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2
AN ANALYSIS OF STUDENTS’ INTEREST ON LOCAL CULTURE
TEXT MATERIAL IN READING ACTIVITY
(A STUDY AT SMAN 1 ENAM LINGKUNG)
THESIS
Submitted in Partial Fulfillment of
Requirement for Getting One (SI) Degree
WIRA YUDHA WASTUTI
15040081
ENGLISH DEPARTMENT
COLLAGE OF STUDENT TRAINING AND EDUCATION OF
(STKIP) PGRI SUMATERA BARAT
PADANG
2019
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ABSTRAK
Wira Yudha Wastuti. (15040081). Analisa Minat Siswa Pada Materi Teks
Budaya Lokal Dalam Kegiatan Membaca di SMAN 1 Enam Lingkung.
Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat,
Padang. 2019.
Minat dalam penelitian ini merupakan motivasi siswa dalam membaca. Penelitian
ini bertujuan untuk mengetahui minat baca siswa terhadap bacaan teks yang
bernuansa budaya lokal pada kegiatan membaca siswa kelas X.MIPA di SMAN 1
Enam Lingkung Kabupaten Padang Pariaman. Jenis penelitian ini adalah
deskriptif kuantitatif dengan menggambarkan minat baca siswa pada materi teks
budaya lokal dalam bahasa Inggris. Teknik dalam pengumpulan data berupa
angket dan wawancara yang diambil secara acak. Teori yang digunakan adalah
teori dari Prasetyono (2008) dengan lima indikator minat baca yaitu: 1.Perhatian
(attention), 2. Kebutuhan (needs), 3. Kesenangan (pleasure), 4. Keinginan (desire)
dan 5. Tindakan (action). Hasil penelitian ini berupa persentasi pada indikator
setiap indikator minat baca siswa. Pada indikator attention didapatkan minat siswa
74,49%, indikator needs didapatkan 72,42%, indikator pleasure didapatkan
73,05%, indikator desire didapatkan 62,15%, dan pada indikator action
didapatkan 60,13%. Berdasarkan hasil penelitian dapat disimpulkan bahwa minat
siswa pada materi teks budaya lokal adalah tinggi yang dapat dilihat dari
perhatian siswa.
Kata Kunci: Minat Baca, Materi Teks Budaya Lokal, Membaca
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ACKNOWLEDGEMENTS
Alhamdullilahirabbil’alamin. Firstly the researcher would like thanks to
Allah SWT, who has given blessed the researcher mercy, chance, and healthy to
finish this thesis. In addition, thanks to prophet Muhammad SAW as his
inspiration to keep fighting and finish this thesis entitled “An Analysis of
Students’ Interest on Local Culture Text Material in Reading Activity (A Study at
SMAN 1 Enam Lingkung) ”.
Then, the researcher expresses gratitude to the advisors. The first advisor
is Dra. Yelliza M.M.Pd and the second is Dona Alicia M.Pd, who have guided her
in complementing this thesis and correcting the draft until it has come out as the
present form. The researcher also expresses this gratitude to all the examiners,
Dra. Riny Dwitya Sani M.M.Pd.,Belinda Analido M.Pd.,And Dian Mega
Putri,M.Pd, who have given contribution in complementing the researcher‟s
thesis. The researcher would like thanks to Suharni, M.Pd, as head of English
Department and Belinda Analido, M.Pd, as secretary of English Department
STKIP PGRI Sumatra Barat. Moreover, the researcher express this gratitude to all
lecturers for their supports and who gave educated since the first year studied in
STKIP PGRI Sumatra Barat. Then the researcher also thanks to Dian Mega Putri,
M.Pd, as the academic advisor.
Therefore, the researcher expresses the gratitude to beloved parents
Rajab and Mawarni who have given their love, pray, care and attention for the
researcher life. The researcher also wants to say thanks to sisters and big family
and then to all my friends also who have given supports and motivation in
finishing this thesis.
Padang, August 2019
Researcher
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TABLE OF CONTENTS
ABSTRAK .........................................................................................................i
ACKNOWLEDGMENTS ................................................................................ii
TABLE OF CONTENTS ..................................................................................iii
LIST OF FIGURE.............................................................................................v
LIST OF TABLE ..............................................................................................vi
LIST OF GRAPHIC ........................................................................................vii
LIST OF APPENDICES...................................................................................viii
CHAPTER I INTRODUCTION
A. Background of the Problem .......................................................................1
B. Identification of the Problem .....................................................................5
C. Limitation of the Problem ..........................................................................5
D. Formulation of the Problem ......................................................................6
E. Research Question ....................................................................................6
F. Purpose of the Research ............................................................................6
G. Significant of the Research ........................................................................6
H. Definition of Key Term .............................................................................7
CHAPTER II REVIEW RELATED LITERATURE
A. Definition of Reading ................................................................................8
B. Local Culture Text Material in Reading ....................................................10
C. Students‟ Interest .......................................................................................12
1. Definition of Students‟ Interest .............................................................12
2. The Indicator of Students‟ Interest ......................................................14
D. Review of Related Findings .....................................................................16
E. Conceptual Framework .............................................................................20
CHAPTER III RESEARCH METHOD
A. Research Design ......................................................................................21
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B. Participants .............................................................................................21
C. Sampling Technique ...............................................................................22
D. Instrumentation ......................................................................................23
E. Technique of Data Collection ................................................................25
F. Technique of Data Analysis ...................................................................25
1. Reading/Memoing.................................................................................25
2. Describing .............................................................................................26
3. Classifying ............................................................................................26
4. Interpreting ............................................................................................26
CHAPTER IV RESEARCH FINDINGS
A. Data Description......................................................................................28
B. General Description ................................................................................28
C. Specific Description ...............................................................................29
D. Data Analysis .........................................................................................42
E. Interpretation ..........................................................................................45
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions ............................................................................................48
B. Suggestions ............................................................................................48
REFERENCES .................................................................................................50
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LIST OF FIGURE
Figure 2.1 Conceptual Framework ...................................................................... 20
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LIST OF TABLE
Table 3.1 List Quantity of Students ...................................................................22
Table 3.2 Indicators of Students Interest ............................................................24
Table 3.3 Alternative Answers for the Questionnaire ........................................24
Table 3.4 Criteria of Interpreting Score .............................................................27
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LIST OF GRAPHIC
Graphic 4.1 Students‟ Attention on Local Culture Text Material ......................30
Graphic 4.2 Students‟ Needs on Local Culture Text Material ...........................33
Graphic 4.3 Students‟ Pleasure on Local Culture Text Material .......................35
Graphic 4.4 Students‟ Desire on Local Culture Text Material .........................38
Graphic 4.5 Students‟ Action on Local Culture Text Material .........................40
Graphic 4.6 Students‟ Interest on Local Culture Text Material .........................42
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LIST OF APPENDICES
Appendix 1.Table of Indicators Students‟ Interest ............................................53
Appendix 2.Students Questionnaire Form ..........................................................55
Appendix 3.Questionnaire Tabulation Form.......................................................63
Appendix 4.Percentage of Students‟ Interest ......................................................69
Appendix 5.Students‟ Answer for Each Item in Questionnaire ..........................71
Appendix 6.Transkip Interview ..........................................................................74
Appendix 7.Documentation ................................................................................79
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CHAPTER I
INTRODUCTION
A. Background of The Problem
Reading is a process to comprehend the meaning of the word in sentences.
The process is an interaction or a way of communication between the reader and
the writer through a text. It is the process by the reader to get knowledge about
something through read the text. Reading is a skill to understand a text and an
activity to get information. Reading is important aspects of learning English
because that activity wills help students‟ to know the meaning of the words and
understand the writer‟s purpose of the text. Reading as activity is defines as an
activity that helps students‟ focuses on aspect of the text and understands it better.
The goal of this activity is to help leaner‟s to understand of the text. It is very
useful for students‟ to additional knowledge and understanding of reading text
materials. Reading text material should easy to understand for students‟ and can
get their attention to read and then, the text is familiar and students‟ have
background knowledge about it. So students‟ are interest to read and enthusiastic
to learn because they are familiar with the text materials.
Reading text material that is given by the teacher has influence on
students‟ interest in read the text. The students „pleasant reads to the text if their
interest what the text tells is. Student interest refers to their attention. It is related
to student pay attention and enthusiastic in reading activity process and their
contributions like active, make assignment and enjoy the process. They need to
learn English especially reading activity more enjoy and easy to understand.
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Overall, the reading text materials have influence on student interest in reading
activity.
The example of reading text material is students‟ have background
knowledge on local culture text material. Local culture is the culture in our
residence it is relation with students‟ environment. Local culture has connection to
all aspects in students‟ daily life, including: art, music, history, historical place,
traditional food, folk tale, legend and so forth. Local culture text material is the
content of the text tells about students‟ environment and daily knowledge.
Students‟ who read local culture text material will interest to learning because
there have background knowledge about what will learn.
Related to Mahardika (2018:1) the teaching reading material should also
take into students‟ culture and background knowledge, because the language is
inseparable part of culture. Therefore, when teaching English in the context of
English as a foreign language, the both of the English language culture and the
students‟ own culture must be taken in to the reading text material to make
students‟ interest read the text. Local culture text material can be a great help in
teaching English for non-native English speaker likes Indonesian students‟.
Background knowledge is an important aspect to successful reading and studies
show the lack cultural familiarity with the subject matter has a greater impact on
reading text. It means that background knowledge is one of the aspects that will
support students‟ interest toward reading activity in the class.
The researcher did practice teaching at school exactly at SMAN1 Enam
Lingkung Kabupaten Padang Pariaman on October 2018. The researcher found
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students‟ has good score when the teacher used local culture text material in
reading activity. Students‟ quickly understudied the text given by teacher and they
seem happy when the teacher gives the local culture text material and teacher
asked about their understanding of the text that has been read. More students‟ got
the good score in reading local culture text material and then, a few a students‟ got
bad score. It means students‟ interest in this text material because only a few
students‟ cannot reach the best score in reading.
In summary, reading is the complex process to understand the content of
the text especially in English text. Because of that, the background knowledge is
one of the aspects in support students‟ interest in reading. Students‟ do not have
background knowledge about that tells from the text has lack interest in reading.
Then, the data show students‟ SMAN 1 Enam Lingkung get best score in reading
using local culture text material. So, concern with the explanation above, the
researcher interest to do analyze students‟ interest on local culture text as material
in reading activity.
4
Example descriptive local culture text materials
Source:Pedoman Pengintegrasian Pendidikan Al-Quran dan BAM Pada Mata
Pelajaran Bahasa Inggris (SMA)
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B. Identification of The Problem
Reading as the activity to getting information from the text is one of the
lessons that student learning English. In accordance of the explanation in the
background reading text material need suitable with students‟ knowledge. In fact,
there are phenomena in learning English especially in reading activity. The
students have a good score when the teacher gives the text about local culture text
material. After that, students are happy follow the teaching learning process in the
classroom. Students are active to answer the question and ask to the teacher about
the local culture text material. Next, the text is interesting for students because the
text familiar for them. The students‟ ability to get‟s information and makes
inferences when they are familiar with the text. The materials should near
students‟ environment and there have background knowledge about that tells of
the text. To get students‟ interest in reading activity, teacher can use the local
culture text materials because the text is tell about student environments and
students‟ have background knowledge about it.
C. Limitation of The Problem
Based on identification above, the researcher will focus on local culture
text material to gets student interest. The researcher will analyze the local culture
text materials on students‟ interest in reading activity because the text is include
students‟ background knowledge and the topic usually near with student daily
knowledge and their life experience.
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D. Formulation of The Problem
Based on limitation of the problem above, the researcher wants to identify
the general problem of this research that the students‟ interest on local culture text
materials in reading activity at the class. From the general problem researcher will
formulated as question follows “are students‟ interest on local culture text
materials in reading activity a study at SMAN 1 Enam Lingkung?
E. Research Question
In accordance with the formulation above, the study aims is to answer the
question: how is students‟ interest on local culture text materials in reading
activity a study at SMAN 1 Enam Lingkung.?
F. Purpose of The Research
The general purpose of this research is to describe students‟ interest on
local culture text materials in reading activity a study at SMAN 1 Enam
Lingkung.
G. Significant of The Research
The researcher expects this research can describe students‟ interest on
local culture text materials in reading, this research is purpose to give contribution
as the students‟, teacher and readers and researcher itself. The first for student is
to gives information and add them to interest in reading activity through local
culture text material. Then, for the teacher, it can help the teacher get information
about students‟ interest toward the use of local culture text materials in reading
activity. Next for the reader is to give new information and additional knowledge
about the applicant the local culture text materials in reading that are beneficial for
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the students‟ learning process. The last for the researcher it is hopes can give
knowledge and experience about students‟ interest on local culture text materials
in reading activity study at SMAN 1 Enam Lingkung, Kabupaten Padang
Pariaman.
H. Definition of Key Term
To avoid misunderstanding on some conceptual terms in this research, it is
necessary to define them. The key term uses are follows:
a. Students’ Interest refers to students‟ feeling and how their respect and
attention about the local culture text material.
b. Local Culture Text Materials is content of the text that it contains the
information about activity, stories, tradition, beliefs or things that grows and
develops in an area of students‟ environment.
c. Reading Activity is refers to the students‟ activity to get information, ideas,
and knowledge when read a text.
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CHAPTER II
REVIEW RELATED LITERATURE
In this chapter, some theories from experts will be stated. Related to the
title “ an analysis of students‟ interest on local culture text material in reading
activity”, that researcher going to discuss about reading, local culture text
materials, students‟ interest, the characteristic students‟ reading interest, review
of related finding and conceptual framework.
A. Definition of Reading
Reading is one of the basic skills in learning English that students‟ should
capable. It means that reading is the path to success in school and life. The skill is
understands of the written word, the understanding of the content and the
construction of meanings in the text. Reading is very important in learning
English as second language, because it will give a great effort for students‟ to get
information in English reading text. Reading is also a productive skill in that
students‟ are both receiving and transmitting information in the text and the
purpose is to get the information.
Mention to Seyler (2004:3) reading is the process of obtaining or
constructing meaning from a word or cluster of words. Reading is process
comprehend the word in a text where the reader can get more information and
knowledge from them. It means when students‟ read the text the student try to
search the point or the information from the word in text. In reading activity
teacher need to know student attention toward reading a text and how them
understanding about it.
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According to Donal (2015:30) reading is an activity how to comprehend
the author‟s idea so it can add new information or idea to the reader. It means that
reading likes interaction between the reader and writer. The interaction in reading
is analyzing the idea that gives from the write then student will get new
information from it. Reading is good an activity in the class because it is useful to
students‟ knowledge. Reading is known as process of interaction among the
reader, the text and context. A reader reads to understand, to remember what is
understood and put the understanding to use. It is show that reading is complex
process to be understood in reading texts. Then, in process reading student not
only interaction with the text but also overall part the text likes the topic, context,
and purpose of the text should understand for student. So, the text should familiar
with student to make them interest and follow the activity in reading and make the
class situation more attractive and the text must easy to understand for student.
Moreover, Cline, Christopher Johnstone, & Teresa King (2006:2) define
Reading is the process of deriving meaning from text. For the majority of readers,
this process involves decoding written text. Reading is decoding and
understanding text for particular reader purposes. To understand reading text,
readers engage in constructive processes to make text meaningful, which is the
end of reading to be achieved. Decoding requires translating the written words
into the spoken words. The students‟ decode each word in text automatically
comprehend the meaning of read.
Related to the explanation above, the researcher concludes that reading is a
skill to understand a text in complex process to gets idea. It is start from seeing
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relation among word, connection an idea, translating words and understanding the
context. It is complex activity in digesting the word and gets the meaning from the
text and automatically additional knowledge. To make student covered all of the
process the text should interest to them. Then to make students‟ can accept all of
the process teacher give text that student have basic information about it.
B. Local Culture Text Material in Reading
Local culture is the culture that growth and develops on the society in
hereditary. The term of local culture is commonly used to characterize tradition
group of people in particular area. Local culture is everything that we create and
share as part of our lives in the place where we live. Local culture is relation to
our residence with the environment, in our local music and artistic expressions, in
our community‟s history and contemporary social issue and our family stories.
According to Syahri & Susanti (2016:98) local culture text material refers to the
text which present the theme of the reading text based on learners‟ own culture.
Usually, the local culture texts materials are tells about objects, actions and
behaviours that reveal cultural meanings in particular area.
Moreover, Royani (2013:132) local culture is the culture where the
students‟ live. It means that local culture growth in students‟ environment. The
local culture text material in this situation refers to students‟ regional culture. The
local culture text material is relation between texts and the topics that contain
about the students‟ daily life. Then it is a social behaviour and norms in student
life, the culturally localize reading materials is beneficial for students‟ and the
recognize elements of culture that are interesting for student. Local culture in
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Indonesia is reflected in the diversity of cultures and customs of the society.
Ethnic groups in Indonesia, such as Javanese, Sundanese, Batak, Minang, Timor,
Bali, Sasak, Papua, and Maluku have customs and different languages. Each of
these tribes grows and develops in accordance with the natural environment.
According to Budiyanto (2017:93) penggunaan kata “lokal” dalam
kalimat “budaya lokal” secara tidak langsung telah menunjukan batas wilayah
asal atau tempat berlakunya. Namun petunjuk batasan wilayah tersebut bersifat
relatif. Bila yang dimaksud wilayah adalah Indonesia, maka bagian-bagian yang
ada didalamnya seperti (Jawa Timur) disebut local.
It means the term local culture is relative, it is depend on the objective
which the region that researcher mean. In this research researcher emphasis the
local culture text material on students‟ regional culture, it is refers to West
Sumatera culture, because the SMAN 1 Enam Lingkung located in Padang
Pariaman district at West Sumatera. Overall, that local culture text material refers
to the human beings‟ way of life, festival, historical place, history, art, music
dance and food which come from West Sumatera region.
It is supported by Ningtyas, Diem, & Vianty (2016:1252) local culture is
students‟ native culture, either regional or national culture. It means that local
culture text material growth in students‟ region or national environment and
students‟ common with the culture. The local culture text material is idea of the
text and everything that recognizes that people‟s daily knowledge comes from
shared life experiences and information. The local culture text is only the topic
which is inserted in the text.
To sum up, local culture text material refers to the text that tells about
culture likes history, traditional food, dance, custom in a region or country,
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legend, folk tale, story tale, and so forth. Students‟ familiar with the text because
they are have background knowledge with the text. In local culture text material
students‟ have basis information or background knowledge about that tells of the
text. Background knowledge is one of the important aspects to make student
interest in reading text. Local culture text material is one of the important aspect
that teacher teach in reading activity. The concept of reading material is not
change the English material that teacher should teach for student, but the teacher
create the material can be implemented in reading and the topic appropriate to
students‟ knowledge. The local culture text materials can be interested by
students‟, because they are known about the materials.
C. Students’ Interest
1. Definition of Student Interest
Interest is a person or students‟ feeling to concern and attention to
something. Students‟ interest is very important in reading activity. Student will
get more knowledge and information when they interest to read something.
Students‟ who have interest will try hard than the student less interest in reading
something. The best interest will give influence on student activity. Students‟
interest to read local culture text material is related to student attention, response
and feeling toward the text.
According to Xiao & Zhang (2016:15) Interest is more related to
performance than students‟ beliefs about the importance of effort or natural
abilities. It means that interest in reading activity refers to student action from
student motivation and their desire to get more information from the text that they
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read. Kusmaryati & Amertaningrum (2017:186) students‟ interest is important in
learning and interests also play an important role in developing students‟ thinking
ability. Interests powerfully influence students‟ academic especially in reading
activity. When students‟ are interested in what they are learning, hopefully they
will pay attention; they will also process the information more efficiently, and
employ more effective learning strategies, such as serious, critical thinking, and
making connections between knowledge and understanding. Further, when the
students‟ are interest in a text, they will work harder and bringing more of their
self skills better.
In addition, Kahu, Nelson, & Picton (2017:57) Interest is theorized as both
a motivation and an emotion. Motivation related their students‟ desire to pleasure
and the emotion is the mental stated or feeling to something likes love, happy, fear
hate and others to read local culture text material in reading activity. In other
theory from Harackiewicz & Hulleman (2009:42) being interested in something
can mean that we care about it, that it is important to us, and that we have (mostly)
positive feelings towards it. The statement above signs the interest in reading local
culture text material relation to student themselves to give positive feeling and
their attention to read the text.
Mention to Ahsbahs (2002:98) interest is an individual concept which
requires an appropriate approach that is psychologically focusing on individual.
Its mean the interest is as motivation that comes from student itself. It is student
desire and feels to interest to read the text, and the impact who student interest
14
toward the content of text will give their attention more while learning on local
culture text material.
In brief, the interest comes from personal of student that is psychologically
students‟ feeling and desires to do care something. Students‟ interest in reading
refers to students pay attention and focus toward the situational in English
learning process. It is will support students‟ knowledge and making enjoyable to
follow the process. The students‟ interest on local culture text material could the
teacher look from the criteria students‟ interest and their feel about the text
material.
2. The Indicators of Students’ Interest in Reading
Students‟ reading interest can be defined as students‟ condition to desire
and willingness to perform reading activities. It is refers to students‟ eagerness
and pleasure to reading local culture text material. The indicator is measurement
to indicate level of something. In this research is to indication of students‟ reading
interest on local culture text materials in reading activity. It is recognize to
characteristics students‟ attention toward local culture text materials and how
them feel. s
Mention to Dai (2013:165) reading interest refers to the awareness,
attention, and curiosity towards a certain subject, activity, pursuit, people, idea or
place achieved through reading. The following are considered in reading interest:
the first is the extent of interest in reading; it is the range of students‟ interest in
reading text materials that is including (very much, much, not much, not at all).
The second is specific reading interests; it is kinds of text that students‟ read. The
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specific reading interests are adventure, historical, fantasy, horror, humors,
romance, biography, and others. The third is types of reading materials. The types
of reading materials are magazines, newspapers, books, comic books, comic
books. The last is specific reading habits, it is about reading during free time,
finding time to read, reading materials required in school only.
Next, Kasper, Uibu, & Mikk (2018:604) indicate the questionnaire for
measuring students‟ reading interest was compiled in consideration of the
background question. The first reading for fun, reading for fun or pleasure means
any reading that is primarily for enjoyment. Second reading to learn something
new, it is meaning students‟ read the text to gets some new information to their
additional knowledge. The last reading for certain among of time per day, it is
relation to students‟ number of minutes spend reading each day.
According to Prasetyono (2008:58) “Rasa keingintahuan atau perhatian
(attention) terhadap suatu objek menimbulkan rasa ketertarikan atau menaruh
minat pada sesuatu. Anak yang mempunyai perhatian akan menjadikan aktivitas
membaca bukan hanya sekedar membaca, tetapi untuk mendapatkan sebuah
informasi (needs). Di balik aktivitas membaca, terdapatjuga tujuan yang lebik
spesifik yaitu sebagai kesenangan (pleasure). Rasa ketertarikan akan
menimbulkan rangsangan atau keinginan (desire) untuk melaksanakan membaca.
Keinginan yang tinggi membaca pada anak menimbulkan keinginan terus
membaca (action)”.
It means that students reading interest can be seen from internal and
external factors that come from students‟ it selves. Reading interest is relation to
students‟ action to attention, need, desire, pleasure and action. The first is
attention, attention is the act to watch and focus to something. The characteristic
student‟s attention can be look from student concentration, focuses and active to
the read text. The second is need, needs is a condition in the person of a student
16
who driving him to certain activities in order to achieve a goal. The criterion
students‟ needs read the text can be seen from students‟ purpose to read the text
material likes to gets information. Third is pleasure, pleasure is students‟
enthusiastic and motivation to read the local culture text material. Students‟
pleasure to the text material can be seen from students‟ read the text material
without the force from teacher or others. Fourth, students‟ desire read the text
material. It is related to students‟ activities reading text material like read the text
in the library and home then. And the last is students‟ action toward the text
material. Students‟ effort to find the text material in other sources likes internet.
The students‟ activities like ask to the teacher about the material and make a note
and students‟ action to find the text material likes visit the library or bookstore.
In brief, the indicators of students‟ reading interest can use as instrument
to measure students‟ level of reading interest on local culture text material in
reading activity. From explanation above aspects of students‟ reading interest can
be seen from students‟ attentions, needs, pleasure, desire, and students‟ action to
reading text material.
D. Review of Related Findings
In supporting the strengths of this research, the writer reviews some related
findings that related with analysis of the use of local culture by teacher in reading
text. The first related finding is reviewed a thesis written by Amin (2017) in his
research title about Local Culture Stories as Alternative Reading Materials for
Students’ (A Contextual Teaching and Learning for High and Low Interest).
In this research the researcher examine the effectiveness of contextual learning
17
using local culture based stories to improve the students‟ reading skill in MTS
Nahdlatul Muslimin Kudus. The study was conducted use quantitative approach
which uses statically data and using factorial design. It is one of the experimental
methods with two research groups and two control groups. The data were
collected by using a pre-test and post-test. The instruments of pre-test and post-
test were tried out to 35 eight grade students‟ in class C of MTS Nahdlatul
Muslimin Kudus in academic year of 2014/2015 which has same level and
characteristic. It consisted of 30 items of multiple choice of reading
comprehension test. The results show that there was a significant improvement
between pre-test and post-test in both control and experimental group with the
level of significance. It is mean the methods are effective in improving the
students‟ reading skill both for the students‟ with higher and lower interest.
Then, Utami, Nitiasih, & Artini (2014) in the research title is about
Developing Culture-Based Supplementary Reading Material For The Eighth
Grade Students of SMP Laboratorium Singaraja. In this research, identifying
the potentials and problems in reading in EFL classes, describing the outlook of a
well developed culture-based supplementary reading material, analyzing the
quality of the newly developed culture-based supplementary reading material for
the eighth grade students of Junior High School. This study was based on the
result of the preliminary observation which showed that there was a need to
develop reading material which contains some cultural aspects in it. This research
employed Research and Development model adapted from Sugiyono (2011) R&D
model. The culture-based reading material developed in this research was in the
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form of supplementary reading. The first finding identified topic selection,
pictures or illustration and kind of reading activities as the problems in reading
and they were used as the consideration in identifying the potentials in developing
reading material. A well developed culture-based supplementary reading material
can be described from five aspects: construction, content, language use, physical
appearance, and reading activities. There were four themes in the material; they
were Balinese traditional clothing, Balinese food and drink, Places of interest in
Bali, and Balinese traditional dance. The material was evaluated by the experts for
its validity. The validity measurement showed that the score given from all
experts showed that the prototype had excellent quality where the mean score of
the experts was 4.58 and the excellent category was Sr < 4.485. In addition, the
practicality showed that the students were doing excellent during the
implementation of culture-based supplementary reading material and both teacher
and students gave positive attitude towards the implementation of the product.
Next, Rodliyah, Imperiani, & Amalia (2014) in the research title is about
Indonesian Tertiary Students’ Attitudes towards the Use of Local Culture VS
Target Culture Reading Materials in English Reading Class. In this research
researcher employed descriptive qualitative design to gain more information on
students‟ attitude in English reading class. The subject of the study is first year
English Education department student. The date was gained by delivering linker
scale questionnaire with a total of 8 items to the students‟ on their attitude toward
the reading material given to them in one semester. In addition to this, a semi-
structured interview was conducted to verify the data and there were 10open-
19
ended question to gain further information. The finding reveals that in general
they show positive attitude to both local culture and target culture reading
materials with the majority of them prefer reading interest target culture reading
materials.
In conclusion, regarding students‟ preference toward the use of cultural
content of reading materials in the classroom, the data show local culture text
materials is students has positive attitude. The local culture text material can
improve them score in reading activity. It means that helps the students‟ in
learning English especially in reading activity. Then, using local culture based
stories effective to improve the skill of students‟ in reading comprehension. The
different research from the above, researcher wants to analyze students‟ interest
on local culture text material in reading activity a study at SMA N 1 Enam
Lingkung.
20
E. Conceptual Framework
The conceptual framework is the steps for researcher to do research. In this
research, researcher will analyze the use of local culture text to gets students‟
interest in reading activity a study SMAN 1 Enam Lingkung Kabupaten Padang
Pariaman. Therefore, the conceptual framework of this research:
Figure 1
Figure 1.1Conceptual Framework
Based on conceptual framework above, researcher did the research about
analysis of students‟ interest on local culture text material in reading activity.
Researcher did analyze student interest with the questioner and interview. Then,
researcher did the research to see the students‟ interest on local culture text in
reading activity at SMAN 1 Enam Lingkung based on the indicators from
Prasetyono.
Local Culture Text Material
Reading Activity
Indicators Students‟Reading
Interest
1. Attention
2. Need
3. Pleasure
4. Desire
5. Action
21
CHAPTER III
RESEARCH METHOD
In this chapter the researcher discussed the point about research design,
participants, sampling technique, instrumentation, data collection and data
analysis.
A. Research Design
Design of the research is a process to collecting the data and advancing the
knowledge process of designing. According to Akhtar & Islamia (2016:68)
research design is the plan, structure and strategy and investigation concaved so as
to obtain ensured to search question and control variance. In this research, the
researcher used descriptive research as research design because the researcher
analyzed students‟ interest on local culture text material in reading activity.
Kothari (2004:310) says descriptive research studies are those studies which are
concerned with describing the characteristics of a particular individual, or of a
group, whereas diagnostic research studies determine the frequency with which
something occurs or it is association with something else.
B. Participants
In this research researcher used the participant as the sample. Participant is
a person or subject who participates in research. According to Gay & Arasian,
(2000:209) participant selection is to identity participants who can provide
information about the particular topic and setting being studied. The participant
can provide the information that researcher need. The participant of this research
was students‟ at SMAN 1 Enam Lingkung Kabupaten Padang Pariaman,
especially a study at tenth grades students‟ of science studies (10th
.MIPA) there
21
22
are X.MIPA 1, X.MIPA 2, X.MIPA3, X.MIPA 4, X.MIPA 5, and X.MIPA 6. The
total of students‟ science studies X.MIPA show on the table.
Table 3.1 quantity of Students X.MIPA
No Class Quantity
1 X. MIPA 1 31
2 X. MIPA 2 33
3 X. MIPA 3 30
4 X. MIPA 4 32
5 X. MIPA 5 27
6 X. MIPA 6 34
Total 187 Source: school administration of SMAN 1 Enam Lingkung
C. Sampling Technique
Sampling technique is act or the process analysis the data. Sampling
means selection of individuals from the population in such a way that every
individual has equal chance to be taken into the sample. In this research the
researcher used simple random sampling. According to Gay & Arasian
(2000:134) simple random sampling is the process of selecting a sample in such a
way that all individuals in the defined population have an equal and independent
chance of selection for the sample. Then, Gay and Airasian adds descriptive
research common used sample 10%-20% from the participant. In this research
there were six classes of tenth grades students‟ of science studies (10th
.MIPA) at
SMAN 1 Enam Lingkung with total 187 of students‟. Thus, researcher took 20%
from the total of students‟. So, the total of sample of this research was
37students‟.
23
D. Instrumentation
To find the students‟ interest on local culture text material the researcher
need the instrument to provide the information. According to Gay & Arasian
(2000:145) the instrument is a tool or something that is used to collect the data. It
is measurement tool that researcher used in gathering of data. The instruments that
researcher used in this research are questionnaire and interview.
1. Questionnaire
In this research, the researcher used the questionnaire. Questionnaire refers to
some questions that researcher gave to respondent to answered it to get‟s the
data. Nayak & Singh (2015:97) say questionnaire is a research instrument
consisting of a set of questions (items) intended to capture responses from
respondents in a standardized manner. Questionnaire is simply a „tool‟ for
collecting and recording information about a particular issue of interest.
Questionnaire is a form prepared and distributed to secure responses to
certain questions. In this research researcher used the likert scale in the
questionnaire. According to Gay & Arasian (2000:157) a Likert scale requires
an individual to respond to a series of statements by indicating the answered.
Each response is assigned a point value, and an individual‟s score is
determined by adding the point values of all the statements. Likert scale is
type of rating scale to indicate response of students‟ interest. The likert scale
used to ask students‟ level of interest on local culture text material in reading
activity. There are indicators of students‟ interest that researcher used in this
research:
24
Table 3.2 indicators students’ interest
No Indicator Sub indicator Number
of items
1. Attention
a. Focused and concentration in read
the text
b. Active in the class
1,2,3,4,5 and 6
2. Need
a. Read the text material as
additional information
7,8,9,10 and 11
3. Pleasure
a. Enthusiastic to read the text
b. Enjoy in reading text material
12,13,14,15,16 and
17
4. Desire a. Students‟ eagerness to read the
text
18,19,20 and 21
5. Action a. Visit the library 22,23,24 and 25
Source: Prasetyono (2008)
Table: 3.3 alternative answers for the questionnaire
Alternative
answered
Score
Always 5
Often 4
Sometimes 3
Ever 2
Never 1
Source: Sugiyono 2013
2. Interview
Interview is a process communication between the participant and the
researcher to collect the information. Gay and Airasian (2000:219) Claim that an
interview is a purposeful interaction, usually between two people, focused on one
person trying to get information from the other person. The researcher used
unstructured interview in this research. Unstructured interview means that the
interview without any set format but the questions based on the respondents‟
responses and the interviewer may have some key question.
25
E. Technique of Data Collection
In gathering the data the researcher used the questionnaire and interview.
Before do the research, the researchers arranged the research schedule. The first
step researcher prepared the instrument from the questionnaire. Then, the
researcher went to SMAN 1 Enam Lingkung as the place of researcher participant
and permission to the staff and teacher do research in the school. After that
researcher came to the class bring questioners and asked the respondent
(students‟) fill the questionnaire. Next, researcher interviewed a few of students‟
to getting the more data. The last researcher collected and analyzed the data the
researcher used the steps analyzing the data from Gay and Airasian.
F. Technique of data analysis
Techniques of data analysis is technique to process, describe, illustrate or
evaluating the data. After collecting the data, the researcher analyzed the data
based on instrument. According to Gay and Airasian (2000:239) there are four
steps of analyzing the data: reading/memoing, describing, classifying, and
interpreting.
1. Reading/ memoing,
The first step in analysis of data is reading/ memoing. The process focuses
on becoming familiar with the data. In this step the researcher read all of
data to found the information about students‟ interest on local culture text
material in reading from the questionnaire.
26
2. Describing
The next step was describing. The goal is to examining the data in depth to
provide detailed description of the setting, participant and activities. In this
stage, the researcher described the data from questionnaire and interview
to get the data in detail.
3. Classifying
The classifying is process categorizing and coding of data referring to the
result from questionnaire and interview. In this step researcher classified
and categorize the data students‟ interest with indicators and classified
them in to formula by Riduwan (2012:89):
Where:
P= Percentage of student interest
F= Frequency (total of students‟ response)
N= Total score ideal of item
4. Interpreting
The last step was interpreting; interpreting and synthesizing the organized
data into general conclusions understanding. In this step researcher
interpreted the data of students‟ interest on local culture text material in
reading activity. The criteria of interpreting score based on Riduwan
(2012:89)
27
Table 3.4 the criteria of interpreting score
No Score Criteria
1 0%-20% Very low
2 21%-40% Low
3 41%-60% Enough
4 61%-80% High
5 81%-100% Very high
Based on the criteria above researcher determine students‟ interest on local
culture text material.
28
CHAPTER IV
RESEARCH FINDINGS
In this chapter, the researcher talked about result of the research. The
researcher discussed about data description, general description, specific
description, data analysis and interpretation. The researcher has been found the
students‟ interest on local culture text material in reading activity. The data of
students‟ interest on local culture text material in reading activity show in this
chapter.
A. Data Description
In this research, the researcher gave the questionnaire for students‟ science
studies tenth class at SMAN 1 Enam Lingkung. The aim of this researcher was
analyzed of students‟ interest on local culture text material in reading activity. In
gathering the data the researcher used the questionnaire and interview as the
instrument; the interview used to gets students‟ interest description about local
culture text material in reading activity. The questionnaire arranged from the
theory by Prasetyono (2008). There were five indicators students‟ interest on local
culture text material in reading activity are attention, need, pleasure, desire and
action. Thus, the sample of this research was 37 students‟ science of SMAN 1
Enam Lingkung grade tenth. There were from six class students‟ science grade
tenth of SMAN 1 Enam Lingkung.
B. General Description
The questionnaires created by the five indicators from student‟ reading
interest. Before distributing the questionnaire the researcher validated the
questionnaire by the validator. The researcher distributed the questionnaire to the
28
29
students‟ in class X.MIPA 1, X.MIPA 2, X.MIPA 3, X.MIPA 4, X.MIPA 5, and
X.MIPA 6. The researcher took six students‟ each class. The researcher used the
simple random sampling to choose the sample.
The questionnaire consisted of 25 items that contained of 6 items for
attention. There were stated about students‟ focus on reading local culture text
material and actives in the class when the teacher teaches local culture text
material. The next indicator is need, the need contained 5 items that talked about
students‟ need to read the local culture text material is to gets more information.
The information is about students‟ surrounding in their province area. Then, the
indicator pleasure is stated about students‟ enthusiastic and enjoy read the local
culture text material. This indicator contains 6 items. The next is desire; the
indicators contained 4 items that stated about students‟ desire in reading local
culture text material. The last is action, the action is students‟ visited the library to
read the textbook especially about local culture text material or find in another
sources likes internet. The indicator contained 4 items.
C. Specific Description
1. Attention
Attention is the act to watch and focus to something. This indicator
contained of students‟ focus and active doing activity in the class especially the
English text tell about local culture text material. There were six items for
indicator of attention. The number start from item number 1, 2, 3, 4, 5, and the last
is number 6. This indicator asked about students‟ attention on local culture text
30
material. The statements asked students understanding of the text. The detail data
show on the graphic bellow:
Graphic 4.1: students’ attention on local culture text material
For the item number 1 “saya berusaha memahami bacaan teks budaya lokal
secara mendalam” the result is 74.59% and the category of this item is high. In
this item, could be seen nine of 37 students answered always try to comprehend of
the text, fourteen of 37 students answered often to try to comprehend of the text,
ten of 37 students answered sometimes, three of 37 students answered ever and
only one of 37 students answered never try to comprehend of the text material.
Then, based on the group of respondent this item got 24.32% students stated
always, 37.83% students stated often, 27.02 % students stated sometime, 8.1 %
students stated ever and 2.7% students stated never try to comprehend of the local
culture text material.
For the item number 2 “Saya dapat menjawab pertanyaan terkait teks
budaya lokal dengan mudah” the researcher got the percentage is 87.02% and it is
very high category. In this item nineteen of 37 students answered always easy to
74.59%
87.02%
68.10% 68.64% 67.02%
81.62%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
item 1 item 2 item 3 item 4 item 5 item 6
Attention
items
31
answered the question related to local culture text material, thirteen of 37 students
answered often to do it, four of 37 students answered sometime, only one of 37
students answered never and no one students answered never easy to answered the
question related to local culture text material. The percentage group of respondent
in this item is 51.35 % students stated always, 35.13 % students stated often,
10.81% students stated sometime, and 2.7 % students stated never easy to answer
the question related to local culture text material.
For the item number 3 “Saya dapat menceritakan kembali isi bacaan teks
budaya lokal” the percentage is 68.10% and the category is high. It means that
five of 37 students answered always can retell the local culture text, fourteen of 37
students answered often; twelve of 37 students answered sometimes, three of 37
students answered ever and never to do it. For the group of respondent, there are
13.51% students stated always, 37.83% students stated often, 32.43% students
stated sometime and 8.10% students stated ever and never.
For the item number 4 “Saya mendapat nilai yang sangat baik ketika
menjawab pertanyaan teks budaya lokal” the result is high with the percentage is
68.64%. In this item there were seven of 37 students answered always got the very
high score when answered the question related to local culture text material , nine
of 37 students answered often, fifteen of 37 students answered sometime, and five
of 37 students answered ever and one of 37 students answered for never to do it.
The researcher got the percentage for group of respondent were 18.91% students‟
stated always, 24.32% students stated often, 40.54% students stated sometime and
32
13.51% students stated ever and 2.7% students stated never get the very high
score when answered the question related to local culture text material.
For the item number 5 “Saya sering membaca teks budaya lokal” the
percentage is 67.02% and it is high. It could be seen five of 37 students answered
always read the local culture text material, eleventh of 37 students answered often
to read the text, thirteen of 37 students answered sometime, eight of 37 students
answered ever and no one of students answered never to do it. Based on the group
of respondent there are 13.51% students stated them always, 29.72% students
stated often, 35.13% students stated sometime 21.62% students stated ever to read
the local culture text material.
For the item number 6 “Saya tertarik dengan membaca teks budaya lokal”
it has percentage 81.62% and the category is very high. In this item, there were
thirteen of 37 students answered always interest to local culture text material,
seventeen of 37 students answered often, five of 37 students answered sometime,
and only one of 37 students answered ever and never to do it. For the percentage
group of respondent, the researcher got 35.13% students stated always, 45.94%
students stated often, 13.51% students stated sometime and 2.7% students stated
ever and never to interest for this text.
2. Needs
Needs is a condition in the person of a student who driving him to certain
activities in order to achieve a goal. There are five items for indicator needs. The
items number start from number 7, 8, 9, 10, and the last is number 11. The
33
indicator of need contained the statement of students‟ need to get information in
reading local culture text material. The specific data show on the graphic below:
Graphic 4.2: students’ needs on local culture text material
For the item number 7 “Membaca teks budaya lokal untuk menambah
wawasan tentang daerah sendiri” the result is very high with the percentage
82.16%. It means that fifteen of 37 students answered always read the text to
additional knowledge, twelve of 37 students answered often, nine of 37 students
answered sometime, only one of 37 students answered ever and no one students
answered never that read the local culture text material to additional knowledge.
Based on the group of respondent in this item, the researcher got 40.54% students
stated always, 32.43% students stated often, 24.32% students stated sometime,
and 2.7% students stated ever.
For the number 8 “Saya membaca teks budaya lokal tanpa keterpaksaan”
the percentage is 68.64% and the criterion is high. There were six of 37 students
answered always read the local culture text material without the force from other,
82.16%
68.64%
83.24%
68.64%
59.45%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
item 7 item 8 item 9 item 10 item 11
Needs
items
34
eleven of 37 students answered often to do it, fifteen of 37 students answered
sometimes, three of 37 students answered ever and two of 37 students answered
never. Then, based on the group of respondent the researcher got 16.21% students
stated always, 29.72% students stated often, 40.54% students stated sometime,
8.10% students stated ever, and 5.40% students stated never read the local culture
text material without the force from other.
For the item 9 “Saya mendapat informasi baru yang belum diketahui
tentang daerah saya melalui membaca teks budaya lokal” the researcher got very
high percentage it is 83.24%. For this item researcher got the result is seventeen of
37 students answered always, thirteen of 37 students answered often, four of 37
students answered sometimes, two of 37 students answered ever and only one
students answered never. Based on the group of respondent in this item are
45.94% students stated always, 35.13% students stated often, 10.81% students
stated sometime, 5.40% students stated ever and 2.7% students stated never.
For the item number 10 “Saya menghubungkan apa yang sudah saya
ketahui dengan informasi baru yang ada dalam teks budaya lokal” the result is
high with the percentage is 68.64%. For this item there are six of 37 students
answered always, thirteen of 37 students answered often, ten of 37 students
answered sometime, seven of 37 students answered ever and only one student
answered never. Then, for the group of respondent there are 16.21% students
stated always, 35.13% students stated often, 27.02% students stated sometime,
18.91% students stated ever and 2.7% students stated never.
35
For the item number 11, “saya membaca teks budaya lokal karena memuat
informasi penting tentang daerah sekitar saya” the percentage is 59.45% and the
category is enough. In this item only one of 37 students answered always and
never, nine of 37 students answered often, sixteen of 37 students answered
sometimes and ten of 37 students answered ever. Based on the group of
respondent there are only 2.7% students stated always and never, 24.32% students
stated often, 43.24% students stated sometime, and 27.02% students stated ever.
3. Pleasure
Pleasure is students‟ enthusiastic and motivation to read the local culture
text material. Students‟ pleasure to the text material can be seen from students
read the text material without the force from teacher or others and students‟ happy
and enthusiastic in reading the local culture text. In this indicator, there were six
items relation to students‟ pleasure on local culture text. The number of item
started from number 12, 13, 14, 15, 16, and the last number 17. The detail data
show on the graphic below:
Graphic 4.3: students’ pleasure on local culture text material
68.10%
73.51%
69.18%
71.89%
76.75%
78.91%
60.00%
65.00%
70.00%
75.00%
80.00%
item 12 item 13 item 14 item 15 item 16 item 17
Pleasure
item
36
For the item number 12 “saya lebih suka membaca teks tentang budaya
lokal dari pada teks yang lain” the researcher got 68.10% and it is high. It could
be seen four of 37 students answered always, seventeen of 37 students answered
often, eight of 37 students answered sometime, six of 37 students answered ever
and two of 37 students answered never. Based on the data questionnaire the
researcher got 10.81% students stated always, 45.94% students stated often,
21.62% students stated sometime, 16.21% students stated ever and 5.40% students
stated never.
For the item number 13 “Saya bersemangat untuk menbaca teks budaya
lokal” the result is high with the percentage is 73.51%. In this item, there were
nine of 37 students‟ answered always, eleven of 37 students‟ answered often,
thirteen of 37 students answered sometime, four of 37 students answered ever and
no one students answered never. The researcher got the data for group of
respondent is 24.32% students stated always, 29.72% students stated often,
35.13% students stated sometimes and 10.81% students stated ever.
For the item number 14 “Saya senang membaca teks bahasa inggris yang
menceritakan tentang budaya lokal” the percentage is 69.18% and the criteria is
high. In this item, there were ten of 37 students answered always happy in read the
local culture text material in English text, six of 37 students answered often,
twelve of 37 students answered sometime, nine of 37 students answered ever and
no one students answered never. The percentage for group of respondent is
27.02% students stated always, 16,21% students stated often, 32.43% students
37
stated sometime, 24.32% students stated ever and no one students stated for never
to do it.
For the item number 15 “Saya senang membaca teks bahasa budaya lokal
dari berbagai gendre teks” the researcher got 71.89% with the criteria is high. It
means that seven of 37 students answered always, eleven of 37 students answered
often, sixteen of 37 students answered sometime, and three of 37 students
answered ever and no one student answered never. Based on the data researcher
got 18.91% students stated for always, 29.72% students‟ stated often, 43.24%
students stated sometime and 8.1% students stated ever.
For the item number 16 “Saya suka untuk mencari informasi yang belum
saya ketahui melalui teks budaya lokal” the result is high with the percentage is
76.75%. It means that ten of 37 students answered always, fifteen of 37 students
answered often, eight of 37 students answered sometime, and four of 37 students
answered ever. Based on the data questionnaire, researcher got 27.02% students
stated always, 40.54% students stated often, 21.62% students stated sometime and
10.81% students stated ever and no one students stated never to do it.
For the item number 17 “saya senang apabila guru memberikan bacaan
teks budaya lokal” the percentage is 78.91% with the criteria is high. The
researcher got ten of 37 students answered always, eighteen of 37 students
answered often, six of 37 students answered sometime, three of 37 students
answered ever and no one students answered never. The percentage for the group
of respondent could be seen 27.02% students stated them always, 48.64% of
38
students stated often, 16.21% of students stated sometime, then 8.1% of students
stated ever and no one students stated never.
4. Desire
Desire is a strong feeling of wanting to read the local culture text material.
It is related to students‟ activities reading text material like read the text in the
library and home, then make a note that students‟ read. There were four items of
indicator desire. The number of item start from number 18, 19, 20, and 21. The
detail data show on the graphic below:
Graphic 4.4: students’ desire on local culture text material
For the item number 18 “saya akan segera membaca jika ada teks bacaan
bahasa Inggris tentang budaya lokal” the result is high with the percentage
64.86%. In this item, four of 37 students answered always, twelve of 37 students
answered often and sometime, seven of 37 students answered ever, and two o 37
students answered never. Then, for the group of respondent the researcher found
10.81% students stated always, 32.42% students stated often and sometime,
18.91% students stated ever and 5.40% students stated never.
64.86%
55.67%
69.18%
58.91%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
item 18 item 19 item 20 item 21
Desire
items
39
For the item number 19 “Saya bersedia membacakan teks tentang budaya
lokal” the percentage is 55.67% and the category is enough. In this item, three of
37 students answered always, seven of 37 students answered often, twelve of 37
students answered sometime, nine of 37 students answered ever and six of 37
students answered never. The result for group of respondent is 8.1% students
stated always, 18.91% students stated often, 32.42% students stated often, 24.32%
students stated ever and 16.21% students stated never.
For the item number 20 “Saya tidak pernah merasa bosan membaca teks
budaya lokal” the result is 69.18% and it is high. In this item, five of 37 students
answered always, twelve of 37 students answered often, fifteen of 37 answered
sometime, five of 37 students answered ever and no one students answered never.
Based on the percentage group of respondent the researcher got 13.51% students
stated always and ever, 32.43% students stated often, 40.54% students stated
sometime and no one student stated never.
For the item number 21 “Saya memiliki koleksi bacaan teks budaya lokal”
the researcher got enough criteria with the percentage is 58.91%. In this item
could be seen two of 37 students answered always, eight of 37 students answered
often, sixteen of 37 students answered sometime, eight of 37 students answered
ever and three of 37 students answered never. The percentage group of respondent
is 5.40% students stated always, 21.62% students stated often, 43.24% students
stated sometime, 21.62% students stated ever and 8.1% students stated never.
40
5. Action
Action is students‟ effort to find the text material in other sources likes
internet. There are four items questionnaire in this indicator. The item is number
22, 23, 24 and 25. The items ask of students‟ action toward reading text that
relation to local culture text material. The items stated about students‟ do to get
the text material likes searching in internet, going to library or bought the book
about local culture text material. The detail data show on the graphic below:
Graphic 4.5: Students’ action on local culture text material
For the item number 22 “Saya pergi keperpustakaan untuk mencari buku
tentang teks budaya lokal” the result is 55.13% and the category is enough. In this
item only one of 37 students answered always, six of 37 students answered often,
eighteen of 37 students answered sometime, seven of 37 students answered ever
and five students answered never. The percentage based group of respondent can
be seen 2.70% students stated always, 16.21% students stated often, 48.64%
55.13%
67.56% 62.70%
55.13%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
item 22 item 23 item 24 item 25
Action
items
41
students stated sometime, 18.91% students stated ever and 13.51% students stated
never.
Then, for the item number 23, “Saya mencari sumber lain dari internet
tentang teks budaya local” the result is 67.56% with the category is high. In this
item six of 37 students answered always and ever, tenth of 37 students answered
often, fourteen of 37 students answered sometimes, and only one of 37 students
answered never. Then, the researcher got 16.21% students stated always and ever,
27.02% students stated often, 37.83% students stated sometime and only 2.70%
students stated never.
For the item number 24Saya meminjam buku teks budaya lokal pada
teman” the percentage is 62.70% with the category is high. It could be seen five of
37 students answered always, eight of 37 answered often, twelve of 37 students
answered sometime, and eleven of 37 students answered ever and only one of 37
students answered never. The researcher got the result for group of respondent is
13.51% students stated always, 21.62% students stated often, 372.43% students
stated sometime, 29.72% students stated ever and 2.70% students stated never.
For the item number 25 “Saya membeli buku bacaan tentang budaya
lokal” the researcher got 55.13% and enough for the criteria of the percentage.
The researcher got four of 37 students answered always buy the book, seven of 37
students answered often, eight of 37 students‟ answered sometime and twelve of
37 students answered ever and six of 37 students answered never to do it. The
percentage for the group of respondent is 8.1% students stated always, 18.91%
42
students stated often, 21.62% students stated sometime, 32.42% students stated
ever and the last 18.91% students stated never buy the local culture book material.
D. Data Analysis
Through this research, the researcher did answer the research question.
The research question is “how is students‟ interest on local culture text material in
reading activity?” The result of the questionnaire can be seen as follow:
Graphic 4.6: students’ interest on local culture text material
1. Attention
Based on the data questionnaire, the researcher found the indicator of
attention got the total percentage was 446.99 with the average of percentage was
74.49% and the criteria of this indicator was high. It means that students have
attention on local culture text material. Students‟ attention on local culture text
material can be seen from students can answered the question related to local
culture text material in easy and this item got the highest percentage in this
indicator. Then, the students‟ interest to read the local culture text material, the
student try comprehend the text material in deep, next students got the good score
74.49% 72.42% 73.05%
62.15% 60.13%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
Attention Needs Pleasure Desire Action
Indicators
Indicator
43
when answered the questions about local culture text material, after that students
can retell of the text material to others, and then students frequency of read the
local culture text material were enough. Based on the data interview, the
researcher got that students stated about local culture text material was easy to
understand and the local culture text material is interest to students read. Then,
students were easy answered the question related to the local culture text material
because students were understudied. Overall, students are interest to attention on
local culture text material in reading activity.
2. Needs
Based on the data questionnaire, the researcher got the indicator of needs
had the high percentage, it was 362.13 and the average of the percentage was
72.42%. It means that students‟ need of read the local culture text material in
reading activity. Student‟ needs for the local culture text material can be seen
from students got the new information through read the local culture text material
about their environment. Then, students read the local culture text material to get
more information related to students‟ environment. Next, students were read the
local culture text material without divorce from other. Then, students can be
connected about the information that students already known with the new
information and students read the local culture text material because the text
contained the important information. Based on the data interview, students read
the local culture text material make students know about students‟ own culture,
place or the best destination in students‟ environment and students got more
information about their environment.
44
3. Pleasure
Based on the data questionnaire, the researcher found the total percentage
for the indicator of pleasure was 438.34 with average of percentage was 73.05%
and the category was high. It means that students‟ pleasure read the local culture
text material. The students‟ pleasure for the local culture text material can be seen
from students‟ happy when teacher give the local culture text material in reading
activity. Then, students‟ happy to found the information that students already
know through the local culture text material. The next, students are enthusiastic
read the local culture text material. Students‟ pleasure read the local culture text
material in various kind of text. Then, students were happy to read the English
text that told about local culture. And students more like read the local culture text
material than other. Based on the data interview, students are happy and
enthusiastic read the local culture text material because students already known
about the topic of the text. For example students have visited the place that told in
the text.
4. Desire
Based on the data questionnaire, the researcher got the total percentage
248.62 with the average of percentage was 62.15% and the category was high. It
means that students‟ desire to read the local culture text material. Students‟
expressing their interest on local culture text material was the students‟ eagerness
to read the text. Students‟ desire for the local culture text material can be seen
from students never bored to read the local culture text material. Then, students‟
willingness read the local culture text material. The next, students have the
45
collection of English reading about the local culture text material. Based on the
data interview, the researcher got that students‟ category desire read the local
culture text material was enough, because students read the local culture text
material when the teacher gave the material at the class, and students only have a
few topic about the text material.
5. Action
Based on the data questionnaire the total percentage for the item action
was 240.52 and the average of percentage was 60.13% and the criterion was
enough. In this indicator students‟ expressing their action to read the local culture
text materials are through searched the text material on internet, buy some books
or borrow to others and visited the library to found the text. Based on the data
interview, students are rarely visited the library to read the local culture text
material. Usually students searched in internet to get the local culture reading text
material.
E. Interpretation
Based on the data analysis above, the researcher can interpret of students‟
interest on local culture text material in reading activity. The researcher got the
data of students‟ interest on local culture text material was high. The percentage
was 68.48%. Based on the criteria interpreting by Riduwan that criterion is high.
It means that students‟ interest read the local culture text material in reading
activity.
The first students‟ interest on local culture text material is attention. The
data show the indicator of attention got the highest percentage, it was 74.49%, and
46
the accordance with the criteria interpreting by Riduwan the category of
percentage between 61%-80% is high. It could be seen students‟ attention to read
the local culture text is students‟ often read the text, easy to answer the questions
relation to the text material and students‟ understand the text in deep. After that, a
student was easy to understand and answered the question related to local culture
text material. It means that students was focussed and active when read the local
culture text material in reading activity and then, it was suitable with the theory by
Prasetyono that students are attention could be seen from students focussed and
active.
The second is pleasure. According to Prasetyono students pleasure can be
seen from students‟ enthusiastic and motivation on read the local culture text
material. In this research, the researcher found that students happy of read the
local culture text material because students already known the topic. Then the
percentage of students‟ pleasure was 73.05%. After that, based on the category
interpreting from Riduwan researcher can interpret the result was high category. It
means that students are pleasure read the local culture text material.
The third is needs. The indicator of needs got the percentage 72.42%,
Based on the category interpreting by Riduwan the result can be categorize is high
percentage. The researcher found students read the local culture text material to
get more information and knowledge about students‟ environment. Then, it was
suitable with the theory by Prasetyono that stated characteristic students need in
students reading interest can be seen from they need read the text to get
47
information. So, researcher can interpret that students are need to read the local
culture text material.
The next is desire. The researcher found students desire on local culture
text material was 62.15%. Based on the criteria from the Riduwan the result is
high category. Students‟ desire on local culture text material could be seen from
students willingness read the text. It was suitable based on the characteristic of
students‟ desire that stated by the Prasetyono.
The last is action. The researcher found the result of students‟ action on
local culture text material was 60.13%. Based on the criteria interpreting by
Riduwan percentage from 41%-60% was the enough category. It means that
students‟ desire on local culture text material was enough. It could be seen from
students are rarely visited the library to read the text material.
48
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
Related to finding of this research, there were two points which will be
described in this chapter. There were conclusion and suggestion.
A. Conclusions
The researcher did the research to get the data about students‟ interest on
local culture text material in reading activity. The researcher used the
questionnaire and interview to collect the data. The researcher distributed the
questionnaire sheets for students‟ class X.MIPA 1 until 6. After that, the
researcher found the result of this research. The researcher arranged the result of
percentage for students‟ interest on local culture text material in reading activity.
The first highest percentage is 74.49% for attention. The second is 73.05% for
pleasure. The third is 72.42% for needs, the fourth is 62.15% for desire and the
lowest is 60.13% for action. It means that students‟ interest on local culture text
material at SMAN 1 Enam Lingkung is high. In this research the highest
percentage for students‟ interest on local culture text material is attention. The
characteristics of attention could be seen from students‟ focus and concentration.
Students are active in the class.
B. Suggestion
Considering the result of the research, the researcher wants to give
suggestions to the teachers based on the result of students‟ interest on local culture
text material. It is better for teachers to give more assignments to students‟ to
answer the question related local culture text and teachers can ask students‟ to
48
49
make summary about the text and retell the text in front of the class. Then,
teachers provide the local cultural texts material that contain the important
information about students‟ area and it is become an additional knowledge for
them. After that, teacher can provide the local cultural text material from various
genres by varying of theme, so students are happier to read the text. Next, teachers
provide more the collection of local culture text material. The last, teachers give
students‟ more assignments to look for local cultural reading texts such as
searching for them in libraries or the internet. To sum up, the researcher suggest to
the teacher to give the local culture text material in reading activity because
students‟ have high interest on the local culture text material.
50
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53
APPENDIX 1
Indikator Minat Baca Siswa Pada Materi Teks Budaya Lokal Dalam Bahasa
Inggris
Indikator Sub-indikator Pernyataan
perhatian/
attention
melaksanakan
kegiatan
membaca secara
fokus
Saya berusaha memahami bacaan teks
budaya lokal secara mendalam
Aktif di dalam kelas pada materi
teks budaya lokal
Saya dapat menjawab pertanyaan terkait teks budaya lokal dengan mudah
Saya dapat menceritakan kembali isi
bacaan teks budaya lokal
Saya mendapat nilai yang sangat baik
ketika menjawab pertanyaan teks budaya
lokal
Saya sering membaca teks budaya lokal
Saya tertarik dengan membaca teks
budaya lokal
Kebutuhan
terhadap
bacaan/needs
Membaca untuk
mendapatkan
informasi
Saya membaca teks budaya lokal untuk
menambah wawasan tentang daerah
sendiri
Saya membaca teks budaya lokal tanpa
keterpaksaan
Saya mendapat informasi baru yang
belum diketahui tentang daerah saya
melalui membaca teks budaya lokal
Saya menghubungkan apa yang sudah
saya ketahui dengan informasi baru yang
ada dalam teks budaya lokal.
Saya membaca teks budaya lokal karena
memuat informasi penting tentang daerah
sekitar saya
Perasaan
senang
membaca/
pleasure
Senang membaca
teks yang
bernuansa budaya
lokal
Saya lebih suka membaca teks tentang
budaya lokal dari pada teks yang lain
Bersemangat
membaca teks
budaya lokal
Saya bersemangat untuk membaca teks
budaya lokal
Saya senang membaca teks bahasa
Inggris yang menceritakan tentang
54
budaya local
Saya senang membaca teks budaya lokal
dari berbagai gendre teks
Saya suka mencari informasi yang belum
saya ketahui melalui teks budaya lokal
Saya senang apabila guru memberikan
bacaan teks budaya lokal
Keinginan
untuk
membaca/
desire
Keinginan siswa
dalam membaca
teks material
Saya akan segera membaca jika ada teks
bacaan bahasa Inggris tentang budaya
lokal
Saya bersedia membacakan teks tentang
budaya lokal
Saya tidak pernah merasa bosan
membaca teks budaya lokal
Saya memiliki koleksi bacaan teks
budaya lokal
Tindakan
untuk
mencari
bacaan/
Action
Berkunjung ke
perpustakaan
Saya pergi keperpustakaan untuk mencari
buku tentang teks budaya lokal
Saya mencari sumber lain dari internet
tentang teks budaya lokal
Saya meminjam buku teks budaya lokal
pada teman
Saya membeli buku bacaan tentang
budaya lokal
55
APPENDIX 2
ANGKET PENELITIAN
A. Pengantar
Assalamu’alaikum warahmatullahi wabarakatuh
Terlebih dahulu ibu mendoakan semoga ananda dalam keadaan sehat
wal‟afiat dan sukses dalam menjalankan aktivitas sehari-hari. Angket ini
bertujuan untuk menganalisis minat baca siswa pada materi teks budaya lokal.
Ibu mengharapkan ananda dapat mengisi angket ini sesuai dengan apa
yang ananda alami dan mengisi semua pernyataan tanpa ananda lewatkan satu
item pun. Jawaban ananda akan dijaga kerahasiaannya.
Sebelum menjawab bacalah petunjuk pengisian angket ini. Atas
kesediaan ananda mengisi angket ini ibu mengucapkan terimakasih.
Wassalam,
Padang, April 2019
Wira Yudha Wastuti
56
B. Petunjuk Pengisian
1. Berilah tanda (√ ) pada salah satu pilihan yang kamu anggap sesuai dengan
keadaanmu yang sebenarnya.
2. Apapun jawaban yang kamu berikan tidak akan mempengaruhi nilai
pelajaran kamu di sekolah.
Ada lima alternativ jawaban dengan keterangan:
SL = Selalu : 5
SR = Sering : 4
KD = Kadang-kadang : 3
JR = Jarang : 2
TP = Tidak Pernah : 1
Anda diminta untuk memberikan tanda checklish (√) pada salah
satu kolom yang sesuai dengan keadaan yang ananda yang sebenarnya.
Contoh:
No Pernyataan SL SR KD JR TP
1 Saya memberikan tanggapan tentang
isi teks budaya lokal yang saya baca
√
C. Responden
Nama :
Kelas :
Sekolah :
D. Pernyataan
No Pernyataan SL SR KD JR TP
1 Saya berusaha memahami bacaan text
budaya lokal secara mendalam
2 Saya dapat menjawab pertanyaan terkait
teks budaya lokal dengan mudah
3 Saya dapat menceritakan kembali isi
bacaan teks budaya lokal
4 Saya mendapat nilai yang sangat baik
ketika menjawab pertanyaan teks budaya
lokal
5 Saya sering membaca teks budaya lokal
6 Saya tertarik dengan membaca teks
budaya lokal
57
7 Saya membaca teks budaya lokal untuk
menambah wawasan tentang daerah
sendiri
8 Saya membaca teks budaya lokal tanpa
keterpaksaan
9 Saya mendapat informasi baru yang
belum diketahui tentang daerah saya
melalui membaca teks budaya local
10 Saya menghubungkan apa yang sudah
saya ketahui dengan informasi baru yang
ada dalam teks budaya lokal.
11 Saya membaca teks budaya lokal karena
memuat informasi penting tentang daerah
sekitar saya
12 Saya lebih suka membaca teks tentang
budaya lokal dari pada teks yang lain
13 Saya bersemangat untuk membaca teks
budaya local
14 Saya senang membaca teks bahasa
Inggris yang menceritakan tentang
budaya local
15 Saya senang membaca teks budaya lokal
dari berbagai gendre teks
16 Saya suka mencari informasi yang belum
saya ketahui melalui teks budaya local
17 Saya senang apabila guru memberikan
bacaan teks budaya local
18 Saya akan segera membaca jika ada teks
bacaan bahasa Inggris tentang budaya
local
19 Saya bersedia membacakan teks tentang
budaya lokal
20 Saya tidak pernah merasa bosan
membaca teks budaya local
21 Saya memiliki koleksi bacaan teks
budaya lokal
22 Saya pergi keperpustakaan untuk mencari
buku tentang teks budaya local
23 Saya mencari sumber lain dari internet
tentang teks budaya local
24 Saya meminjam buku text budaya lokal
pada teman
25 Saya membeli buku bacaan tentang
budaya local
“Terimakasih atas partisipasinya”
63
APPENDIX 3
Tabulation Form
Nomor Siswa Items of Attention
1 2 3 4 5 6
1 4 4 4 3 3 4
2 4 5 4 3 4 4
3 3 5 4 4 4 1
4 4 5 3 3 4 4
5 5 5 4 5 5 5
6 5 5 4 5 5 5
7 4 4 5 4 3 4
8 3 3 3 3 4 3
9 2 3 2 3 2 3
10 2 4 3 3 2 5
11 3 3 2 3 3 3
12 4 5 3 5 3 4
13 5 4 3 4 2 4
14 4 4 3 3 3 4
15 5 5 4 5 5 5
16 3 4 3 3 3 4
17 5 5 4 3 3 5
18 4 5 4 2 2 4
19 1 4 5 4 4 5
20 5 5 4 4 4 5
21 5 5 5 5 5 5
22 3 4 3 3 2 2
23 4 4 4 3 4 4
24 4 4 1 2 4 4
25 3 5 1 4 2 5
26 5 3 1 2 4 4
27 4 5 3 3 3 5
28 3 5 4 1 5 5
29 5 5 3 4 4 5
30 3 5 3 3 3 3
31 4 2 4 4 3 4
32 2 5 2 2 2 3
33 4 4 3 5 3 4
34 3 4 4 3 3 4
35 4 4 4 4 2 4
36 4 5 5 2 3 4
64
37 3 5 5 5 4 5
Total 138 161 126 127 124 151
74.59 87.02 68.1 68.64 67.02 81.62
446.99
74.49
Nomor Siswa Items of Needs
7 8 9 10 11
1 3 4 5 3 3
2 4 3 3 2 3
3 5 4 5 4 3
4 5 3 5 5 4
5 4 5 5 5 4
6 4 4 4 4 3
7 4 4 3 3 3
8 3 3 4 2 2
9 2 3 4 4 2
10 3 3 3 2 4
11 3 2 5 2 2
12 4 3 4 3 4
13 5 3 5 4 4
14 5 3 4 4 3
15 5 4 5 1 4
16 4 3 4 4 3
17 5 4 1 4 5
18 4 5 5 5 2
19 4 5 5 3 4
20 3 5 4 4 3
21 3 5 5 5 4
22 4 3 5 4 3
23 5 4 4 3 3
24 4 2 2 2 2
25 5 3 4 4 1
26 5 3 5 2 2
27 3 2 3 2 3
28 5 4 5 3 3
29 5 3 5 5 3
30 4 5 4 3 2
31 5 3 5 3 2
32 3 3 2 3 2
65
33 5 1 4 4 3
34 3 4 5 3 4
35 5 4 4 5 2
36 5 1 5 4 3
37 4 4 4 4 3
Total 152 127 154 127 110
82.16 68.64 83.24 68.64 59.45
362.13
72.42
Nomor Siswa Items of Pleasure
12 13 14 15 16 17
1 4 3 3 3 4 4
2 3 4 4 3 4 3
3 4 4 5 5 5 5
4 4 5 3 3 5 4
5 4 5 4 4 5 5
6 4 5 5 4 4 5
7 3 3 2 3 3 3
8 3 3 2 2 3 4
9 3 3 3 4 3 3
10 2 2 2 3 2 3
11 2 3 2 3 2 3
12 2 5 3 3 2 4
13 4 4 4 3 3 4
14 5 3 4 4 4 4
15 4 5 5 5 5 4
16 4 4 3 4 4 4
17 5 3 3 3 4 4
18 5 2 5 4 4 2
19 3 4 3 3 4 4
20 4 5 3 5 3 5
21 5 5 5 4 5 5
22 2 2 2 2 4 4
23 4 3 3 3 4 4
24 4 4 2 4 4 4
25 4 4 3 3 5 5
26 4 3 5 5 4 4
27 1 5 3 5 5 5
28 2 5 5 5 5 5
66
29 4 3 5 3 5 5
30 3 2 4 2 2 2
31 2 3 2 3 3 4
32 3 3 3 4 4 2
33 4 3 2 4 3 4
34 4 4 4 3 4 4
35 4 4 5 4 3 5
36 1 4 2 3 5 3
37 3 4 5 5 4 4
Total 126 136 128 133 142 146
68.1 73.51 69.18 71.89 76.75 78.91
438.34
73.05
Nomor Siswa Items of Desire
18 19 20 21
1 3 3 4 3
2 3 3 4 4
3 4 3 4 3
4 4 3 4 3
5 4 4 5 4
6 4 4 5 4
7 2 4 3 3
8 2 2 4 4
9 2 4 2 3
10 2 2 3 2
11 2 2 3 2
12 3 2 3 3
13 3 4 4 4
14 4 3 3 2
15 4 5 5 4
16 3 3 3 3
17 4 5 5 5
18 5 2 2 2
19 3 3 4 3
20 3 3 5 4
21 5 4 4 3
22 2 1 2 1
23 4 3 3 3
24 1 1 4 1
67
25 4 5 4 5
26 5 1 3 2
27 3 1 3 1
28 3 2 3 3
29 3 3 3 3
30 3 1 2 3
31 2 3 4 3
32 3 2 2 2
33 1 2 3 4
34 4 3 4 3
35 4 1 3 2
36 5 2 3 2
37 4 4 3 3
Total 120 103 128 109
64.86 55.67 69.18 58.91
248.62
62.15
Nomor Siswa Items of Action
22 23 24 25
1 3 4 3 3
2 4 3 5 4
3 4 3 4 4
4 3 3 4 3
5 4 5 5 3
6 5 5 5 5
7 3 4 4 2
8 3 3 3 2
9 3 3 2 2
10 2 3 2 2
11 2 3 2 2
12 2 5 2 3
13 4 4 4 4
14 2 3 3 1
15 4 5 5 5
16 3 3 3 4
17 3 4 5 3
18 2 3 2 2
19 3 4 4 2
20 3 3 3 3
68
21 3 1 4 4
22 1 2 2 5
23 3 4 4 4
24 1 2 4 1
25 4 4 3 5
26 3 2 3 2
27 1 5 2 1
28 3 4 2 4
29 3 4 3 2
30 2 3 2 2
31 2 3 2 2
32 1 2 2 1
33 3 3 3 3
34 3 4 3 3
35 3 5 3 1
36 1 2 1 1
37 3 2 3 2
Total 102 125 116 102
55.13 67.56 62.7 55.13
240.52
60.13
69
APPENDIX 4
Percentage of students’ interest on local culture text material
1.
X 100 = 74,59%
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
71
APPENDIX 5
Students Answer for Each Item
No Scale Students‟
answer
1 Never 1
2 Ever 3
3 Sometime 10
4 Often 14
5 Always 9
Total 37 Table: item number 1
No Scale Students‟
answer
1 Never 0
2 Ever 1
3 Sometime 4
4 Often 13
5 Always 19
Total 37 Table: item number 2
No Scale Students‟
answer
1 Never 3
2 Ever 3
3 Sometime 12
4 Often 14
5 Always 5
Total 37 Table: item number 3
No Scale Students‟
answer
1 Never 1
2 Ever 5
3 Sometime 15
4 Often 9
5 Always 7
Total 37 Table: item number 4
No Scale Students‟
answer
1 Never 0
2 Ever 8
3 Sometime 13
4 Often 11
5 Always 5
Total 37 Table: item number 5
No Scale Students‟
answer
1 Never 1
2 Ever 1
3 Sometime 5
4 Often 17
5 Always 13
Total 37 Table: item number 6
No Scale Students‟
answer
1 Never 0
2 Ever 1
3 Sometime 9
4 Often 12
5 Always 15
Total 37 Table: item number 7
No Scale Students‟
answer
1 Never 2
2 Ever 3
3 Sometime 15
4 Often 11
5 Always 6
Total 37 Table: item number 8
72
No Scale Students‟
answer
1 Never 1
2 Ever 2
3 Sometime 4
4 Often 13
5 Always 17
Total 37 Table: item number 9
No Scale Students‟
answer
1 Never 1
2 Ever 7
3 Sometime 10
4 Often 13
5 Always 6
Total 37 Table: item number 10
No Scale Students‟
answer
1 Never 1
2 Ever 10
3 Sometime 16
4 Often 9
5 Always 1
Total 37 Table: item number 11
No Scale Students‟
answer
1 Never 2
2 Ever 6
3 Sometime 8
4 Often 17
5 Always 4
Total 37 Table: item number 12
No Scale Students‟
answer
1 Never 0
2 Ever 4
3 Sometime 13
4 Often 11
5 Always 9
Total 37 Table: item number 13
No Scale Students‟
answer
1 Never 0
2 Ever 9
3 Sometime 12
4 Often 6
5 Always 10
Total 36 Table: item number 14
No Scale Students‟
answer
1 Never 0
2 Ever 3
3 Sometime 16
4 Often 11
5 Always 7
Total 37 Table: item number 15
No Scale Students‟
answer
1 Never 0
2 Ever 4
3 Sometime 8
4 Often 15
5 Always 10
Total 37 Table: item number 16
73
No Scale Students‟
answer
1 Never 0
2 Ever 3
3 Sometime 6
4 Often 18
5 Always 10
Total 37 Table: item number 17
No Scale Students‟
answer
1 Never 2
2 Ever 7
3 Sometime 12
4 Often 12
5 Always 4
Total 37 Table: item number 18
No Scale Students‟
answer
1 Never 6
2 Ever 9
3 Sometime 12
4 Often 7
5 Always 3
Total 37 Table: item number 19
No Scale Students‟
answer
1 Never 0
2 Ever 5
3 Sometime 15
4 Often 12
5 Always 5
Total 37 Table: item number 20
No Scale Students‟
answer
1 Never 3
2 Ever 8
3 Sometime 16
4 Often 8
5 Always 2
Total 37 Table: item number 21
No Scale Students‟
answer
1 Never 5
2 Ever 7
3 Sometime 18
4 Often 6
5 Always 1
Total 37 Table: item number 22
No Scale Students‟
answer
1 Never 1
2 Ever 6
3 Sometime 14
4 Often 10
5 Always 6
Total 37 Table: item number 23
No Scale Students‟
answer
1 Never 1
2 Ever 11
3 Sometime 12
4 Often 8
5 Always 5
Total 37 Table: item number 24
No Scale Students‟
answer
1 Never 6
2 Ever 12
3 Sometime 8
4 Often 7
5 Always 4
Total 37 Table: item number 25
74
APPENDIX 6
TRANSKIP INTERVIEW
Respondent 1:
Researcher : Vita suka membaca?
Student : Ehm ya.
Researcher : Apakah Vita tertarik untuk membaca bacaan teks bernuansa
budaya lokal yang berbahasa Inggris?
Student : Ya, saya kadang suka baca teks budaya lokal karena bisa
menambah wawasan tentang budaya lokal kita sendiri trus dapat
menarik perhatian banyak orang.
Researcher : Bagaimana perasaan Vita ketika membaca teks buday lokal?
Student : Perasaan saya seperti dapat mengetahui budaya lokal sendiri dan
dapat menghibur diri kita dengan mengetahui tentang teks budaya
lokal.
Researcher : Apa Vita senang membaca teks budaya local?
Student :Ya.
Researcher : Apa salah satu contoh teks budaya lokal yang pernah Vita baca?
Student : Yaitu salah satunya seperti cerita Malin Kundang atau Batu
Batikam
Researcher : Menurut Vita, teks budaya lokal itu mudah atau tidak utuk
dipahami?
Student : Ehm. Mungkin ada beberapa yang mudah dan beberapa yang
sulit.
Researcher : Apakah ada manfaat membaca teks budaya lokal dalam bahasa
Inggris bagi Vita?
Student : Ada. Ada manfaatnya agar kita bisa menambah kosa kata dalam
bahasa Inggris.
75
Respondent 2:
Researcher : Angketri apakah guru pernah memberikan teks bacaan tentang
budaya local?
Student : Pernah buk
Researcher : Apa salah satu contoh teks yang pernah diberikan?
Student : Teks tentang cerita carocok
Researcher : Apakah anda berusaha untuk memahaminya?
Student : Ya
Researcher : Bagaiman perasaan mela membaca teks tersbut?
Student :Terhibur.
Researcher :Apa yang didapat dengan membaca teks tersebut?
Student : Tau tentang carocok, seperti apa aja ada disana
Researcher : Apa anda punya contoh teks tersebut?
Student : Punya. Yang carocok itu buk
Researcher : Dimana didapatkan teks tersebut?
Student : Kemaren tu carinya di Internet buk
Researcher : Apa pernah mencarinya di Pustaka?
Student : Tidak buk. Kalau tugas sering di Internet.
Respondent 3:
Researcher : Apakah Ravika pernah membaca materi teks yang bernuansa
budaya lokal?
Student : Pernah
Researcher : Apa salah satu contohnya?
Student : Bukittinggi
Researcher : Bagaimana perasaan Ravika membaca teks tersebut?
76
Student : Senang. Tu jadi tau sejarahnyo jam Gadang tu dan tau tentang
sejarah Bukittinggi
Researcher :Teksnya dalam bahasa Inggriskan?
Student : Ya.
Researcher : Bagaimana pendapat ravika tentang teks tersebut?
Student : Mudah dipahami
Researcher : Menurut Ravika apa manfaat membaca teks budaya lokal itu?
Student : Lebih tau daerah-daerah dari bukittinggi.
Researcher : Dimana Ravika dapatka contoh teks budaya local tersebut.
Student : Dari ibuk
Respondent 4:
Researcher : Apa Fitri pernah membaca teks budaya lokal?
Student : Pernah
Researcher : Apa contoh teks yang pernah Fitri baca?
Student : Teks seperti Harau
Researcher : Bagaimana perasaan Fitri tentang membaca teks bahasa Inggris
tentang budaya lokal?
Student : Mudah dipahami dan dimengerti
Researcher : Apakah Fitri ada mendapatkan manfaat dalam membaca teks
budaya lokal?
Student : Ya, kita paham tentang keindahan alamnya.
Researcher : Dimana Fitri mencari tentang teks Harau ini?
Student : Dari internet.
Respondent 5:
Researcher : Apa Nelsy pernah membaca teks budaya lokal?
Student : Pernah
77
Researcher : Apa contoh teks yang pernah dibaca?
Student : Teks yang menceritakan tentang pantai carocok
Researcher : Bagaimana pendapat Nelsy tentang teks tersebut?
Student : Teks tersebut menceritakan bagaimana pantai carocok tersebut
Researcher : Bagaimana perasaan Nelsy membaca teks tersebut?
Student : Senang. Karna teks tersebut mudah dimengerti dan saya pernah
mengunjungi pantai tersebut
Researcher : Apakah ada manfaat bagi Nelsy membaca teks tersebut?
Student : Ada. Agar lebih mengetahui bagaimana tempat wisata tersebut,
lalu juga bisa memberikan informasi kepada yang lain.
Respondent 6:
Researcher : Apakah Gita pernah membaca materi teks yang bernuansa budaya
lokal?
Student : Pernah
Researcher : Apa contoh teks yang pernag dibaca?
Student : Teks tentang puncak lawang
Researcher : Bagaimana tanggapan Gita tentang teks tersebut?
Student : Teks tersebut menarik untuk dibaca karna bisa melihat keindahan
puncak lawang dimana tempat puncak lawang
Researcher : Apakah teks tersebut mudah dipahami atau sulit?
Student : Kadang sulit, kadang mudah. Sulitnya karna keterbatasan kosa
kata
Researcher : Apa ada manfaat bagi Gita membaca teks tersebut?
Student : Ada buk.
Researcher : Seperti apa?
Student : Menambah kosa kata baru dan informasi tentang tentang puncak
lawang
78
Respondent 7:
Researcher : Apakah Rani pernah membaca teks budaya lokal?
Student : Pernah
Researcher : Apa salah satu contoh teks yang pernah rani baca?
Student : Teks yang menceritakan Istana Pagaruyuang
Researcher : Bagaimana menurut Rani teks tersebut?
Student : Mengenal sejarah berdirinya Pagaruyuang
Researcher : Bagaiman persaan rani ketika membaca teks tersebut?
Student : Saya merasa terhibur, bisa mengetahui tentang sejarahnya
tersebut
Researcher : Apakah ada manfaat bagi Rani ketika membaca teks ersebut?
Student : Ada. Mengenal dan mengetahui bedirinya istana pagaruyuang