Journal of Education, Teaching and 94-99 

p-ISSN: 2477-5924 e-ISSN: 2477-4878 
 

94 

 

Folktale Text Transformation: Learning Model to Read Appreciatively 
 

Titin Setiartin R
1)

,Jojo Nuryanto
2)

,Ipah Muzdalipah
3)

 
 

Universitas Tasikmalaya, Tasikmalaya, Indonesia 
E-mail: setiar_tin@hotmail.com 

 

 

 

 
Abstract. This study focused on the development of learning models to read appreciatively through folktale text 

transformation. This study was conducted as an effort to improve the reading skills appreciatively of 12th-grade students in 

vocational schools. This study was a mixed method research with the subsequential design. Data were analysed by 

qualitative and quantitative techniques with a matching pattern of test-pretest post-test. The results showing the difference 

values between Randomized Pretest and Posttest significantly. Based on this differences, can be inferred that the developed 

learning model of narrative text transformation was capable of substantially improving skills of reading appreciatively of 

12th-grade students in vocational schools. Thus, learning models to read appreciatively through folktale text transformation 

was effective and fit to be used in improving skills of reading appreciatively. 

 

Keywords: Transformation Text; Model of Learning; Reading Appreciative 

 

 

I. INTRODUCTION 

Several studies have concluded that students of class 

XII Vocational High School (SMK) has the ability to read 

appreciatively under KKM. Learning to read appreciatively 

rated less than optimal. Another problem arises in the teacher 

less creative in applying learning models; selected stories of 

teachers are not interesting to read students; psychologically 

prefer students in vocational learning activities that create 

creativity. As a result, do not create an atmosphere of active 

learning and creative. Other causes, at the end of learning 

students, are not given the strengthening and application of 

the meaning of the story is read in daily life. Responses that 

the students answered questions limited to reading so many 

students who cheat answer her friends when work on the 

problems, learning becomes less creative. 

Learning to read appreciative applied in class XII SMK 

should be directed to the activity and creativity of students. 

Activities and creativity are developing skills toward an 

expected condition. Learning to read appreciatively to be 

planned according to the study defined "a plan or pattern that 

can be used to shape curriculums (long-term course of 

studies), to design instructional materials, and to guide 

instructional in the classroom and other settings" [1]. The 

design study model transformation text folklore through the 

reinforcement forms a picture story (TTCRPBCB) prepared 

by a merger between the concept of transformation of literary 

texts developed by Riffaterre [2] and Pradotokusumo [3] and 

the concept of learning model proposed by Joyce and Weil 

[1], Ricards and Rodgers [4] as well as the content and 

structure of teaching materials based on the study of the 

characteristics, structure, and presentation of teaching 

materials. Learning Model Transformation Text Folklore by 

strengthening Form Illustrated Story (over rides from text to 

images) is. Transformation prose into comics forms through 

two process steps, namely (1) the structural analysis of the 

folklore. This stage is related to the structural analysis of the 

elements forming the story. (2) the process of moving to the 

written form in the form of images (comics). The theory is the 

basis for the removal of written form to form the image, are 

the stage modification and ekserp. 

The development of this model was in line with the 

Vision, Mission, and Goals SMKN as the city of Tasikmalaya 

are basically the same. Vision: To produce graduates who 

have the national identity, able to develop local advantage and 

compete in the global market. Mission: to produce graduates 

who are productive, creative, and able to compete in national 

and global markets; have a national identity of thesuperior 

character. Purpose: to equip students for a career, 

independently are able to adapt in the workplace according to 

their field and able to deal with changes in society, as well as 

a competent work force corresponding membership program 

choice. 

The application of the model aligned with context 

variables, process variables, and variable products based on 

the analysis of learning variables Gall et al. [5]. Studies 

focused on the context variable design study model of 

learning; the study focused on the process variable study 

teacher and student activities, and variable products focused 

on the study of students' ability to transform text into folklore 

picture story. Application of learning model illustrates the 

effectiveness, success rate, and the acceptability of the 

application of the learning model transformation folklore 

texts. Among these cooperative and collaborative learning 

mailto:setiar_tin@hotmail.com


Journal of Education, Teaching and 94-99 

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gather information, solve problems, think critically, and 

develop creativity [6]. Text transformation folklore conducted 

in the aspect of learning to read appreciatively through 

listening and reading. Application of this model was able to 

develop and create a variety of students' ideas. Students are 

also able to explore the values in folklore. Students can 

creatively express back ideas, ideas, and values of folklore. 

Transformation of folklore in the form of text over the 

discourse as creations of folklore in the form of illustrated 

stories. 

II. RESEARCH METHOD 

Mixed method research procedures have 

combination/mix procedure qualitative and quantitative 

procedures. Creswell at. al, [7]"Other writers emphasize the 

mixed method technique or methods of collecting and 

analysing data" [8]-[9]. The study design is as followed:  

 

Fig.1 Research Design 

Exploratory design that researchers use in accordance with 

the opinion of Creswell & Clark [7] as shown below: 

 

Fig. 2 Research Framework 

The design of the exploration design subsequential. 

The exploratory design procedure is done through a two-stage 

approach attributed to subsequential explorative design. The 

research began with the search phenomenon in the form of 

qualitative data. In the second stage, the preparation of 

quantitative data. Furthermore, the results of research data, 

both qualitative and quantitative developed qualitatively. 

 

 

III. RESULT AND DISCUSSION 

A.Learning Model Development Results TTCRPBCB 

Learning model developed is included in the model 

group information processing (information processing family) 

as a model of learning that emphasize more how to strengthen 

internal impulse students. Generally clumps helpful 

information processing model of teaching for self-

development and social skillshelps students acquire 

information, ideas, skills, values, ways of thinking, the tools 

to express themselves, as well as ways of learning [10]. The 

development of this model has relevance prowess vocational 

students to the concept of communicative competence with a 

functional approach to language teaching. Brown states 

Given that communicative competence is the goal of a 

language classroom, instruction needs to point toward 

all its components: organization, pragmatic, strategic, 

and psychomotor. Communicative goals are best 

achieved by giving due attention to language use and 

not just usage, to fluency and not just accuracy, to 

authentic language and contexts, and 

students’eventual need to apply classroom learning to 

previously unrehearsed contexts in the real world[11].  

Communicative competence in language learning has a 

goal to achieve the best communication, namely by providing 

referrals to speak. Not only the propriety user, fluency and 

accuracy in their true context. In the end, students need 

classroom learning applications for use in a real-world 

context through life skills in the world of work. 

Communicative competence through language skills. 

Text transformation folklore is a form of critical 

reading / creative and creative writing. Aesthetic 

understanding, critical understanding, and pouring 

imaginative creativity. This is in accordance with the teaching 

model of information processing [10] with 

subknowledgesinestic based on the psychology of creativity 

[10] activity metacognitive develop cognition as an active 

process, critical, and creative[12]-[13]. Slavin [6]states that 

the cooperative learning model student. Among the strategies 

that are included in this category is to dig up information, 

creative problem solving, and critical thinking. In line with 

the cooperative learning model proposed Slavin in the 

category of active learning, creative and critical thinking, in 

educational psychology, Santrock [13] to include them in the 

information processing approach rooted in child cognition. 

On the basis of this association, this learning model applied in 

teaching literature appreciation. 

Text Transformation learning model Folklore 

implemented in the core activities of learning study on 3 main 

phases. The main phases namely read, on reading, and after 

the read. Process activities in groups of students share the 

task of working on worksheets and planning (step) to 

transform text of a story with the following steps: (a) 

planning (in the order table), (b) prepare the scenario, (c) me-

layout images, narration, and word balloons, With the 

guidance features creative students compose scenes picture 

images in accordance with the storyline. Final activity, 

QUAL QUAN 
Interpretation based on 

QUAL  ------ > Quan 

Results 

 

1. Students’ 
skill of 

reading 

appreciativel

y: low 

2. Students’ 
character: 

undeveloped 

BASELINE 

1. Students’ skill 
of reading 

appreciatively

: high 

2. Students’ 
character: 

developed 

EFFECT 

1.  Research and 
analysis of 

folktale 

2.  Developing 

learning 

model 

3. Implementing 
learning 

model: 

TTCRPBCB 

TREATMENT 



Journal of Education, Teaching and 94-99 

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students take a final test (post-test). Furthermore, teachers and 

students reflect on learning. Phase fourth, fifth, and sixth 

events held outside school hours, outside the classroom, 

which is in the practical work (laboratory); sharing image 

results have been compiled. The results of the students' work 

are published on the web / or blog and magazine wall. 

Evaluation tool to measure: (1) the ability to read the 

appreciative students as an aesthetic activity-receptive and 

critical-creative; (2) the ability to transform text folklore 

through strengthening the pictorial narrative form, as the 

activity of the product; and (3) the ability to analyse the 

values of the story. 

Learning model development folklore text 

transformation through strengthening the pictorial narrative 

form (TTCRPBCB) tested with thelimited test, trial extends, 

and a validation test. During the process of development and 

test deployment, this model experienced two revisions. 

Revisions were made based on the test results; 

consideration/input from experts and student responses. The 

second revision is based on test results, the student responses, 

and input from teachers. 

a. The first revision made on the design stage of 
transformation and reading assignments. It is adjusted to 

the level of ease, and student needs. This revision is also 

based on student responses after limited testing. Stages 

draft text transformation reduced and simplified reading 

tasks. 

b. The second revision made in the form improve the 
application of the model. The main thing that the second 

revision made upon consideration on time 

lessonschedule. TTCRPBCB learning model application 

until the third phase of completing the tasks of reading 

and stages of transformation phase with enough time 

available. Student Activity Sheet (LKS) for phase 

transformation plan text, equipped with a guide examples 

of image features. Phase 1, Phase 2 and Phase 3 is the 

core activity of learning to read appreciatively. Phase 4 

and Phase 5 activities resumed in practical work space. 

Phase 6 product publications displayed on the bulletin 

board and creativity contest. 

B. Upgrades Reading Appreciative through Critical Reading 

and Creative Writing 

The concept of reading appreciative Ricoeur as a basis 

for learning that leads to an appreciative view that reading is 

the interpretation of the type being-in-the-world (Dasein) is 

revealed in the text. He also confirmed that the understanding 

of the best will happen if the reader is in the self-

understanding. For Ricoeur, literary reading involves the 

reader in the world prefiguration activity, and as a 

consequence of this activity, the questions of moral, 

philosophical, and aesthetic about the world, the actions be 

questions to be answered [14]. In addition, there is one more 

principle to be considered in relation to the understanding of 

literary texts is the notion of the "hermeneutic circle" initiated 

by Dilthey and received by Gadamer. That is, the process of 

reading appreciative activity involves understanding, 

reasoning, interpretation, imagination, and psychomotor the 

literary text. In regard TTCRPBCB learning model, students 

are required to not only be able to involve themselves on the 

stages theory appreciation Moody [15] "... comprehend 

understanding ..." ie phases of information, perception, 

conception, and evaluation. Furthermore, appreciative of the 

reading process, students are expected to be able to express 

creatively back (read creative) into another form (text 

transformation). 

The working process of theinformation processing a 

work process thoughts and feelings. Slavin [6] states that in 

verbal learning are among the learning visualization image in 

mind to improve memory. Many memory techniques which is 

based on the formation of the mental imagery to help 

remember the relationship. One method to increase the 

memory by using a depiction is to create a story to merge the 

information. Factors that led to meaningful information is 

information that implies more easily learned. 

Learning activities emphasize on activities to 

transform folklore text form into another form. The final form 

of the text transformation activities in the form of illustrated 

stories. As the transformation model oriented literary texts on 

the theory of Joyce et al [16]belonging to the families or 

groups/clump The Information Processing Family Of Models. 

The concept of information processing (the information 

processing) included in the learning theories of cognition 

presented to Slavin [6] that the work poses a memory when 

receiving the stimulus will bring the perception that involves 

the interpretation of thought, experience, knowledge, 

motivation, and interest in, even the imagination. The 

information is understood and cared then transferred and 

stored the memory. Information stored subsequently 

processed and responded to, to draw conclusions in the 

context of verbal or visual. 

Concretization appreciative reader on reading process 

combines aesthetic understanding, comprehension receptive,  

critical understanding and creative understanding. In reading 

the whole aspect of it processed to achieve specific goals 

through the stages (1) perception, (2) recognition, (3) 

comprehension, (4) interpretation, (5) evaluation, and (6) the 

creation or utilization. 

It can be concluded that the creative process of critical 

reading is a process of reading done by someone who not 

only do the analysis, but also synthetic; not only understand 

what is written, but also implied. Based on the viewpoint of 

approach / pragmatic critics, the aesthetic-receptive and 

critical-creative in reading appreciative are doing excavation 

of the aspects of the extrinsic and intrinsic aspects of a 

literary work. It is, as stated Abrams [17]"Critics pragmatic 

(pragmatic criticism) saw literature as a built to reach (get) 

certain effects on the audience (listener, reader), either in the 

form of effectiveness the effect of aesthetic pleasure or 

education, and other effects.  



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Improved reading skills appreciative learning model 

transformation as proof texts folklore through strengthening 

effective form of picture books used in teaching reading in 

class XII SMK appreciative of Tasikmalaya. This, according 

to the results of the validation test of the feasibility study 

model transformation through strengthening folklore texts 

form a picture story (TTCRPBCB). Test validation of models 

describing the level of force, the success and effectiveness of 

the model, confirming the feasibility of developing models 

pembelajaan TTCRPBCB. 

According to figures the percentage of capacity in 

stages appreciation. The percentage is highest at this stage of 

information appreciation end capabilities first experimental 

group 90%, and 92% the second experimental group. The 

highest stage there is a perception in the first and second 

experimental group by 85%. Stages highest conception 83 in 

the second experimental group. Stages 82% appreciation of 

the highest evaluation in the second experimental group. This 

means that the validation test both the experimental group 

with the acquisition of a percentage grade reading skills 

highest appreciation. Thus, the ability to read appreciative 

experienced a significant increase. 

The percentage in the classical style of the 

effectiveness of the model development stage illustrated by 

the ability to get 92% appreciation. Ability stages 

appreciation of perception 85%, 83% conception appreciation 

ability, the ability of the appreciation of the evaluation, 85%. 

C. Text transformation by strengthening shape Folklore 

Illustrated Story (Comics) 

The literary text is a network made up of various 

systems, codes, and traditions that were exposed by previous 

literary texts. Various systems, ideas, and traditions of other 

texts outside of literature also berandil in constructing the 

meaning of a text. Similar disclosed by [18], as a process of 

communication, the relationship between text and reader 

plays two functions. First, readers bookmark relationship 

textual scheme. Readers compiled ties are not arbitrarily 

based on experience and his expectations. However, the mark 

based on its relevance to thetextual structure. Second, the 

world was created for readers of literary texts from the 

perspective changes. Readers have a duty to connect it to 

match the perspective of the textual structure. 

Sekaitan with 'Creation of Text' concept Riffaterre, 

transformation research conducted by Pradotokusumo [3] 

against Kakawin Gajah Mada can also be used as a handle. 

This study led to the theory of the origin of the application 

program as a script. Hipogram application of the theory used 

Pradotokusumo and Pudentia it is (1) expansion, (2) 

conversion, (3) modification, and (4) ekserp. As with 

Riffaterre that discusses the creation of the text via the 

conversion and expansion. 

Riffaterre stated that the literature could be born from 

an earlier work called histogram[2]. A literary work may be 

variations and modifications earlier work. Pradopo [19] states 

that the basic principles of textual work can only be 

understood its meaning intact when in relation to the work 

being hipogramnya. That is, a piece of literature that contains 

intertextuality is a form of response to a reader of the work 

that has been read. This shows that the intertextual 

relationship with a reception and response. Ratna [20]that 

histogram is the foundation for creating new works, either by 

accepting or rejecting. 

Transformation cross shape or control this vehicle, 

including changes in the level of linguistic (language) and the 

level of literature. The level of literature includes the 

transformation of the media, the story, characters, characters, 

plot, and setting. Transformation prose into comics forms 

through two process steps, namely (1) the structural analysis 

of the classic folk tale and (2) the process of moving to the 

written form in the form of images (comics). The first stage 

related to the structural analysis of the elements forming the 

story. 

D.Modifications in the Process of Transformation (Transfer 

Form) from Text to Pictures 

The concept of modification Riffaterre [2]relating to 

the modification changes shapes and forms with 

modifications at the level of language and literature: (1) In a 

linguistic diversion linguistic level of prose into the bubble. 

(2) Change (manipulation) on the elements of character, plot, 

setting, and scenes. For example, past figures in folklore and 

dimetaforakan analogy with the existing characters in 

contemporary life. Students can creatively imagine about 

character / persona in the story of the past with the analogous 

to the character / persona today. For example, in the story 

"The Queen Prameswari Panembahan" with the nickname 

"Ambu Hawuk". The central theme is that Ambu Hawuk 

(because of his legs gray) woman Superhero. Figures "Ambu 

Hawuk" analogous to Robinhood ("Ambu Hawuk: 

Robinhood Tatar Sukapura"). At this stage of modification 

students are given the freedom to express visually figure and 

the figure of either the main character or characters with 

different attributes subordinates in accordance with the 

character and physical features (profiles). Thus the process of 

this transformation include the transformation of media, 

contents, figures / characters, plot, and setting. 

E. Ekserp in the Transformation Process (Transfer Form) 

from Text to Pictures 

Level and concept ekserp theoretical basis on the core 

story of manipulation related to the mandate and meanings 

that are tailored to the present. The story "Ambu Hawuk; 

Robinhood Tatar Sukapura "of the title" Queen Prameswari 

Panembahan "as the man who dared to stand against the king 

because the people see the state of misery induced royal 

stakeholders who cooperate with the occupiers. "Ambu 

Hawuk" manipulated like a female superhero figures like 

Wonderwomen and Robinhood. This story, better known 

students. Based on this female superhero story, the students 

imagine the cast of "Ambu Hawuk" whose features are 

similar to Wonderwomen / Robinhood. At this level of 

transformation occurs in making the essence of the story 



Journal of Education, Teaching and 94-99 

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elements of the mandate and values of stories adapted to the 

changing times. Transformation occurred media, contents, 

cross-culture on the local, regional, and international level. 

Text transformation scheme is described as follows. 

 

Fig.3 Schema Modification and Transformation Ekserp Text 

Text tansformasi activities are guided by the features 

of the image (corresponding character pieces scene and 

groove). Students creatively construct, develop, complete the 

word balloons, and enhance the image of characters. 

However, students are also given the freedom by his 

imagination to transform and adjust images according to 

interest. In fact there are students change the image manually 

without the aid of computer technology. There are students 

who sketched the first, followed by digital. and no group 

directly using digital. However, in general, students are able 

to be creative and imaginative, although not perfect. 

A tool to measure students' ability to transform into 

folklore in the form of illustrated stories intended to measure 

products. In this model used the measurement of five 

criteria: (1) the suitability of the groove image with the 

storyline, (2) the accuracy of describing the character of the 

characters, (3) the accuracy describes the setting of the story, 

(4) the suitability menyususn bubble, and (5) text 

interpretation folklore into the picture. 

From the stage of reading appreciative; designing a 

vehicle changes over to the story text in image form (me-

layout); then visualize into the shape of the image into a set 

of workable students. In the process of creative students can 

carry out activities demonstrated the ability to significantly 

above the target of 70 (70%). Stages of design and compose 

the image guided with features footage with the storyline 

"Ambu Hawuk: Robinhood Tatar Sukapura". As follows 

 

 

 

Fig. 4 Storyline "Ambu Hawuk: Robinhood Tatar Sukapura" 

One example of creative text transformation products 

with features that panel prepared, equipped, and perfected, by 

the second validation test graders (class XII Skills 

Competency Multi Media) group "Winnie The Pooh". 

(Sundus N., Cahya Amalia, Cucu Setiyaningsih, and Riska 

Santika). Based on the assessment results of the assessment 

indicators comic image has the highest value. In addition, the 

group managed to enhance digital images. Winnie The Pooh 

group got a score of 3 on the suitability of the image flow 

with the storyline. This means that (1) the flow of comics 

describe fully the stages of people's storyline. The second 

aspect score of 2. This means that (2) is able to describe some 

of the characters precisely. The third aspect score of 3. This 

means that (3) is able to describe the whole setting of the 

story. The fourth aspect score of 3. This means that (4) is able 

to compile a description/narrative precisely and is able to 

make a speech bubble/dialogue with the appropriate figure. 3. 

The fifth aspect score means (5) the quality of the resulting 

Cerita 

Rakyat 

(Verbal) 

Cerita 

Bergambar 

(Visual/gam

bar) 

Modifika
si 

Pengalihan 

tataran prosa 

ke balon kata  

 

Perubahan 

unsur tokoh, 

latar, alur, dan 

adegan 

Ekserp 

Manipulasi inti cerita 

(penyesuaian dengan 

masa kini) 



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neat, clear, and interesting composition form. Scores obtained 

93. (93%) had already far exceeded the target (23%) of the 

target of 70 (70%). 

Relevant research results with these advantages are 1) 

Student learning experience as an indicator of teaching 

quality by Zenawi Zerihun & Jos Beishuizen & Willem Van 

Os [21]. 2) A Knowledge Base for the Teaching Profession: 

What Would It Look Like and How Can We Get One? By 

James Hiebert, Ronald Gallimore, and James W. Stigler [22]. 

IV. CONCLUSIONS 
The test results / data analysis, we can conclude that, 

the learning model used TTCRPBCB capable and 

significantly improve students' skills in reading appreciative. 

The main objective (the learning outcomes) are improved 

reading skills appreciative. Indicators of achievement should 

be focused on the student's ability to appreciate and explore 

the values of life contained in folklore (social values, moral / 

religious, and education). Development learning model is 

based on objective vocational education is generally directed 

at vocational skill competencies and life skills in the 

workforce. Creative application of this model more towards 

practical work. 

Students who are interested to pursue the field of 

expertise to make a picture story or comic, teachers and 

schools can facilitate appropriate learning programs that have 

been scheduled. It is, relevant to research on Components of 

Visual Literacy: Teaching Logos by Paul A. Alberto, Laura 

Fredrick, Melissa Hughes, Laura McIntosh, and David Cihak 

2007, Hammill Institute on Disabilities. The results showed 

that the image is part of the literature to improve literacy 

skills.   

Teachers can set your creative work space in order to 

excite the imagination of students practice. Of creativity 

product reading, the teacher directly introduced to the 

students that reading appreciative of the activities will 

produce a product picture story (comics), is not limited to 

reading (appreciate) the text folklore. 

Relevant research results with these advantages are 1) 

Student learning experience as an indicator of teaching 

quality by Zenawi Zerihun & Jos Beishuizen & Willem Van 

Os[21].2) A Knowledge Base for the Teaching Profession: 

What Would It Look Like and How Can We Get One? By 

James Hiebert, Ronald Gallimore, and James W. Stigler [22]. 

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