S.Pd.,M.Pd

2. Ahmad Junaedi S.Pd.,M.Pd

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF SULAWESI BARAT

2023
 TABLE OF CONTENS

TITLE PAGE APPROVAL..............................................................................................ii

PAGE LIST OF CONTENTS..........................................................................................iii
CAPTER I INTRODUCTION..........................................................................................1
A. Background...................................................................................................................1
B. Problem Identification..................................................................................................4
C. Problem Limitation and Formulation ...........................................................................4
D. Research Objective.......................................................................................................4
E. Research Benefits..........................................................................................................5
CAPTER II LITERATURE REVIEW..............................................................................6
A. Previous Related Studies..............................................................................................6
B. Theoritical Framework..................................................................................................8
C. Conceptual Framework...............................................................................................15
D. Hypothesis..................................................................................................................16
CHAPTER III RESEARCH METHOD..........................................................................18
A. Research Type and Design.........................................................................................18
B. Research Schedule and Location ...............................................................................19
C. Population and Sample ..............................................................................................20
D. Operational Definition of Variables...........................................................................20
E. Research Procedure.....................................................................................................21
F. Research Instrument....................................................................................................23
G. Data Analysis Technique ...........................................................................................26
BIBLIOGRAPHY...........................................................................................................28
APENDIX........................................................................................................................31

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 CHAPTER 1

INTRODUCTION

. This chapter presents a discussion of the research background, formulation of

the problem

A. Background

In addition to speaking, writing and listening skills in learning English, one of the
most important skills is reading skills. According to Brown, reading is the most
essential skill in the education context as it can be the assessment for student general
language ability (pelo,Rasmi & Syam, 2020: 57). Meanwhile in KBBI skills is the
ability to operate work easily and carefully (Sri Widiastuti 2019:49). From the two
statements, reading skills can be interpreted as a person's ability or capacity to
understand, interpret, and integrate into something meaningful so that it becomes a
structured sentence.

Reading is a tool of communication in written language through the form of the text.
It is the most efficient way to gain information about many aspects of life, including
science and technology. Reading is defined as ―the process of receiving and
interpreting information encoded in language form via the medium of print‖ (Urquhart
& Weir, 1998:22), (Tan, 2016). By reading, people can absorb a number of information.
Reading has a very important role and becomes a daily necessity for every person who
wants to acquire whatever information is required.

Reading skills are very important in education, students need to have good reading
skills because from reading activities we can develop knowledge. In addition to
developing knowledge, reading can get new information about anything. Reading
activity is a determinant of students' success in learning English, because from the
reading process that occurs continuously students can understand and know the meaning
of the newly acquired vocabulary, students can be trained in English pronunciation so as
to improve students' English skills.

Reading is an essential skill for learners of English as a foreign language. For most
learners, it is the most important skill to master in order to ensure success not only in

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learning English but also in learning in any content class where reading in English is
required. With strengthened reading skills, learners will make greater progress and
development in all other areas of learning. Based on Harmer (2007, p. 99) reading is
useful for language acquisition. Provided that students more or less understand what
they read, the more they read, the better they get at it. He also stated that reading is a
complex process that involves not only the read the text but also their experience to
comprehend it, because of its complexity many teachers of English at junior high school
find difficulties in all teaching reading and prefer teaching structure to read. The
interaction between the teacher and the students has an influence on the students in
comprehending the reading text, some of the reasons; may strategy or method that used
in teaching. (Yusnilita, 2017).

When the research observed the teaching ang 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 is 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 is undeniable that reading which only contains material,
is 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.

To be able to master the skills properly and correctly, it is recommended for

educators to provide readings that are as interesting as possible, arouse students'
curiosity, readings contain stories of life, mysteries that happened in the past so that
interest in reading develops and students are eager to read. . One of the readings that can
attract attention is reading folklore. Folklore is a form of oral literary work that was
born and developed from traditional society which is spread in a relatively permanent
form and among certain collectives over a long period of time using cliché words,
Danandjaja (2007:3-4). Some examples of folklore in the application of the 34
Provinces Nusantara Folklore Collection that can be used in the learning process that

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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 (2014: 246) in (Rahmawati Upa, Heryanto
Mangalik 2018: 38) that folklore in learning can improve fast learning, support class
participation and enlarge students' words. In addition, according to Onyi (2017) in
(Rahmawati Upa, Heryanto Mangalik 2018: 38) the use of folklore can trigger student
interest in reading classes, student involvement in discussions, increase confidence and
even make students more active. The fictional stories contained in folklore are very
interesting for school children to read because they are entertainment materials,
experience enhancers, arouse curiosity, inspiration materials, and so on. legend of an
island, an area, especially for students who are in junior high school who are more
interested in matters related to mysteries, besides that folklore presents a moral
message, a lot of knowledge about the culture and habits of ancient people that can
provide lessons for students and students can be enthusiastic. In the world of education,
folklore acts as a tool that can stimulate the mind and attention of students to be
enthusiastically involved in learning. When students are enthusiastic in reading, students
will be enthusiastic about participating in learning so that students can read and
pronounce vocabulary in English.

From all that has been explained in the background section, the researcher concludes
that reading is a very important skill in English, which is a skill to acquire knowledge
about various aspects including knowledge and technology and knowledge
development. It is also necessary to know that in reading there will be problems such as
boredom, disinterest in the available readings because the readings are not interesting.
So that when students feel bored and are not interested in reading, it will cause students'
reading skills and grades to not develop and there is no progress. However, one of the
readings that can be used to overcome this problem is folklore. Folklore is a work in the
form of oral and written that developed from the community which is spread in the form
fiction and true stories that contain a moral message. From the problems that have been
described, it is necessary to do research to overcome them. With folklore, students will

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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 is history in it that adds
to students' curiosity, there are interesting pictures available and besides that, students
are also frugal because folklore is available. in library books students do not need to use
mobile phones to read or watch. so that students' reading ability will increase. From the
results of observations that have been made, it was found by researchers that on average
the students observed by researchers liked the use of folklore. and students are more
enthusiastic about participating in learning.

This is the reason why researchers use folklore to conduct research with the title
"Improving Middle School Students' Reading Ability Through Folklore". The
researcher wanted to find out whether there was an influence on the reading ability of
students who used folklore and how students perceived the use of folklore in learning to
read. from the data above it can be seen that the average student who has been observed
by the researcher likes the use of folklore.

B. Problem Identification
From the background above, the following problems can be identified:
1. The students' boredom in reading English texts
2. The reading provided does not attract attention and does not increase students'
reading motivation
3. The reading given is not interesting because it contains the meaning and
linguistic structure of a text
C. Problem Limitation And Formulation
From the background above, the question can be formulated as follows:
1. Can the use of Mandar folklore improve student in reading skills?
2. What are the students perceptions of using folklore in reading skills?
Based on the formulation of the problem, the purpose of this study is to find out
the right way to use folklore to teach students to learn
class XI junior high school 2 Majene.
D. Objectives Of The Research
The aim of this research is:
1. To find out the effect of using folklore on student learning outcomes.

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2. Students' responses to the use of folklore in reading skills
E. Benefits Of Research
The benefits of this research are to:
1. The results of this study can be used as a tool to help teachers and students
overcome reading boredom.
2. The results of this study are used as information for readers about the influence
and usefulness of folklore in increasing students' reading interest

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 CHAPTER II

REVIEW OF LITERATURE

A. Previous Related Studies

(Upa & Mangalik, 2018), utilizing Sulawesi Folklore in learning reading

comprehension. The research process was conducted to determine whether or not the
use of Sulawesi folklore was effective in learning reading comprehension. . This study
uses quantitative research methods obtained through pre-test-treatment-post-test. The
subjects of this study were fourth semester students of the English language study
program at Cokrominoto Palopo University with a one group pretest-posttest design.
The population of this study were four classes consisting of 35 students, then the
subjects were randomly assigned and 20 students were selected as samples. The sample
was then taught using uuufolklore for six meetings, each meeting giving students one
folklore with 20 multiple choice tests and five essay tests. During the meeting the
researcher used various teaching methods and some folklore. After doing the treatment,
the researcher then gave a posttest. The t-test was used to measure the gain score on the
pretest and posttest. Data were collected through the pre-test treatment-post test design
and analyzed through SPSS. The graph shows that the percentage level of the post test
is higher than the percentage on the pretest. In the pretest, most of the students got bad
grades, which was up to 70%, followed by the moderate classification where 20% of the
students got it but only 10% of the students got the good classification. Meanwhile, in
the post test, the highest classification is good classification reaching 50%, then
followed by a moderate or average classification (30% and 15%) and a very good
classification only getting 5%.The conclusion of the researcher is that the use of
Sulawesi folklore in learning to read comprehension is effective in improving students'
reading comprehension.

(Baroqqah & Angraini, 2020), Improving The Eleventh Grade Students’

Reading Comprehension Achievement by using Folklore at MAN 2 Palembang, 2019),
This study aims to determine the significant improvement of students' reading
achievement after being taught using folklore, to find out whether there is a difference
in the average reading skills of students who are taught folklore and students who are

8
not taught folklore. This study uses a quasi-experimental design, non-equivalent control
design. This study uses a population of all students of class XI at MAN 2 Palembang.
The sample in this study amounted to sixty-eight students who were selected
purposively and divided equally into the experimental and control groups. The data
obtained were analyzed using the t-test (paired samples t-test and independent samples
t-test). This study collects results that reveal that using folklore can significantly
improve students' reading achievement.

(Taufina et al., 2019), Using Indonesian Folklore to Improve Good Attitude in

Elementary School Students. This research was conducted to explore reading literacy by
using folklore to develop and foster good attitudes in students. This study uses research
and development methods and is followed by dissemination of the R2D2 product
development model (recursive, reflective design and development). The population in
this study were 350 elementary school students in the city of Padang and the city of
Pariaman. The data collected in the form of qualitative and quantitative data obtained
from questionnaires, tests and products.The data analysis technique used in this research
is descriptive data analysis, both quantitative data and qualitative data. Expert test data
and small group trials were analyzed and described qualitatively in percentages. Field
test data or tests in the form of a learning process in the development environment were
analyzed by data analysis. The instruments used in this study include an authentic
assessment checklist, observation checklist and notes on class observations
(questionnaires, documents, fortopolio). This research describes how new material can
improve good attitude and character. These results were obtained through a
questionnaire for expert review, with teachers and students stating the "very valid"
category the books could improve students' good attitudes.

(Dewani et al., 2020), developed a folklore pop-up card media to improve the
critical reading skills of fourth grade elementary school students. This study aims to
produce quality pop up card folklore learning media products to improve the critical
reading skills of fourth grade elementary school students. This research was developed
using a 4-D thiagarajan model with four stages, namely define, design, develop, and
deploy. The subjects of this study were fourth grade students at SDN Sukamanunggal
III Surabaya which was held in the 2019/2020 school year. Research data obtained

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through validation sheets, observation, polls and tests. This study uses a one-group
pretest-posttest design with research validity variables. The results of quality
development based on validity obtained a percentage of 90% with a very qualified
category. The conclusion obtained by the researcher is that folklore pop up card media
is effective in improving students' critical reading skills.

From the four related previous studies described the researcher concludes
that the four studies aim to determine whether or not the use of folklore in learning is
effective, especially in improving student attitudes while studying, such as learning
motivation, interest in reading and also to measure student attitudes towards student
learning abilities. From the four studies, there are differences with the research that will
be carried out by researchers, namely on the object or population and research design
which in this study will use a true experimental design and sampling technique. In this
study, researcher will use simple random sampling. In addition to the differences that
the research describes, there is a novelthy in this study, namely the use of Mandar
folklore which has never been used in previous research,

B. THEORITICAL FRAMEWORK
1. Reading
a. Definition of reading skill

According to Dalman (2014: 5) states "Reading is an activity or cognitive

process that seeks to find various information contained in writing. In addition, another
definition from Burns (1984) in Ila, Rasmi, Syam, (2020 volume 1 nomor 2) states that
reading is 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 (2008, p.
133) in Yolanda Gadis Baroqqah and Nike Angraini (2019 : 17) state that reading is not
only the source of pleasure and information but also extending someone’s knowledge.

Reading is 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 is one of the important things that are

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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 is 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, Ila, Rasmi, Syam, (2020
volume 1 nomor 2). Based on the opinion of the researchers concluded that reading is
the abiity to perform both mental and physical activities to improve work skills, various
skills and participate in society.

b. The importance of reading

Reading is one of the most important skills in mastering English. Reading is a

very important skill to increase insight, add new information and add new vocabulary,
especially in English. To improve reading skills, we must first know what the purpose
of reading is. There are many purposes of reading according to experts, one of which is
According to Pate and Jain (2008, p.133) the purpose of reading is people can get a lot
of information from a ot of books because the book is a storehouse of knowledge, the
more student read the information and knowledge the more they will obtain.
Meanwhile, Burns (1984) in Ila, Rasmi, Syam, (2020 volume 1 nomor 2) 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).

In addition to the opinions above according to Farida Rahim (2008:11) in Ernita

(2013) the porpuse of reading:

1. the scope includes

2. among others
3. Pleasure
4. reading aloud
5. using certain strategies
6. updating his knowledge of a topic
7. relating new information to information he already knows

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 8. obtaining information for spoken or written
9. confirming or refusing predictions
10. performing an experiment or applying information obtained from a
text in several ways.

other ways and learn about the structure of the text, answering specific questions
Farida Rahim (2008:11) in Ernita (2013) Therefore it is very important to teach reading
skills to students. Meanwhile, according to Grabe and Stoller the porpuse of reading is
reading to search for simple information, reading to skim quickly, reading to earn from
text, reading to intergrate the information, reading to write ( search information needed
for writing), reading to critique texts and reading for general comprehension. From this
opinion, it can be concluded that reading is very necessary in all things, there is no need
to learn English.

c. The aspects and principle of good reading

The reading is an activity that has its own characteristic and aspects in the
learning process. According to Puji Santoso (2007:63) in Ernita (2013) the reading
process consists of severa aspects. These aspects are sensory aspects namely the ability
to understand written symbols, perceptua aspects namely the ability to interpret what is
seen as, schematic aspects namely the ability to connect written information with
existing knowledge structure, thinking aspects namely the abiity to make inferences and
evaluation of the material studied, affective aspects namely aspects relating to the
interest of readers that affect reading activities.

Reading can be said as the process of comprehending the text and finding the
meaning. It is important to apply to principles of learning to the student’s mastery of the
reading skill. Some principles of learning that wil be applied to reading according to
Shepherd in Ila, Rasmi, Syam, (2020 volume 1 nomor 2) are : (1) reading requires
porpuse and motivation (interested, need), (2) reading requires the meaning for the
learner, (3) the teacher must bring much background information to any reading task,
(4) reading is an active process that requires the learner to be active in his learning to
read, (5) reading skills to need the forming of habits, (6) knowledge of syntactic
structure and vocabulary is important, (7) reading requires practice-time on task, (8)

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favorable attitudes are important for effective reading, (9) reading capabilities are
different for each students and (10) reason for reading is important to be an effective
reader. From the statement above, the researcher concludes that reading also has clear
principles and aspects that support its implementation.

d. Reading assessment

According to Musdalifah (2020), there are several aspects that are assessed in
reading, namely fluency, accuracy, pronunciation, and intonation. Whereas in the 2013
curriculum there are five aspects of assessment or reading assessment rubric, namely
pronunciation, grammar. Vocabulary, fluency and understanding. From this opinion the
researcher concluded that in the reading assessment there is a rubric for evaluating
vocabulary, grammar, pronunciation, fluency and comprehension by paying attention to
aspects of 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.

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 Reading assessment sheet
Student's name :
Class :

No Aspect Scor Total

50 60 70 80
1 Fluency
2 Accuracy
3 pronunciation
4 intonation

2 Folklore
a. Definition of folklore

Folklore is one of Indonesian cultural values that deserves to be preserved. In

addition to continuing to develop, folklore is also very interesting as reading material in
learning English. 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. In addition
according to Misch (2008:3) folktale is a general term for the various kind of narrative
prose literarture in the oral tradition of the word. 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 Rahmawati Upa,
Heryanto Mangalik (2018: 38).

According to Musfiroh (2008, p. 69) assert that folklore is one of th oral literatures
related to the environment, both community and natural environment. It means,
sometimes folklore influence behavior so they become a reflection of their culture and
ideas. folklore can make someone imagine about an event in a story and also folklore
helps readers to respect with tradition, because in folklore there are moral values and

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advice Yolanda Gadis Baroqqah, Nike Angraini (2019 :16).From the statement above
the aouthor can conclude that folklore is a true or fictional story or story that occurred in
the past which contains norms and messages that can be learned by the reader the story
can be conveyed through written or oral media. Ifdelayed, folklore is included in fairy
tales.folklore can be divided into several types, such as fables (stories of animals),
legends ( stories of the events of region).

b. The importance of folklore

According to Dundes (1995, p. 4) folklore can make someone imagine about an

event in a story and also folklore helps readers to respect with tradition, because in
folklore there are moral values and advice. In addition according to Musfiroh (2008,
p.69) 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 Yolanda Gadis
Baroqqah, Nike Angraini (2019 :16). 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' .

c. The type of Folklore

According to Dananjaya (1984, p. 21-22) in Yolanda Gadis Baroqqah, Nike
Angraini (2019 :17) , folklore can be classified into three major groups based on
their type, namely :
1. Verbal Folklore
Folklore ehose form is purely oral. The forms (genres) of folklore which
belong to this large group include: 1) folk speech such as accent, nickname,
traditional rank and nobility title, 2) traditional expressions, such as
proverbs, proverbs, and asjective, 3) traditional questional, such as puzzle, 4)
trditional poetry, such as pantun gurindam and poem, 5) stories of prose of
the people, such as myths, legends and fairy tales, 6) folk songs.

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 2. Party verbal folklore
Some of folklore form they were a mixture of verbal and non-verbal
elements. Forms of folklore that belong to a large group other that people’s
trust are people’s games, folk dance, costums, ceremonies, folk parties, and
others.
3. Non-verbal Folklore
Folklore is not oral form even though the method of making is conveyed
orally. This group is divided into material and non material. Material form
include: folk arcthitecture (the shape of the original house area, the shape of
the rice barn, etc). Folk handicrafts, traditional clothing and body jewelry,
folk foods and drink traditional medicines. Which are not material are:
traditional gesture, the sound of cues for popular communication.
d. 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 (2018) in Nur Afiah
Laila and Nini 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.

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 In addition to the structure of the text, folklore also has language rules.
According to Kosasih and Kurniawamn (2018) in Nur Afiah Laila and Nini Ibrahim
(2021) the linguistic rules of folklore are:

5. Using a timeline
6. Using action verbs
7. Using the verb
8. Using adjectives
9. Using the article
10. Using third person point of view
11. Using dialogue.
C. CONCEPTUAL FRAMEWORK

Student attitudes and

achievements in reading skill

General Reading Mandar folklore

Attitudes and achievements in

Reading skills

Questionnaire

student satisfaction with folklore

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 Based on the diagram above, students from the school where the research was
conducted first measured the improvement in their abilities and skills before starting the
activity of giving the test. After knowing the abilities and attitudes such as interest and
boredom, students will be given two choices of reading used in this study, namely
general reading and folklore reading.

Both of these readings have the same potential to increase students' reading
motivation, so in this study researchers were interested in knowing which of the two
readings was better for increasing students' reading motivation.

After finishing measuring students' abilities, the researcher will give a questionnaire to
students to find out students' perceptions of the use of folklore in learning. whether
students are satisfied with the learning or not.

D. HYPOTHESIS

Hypothesis is a temporary answer to be tested for truth not all research requires a
hypothesis, exploratory and descriptive research does not require a hypothesis.
Hypothesis can operational, can be tested empirically, the concepts in the hypothesis
have been operationalized into variables Prof. Dr. Suliyanto, SE, MM in the book
quantitative research methods (2017: 22) . From the statement above, the researcher
concludes that the hypothesis is a research problem whose truth is tested empirically
through an analysis that limits and minimizes the scope of research, facilitates data
collection and processing, knows the number and relationship of research variables and
knows the variables that must be controlled.

a. Alternative hypothesis :
The alternative hypothesis in this study is formulated as follows: there is no
effect of using folklore in improving students' reading skills. So in this
hypothesis it will be concluded that folklore does not have any influence on
students' reading motivation so that folklore is not effectively used.

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a. The Null hypothesis :
The null hypothesis in this study is formulated as follows: there is no significant
difference in students' reading achievement by using two readings, namely
general reading and folklore reading.

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 CHAPTER III

RESEARCH METHOD

A. RESEARCH TYPE
1. Research type

In this study, the researcher will conduct by using quantitative research.

According to Sugiono (2017: 8), quantitative research is the research method based on
the philosophy of positivism, is 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 hypothesis (Hakim, 2017).Meanwhile, according to
Suliyanto, in the book quantitative research methods (2017: 28) Quantitative research is
research that aims to measure data and generalize results from samples to populations
that can propose hypotheses as temporary answers to research questions by analyzing
data using statistical tools. This research will be use an quasi experimental design
because In this study, researchers will use groups that are already available without any
sample selection. the results are usually presented using statistics, tables, and graphs. the
results are usually presented using statistics, tables, and graphs. This model of
experimental design :

Groups Pre-test Treatment Post-test

General reading O1 X O2
Folklore reading O1 X O2
Notes:

O1 = Pre-test (before treatment)

X = Treatment

O2 = Post-test value (after treatment)

design in this research is pre-test before treatment so that the treatment results
can be known more accurately, as it can compare with the circumstances before being
treated.

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 2. Research Design
This research will use a true experimental design. According to Sugyono
(2009) "experimental research methods are research methods used to seek
certain treatments for others in uncontrolled conditions". Experimental
research is a research method that is predictive in nature, namely predicting
the effects of a jurisdiction on the variables that depend on it (Latipun,
2015 p 8). Meanwhile according to Borg and Gall (1983) in Amat Jaedun
(2011:3) Experimental research is the most reliable scientific research (the
most valid) because it is carried out with strict control over the
confounding variables outside the experiment. It can be interpreted that this
research is usually carried out with basic assumptions or pre-determined
hypotheses. While the quasi-experimental design according to Stouffer
(1950) and Campbell (1957) in Dicky Hastjarjo (2008:4) quasi-
experimental design is an experiment that has treatment, impact
measurement, experimental units but does not use random assignment to
create comparisons in order to change the treatment by using groups that
are already available.
B. RESEARCH SCHEDULE AND LOCATION

This research will be conducted at junior high school 2 Majene grade 9 , because the
researcher observes what problems are often in English language learning during the
researcher visits school in order to find problems that exist in school. And the
researchers encountered obstacles in reading learning, so the researchers got the right
thoughts to find out what methods were suitable for reading learning by schools by
comparing two forms of reading. This research will be carried out in the ood semester of
the 2022/2023. The research will use simple random sampling, using simple random
sampling chosen at random where everyone has an equal chance of being selected.

The reason this research was held at junior high school 2 Majene is because from
the observations that the researcher made and the data collected by the researchers when
interviewing teachers at the scholl, students at junior high school 2 Majene were very
lacking in reading skills caused by students reading and having an interest in reading so
that it affected their reading skills their reading skill scores and outcomes.

21
C. POPULATION AND SAMPLE
1. Population
The population in this study are 9th grade students of junior high school 2
Majene, with a total 31 students in city of Majene, Majene Regency, West
Sulawesi. This research will be conducted in September 2022.
2. Sample
This study will discuss the 9th grade students of junior high school 2
Majene as the experimental class. In this study using a simple random
sampling technique where all members have the opportunity to be a sample.
According to Sugyono (2017: 126) simple random sampling is the taking of
sample members from the population that is carried out randomly without
regard to the strata in the population researchers only focus on 2 groups
which are divided int 2 groups which are divided into 2 methoda. The first
group as the experimental group and the second group as the control group.
D. OPERATIONAL DEFENITION OF VARIABLES
The research variable is an attribute or the nature or value of people,
objects or activities that have certain variations set by researchers to be studied
and withdrawn conclusions (Sugiyono, 2016).A variable is a characteristic,
amount, or quantity that can be measured or calculated. Variables can also be
called data items. Age, gender, business income and expenditure, state
expenditure, capital expenditure, grade grade, eye color and vehicle type are
variables. It is called a variable because its value can vary between data units in
a population, and its value can change from time to time.
Research variables can also be interpreted as everything that will be the
object of research observation. The understanding that can be taken from this
definition is that in research there is something that is targeted, namely variables.
So that the variable is a phenomenon that is the center of research attention to be
observed or measured.
The variables in this research consisted of two variables, namely the
independent variable and the dependent variable.
a. The independent variables are general reading and folklore reading.
b. The dependent variable is the student reading skill.

22
E. RESEARCH PROCEDURE
To conduct this study, the researcher use pre-test, and post-test instruments :
1. Pre- test
Before starting the activity, both the experimental group and the control
group must be given a pre-test. This initial test can be used by teachers to
determine the initial abilities of students. By knowing students' initial abilities,
teachers can find out how to convey learning.
2. Treatment

After giving the pre-test, the researcher introduced and implemented the
strategy by giving treatment about general reading and folklore reading.

a. general reading
In this treatment, the following steps will be taken: (1) the first is to
explain the meaning of reading to student then measure their reading ability
before starting the study so that the initial ability of students can be known.
(2)then give some general readings for students to readwhile observing the way
students read and students' interest in reading. (3) provide opportunities for
students to read the reading then sees how the changes occur.. (4) and the last is
to measure and assessing students' motivation when reading reading whether
there is an increase or change that occurs.
b. folklore reading
In carrying out this treatment the steps that must be taken are: (1) the
first step is to provide an understanding of reading skills reading to student then
measure their reading ability before starting the study so that the initial ability of
students can be known. (2) then the researcher gives folk tales as reading to
students to read while observing the way students read and students' interest in
reading . (3) the researcher gives students the opportunity to read. (4) The
researcher observed the way students read and the students' interest (5) and the
last, the researcher gave an assessment of the students' motivation and interest in
reading folklore readings.

23
 a) First meeting
At the first meeting, the researcher will first explain to the students and
practice how to read English well. Furthermore, the researcher will give
folktales to students and ask students to practice reading. Students will be
divided into several groups so that students help each other in learning the
text given. At the end of the lesson, the researcher will provide guessing
games for the words in the reading to the students.
b) Second meeting
The researcher will present a new folklore reading to students. Then the
researcher will give time to practice before each student comes forward to
read the story.
c) Third meeting
In this third meeting, the researcher will give new folklore to students.
Then the researcher will divide the students into several groups. Then each
group will translate the text given.
d) Fourth meeting
At the fourth meeting, the researcher will give folklore readings to
students. After that the researcher will divide the students into several new
groups. Then the researcher will give games to students to answer
questions according to the contents of the folklore readings given.

3. Post test
And post test is a form of question given after the lesson/material has
been submitted. In short, the post test is the final value when the material that is
taught that day has been given which one teacher gives the post test with the
intention of whether the student has understood and understanding the material
that has recently been given that day. The benefits of the post of this test are to
obtain and over view of the ability achieved after the end of the delivery of the
lesson.
And then the researcher ends the learning process by comaring the
results of the two reading what effect does it have on students’ reading interest
and reading motivation. then giving conclusions to students and providing an

24
 assessment of their reading ability, their motivation in reading and their interest
in reading using general readings and folklore readings.
4. Questionnaire

In addition to conducting tests on students, researcher will also provide a

questionnaire to be filled out by students which aims to find out how students
perceive the use of folklore in learning reading skills. The questionnaire that will
be used by the researcher in this research is a questionnaire made by the
researcher himself and the questionnaire prepared by the researcher with the
help of references from the internet. This questionnaire will be given to students
after they take the final test or post-test.

F. RESEARCH INSTRUMENT
Sanjaya (2011), the meaning of research instruments is a tool that can be
used to collect data and research information. According to Sugiyono (2006 :
102) the research instrument is a tool used to measure the observed natural and
social events (variabels). Basically, In general, according to Djaali (2000: 9) in
Baso Intang Sappaile (2007: 2) what is meant by a research instrument is a tool
which because it meets academic requirements it can be used to measure a
measuring object to collect data on a variable where the research instrument can
divided into two, namely the test and non-test. which are included in tests such
as learning achievement tests, intelligence tests, aptitude tests and so on. while
those included in the non-test are questionnaires, interviews and so on.So from
the statement above the research instrument is a tool used to measure valid and
good measuring instruments by using test.The test used in this study was an oral
test using the readings provided. In this research the instrument to use, namely:

1. Test
Test as a research instrument, especially in the data collection of research
is a series of questions used to measure the support, knowledge, intelligence,
ability, and talent (DosenSosiologi.com, 2020). The test is given in the form of
pre-test and post-test. A-pre-test‖ is a form of a question, which the teacher told

25
the student before starting a lesson and post-test‖ is a form of the question given
after the lesson/material has been submitted.pre-test is a test that is carried out
before the teacher starts learning to find out the initial abilities of students
regarding the material to be delivered. By knowing these initial abilities it is
eaiser for teachers to determine the models and methods that will be applied in
learning.
Post-test is a test that is carried out after the learning process is
completed to determine the success of the learning process and the mastery of
students on the material taught by the teacher.in this study the main instrument
used was a test. The test used in this study was in accordance with the seventh
grade level of junior high school. The test given by the researcher is a test of the
results of the adaptation of the test given by the teacher at the place where the
research will be conducted. The test is usually used by teachers when conducting
exams.
Question grid:

No Core Competency Indicator Question number

1. Understand the Presented the story, 1,2,11,12
content, object and students can
subject of reading determine the right
answer
2. Describe certain Presented the story, 3,5,13,15
words in the reading students determine the
paragraph meaning of the word
in question
3. About the reason for Presented a story, 4,14
the occurrence of an students determine the
event in the reading correct answer
4. Understand what the Presented a story, 6,16
characters in the text students determine the
say correct sentence
5. Understand the Presented a student 7,17
atmosphere that story determines the

26
 occurs in the reading atmosphere that
occurs in the story
6. Understand whether a Presented something, 8,9,10,18,19,20
given statement is true students determine the
or false true and false of the
story

2. Questionnaire
In a book written by Eko Nugroho (2018), entitled Principles of
compiling a questionnaire, it is explained that questionnaires are prepared in
various ways that are used in many different situations using many media and
different data collections. This book also explains that according to Suryanto
and Sutinah (2005), the questionnaire in this study contains a list of structured
questions with available alternative answers, so that respondents just choose the
answer according to their aspirations, perceptions, attitudes, circumstances, or
personal opinions. From the opinions of these experts, the researcher concludes
that the questionnaire is one type of research instrument that contains a list of
questions and answers given to the sample so as to produce data used in
research. In this study the researcher used a questionnaire that the researcher
adapted from previous research.
Grid questionnaire :

No Dimensions Indicator Question number

1. Student responses Responses to interesting 1
to the title of the Student responses to the title
story given of the story given story titles
2. Student response easy-to-understand, story 2,5,6,7,8,9
to story content content, story content that
has interesting pictures, the
contents of the story are not
boring and saturated, the

27
 contents of the story
3. Student responses Story content that teaches 3,11
to the learning lessons, messages in stories
contained in the can be understood by
story students
4. Student responses Fill in the story using 4,10
to the use of language that is easy to
language in understand, the words used
stories are easy to understand

G. DATA ANALYSIS TECHNIQUE

Data analysis is a real effort to make data reliable, to know the difference in value
techniques, to set data well. The data analysis to use is statistical calculation and each
data will be formed into grouped data. This data analysis helps determine the difference
in results between the value of students achievement which teaching by using general
reading and folklore reading.

To know the significant difference between reading the students taught using both
reading material (general reading and folklore reading), the SPSS calculation will be
used. There are several steps to determine t-test by using SPSS. The steps of data
analysis presents below:

a. The data will copy on data view in SPSS

b. The data from microsoft exel was adjusted on such as changing name, width,
decimals, and column appropriate needed of the researcher.
c. The last, choose in toolbar after that choose , the last choose .

Table of ScoringRubric

NO Converted Score Classification

1 91- 100 Excellent
2 76 – 90 Very good

28
3 61 – 75 Good
4 51 – 60 Fair
5 26 – 50 Poor
6 0 – 25 Very Poor
(Depdiknas , 2006)

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APENDIX 1

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

32
Sekolah : SMPN 2 Majene

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : IX/1

Materi Pokok : Cerita Rakyat

Alokasi Waktu : 6x pertemuan (6 x 50 menit)

A. Kompetensi Inti
o KI1 dan KI2: Menghargai dan menghayati ajaran agama yang dianutnya
serta Menghargai dan menghayati perilaku jujur, disiplin, santun, percaya
diri, peduli, dan bertanggung jawab dalam berinteraksi secara efektif
sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah,
masyarakat dan lingkungan alam sekitar, bangsa, negara, dan kawasan
regional.

o KI3: Memahami dan menerapkan pengetahuan faktual, konseptual,

prosedural, dan metakognitif pada tingkat teknis dan spesifik sederhana
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya dengan wawasan kemanusiaan, kebangsaan, dan kenegaraan
terkait fenomena dan kejadian tampak mata.

o KI4: Menunjukkan keterampilan menalar, mengolah, dan menyaji secara

kreatif, produktif, kritis, mandiri, kolaboratif, dan komunikatif, dalam
ranah konkret dan ranah abstrak sesuai dengan yang dipelajari di sekolah
dan sumber lain yang sama dalam sudut pandang teori.

B. Kompetensi Dasar Dan Indikator Pencapaian Kompetensi

33
 Kompetensi Dasar Indikator Indikator
Mengidentifikasi informasi  Menyimpulkan citri unsur cerita
tentang cerita rakyat di daerah- rakyat pada teks yang telah dibaca
daerah yang ada di Indonesia. dan di dengar.
 Mendaftar kalimat atau kata asing
atau sulit di mengerti dalam cerita.

Menceritakan kembali isi cerita  Mengurutkan isi cerita dan

dari cerita rakyat yang telah di menceritakan kembali isi
baca dan di dengar cerita rakyat
Menelaah struktur dan teks  Menjelaskan dan
kebahasaan cerita rakyat yang mengidentifikasi karakteristik
telah dibacah dan didengar. bagian-bagian srtuktur teks
cerita rakyat.
 menyimpulkan penggunaan
kata / kalimat pada cerita
rakyat.
 Melengkapi cerita rakyat
sesuai dengan struktur dan
kaidah kebahasaan teks cerita
rakyat.
 Memvariasikan alur, dialog
latar dari cerita rakyat.
 Menentukan ddan
memperbaiki kesalahan
penggunaan kata, kalimat,
ejaan dan tanda baca.
Menerangkan isi cerita rakyak  Menceritakan kembali cerita
yang telah di baca dan di dengar. rakyat dengan memperhatikan
pilihan kata, kelengkapan

34
 struktur dan kaidah bahasa
cerita rakyat.

C. Tujuan Pembelajaran
Melalui proses membaca, menanya, mencoba dan menalar, peserta didik mampu
menganalisis dan menangkap makna terkait bacaan cerita rakyat tentang
kegiatan/kejadian/peristiwa dengan percaya diri, jujur dan bertanggungjawab
dan peserta didik mampu meningkatkan kemampuan membaca mereka dengan
menggunakan cerita rakyat.
D. MATERI PEMBELAJARAN
1. Pengertian Cerita Rakyat
Cerita rakyat adalah cerita atau cerita nyata atau fiksi yang terjadi di masa
lalu yang mengandung norma dan pesan yang dapat dipelajari oleh pembaca
cerita tersebut dapat disampaikan melalui media tertulis atau lisan.
2. Struktur teks dan Kaidah kebahasaan Cerita Rakyat.
Struktur teks dari cerita rakyat :
a. Orientasi
Orientasi cerita rakyat merupakan bagian pendahuluan yang
menceritakan beberapa konsep seperti waktu, tempat, tokoh dan latar cerita.
b. Komplikasi
Komplikasi adalah munculnya konflik-konflik yang dihadapi oleh para
tokoh dalam cerita dan alur cerita digambarkan secara jelas pada bagian ini.
c. Resolusi
Resolusi adalah cara menggambarkan jalan keluar dari masalah yang
dihadapi oleh karakter dalam cerita.
d. koda
Koda adalah bagian terakhir dalam cerita rakyat yang menyampaikan
atau menyajikan pesan moral kepada pembaca atau pendengar seperti yang
terlihat dalam cerita.

Kaidah kebahasaa dari cerita rakyat :

1. Menggunakan garis waktu

35
 2. Menggunakan kata kerja tindakan
3. Menggunakan kata kerja
4. Menggunakan kata sifat
5. Menggunakan artikel
6. Menggunakan sudut pandang orang ketiga
7. Menggunakan dialog.
3. Contoh cerita rakyat

Asal Usul Pamboang

Three young people from the village of Benua, hoped to expand the
railway and the countryside, including building a port so that the community
would be more prosperous.

They were given the titles I Lauase, I Lauwella, and I Labuqang. The
title is obtained in accordance with the field they work in realizing their
desire. I Lauase was in charge of clearing the forest into fields using a wase,
which is a type of axe. I Lauwella was in charge of clearing and cleaning the
wells or seaweed on the beach to be used as a trading place. Meanwhile, I
Labuqang was in charge of leveling the ground on the beach which had
holes, due to repeated buqang or crabs.

They plan to finish their work well and in a short time. Therefore, they
began to manage the land.

"What is the proper name for this area of town?" said I Labuqang.

36
 "How about Pallayarang Tallu?" exclaimed I Lauase, “Pallayarang
means sail. Tallu means three. Meaning three masts."All three thought it was
a great name. One day, around 7,000 refugees came led by someone named
Puatta Di Due. They come from the Adolang region which is the border area
with Pallayarang Talu. They are refugees from the Kingdom of
Passokkorang which was destroyed by the enemy.After living there for a
while, Puatta Di Due went to meet I Lauase and invited him to join the
Mandan Kingdom alliance

"Let me negotiate first with the others, come back tomorrow," said I
Lauase. Apparently, I Lauwase and I laubuqang did not agree.The next day, I
Lauase agreed that they had no interest in joining the fellowship."How about
we give you a tambo (wages)? However, this area must be included in the
alliance," said Puatta Di Due.With the consideration that if they continued to
receive tambo, the life of the people would be more prosperous, the three of
them were prohibited from accepting the offer.

"When are you going to deliver the tambo to us?" "A week from now,"
said Puatta Di Due.Finally, the three of them joined the Mandar Kingdom
alliance. However, Puata Di Due never came to pay tambo. Finally, the
words tambo became the talk of the Pallayarang Talu people. Gradually the
name of the area changed to the Tamboang area, and now it has changed to
Pamboang.The moral of the Folklore from West Sulawesi: The origins of
Pamboang are all kinds of problems that can be reso

E. METODE PEMBELAJARAN

Metode pembelejaran yang digunakan peneliti adalah :

1. Membaca teks cerita rakyat

37
 2. Pembelajaran mandiri
3. Pertukaran Pengetahuan
4. Penilaian

F. MEDIA PEMBELAJARAN

1. Media

 Lembar kerja siswa (bacaan)

 Lembar penilaian

2. Alat/ Bahan

 Penggaris, spidol dan papan Tulis.

G. SUMBER AJAR
 Buku pelajaran bahasa Inggris
 Teks cerita rakyat dari aplikasi cerita rakyat
 Pengalaman guru / peneliti
H. LANGKAH-LANGKAH PEMBELAJARAN
I. Pertemuan pertama

NO KEGIATAN LANGKAH-LANGKAH WAKTU

1 Pendahuluan  Melakukan 10 menit
pembukaan dengan
salam pembuka dan
berdoa untuk
memulai
pembelajaran,
memeriksa
kehadiran peserta
didik sebagai sikap
disiplin.
 Mengaitkan
materi/tema/kegiata
n yang akan
dilakukan dengan

38
 pengalaman peserta
didik dengan
materi/tema/kegiata
n sebelumnya serta
mengajukan
pertanyaan untuk
mengingat dan
menghubungkan
dengan materi.
 Menyapaikan
motivasi tentang apa
yang dapat
diperoleh (tujuan
dan manfaat)
dengan mempelajari
materi cerita rakyat.
 Menjelaskan hal-hal
yang akan
dipelajari,
kompetensi yang
akan dicapai serta
metode belajar yang
akan ditempuh.
2. Kegiatan Inti 1. Guru memberikan 30 menit
bacaan cerita rakyat
kepada siswa
2. Peserta didik diberi
penduan untuk
melihat dan
memperhatikan
guru dalam
membaca dan

39
 mendiskusikan
terkait bacaan yang
diberikan.
3. Guru
memperlihatkan
contoh membaca
cerita rakyat dengan
menggunakan
bahasa Inggris
kepada siswa
dengan baik dan
benar.
4. Peserta didik
diminta untuk
mengamati
pengucapan dan
cara guru membaca.
5. Setelah mengerti,
mengetahui dan
mendengarkan
bacaan yang telah
dibaca olrh guru,
peserta didik
diberikan bacaan
yang sama dan
membagi siswa
kedalam beberapa
kelompok.
6. Guru meminta
peserta didik untuk
membaca dan
mengamati baik-

40
 baik bacaan yang
diberikan secara
berkelompok.
7. Setelah peserta
didik berlatih
membaca, guru
meminta peserta
didik untuk masing-
masing
mempersiapkan diri
dan kelompok
mengikuti games
yang akan
diberikanoleh guru.
8. Guru memeberikan
panduan kepada
peserta didik untuk
menebak arti dari
kata yang disiapkan
oleh guru yang
berkaitan dengan
bacaan.ini bertujuan
untuk melatih siswa
danmenambah
pemahaman kosa
kata siswa.

3. Penutup  Peserta didik 5 menit

memberikan
kesimpulan
mengenai struktur
teks, kaidah

41
 kebahasaan dari
cerita rakyat yang
diberikan
 Guru memberikan
kesimpulan tentang
bacaan yang
diberikan.
 Guru menutup kelas
dan memberikan
motivasi belajar.

3. Pertemuan kedua

NO KEGIATAN LANGKAH-LANGKAH WAKTU

1 Pendahuluan  Melakukan 10 menit
pembukaan dengan
salam pembuka dan
berdoa untuk
memulai
pembelajaran,
memeriksa
kehadiran peserta
didik sebagai sikap
disiplin.
 Mengaitkan
materi/tema/kegiata
n yang akan
dilakukan dengan
pengalaman peserta
didik dengan
materi/tema/kegiata
n sebelumnya serta

42
 mengajukan
pertanyaan untuk
mengingat dan
menghubungkan
dengan materi.
 Menyapaikan
motivasi tentang apa
yang dapat
diperoleh (tujuan
dan manfaat)
dengan mempelajari
materi cerita rakyat.
 Menjelaskan hal-hal
yang akan
dipelajari,
kompetensi yang
akan dicapai serta
metode belajar yang
akan ditempuh.
2. Kegiatan Inti 1. Guru memberikan 30 menit
bacaan cerita rakyat
kepada siswa
2. Peserta didik diberi
penduan untuk
melihat dan
memperhatikan
guru dalam
membaca dan
mendiskusikan
terkait bacaan yang
diberikan.
3. Guru

43
 memperlihatkan
contoh membaca
cerita rakyat dengan
menggunakan
bahasa Inggris
kepada siswa
dengan baik dan
benar.
4. Peserta didik
diminta untuk
mengamati
pengucapan dan
cara guru membaca.
5. Setelah mengerti,
mengetahui dan
mendengarkan
bacaan yang telah
dibaca olrh guru,
peserta didik
diberikan bacaan
yang sama
6. Guru meminta
peserta didik untuk
membaca dan
mengamati baik-
baik bacaan yang
diberikan
7. Setelah peserta
didik berlatih
membaca, guru
meminta peserta
didik untuk masing-

44
 masing
mempersiapkan diri
maju kedepan untuk
membaca teks yang
diberikan, kegiatan
ini bertujuan untuk
melatih siswa
membaca dan
pengucapan siswa.

3. Penutup  Peserta didik 5 menit

memberikan
kesimpulan
mengenai struktur
teks, kaidah
kebahasaan dari
cerita rakyat yang
diberikan
 Guru memberikan
kesimpulan tentang
bacaan yang
diberikan.
 Guru menutup kelas
dan memberikan
motivasi belajar.

4. Pertemuan ke tiga

NO KEGIATAN LANGKAH-LANGKAH WAKTU

45
1 Pendahuluan  Melakukan 10 menit
pembukaan dengan
salam pembuka dan
berdoa untuk
memulai
pembelajaran,
memeriksa
kehadiran peserta
didik sebagai sikap
disiplin.
 Mengaitkan
materi/tema/kegiata
n yang akan
dilakukan dengan
pengalaman peserta
didik dengan
materi/tema/kegiata
n sebelumnya serta
mengajukan
pertanyaan untuk
mengingat dan
menghubungkan
dengan materi.
 Menyapaikan
motivasi tentang apa
yang dapat
diperoleh (tujuan
dan manfaat)
dengan mempelajari
materi cerita rakyat.
 Menjelaskan hal-hal
yang akan

46
 dipelajari,
kompetensi yang
akan dicapai serta
metode belajar yang
akan ditempuh.
2. Kegiatan Inti 1. Guru memberikan 30 menit
bacaan cerita rakyat
kepada siswa
2. Peserta didik diberi
penduan untuk
melihat dan
memperhatikan
guru dalam
membaca dan
mendiskusikan
terkait bacaan yang
diberikan.
3. Setelah mengerti,
mengetahui dan
mendengarkan
bacaan yang telah
dibaca oleh guru,
peserta didik
diberikan bacaan
yang sama dan
membagi siswa
kedalam beberapa
kelompok.
4. Guru meminta
peserta didik untuk
membaca dan
mengamati baik-

47
 baik bacaan yang
diberikan secara
berkelompok.
5. Setelah peserta
didik berlatih
membaca, guru
meminta peserta
didik untuk masing-
masing
mempersiapkan diri
dan kelompok
menerjemahkan
bacaan yang
diberikan.
6. Kegiatan ini
bertujuan agar siswa
bisa memahami
isibacaan dengan
berlatih
menerjemahkan
bacaan.
7. Setelah itu masing-
masing kelompok
akan
mengumpulkan
tugas mereka.
3. Penutup  Peserta didik 5 menit
memberikan
kesimpulan
mengenai struktur
teks, kaidah
kebahasaan dari

48
 cerita rakyat yang
diberikan
 Guru memberikan
kesimpulan tentang
bacaan yang
diberikan.
 Guru menutup kelas
dan memberikan
motivasi belajar.
5. Pertemuan ke empat

NO KEGIATAN LANGKAH-LANGKAH WAKTU

1 Pendahuluan  Melakukan 10 menit
pembukaan dengan
salam pembuka dan
berdoa untuk memulai
pembelajaran,
memeriksa kehadiran
peserta didik sebagai
sikap disiplin.
 Mengaitkan
materi/tema/kegiatan
yang akan dilakukan
dengan pengalaman
peserta didik dengan
materi/tema/kegiatan
sebelumnya serta
mengajukan
pertanyaan untuk
mengingat dan
menghubungkan

49
 dengan materi.
 Menyapaikan motivasi
tentang apa yang dapat
diperoleh (tujuan dan
manfaat) dengan
mempelajari materi
cerita rakyat.
 Menjelaskan hal-hal
yang akan dipelajari,
kompetensi yang akan
dicapai serta metode
belajar yang akan
ditempuh.
2. Kegiatan Inti 1. Guru 30 menit
memberikan
bacaan cerita
rakyat kepada
siswa
2. Peserta didik
diberi penduan
untuk melihat
dan
memperhatikan
guru dalam
membaca dan
mendiskusikan
terkait bacaan
yang diberikan..
3. Setelah mengerti,
mengetahui dan
mendengarkan
bacaan yang

50
 telah dibaca oleh
guru, peserta
didik diberikan
bacaan yang
sama dan
membagi siswa
kedalam
beberapa
kelompok yang
baru.
4. Guru meminta
peserta didik
untuk membaca
dan mengamati
baik-baik bacaan
yang diberikan
secara
berkelompok.
5. Setelah peserta
didik berlatih
membaca, guru
meminta peserta
didik untuk
masing-masing
mempersiapkan
diri dan
kelompok
mengikuti games
yang akan
diberikanoleh
guru.
6. Guru

51
 memeberikan
panduan kepada
peserta didik
untuk menjawab
pertanyaan yang
diberikan sesuai
dengan isi teks.
Pertanyaan
tersebut dijadikan
soal rebutan.
7. Kegiatan ini
bertujuan agar
siswa bisa
menjawab
pertanyaan soal
yang muncul
dengan tepat
sesuai dengan isi
bacaan.
3. Penutup  Peserta didik 5 menit
memberikan
kesimpulan mengenai
struktur teks, kaidah
kebahasaan dari cerita
rakyat yang diberikan
 Guru memberikan
kesimpulan tentang
bacaan yang
diberikan.
 Guru menutup kelas
dan memberikan
motivasi belajar.

52
1. Teknik penilaian
a) Penilaian sikap : Observasi
b) Penilaian Pengetahuan : Cara Menyimpulkan materi
c) Penilaian Keterampilan : Cara membaca

2. Penilaian

Klasifikasi Skor
Excellent 90-100
Good 70-80
Poor 40-60

Researcher

Eka Apreni

53
Appendix 2

Instrument Test

1. Pre-test

Berikut ini adalah test yang akan diberikan kepada siswa tanpa menggunakan
cerita rakyat sebelum siswa mempelajari materi yang akan diberikan :

Intruksi :

 bacalah teks dibawah ini dengan baik dan pahami

 lalu jawablah pertanyaan yang telah disediakan dengan baik dan benar

Name :

Class :

Tari Patuddu

Once upon a time, in the Mandar area of West Sulawesi, there lived a king's son
on a mountain. There he lived in a magnificent palace surrounded by a very
beautiful garden of flowers and fruit. In the garden there is a clean bathing pool and
the water is very clear.

One day, when it was drizzling, a rainbow appeared over the son of the King's
house. Then smell the fragrance. The King's son looked for the origin of the smell.
He entered every room in the house. However, the origin of the fragrant aroma was
not found. Intrigued by the smell, he continued to search for its origins to the yard.
Arriving at the garden, he did not find the scent he was looking for. On the contrary,

54
he was very surprised and annoyed, because many fruits and flowers were missing.
"Whoever the thief is, I will catch and punish him!" said the half-confessed King's
Son angrily. then intends to find out who actually dared to steal the flowers and
fruit.

One afternoon, the King's Son accidentally visited to spy on the flower and fruit
thief in his garden. Before long, a colorful rainbow appeared, followed by seven
pigeons flying around beautifully. The King's son continued to observe the seven
doves. Without being forgotten, suddenly the seven doves transformed into seven
beautiful nymphs. wanted them to bathe in the Son of the King's pool. Before
entering the pool, they played around while picking flowers and children.

The King's son was fascinated by the beauty of the seven nymphs. "Oh Lord!
Am I dreaming? The girls are beautiful,” murmured the King's Son in admiration.
Then arose his desire to marry one of the nymphs. However, still confused about
how to get it. “Mmm…I know how. I'll take one of their shawls lying by the pool,"
thought the King's Son, nodding.

While waiting for the right time, he continued to observe the seven nymphs.
They had fun playing while picking flowers and children. They seemed to be joking
warily. At that time, the King's Son took advantage of the opportunity. Cautiously,
she crawled up and took the shawl belonging to one of the seven nymphs, and hid it.
After that, he again observed the angel who was still bathing in the pool.

After being satisfied bathing and playing, the seven nymphs put their shawls
back on. They must return to Heaven before the rainbow disappears. Rainbows are
the only way back to heaven. But Bidadari Bungsu did not find her scarf. He also
looked confused looking for his scarf. Six other nymphs helped find her sister's
scarf. Unfortunately, the shawl has still not been found. But the rainbow will soon
disappear.

Finally the angel left the youngest alone. The youngest angel wept bitterly.
"God, whoever helps me I will make a man my husband and if it is a woman I will
make my brother!" shouted the Youngest Angel. Not long before he said that,
thunder boomed. The sign of the oath was heard by the Gods.

55
 Seeing the Youngest Bidadari living alone, the King's Son came out of hiding
and approached her. “Hey, pretty girl! Who are you? Why are you crying?" asked
the King's Son pretending not to know.`

“I'm Kencana, Master! I can't go back to heaven, because my scarf is missing,"

answered Bidadari Bungsu."Then stay with me. I'm not married yet," said the King's
Son as he asked, "Will you be my wife?"Actually, Kencana really wanted to return
to heaven, but he couldn't find his scarf, and the rainbow had disappeared. In
accordance with his promise, he was willing to marry the King's Son who had
helped him. Finally, Kencana lives and is happy with the King's Son.

a few years later. Kencana and Anak Raja were blessed with a son. Then their
happiness will be complete. They took care of the child with great care and love. In
addition to caring for and educating children, Kencana is also very diligent in
cleaning the house.

One day, Kencana cleaned the room at her husband's house. He accidentally
found his shawl that had been lost. She was very surprised, because she never
suspected that it was her husband who stole her scarf. She was disappointed with her
husband's actions. Having found his scarf, Kencana intends to return to heaven.

When her husband came home, Kencana handed over his son and said,
“Husband, I have found my scarf. I have to return to heaven to meet my family. If
you want me, go see the rainbow!”

When there is a rainbow, Kencana also flies into the sky by fanning his scarf
releasing the rainbow. So the son of the king and his son lived on earth. Every time
a rainbow appears, they look at the rainbow to release their longing for Kencana.
Then by the local community, supporters of this story, the movement of Kencana
fanning his scarf was immortalized into the movements of the Patuddu Dance, a
dance from the Mandar area, West Sulawesi.

1. What did the king's son see while lurking in the garden?

56
1. water fountain

2. rainbow and aim for the dove's tail

3. river

2. what turns into a dove?

a. Bidadari

b. Flowers

c. Rainbow

3. hat is meant by the word “they” in paragraph 4?

a. King's son

b. Angel

c. shawl

4. Why did the king's son take one of the Angel's shawls?

a. the king's son wants to marry an angel

b. the king's son wants to make a sister's angel

c. the king's son wants to make an angel a friend

5. What is meant by sneaking in paragraph 5?

a. Hurry up

b. Seize

57
 c. Quietly

6. The youngest angel said if….

a. Anyone who helps will become husband and friend

b. Will end life

c. Going home without a scarf

7. Kencana lives and lives with the king's son

a. Willing

b. happy

c. not calm

8. True or false that this text is about an angel and a king's son

a. True

b. false

9. it is true or false that the date and husband are blessed with a son

a. True

b. False

10. Right or wrong, the date stays with her husband after getting the scarf

a. True

b. False

Asal Muasal Pamboang

58
 Three young people from the village of Benua, hoped to expand the
railway and the countryside, including building a port so that the community
would be more prosperous.

They were given the titles I Lauase, I Lauwella, and I Labuqang. The
title is obtained in accordance with the field they work in realizing their
desire. I Lauase was in charge of clearing the forest into fields using a wase,
which is a type of axe. I Lauwella was in charge of clearing and cleaning the
wells or seaweed on the beach to be used as a trading place. Meanwhile, I
Labuqang was in charge of leveling the ground on the beach which had
holes, due to repeated buqang or crabs.They plan to finish their work well
and in a short time. Therefore, they began to manage the land.

"What is the proper name for this area of town?" said I Labuqang.
"How about Pallayarang Tallu?" exclaimed I Lauase, “Pallayarang
means sail. Tallu means three. Meaning three masts."All three thought it was
a great name.One day, around 7,000 refugees came led by someone named
Puatta Di Due. They come from the Adolang region which is the border area
with Pallayarang Talu. They are refugees from the Kingdom of
Passokkorang which was destroyed by the enemy.

After living there for a while, Puatta Di Due went to meet I Lauase and
invited him to join the Mandan Kingdom alliance"Let me negotiate first with
the others, come back tomorrow," said I Lauase. Apparently, I Lauwase and
I laubuqang did not agree.The next day, I Lauase agreed that they had no
interest in joining the fellowship.

"How about we give you a tambo (wages)? However, this area must be
included in the alliance," said Puatta Di Due.With the consideration that if
they continued to receive tambo, the life of the people would be more
prosperous, the three of them were prohibited from accepting the

59
 offer."When are you going to deliver the tambo to us?" "A week from now,"
said Puatta Di Due.

Finally, the three of them joined the Mandar Kingdom alliance.

However, Puata Di Due never came to pay tambo. Finally, the words tambo
became the talk of the Pallayarang Talu people. Gradually the name of the
area changed to the Tamboang area, and now it has changed to Pamboang.

The moral of the Folklore from West Sulawesi: The origins of Pamboang
are all kinds of problems that can be resolved through deliberation. other
than that keep all the promises you make..
11. What do the three young people want?
a. port
b. settlement and cargo
c. Public
12. What are the titles of the three youths?
a. I Lauase, I Lauwella, and I Labuqang
b. I Gede puspa
c. Andi
13. What is meant by the word “axe” in paragraph 2?
a. loggers
b. wood
c. pounder
14. why are they willing to accept Puatta's offer?
a. because they were threatened
b. because they are shy
c. because they want Tambo
15. What is meant by the word "negotiation" in paragraph number 4?
a. Discussion
b. oppose
c. unity
16. Puatta will give…. To the third youth if they wish to negotiate

60
 a. Clothes
b. Food
c. Wages
17. The area was originally renamed to...
a. pamboang
b. Tamboang
c. mandar
18. is it true or false that Puata always gives Tambo to the young man?
a. True
b. False
19. Is it true or false that the third young man didn't want to join the Puata at
first?
a. True
b. False
20. is it wrong or wrong that the area changed its name from Tamboang to
Pamboang?
a. True
b. False
(Adaptation, Victoria Regan 2021)

2. post-test

Name :

Class:

Cengnge’

Cengnge` is the name of a bird with a melodious voice and beautiful feathers
found in the Mandar area, West Sulawesi, Indonesia. Among the people of Mandar,
there is an interesting story which tells of a beautiful girl who transforms into a
Cengnge bird. Why did the beautiful girl turn into a Cengnge bird? You can follow this

61
interesting story in the following Cengnge` story.Once upon a time, in a village in the
Mandar area, West Sulawesi, there lived a husband and wife who were poor and had no
children. Almost every night they prayed that they would have a child, but God had not
yet answered their prayer. Even so, the husband and wife never gave up on praying to
God."Oh Lord! If You are willing to give us a son, I am willing to make him a swing
out of gold," the husband prayed.

A month later, sing Wife was pregnant. How happy and happy the husband
knows that. But his heart was also confused, because he had to fulfill his promise to
make golden swings. In fact, his own life is not sufficient. Finally, he decided to go
abroad to Java."Sister, brother will migrate to the island of Java, so he can make a swing
out of gold for our child," said the husband to his wife."Okay, Bang! If it is successful,
come home immediately, "asked the wife."Yes, Abang promised to return soon after the
birth of our child. Abang will bring our child a golden swing," replied the husband.The
next day, the husband was getting ready to leave for Java Island by boarding a large
ship that was anchored at the port of Mandar Bay. However, before leaving his house,
he gave a message to his wife.“Sister, if you give birth to a boy, please take good care
of it. But, if it's a girl, you should kill her immediately," ordered the husband and then
left without giving a reason why he didn't like girls.

How surprised the wife heard her husband's request. She was about to ask that
question, but her husband had already disappeared from her sight. With feelings of
sadness and melancholy, he returned to his house while stroking his stomach. Every
night it was very difficult for her to close her eyes because she thought of her husband's
request. As a mother, of course she does not have the heart to kill her own flesh and
blood.Several months later, the wife gave birth to a beautiful baby girl. Her heart is
happy and sad. She was happy because she had given birth to a child she had wanted for
a long time. But he was also sad, because he had to kill the baby immediately. Finally,
she decided to leave her baby with her family who lived in a village which was quite far
away.

62
 Coming home from his house, the wife immediately slaughtered a rooster and
took it behind her house. She did this to convince her husband that he had actually
killed their newborn daughter. In order not to raise objections, the wife killed the
chicken's blood on the tombstone of the grave.A few days after the birth of the baby, the
husband returned from overseas. On his back hung several bags containing baby boy
equipment. In her hands was a gold cradle set.“Sister...! Brother is home...!” Shouted
the husband while beating the tightly closed door of his house.Hearing the sound, the
wife immediately opened the door to welcome her husband."Where are our children?
Why don't you hear the baby's voice?" asked the husband can not wait to hold his
child."Sorry, Bang! Our daughter. In accordance with Brother's message, our child has
been killed by Brother and kept it behind the house, "replied the wife.

What a surprise the husband heard his wife's words. Unknowingly, the golden
cradle in his grip and the bags on his back dropped instantly. His whole body suddenly
felt limp. He was very disappointed because his wife gave birth to a daughter, while he
himself did not like her. To prove his wife's departure, he immediately went to the back
of his shed to see the burial tomb. It turned out to be true, behind the house there was a
pile of small dugouts and on it was a tombstone with bloodstains. Without the slightest
suspicion, the husband believed that the contents of the grave were the princess.Since
then, the husband always looks gloomy and sad. He seemed to have no passion and zest
for life. He was always anxious, don't know when he will have a son. While the wife
remains cheerfully sympathetic, because she knows that her child is still alive.
Nevertheless, she does not show her cheerfulness too much, so as not to incur a lawsuit
against her husband. Every time he saw his husband sitting pensively alone, he would
comfort him."Come on, Bang! This is all God's will. We can only try and pray. Forget
all this incident!” persuaded the wife.

After being coaxed many times, the husband finally got excited again. During
the day he works as usual, and at night he continues to pray that he will be blessed with
a son again. Time keeps running. The baby girl entrusted by her mother has grown into
a beautiful girl. Now, he already knows the whereabouts of his parents and wants to
meet them. After bathing in the river and dressing up neatly, the girl summoned all her
pet birds. He wanted to transform himself into a bird so he could easily find his parents.

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However, he is confused about what bird he wants to be, because he has several types of
pet birds.After all his pet birds had gathered, he made his choice on the Cengnge bird.
He chose the Cengnge` bird because apart from being able to fly high, it also has a
melodious voice and very beautiful feathers.

Finally, the girl chose to become a Cengge bird, so that she could fly freely in
the air. After days of flying to and fro, he finally found the whereabouts of his parents.
He circled on the rooftops of his father and mother's house
singing:“Cengge`....Cengge`....this is me who was thrown away, wasted by my own
parents. Now I understand who my parents are, even though it's impossible to
reply…”Hearing the sound of singing, Cengnge's parents who were busy resting
immediately got up and came out of the house. How surprised they were when they saw
a Cengnge bird flying around and singing. Before they could say anything, Cengnge`
told them before he left.

"Hi ... my parents, Ananda's arrival here just wanted to say goodbye. Ananda
wanted to go to Java. There is no use for Ananda to stay with you, because Ananda's
presence is not needed," Cengnge said and then flew high into the air leaving his
parents.Finally, the wife's secret was also exposed in front of her husband. The wife also
told everything and then apologized to her husband, for not being honest. The husband
also felt remorse for ordering his wife to kill their daughter. But what to do, everything
has happened. The Son has also left them.

Meanwhile, Cengnge` continued to fly to Java. After days of traveling in the air,
he arrived at a wide field. The Javanese call it the square. In the middle of the square
there are several banyan trees that grow lush and shady. Cengnge` then flew low and
perched on one of the banyan trees. On top of that tree, Cengnge` flew from one branch
to another while singing.“Cengnge`....Cengnge`... Cengnge`....!!!”Without realizing it, a
handsome young man was hiding it. He was the son of the King of Java. the plus is, he
is very interested in seeing the feathers and hearing Cengnge's melodious voice."Wow...
this is the first time I found such a beautiful bird. His voice is melodious and his fur is
very beautiful," said the king's son in amazement.

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 The son of the Javanese king really wanted to have the Cengnge bird. He
immediately ordered a bodyguard to arrest him. Just when the guard was about to climb
up the banyan tree where Cengnge` was perched, suddenly Cengnge` started singing
again.“Cengnge`... I am a Cengnge` bird from Mandar. I am a rantau child who was
abandoned by my parents...," Cengnge said in his song.

Hearing Cengnge`'s melodious voice, the king's son was increasingly curious to
have it immediately. He also ordered his guards to immediately catch the tree. When the
bodyguard approached the branch where Cengge` was perched, Cengge` immediately
flew to another banyan tree. Seeing the behavior of the Cengnge bird, finally the king's
son decided to fish the banyan tree and wanted to catch the bird himself. As he was
about to climb the banyan tree, suddenly Cengnge` returned to singing in a melodious
voice."I am an overseas child looking for a king's son who is willing to take care of me,
even though I have to be his servant..."

Cengnge` said in the song while flying closer to the king's son who was still
under the banyan tree. So the king's son can catch him easily. Finally, the Cengnge bird
was brought back to the palace of the King of Java and treated in a special way. Unlike
the other pet birds, the king's son did not put Cengnge` in a cage, because Cengnge` was
a docile bird and was willing to serve him.Since Cengnge's presence, strange things
have appeared in the palace of the King of Java. Every morning, all the preparation of
air for the morning bath of the king and his family was always finished. The strange
events continued to occur for weeks and even months. The oddity then led to
accusations from the king. Finally, the Javanese king undertook a secret
investigation.One lonely night, the King peeked at his bathing place. What a surprise
when he saw a beautiful girl taking a bath."Who is that girl? I don't think I've ever seen
her before, said the King to himself as he continued to observe the girl.

While the girl did not realize if there was a pair of eyes that were being watched.
He just continued to bathe to his heart's content. After consuming all the air in the bath,
he immediately put on his (fur) clothes which were placed on the edge of the bath. A
few moments later, he was again transformed into a Cengnge bird.Finally, that night,
Cengnge's disguise was discovered by the King."Mmm... apparently he's the one who's

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always used up the water in my bathtub," the King muttered and then approached the
girl.“Hey…beautiful girl! Who are you? Why disguise as a bird?” asked the King to
Cengnge`.“Ammm... Ammmp.. My Lord! I transformed myself into a Cengnge bird,
because I am a daughter that my parents don't want," answered Cengnge, full of fear.

Hearing Cengnge`'s sad answer, the King suddenly felt sorry for her. Finally, the
King decided to marry Cengnge` with his children who had been taking care of him.
Three days later, Cengnge's wedding ceremony with the son of the King of Java was
held with great fanfare. Various art performances are staged. Invited guests came from
all over. They are also happy to see a couple of brides who often sit on the aisle. The
king's son was a handsome young man, while Cengnge' was a beautiful girl. Since then,
Cengnge` lived with her husband in the palace of the King of Java. They live happily
and in harmony.

That is the story of Cengnge` from the Mandar area, West Sulawesi, Indonesia.
The story above is included in the category of fairy tales that contain moral messages.
One of the moral messages that can be learned from the story above is the nature of not
being grateful. This trait reflects the attitude and behavior of Cengnge`'s father who did
not want to accept God's offerings to him. In the life of the Malay people, people who
are not good at being grateful are considered kufr (at least kufr favors) and don't know
themselves

1. What do poor married couples want?

d. Riches
e. Enjoyment
f. A child
2. What will the husband make if given a child?
a. Swing of gold
b. Big house
c. Big rice field
3. What is meant by the word “enough” in paragraph 3?

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 b. seriously
c. Not enough
d. Reasonable
4. Why did the husband decide to go abroad?
a. Because their life is not enough.
b. In order to have children
c. In order to make a swing out of gold
5. What is meant by the word "surprised" in paragraph 7?
a. surprised
b. Disappointed
c. Like
6. The child born to the wife is
a. Twins
b. Boy
c. Girl
7. The child of the husband and wife pair wants to become/
a. a chicken
b. a bird
c. a buffalo
8. is it true or false that the girl chose to serve a Cengnge bird'?
a. true
b. false
9. is it true or false that the cengnge bird will go to Java?
a. true
b. false
10. is it true or false that cengnge' and the king's daughter finally married?
a. True
b. false
Legenda Samba Paria

There was a girl in ancient times. He lives with his sister in a house on
stilts inthe middle of the wilderness. Both have been orphaned. The stilt house
they live in is tightly covered with stingrays. Because of the condition of the

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house which was covered with pariah plants, people also called the girl Samba
Paria.One day Samba Paria and his sister ate snacks made from cassava. His
sister lost that one meal because it was still hot. He was reluctant to pick it up
again because the food had hit the ground.favorite dog of the King who was
hunting found the food. The dog bit and took the food and then brought it back
to the King.the King was very happy to see his beloved dog bringing food. sure
the food maker was not far from where he was hunting considering the food
was still warm. He then signaled to his dog to take him to where the dog found
the food. With the accompaniment of his soldiers, the King finally arrived at
the stilt house owned by Samba Paria.

when he met Samba Paria, the King was fascinated by the beauty of
Samba Paria. The King's evil intention arose to kidnap Samba Paria after he
found out that Samba Paria was alone with his young sister. He then pretended
to ask for drinking water.forgive Your Majesty the King, I have run out of
drinking water," replied Samba Paria. "However, if the King wants to wait, let
my sister fetch water from the spring behind the mountain first."when Samba
Paria's sister was fetching water, the King carried out his evil intentions. He
ordered his soldiers to bring Samba Paria to his royal palace.samba Paria looks
for a way so that his sister will know about his disappearance. He also put
forward conditions before being brought by the King's soldiers.

He said, "Please allow me to bring pariah leaves. Really, I really like

eating pariah leaf vegetables." The king complied with Samba Paria's request.
Samba Paria was then taken by horse to the royal palace. Unbeknownst to the
soldiers guarding him, Samba Paria tore the pariah leaves he was carrying and
threw them along the path he was in. In that way he hoped his sister could
follow him to the place where he was taken.samba Paria's sister, who did not
find her brother at home, became confused and scared.

He was sure later that his brother was taken by force by the King. When
he found scraps of pariah leaves scattered on the road, he was sure that the
scraps of pariah leaves were a hint from his older brother. He also followed.
For two days and two nights he walked, when Samba Paria's sister arrived at

68
the courtyard of a royal palace. He then shouted his brother's name from
outside the courtyard of the royal palace.samba Paria's younger sister kept
calling, but her older sister did not answer her calls. He finally shouted out
loud, "If you don't answer my calls, show half your face in that window!"te
King actually knew of the arrival of Samba Paria's sister. He also heard the call
of Samba Paria's sister.

To trick Samba Paria's sister, because Samba Paria was being held
captive by him, the King showed the face of a cat through the window of his
palace.samba Paria's sister was amazed when she saw a cat's face from behind
the window. He shouted again, "Show me your hand!"the King then showed
the cat's forelegs through the window of his palace.show Big Brother legs!"the
King showed the cat's hind legs.samba Paria's sister is also annoyed. Annoyed,
he then said, "I will return to our stilt house in the middle of the wilderness.
But before that, I will plant a moringa tree here. Remember, sis. If the moringa
tree is lying down, it's a sign that I'm seriously ill. If The moringa tree dies, so I
die too."mba Paria was very sad to hear his sister's message.

He couldn't do anything to help his younger brother because two armed

soldiers guarded him from outside the confinement room. But in various ways,
finally Samba Paria can see the moringa tree planted by his sister. Until one
day he saw that the Moringa tree was seen lying down. Signs his sister is
seriously ill. Samba Paria then looked for a way to be free from the King's
clutches.mba Paria invited the court ladies to bathe in the river. While taking a
bath, Samba Paria dropped the gold ring that the King had given him. He asked
all the ladies in waiting to find the gold ring. So, when the ladies in waiting
were busy looking, Samba Paria quietly left them.

With the horse ladder that he had prepared beforehand, Samba Paria
walked towards his stilt house.samba Paria's sister was very happy to see her
brother had come home. He, who was seriously ill, finally agreed to eat the
food made by his older brother. His health immediately changed the corner
repair.samba Paria feels that the King will surely follow him soon. So, he also
prepared something to welcome the arrival of the King. Samba Paria mixes a

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 generous amount of cayenne pepper, peppercorns, and moringa leaves. Mix the
ingredients then mix with water and kitchen ashes until it resembles cake
batter. When the King did come, Samba Paria immediately splashed his secret
potion on the King's face.

The King screamed in pain when his eyes were hit by the secret potion
made by Samba Paria. He rubbed his eyes. Not less pain he felt, but more and
more painful. When the King continued to rub his eyes, he slipped so that his
body fell from the stage of the house. His neck hit the ground so hard that
finally the King released his last breath.samba Paria and his sister then lived in
peace and quiet after the king whose crimes died. The two of them stayed in
their stilt house in the middle of the wilderness.the moral message from the
Collection of West Sulawesi Regional Folklore: The Legend of Samba Paria is
that we should love and respect each other with our brothers and sisters.
Togetherness among brothers will make us strong."

11. What covered the girl's house?

a. Cucumber
b. Pariah
c. Long beans
12. What arose in the king's heart when he saw Samba Paria?
a. Marry him
b. kill it
c. Kidnap him
13. What is meant by the word "road" in paragraph 4?
a. Road
b. Hallway
c. Climb
14. Why did the king want to kidnap Samba Paria?
a. Because fascinated by her beauty
b. Because hate
c. To be able to sell it
15. What is meant by the word "scrubbed" in paragraph 8?

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 a. Evaporate
b. Push
c. Rubbing
16. The king pretended…. To kidnap Samba Paria
a. air instead
b. eat
c. Pain
17. Raja kidnaps Samba Paria and takes him to?
a. Street
b. Home
c. Palace
18. Is it true or false that Samba Paria brought pariah leaves?
a. true
b. false
19. Is it true or false that Samba Paria's sister went on a two day and two night
trip?
a. true
b. false
20. Is it true or false that Samba Paria and his sister ended up living in the
Palace?
a. True
b. False

(Adaptation ,Victoria Regan , 2021)

2. Questionnaire

Nama :

Kelas :

Hari/Tanggal :

Petunjuk Pengisian Angket

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1. Bacalah pertanyaan-pertanyaan dibawah ini dengan cermat dan teliti.

2. Isilah angket ini dengan jujur

3. Pililah jawaban yang paling sesuai menurut kalian dengan memberikan

tandan silang (X) pada kolom yang tersedia.

4. Hanya boleh menjawab satu pilihan saja.

5. Jika ingin mengganti jawaban berilah tanda sama dengan (=) pada
jawaban yang dibatalkan dan berilah tanda silang (X) pada jawaban baru.

No Aspek Yang Dinilai Skor Komentar

1 2 3 4 5

1. Judul cerita rakyat

menarik minat siswa
untuk membaca lebih
lanjut.
2. Isi cerita rakyat
mudah di pahami
oleh siswa
3. Isi cerita rakyat
memberikan
pelajaran terhadap
siswa.
4. Isi cerita rakyat
menggunakan bahasa
yang mudah
dipahami siswa.
5. Isi cerita rakyat
memiliki gambar
yang menarik minat
membaca siswa.

72
 6. Isi cerita rakyat tidak
membuat siswa bosan
dalam membaca.
7. Isi cerita rakyat tidak
membuat siswa jenuh
membaca.
8. Isi cerita rakyat
menarik, sehingga
siswa terus
mengikuti jalan
cerita.
9. Isi cerita rakyat
membangkitkan
semangat siswa untuk
belajar.
10. Kata-kata yang
digunakan dalam
cerita mudah di
mengerti siswa.
11. Pesan yang
disampaikan dalam
cerita rakyat dapat di
mengerti siswa.
Total skor

Rata-rata skor

Keterangan :

Skor 1 : sangat kurang baik

sSkor 2 : kurang baik

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Skor 3: cukup baik

Skor 4: baik

Skor 5: sangat baik

(Adaptation, Benedictus ,2017)

74