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
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
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
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
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
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
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
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
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