Developing Reading Material Based-on Local Culture for Junior High School in Kabupaten Rejang Lebong

Abstract

Nowadays, the developing and appreciating material based on student’s local culture is very attractive. The objectives of this research are to know the existing folktales in students’ book, to identify local folktales that suitable to be included in the English students’ book and to know how to include the local folktales in the English students’ book for ninth grade of Junior High School in Rejang Lebong. This research adapted the R&D model proposed by Borg and Gall (1983) with some modifications. The data was taken from students and teachers of SMP Negeri 1 Rejang Lebong, SMP Negeri 2 Rejang Lebong and SMP Negeri 5 Rejang Lebong through questionnaire and interview. The first result of this research shows that students like the existing folktales in students’ book but sometimes they found difficulties in comprehending it. The second result identifies three siutable local folktales suitable to be included in the students’ book; Legenda Batu Menangis (62.4%), Lalan Belek (66.7%) and Muning Raib (66.7%). The third result shows that the developed material can be used as supplementary reading material. In conclusion, the existing folktales in the student’s book are good but not contextual, there are highly three suitable local folktales to be included in students’ book (Legenda Batu Menangis, Lalan Belek, and Muning Raib) and the way to include the suitable local folktales in English students’ book is as supplementary reading material. As suggestion, the next researcher can conduct further study on evaluation by using try out of this material development.

Improving Students’ Motivation to Learn English by Serving English Book with Local Wisdom

“…These results indicate that integrating local wisdom into reading material in English is an effective strategy. On the contrary, previous study developed an English book that contains stories about local fairy tales (Agustina & Harahap, 2018). Then, they revealed the fact that students had difficulty understanding tales of foreign origin and stated that students preferred to read Indonesian fairy tales that have been adapted into English.…”

“…Currently, English reading materials with local wisdom in Indonesia are mostly available for primary and secondary students, but not for those from tertiary education (Agustina & Harahap, 2018;Florentino, 2014;Kusuma, 2012;Relin et al, 2018;Saputri, 2020;Suastra et al, 2017). It is not surprising since one of the functions of a supplementary book based on the textbook is to develop materials and programs in the school curriculum (Muslich, 2010).…”

Developing Reading Materials Based on Local Wisdom

“…In order to be able to provide this information, English proficiency and knowledge of Bengkulu culture are required. Culture is one of the essential factors in getting to know a language [8]. Also, "It is more valuable to develop reading materials that suit students' background knowledge, experience, interest, emotion, and culture" [9].…”

Developing Book About the Potential of Tourism History in Paku Urban Village of Kayuagung City

“…Currently, teaching reading material does not have local content or are still national, so the book that was developed by the researcher here is a book that contains local history and culture. In Agustina, Harahap, and Syahrial (2018), culture is one important element in learning a language. Language and culture cannot be separated.…”

“…Several studies have been conducted to reveal the local potential in learning English, such as according to Agustina, Harahap, and Syahrial (2018), the folklore in student books is good but not contextual, there are very many regional folk tales that are suitable for inclusion in student books (Legend of the Menangis Stone, Lalan Belek, and Muning Raib) and the purpose of including local folk tales that fit into an English student book are supplementary reading material. According to Inharjanto and Lisnani (2019:11), coloring books with the theme of parenting about local culture are good, valid, practical, and have potential effects so they are good for inclusion in English textbooks.…”