Improving Students’ Reading Comprehension by Using Folktale

Classroom Action Research

  • Shanti Wahyuni IAI Darussalam Blokagung Banyuwangi


The objective of the study is to produce the instructional strategy by using folktale. The researcher limits the discussion only in the case of improving students' reading comprehension by using folktale in Elementary Class at An-Nahdloh English Course. This research uses a classroom action research method. This study aims to produce instructional strategies to read using folktale. The study was completed at Elementary Class An-Nahdloh English course with a total of 15 students. The research procedure is in the form of a cycle. Each cycle consists of four stages, including Planning, acting, observing, reflecting. Data collection techniques through tests. Data collection uses reading tests using folktale. In the test, the students read some folktale text, and the teacher gives 3 exercises. 1 question contains 10 points for use in taking scores. The results of the reading test in cycle 2 have increased from cycle 1. The average value in cycle 1 is 67,87 while in cycle 2 it becomes 91,33. In addition to the increased average scores, the percentage of students categorized as complete learning ≥ 75% also increased from 46,67% to 100%. Therefore, it was very clear that folktale could help students to improve their reading comprehension. From the results of the using folktale in Elementary Class at An-Nahdloh English Course can improve reading comprehension with the following steps as 1)  The teacher greets, 2) The teacher addresses students, 3) The teacher reviews the definition of Folktale, 4) The teacher forms a group, 5) The teacher gives the dialogue folktale text, 6) Students read folktale texts together with groups, 7) Questions and answers, 8) The teacher gives a conclusion, 9) The teacher gives a final greeting.


How to Cite
WAHYUNI, Shanti. Improving Students’ Reading Comprehension by Using Folktale. JOURNEY (Journal of English Language and Pedagogy), [S.l.], v. 1, n. 1, p. 49-59, jan. 2021. ISSN 2774-5708. Available at: <>. Date accessed: 06 july 2022.