| dc.description.abstract | This research was intended to describe the eighth year students’s Reading
Comprehension Achievement by using folklore and students’ interest in reading.
It was conducted at SMPN 1 Balung Jember which was chosen by purposive
method. The subjects of the research were the eighth year students of SMPN 1
Balung Jember in the 2011/2012 academic year. They were divided into 6 classes
and each class consisted of 37 or 36 students. Thus the total number of the
students was 218 students. In this research, the researcher used proportional
random sampling method to determine the respondents, because the number of the
respondents was more than 100 respondents. The sample was taken approximately
20% from each class by using lottery. Thus the number of sample was 42
students. The main data were collected by using reading comprehension test and
questionnaire while the interview and documentation were used to collect the
supporting data.
The researcher described the use of Folklore on students’ reading
achievement and students’ interest in reading. Folklore is oral tradition including
myths, legends, folktales and jokes. It is rich of vocabularies that will help the
students understand about English text. It is so short and memorable that the
students easy to understand and comprehend the English text. Further, using
folklore as educational material helps the students to develop their reading
achievement and interest. It also helps students to appreciate their society and
themselves since folklores are full of moral values.
Based on the results of the data analysis, 14.2% of the students were
excellent, 57.1% of the students were good, 19% of the students were categorized
fair and 9.5% were categorized as poor in reading comprehension achievement by using folklore as reading materials. Based on the results of the data analysis, it
was found that among 5 indicators, the highest achievement on the students’
reading comprehension by using folklore as reading was on sentence
comprehension (84.9%), it was fell in excellent category. Then, it was followed
by paragraph comprehension (70.8%), it was lied on good category. Next, it was
followed by word comprehension (66.7%) and text comprehension (66.7%), they
were classified in fair category. This happened because the English teacher often
used folklore as reading materials in teaching reading comprehension. In contrast,
the lowest achievement among the indicators was phrase comprehension (65.9%),
it was fell in fair category. This happened because the English teacher only gave a
few of practice in doing exercises dealing with phrase comprehension. For that
reason, it was very important for the teacher to give more exercises in
comprehending phrase.
Related to the students’ interest in reading, it was known from the results
of questionnaire that 61.9% students interested in reading folklore. In detail, there
were 50% of the students or 21 students chose Legend and there were 28.6% of
the students or 11 students chose Fairytale as their favorite reading. There were
also 6 students or 14.2% of the 42 students chose Fable and there were only 4
students or 9.5% of the students chose Myth as their favorite reading. In
conclusion, folklore was interesting for students’ and it could help them to
understand the reading text well.
In general, most of the students have good achievement in reading
comprehension through folklore. Therefore, the English teacher should keep
continuing to teach reading comprehension trough folklore. Besides, the English
teacher could increase students’ reading comprehension by giving more exercises
in comprehending phrase trough folklore. | en_US |
