TEACHING WRITING NARRATIVE TEXT USING FOLKTALE THROUGH CULTURALLY RESPONSIVE TEACHING (CRT) IN SENIOR HIGH SCHOOL

Abstract

Learning English requires considering productive (speaking and writing) and receptive (listening and reading) skills. Writing is often the most challenging for students due to difficulties in linguistic elements and vocabulary. Based on the problem above, this research is expected to provide a solution. The research aims to determine whether teaching narratives using folktales through CRT can improve students' writing abilities and to explore students' perceptions of learning narrative texts using folktales through CRT. The quantitative method with a pre-experimental research design was employed, including pre-test, post-test, and questionnaire stages for data collection. The results supported the hypothesis, showing that learning narrative text with folktale media through CRT positively affected students' narrative writing skills.