THE EFFECT OF SHORT STORY IN IMPROVING THE EIGHTH GRADE STUDENTS’ VOCABULARY MASTERY AT SMPN 2 PAMEKASAN

CHAPTER 1

INTRODUCTION

This chapter discusses some topics related to the background of the study, the statement of problem, the hypothesis, and the purpose of the study, the significance of the study, the scope and limitation, and the definition of key terms. All of the items will be explained below:

1.1Background of Study

Vocabulary is an inseparable part of any language learning process. It would be impossible to learn a language without vocabulary because it supports all of the English skill such as listening, speaking, reading and writing. And it should not be neglected for anyone who learns English. Laufer (2008:2 as stated in Akbari) states that in language learning and use, vocabulary is an important as fact. The importance can be seen when we compose a sentence using different vocabulary. Without vocabulary, speakers are unable to communicate each other in particular language.

Considering the importance of vocabulary, the introduction of new vocabulary at the eighth grade of learning process to the students is necessary because it will lead them understanding a lot of vocabulary easily. However, learning vocabulary is not easy. Cameron (2001), says that learning a new word is not a simple thing. A new word should be given at least 5-6 times in one unit of text book in order to be learned by the students. So, learning vocabulary repeatedly is very important in order to make the student always remember the material that they have learned. Because learning

vocabulary is not the simple thing to be done, the students get difficulties in this subject.

Based on researcher’s pre observation in teaching practice I at SMPN 2 Pamekasan, students’ vocabulary mastery is still low. It can be seen from the data of eighth grade students at SMPN 2 Pamekasan that 60 % of the students got low scores in English vocabulary. From 60% before, average of students’ is dominated by 50 score. Whereas standart score in that school is 75. So it’s show us that student achievment is still low. Therefore, it is very important for the teacher to find the solutions in order to make the students easier mastering vocabulary. One of the solutions is by giving an appropriate method, technique, material and media. It is expected that the students will be more interested in learning vocabulary.

The previous research done by Irawati (2005) entitle “The Role of Simulation Method in Improving the Fifth Year students’ Vocabulary Achievement at SDN Torongrejo 02 Batu” showed that simulation method was effective to be used in teaching and learning vocabulary. Students can respond actively, promote their confidence, and participate with their fellows. The experimental group got better mean score than the control group. This result implies that simulation method is one of the factors which influence the student vocabulary achievement.

The previous research above is conducted to know the role of Simulation Method in improving the students’ vocabulary achievement. However, in this study, the researcher wants to apply short story in vocabulary lesson. The researcher wants to know the effect of short story in improving students’ vocabulary mastery.

According to Burroway (1987:12 in Koesnosoebroto1988), Short story is “formed by simple sentence, and can waste no words”. It can deal with only or a very few consciousnesses”. Furthermore, Merrath (2003), statet that short story is a piece of prose fiction which can be read at single sitting. Short story is short enough to be read in one sitting, with every word leading toward some final, preordained effect. In short story, the sentences are generally shorter in order the students easy to understand the story. Moreover, according to Thornbury (2002:59), “Level easy starts with 200 words is effective to be used if learners did not know all the words in a reader”.

The researcher uses short story because short stories are the most suitable literary genre to use in English teaching due to its shortness, is supported by Collie and Slater (1991: 196) when they list four advantages of using short stories for language teachers. First, short stories are practical as their length is long enough to cover entirely in one or two class sessions. Second, short stories are not complicated for students to work with on their own. Third, short stories have a variety of choice for different interests and tastes. Finally, short stories can be used with all levels (beginner to advance), all ages (young learners to adults) and all classes. Besides that, the students will be easy to write down the correct words. It is because all the words are inside of the short story. Here, the researcher uses narrative short story because this texts are being taught in eighth semester of eighth grade students. It can be proved from the syllabus for eighth grades in eighth semester. The researcher wants to apply folktale from Indonesia as theme of material in teaching.

The explanation above is the reason why the researcher is interested to conduct the research entitled “The Effect of Short Story in Improving the Eighth Grade Students’ Vocabulary Mastery at SMPN 2 Pamekasan”. The researcher wants to know whether or not short story improves the student’s vocabulary mastery.

1.2Statement of Problem

Based on the background above, the problem of this research is stated as follows: Does “Short Story” improve the eighth grade students’ vocabulary mastery at SMPN 2 Pamekasan?

1.3Hypothesis

In order to give tentative answers of the result problem, the hypothesis are formulated as follows:

1. Alternative hypothesis (Ha): Short story improves the eighth grade students’ vocabulary mastery at SMPN 2 Pamekasan.

2. Null Hypothesis (Ho): Short story does not improve the eighth grade students’ vocabulary mastery at SMPN 2 Pamekasan.

1.4Purpose of the Study

Based on the research question above, the purpose of the study is to find the answer whether or not Short story improves the eighth students’ vocabulary mastery at SMPN 2 Pamekasan.

1.5Significance of the Study

Theoretically this study is expected to give the teachers more information about one of the appropriate teaching materials in learning vocabulary, such as short

story. So, they can create an interesting teaching learning process by using this teaching material. Besides, it is expected that the result of this study will give motivation to the students to have sufficient vocabulary in their level.

Practically the result of this study will be very useful to school to give the other alternative teaching models, so the quality of teaching learning process can be increased. The result of the research is also hoped to improve students’ ways of improving the vocabulary.

1.6Scope and Limitation

This study focuses on improving students’ vocabulary mastery by using narrative short story no more than 200 words. In addition, this study is limited on the eighth grade students of SMPN 2 Pamekasan.

1.7Definition of Key Terms

To avoid misunderstanding in terms and contents of the topic in this study it is necessary for the researcher to define the key terms used in this study:

1. Improveis the process of increasing students’ ability based on before and after

during the presentation of teaching activity (Homby, 2005).

2. Vocabulary is a list or set of words for a particular language or a list or a set of words that individual speakers of a language might use (Hatch and Brown, 1995).

3. Short Story is different from a novel in that it is short enough to be read in one sitting, with every word leading toward some final, preordained effect (Hooper, 1992). Short story is used in this study is short story no more than 200 words.

THE EFFECT OF SHORT STORY IN IMPROVING THE EIGHTH GRADE STUDENTS’ VOCABULARY MASTERY

AT SMPN 2 PAMEKASAN

THESIS

BY:

ANGGRAENI NUR WIJAYANTI 201010100311110

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

THE EFFECT OF SHORT STORY IN IMPROVING THE EIGHTH

GRADE STUDENTS’ VOCABULARY MASTERY

AT SMPN 2 PAMEKASAN

THESIS

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Education

BY:

ANGGRAENI NUR WIJAYANTI 201010100311110

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

MOTTO AND DEDICATION

MOTTO:

A person who follows a path for acquiring knowledge, Allah

will make easy the passage to

Paradise for him.

(Prophet Muhammad SAW)

"Knowledge is power. Information is liberating. Education is

the premise of progress, in every society, in every family"

(Kofi Annan)

DEDICATION

I dedicate this thesis to:

My beloved father and mother,

My beloved sister,

ACKNOWLEDGMENTS

Alhamdulillah, the greatest thanks belongs to ALLAH SWT for His Mercy and Blessing given to the researcher in finishing her thesis. Sholawat and Salam may always be given to Prophet Muhammad SAW who brought the lightness from the darkness.

First of all, the researcher would like to address her sincere gratitude to her first advisor, Rahmawati Khadijah Maro S.Pd, M.PEd and Dian Arsitades, M.Pd her second advisor, for their suggestion, invaluable guidance, and advice during consultations periods, and their comment and correction during the completion of this thesis.

Moreover, she would like to dedicate this research to her beloved and wonderful parents, Harry Budiman and Ridawati, who always become her inspiring people to do the best in every chance she gets, and to her sister Lily, and also her boyfriend Lugi.

Finally, special thanks to her close friends (Iin, Mita, Eka, Far, Tyan, Putri, Sari, Elliesa, Nila) who always accompanied her in doing the thesis, supported her when she felt down.

The Researcher,

TABLE OF CONTENTS

APPROVAL ... i

LEGALIZATION ... ii

ORIGINALITY DECLARATION ... iii

MOTTO AND DEDICATION... iv

ABSTRACT ... v

ACKNOWLEDGMENTS ... vi

TABLE OF CONTENTS ... vii

CHAPTER 1: INTRODUCTION 1.1 Background of Study ... 1

1.2 Statement of the Problems ... 4

1.3 Hyphothesis ... 4

1.4 Purpose of the Study ... 4

1.5 Significant of the Study ... 4

1.6 Scope and Limitation ... 5

1.7 Definition of Key Terms ... 5

CHAPTER II: REVIEW OF LITERATURE 2.1 Vocabulary ... 6

2.2 The Importance of Vocabulary ... 7

2.3 Teaching Vocabulary ... 7

2.4 The Technique of Teaching Vocabulary... 13

2.5 Short Story ... 18

2.5.1 Definition of Short Story ... 19

2.5.2 Types of Short Story ... 19

2.5.2.1 Fantasy ... 19

2.5.2.2 Adventure... 20

2.5.3 Benefit of Short Story in Learning Vocabulary ... 20

2.5.4 The Advantages of Story in Teaching Vocabulary ... 21

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 23

3.2 Population and sample ... 25

3.3 Research Instrument... 26

3.4 Treatment ... 27

3.4.1 Treatment for Experimental Group... .28

3.4.2 Teaching Learning Process of Control Group ... .28

3.5 Data Collection ... 29

3.6 Data Analysis ... 30

3.6.1 Validity of Test ... 30

3.6.2 Level of Difficulty ... 31

3.6.3 Disriminating Power ... 33

3.6.4 Reliability of Test ... 34

3.6.5 Test Analysis... 35

CHAPTER IV FINDINGS AND DISCUSSIONS 4.1 Researh Finding ... 38

4.1.1 The result of Pre-Test of the Experimental Group ... 39

4.1.2 The result of Pre-Test of the Control Group ... 39

4.1.3 The Conclusion of the Pre-Test ... 40

4.1.4 The result of Post-Test of the Experimental Group ... 40

4.1.5 The result of Post-Test of the Control Group ... 41

4.1.6 The Result of Hypothesis Testing ... 42

4.2 Discussion ... 43

CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusions ... 45

5.2 Suggestion ... 46

Appendix

Appendix I Short story about narrative text ... 50

Appendix II Question of pre-test and post-test ... 54

Appendix III Scores of Experimental Group ... 56

Appendix IV Scores of Control Group ... 57

Appendix V Computation pre-test mean sores ... 68

Appendix VI Computation post-test mean sores ... 61

Appendix VII Table “t” value ... 64

Appendix VIII Index of Level difficulty and item Discrimination pre-test ... 65

Appendix IX Reliability in pre-test by Kuder Richardson (KR20) ... 68

Appendix X Result of pre-test in Control Group ... 71

Appendix XI Result of post-test in Control Group ... 77

Appendix XII Result of pre-test in Experimental Group ... 82

Appendix XIII Result of post-test in Experimental Group ... 87

Appendix XIV Picture of students in the class ... 92

Appendix XV Criteria Standard Minimum (KKM)... 93

Appendix XVI Table 3.4 The Treatment of Exprimental Group... 100

Appendix XVII Table 3.5 The Teaching Learning of Control Group ... 102

REFERENCES

Alim, C. N. 2011. Incorporating Short Stories to Help Young Learners to Understand English Tense. In B.Y. Cahyono & N. Mukminatien (Eds), Tehniques and Strategies to Enhance English Language Learning. Malang: State University of Malang Press.

Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.

Ary, Donald, et al. 2002. Introduction to Research in Education (Sixth Edition).: Belmont: Wadsworth Cengage Learning.

Cameron, Lynne. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Creswell, J. 2012. Quantitative and Qualitative Research. Lincoln: Sage Publication. Djiwandono, Soenardi. 2008. Tes Bahasa Pegangan Bagi Pengajar Bahasa. Jakarta: PT

Macanan Jaya Cemerlang.

Erkaya, Odilea Rocha. 2003. Benefits of Using Short Stories in the EFL Context. Asian EFL Journal. http://www.asian-efl-journal.com/pta_nov_ore.pdf

Gairns, R and Redman, S. 1986. Working With Words A Guide To Teaching and Learning Vocabulary. New York: Cambridge University Press.

Gay, L. R. 2003. Educational Research Competencies for Analysis and Aplication. Ohio: Prentice Hall.

Heaton, J.B. 1989. Writing English Language Tests. New York: Longman

Harmer, Jeremy. 1991. The Practice of English Language Teaching. Harlow: Pearson Educational Limited.

Hatch and Brown. 1995. Vocabulary, Semantic, and Language Education. New York: Cambridge University Press.

Hooper, Brad. 1992. Short Story Writers and Their Work: A Guide to the Best. New York: American Library Association.

Hornby, A.S. 2005. Oxford Advanced Learner’s Dictionary (7th ed). Oxford: Oxford University Press.

Indah, 2007. The Techniques of Teaching Vocabulary to The Fourth Grade Students at SDN Parangargo 02 Wagir, Malang. Unpublished Thesis. Malang: University of Muhammadiyah Malang xi

Irawati A, 2005. The Role of Simulation Method In Improving The Fifth Year Students’

Vocabulary Achievement at SDN Torongrejo 02 Batu. Unpublished Thesis. Malang: University of Muhammadiyah Malang.

Koesnosoebroto, SB. 1988. The Anatomy of Prose Fiction. Jakarta: Depdikbud, Dikti, P2LPTK.

Kusumaningrum and Cahyono. 2011. Practical Techniques for English Language Teaching. Malang : State University of Malang Press,

Palupi S, 2010. Enriching Vocabulary Mastery Using Short Texts. Unpublished Thesis. Surakarta: Sebelas Maret University.

Norton, Donna E. 1991. Through The eyes of A child and Introduction to Childrens Literature. New York: Merril.

Pardiyono, 2006. 12 Writing Clues for Better Writing Competence. Penerbit Andi Yogyakarta.

Sabillah, Fardini. 2004. Teaching English to Young Learners: It’s Policy, Framework, and

Activity –Based Teaching. Student’s Book. Malang: Muhammmadiyah

University.

Sudjana, 1989. Metode Statistika edisi kelima. Bandung: Penerbit Tarsito Bandung. Surapranata, Sumarna. 2004. Analisis, Reliabilitas, dan Interpretasi Hasil Tes. Bandung:

PT Remaja Rosdakarya.

Thornbury, S. 2002. How To Teach Vocabulary. Harlow: Pearson Education Limited Ur, Penny. 1998. A Course in Language Teaching. Cambridge: Cambridge University

Press.

Winarsunu, Tulus. 2009. Statistik Dalam Penelitian Psikologi dan Pendidikan. Malang: UMM Press.

vii

ACKNOWLEDGMENTS

Alhamdulillah, the greatest thanks belongs to ALLAH SWT for His Mercy and Blessing given to the researcher in finishing her thesis. Sholawat and Salam may always be given to Prophet Muhammad SAW who brought the lightness from the darkness.

First of all, the researcher would like to address her sincere gratitude to her first advisor, Rahmawati Khadijah Maro S.Pd, M.PEd and Dian Arsitades, M.Pd her second advisor, for their suggestion, invaluable guidance, and advice during consultations periods, and their comment and correction during the completion of this thesis.

Moreover, she would like to dedicate this research to her beloved and wonderful parents, Harry Budiman and Ridawati, who always become her inspiring people to do the best in every chance she gets, and to her sister Lily, and also her boyfriend Lugi.

Finally, special thanks to her close friends (Iin, Mita, Eka, Far, Tyan, Putri, Sari, Elliesa, Nila) who always accompanied her in doing the thesis, supported her when she felt down.

The Researcher,

TABLE OF CONTENTS

APPROVAL ... i

LEGALIZATION ... ii

ORIGINALITY DECLARATION ... iii

MOTTO AND DEDICATION... iv

ABSTRACT ... v

ACKNOWLEDGMENTS ... vi

TABLE OF CONTENTS ... vii

CHAPTER 1: INTRODUCTION 1.1 Background of Study ... 1

1.2 Statement of the Problems ... 4

1.3 Hyphothesis ... 4

1.4 Purpose of the Study ... 4

1.5 Significant of the Study ... 4

1.6 Scope and Limitation ... 5

1.7 Definition of Key Terms ... 5

CHAPTER II: REVIEW OF LITERATURE 2.1 Vocabulary ... 6

2.2 The Importance of Vocabulary ... 7

2.3 Teaching Vocabulary ... 7

2.4 The Technique of Teaching Vocabulary... 13

2.5 Short Story ... 18

2.5.1 Definition of Short Story ... 19

2.5.2 Types of Short Story ... 19

2.5.2.1 Fantasy ... 19

2.5.2.2 Adventure... 20

ix

2.5.3 Benefit of Short Story in Learning Vocabulary ... 20

2.5.4 The Advantages of Story in Teaching Vocabulary ... 21

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 23

3.2 Population and sample ... 25

3.3 Research Instrument... 26

3.4 Treatment ... 27

3.4.1 Treatment for Experimental Group... .28

3.4.2 Teaching Learning Process of Control Group ... .28

3.5 Data Collection ... 29

3.6 Data Analysis ... 30

3.6.1 Validity of Test ... 30

3.6.2 Level of Difficulty ... 31

3.6.3 Disriminating Power ... 33

3.6.4 Reliability of Test ... 34

3.6.5 Test Analysis... 35

CHAPTER IV FINDINGS AND DISCUSSIONS 4.1 Researh Finding ... 38

4.1.1 The result of Pre-Test of the Experimental Group ... 39

4.1.2 The result of Pre-Test of the Control Group ... 39

4.1.3 The Conclusion of the Pre-Test ... 40

4.1.4 The result of Post-Test of the Experimental Group ... 40

4.1.5 The result of Post-Test of the Control Group ... 41

4.1.6 The Result of Hypothesis Testing ... 42

4.2 Discussion ... 43

CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusions ... 45

5.2 Suggestion ... 46

Appendix

Appendix I Short story about narrative text ... 50

Appendix II Question of pre-test and post-test ... 54

Appendix III Scores of Experimental Group ... 56

Appendix IV Scores of Control Group ... 57

Appendix V Computation pre-test mean sores ... 68

Appendix VI Computation post-test mean sores ... 61

Appendix VII Table “t” value ... 64

Appendix VIII Index of Level difficulty and item Discrimination pre-test ... 65

Appendix IX Reliability in pre-test by Kuder Richardson (KR20) ... 68

Appendix X Result of pre-test in Control Group ... 71

Appendix XI Result of post-test in Control Group ... 77

Appendix XII Result of pre-test in Experimental Group ... 82

Appendix XIII Result of post-test in Experimental Group ... 87

Appendix XIV Picture of students in the class ... 92

Appendix XV Criteria Standard Minimum (KKM)... 93

Appendix XVI Table 3.4 The Treatment of Exprimental Group... 100

Appendix XVII Table 3.5 The Teaching Learning of Control Group ... 102

xi

REFERENCES

Alim, C. N. 2011. Incorporating Short Stories to Help Young Learners to Understand English Tense. In B.Y. Cahyono & N. Mukminatien (Eds), Tehniques and Strategies to Enhance English Language Learning. Malang: State University of Malang Press.

Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.

Ary, Donald, et al. 2002. Introduction to Research in Education (Sixth Edition).: Belmont: Wadsworth Cengage Learning.

Cameron, Lynne. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Creswell, J. 2012. Quantitative and Qualitative Research. Lincoln: Sage Publication. Djiwandono, Soenardi. 2008. Tes Bahasa Pegangan Bagi Pengajar Bahasa. Jakarta: PT

Macanan Jaya Cemerlang.

Erkaya, Odilea Rocha. 2003. Benefits of Using Short Stories in the EFL Context. Asian EFL Journal. http://www.asian-efl-journal.com/pta_nov_ore.pdf

Gairns, R and Redman, S. 1986. Working With Words A Guide To Teaching and Learning

Vocabulary. New York: Cambridge University Press.

Gay, L. R. 2003. Educational Research Competencies for Analysis and Aplication. Ohio: Prentice Hall.

Heaton, J.B. 1989. Writing English Language Tests. New York: Longman

Harmer, Jeremy. 1991. The Practice of English Language Teaching. Harlow: Pearson Educational Limited.

Hatch and Brown. 1995. Vocabulary, Semantic, and Language Education. New York: Cambridge University Press.

Hooper, Brad. 1992. Short Story Writers and Their Work: A Guide to the Best. New York: American Library Association.

Hornby, A.S. 2005. Oxford Advanced Learner’s Dictionary (7th ed). Oxford: Oxford University Press.

Indah, 2007. The Techniques of Teaching Vocabulary to The Fourth Grade Students at

SDN Parangargo 02 Wagir, Malang. Unpublished Thesis. Malang: University of

Irawati A, 2005. The Role of Simulation Method In Improving The Fifth Year Students’

Vocabulary Achievement at SDN Torongrejo 02 Batu. Unpublished Thesis.

Malang: University of Muhammadiyah Malang.

Koesnosoebroto, SB. 1988. The Anatomy of Prose Fiction. Jakarta: Depdikbud, Dikti, P2LPTK.

Kusumaningrum and Cahyono. 2011. Practical Techniques for English Language

Teaching. Malang : State University of Malang Press,

Palupi S, 2010. Enriching Vocabulary Mastery Using Short Texts. Unpublished Thesis. Surakarta: Sebelas Maret University.

Norton, Donna E. 1991. Through The eyes of A child and Introduction to Childrens

Literature. New York: Merril.

Pardiyono, 2006. 12 Writing Clues for Better Writing Competence. Penerbit Andi Yogyakarta.

Sabillah, Fardini. 2004. Teaching English to Young Learners: It’s Policy, Framework, and

Activity –Based Teaching. Student’s Book. Malang: Muhammmadiyah

University.

Sudjana, 1989. Metode Statistika edisi kelima. Bandung: Penerbit Tarsito Bandung. Surapranata, Sumarna. 2004. Analisis, Reliabilitas, dan Interpretasi Hasil Tes. Bandung:

PT Remaja Rosdakarya.

Thornbury, S. 2002. How To Teach Vocabulary. Harlow: Pearson Education Limited Ur, Penny. 1998. A Course in Language Teaching. Cambridge: Cambridge University

Press.

Winarsunu, Tulus. 2009. Statistik Dalam Penelitian Psikologi dan Pendidikan. Malang: UMM Press.