After accomplishing the research, the researcher states some suggestion for students, teachers, and for next researchs in developing students’ reading comprehension using short story. The researcher’s suggestions are:
66 1. The students
Reading comprehension is the process of understanding and comprehending English reading text to obtain the information.
Therefore, students need to truly understand about the text that they are read. In addition using short story offers the procces of learning become joyful
2. The teachers
Short story comes to assist teachers in developing students’
ability to obtain the information from English reading text. Therefore, the researcher will highly recommend the teachers to applied short story technique in teaching reading comprehension.
3. Next researcher
This research can be developed as a reference for next research regarding on the use of short story technique in improving students’
reading comprehension with different variable.
67
REFERENCES
Abd. Syakur, et.al. “Developing Reading Learning Model to Increase Reading Skill for Animal Husbandry Students in Higher Education”, Britain International of Linguistics, Arts and Education (BIoLAE) Journal, Vol. 2, No. 1, March 2020, Page: 484-493.
Amelia Eka Frimasary, “Using Short Story to Improve Students' Reading Comprehension At the Second Year Students Of SMPN 2 Kota Bengkulu”
Journal of Linguistics and Language Teaching. Vol.2 No 2; October 2015.
Brown, Gilian Yule, George, “Teaching the Spoken Language : an Approach Based on the Analysis of Conversational English”, Cambridge : Cambridge University Press.
Carole L Kimberlin and Almut G Winterstein,”Validity and Reliability of Measurement Instruments Used in Research”, American Journal of Health- Syistem Pharmacy 65 (23), 2276-2284, 2008.
C.E Snow “Reading Comprehension: Reading for Learning” Harvard Graduate School of Education (journalI, Harvard University, Cambridge, MA, USA) p. 413-418.
Danny Brassell& Timothy Rasinski, Comprehension That Works Taking Students Beyond Ordinary Understanding to Deep Comprehension, (CA: Shell Education, 2008), p.16.
David Nunan, Designing Tasks for the Communicative Classroom, (Cambridge:
University Press, 1989), p.34.
David A. Hill, “Resources For Teaching English: 14–16”, ( Library of Congress Cataloging-in-Publication Data, 2010), p.94.
Dawson and Thomas E.,”A Primer Experimental and Quasi-experimental Design”,Paper Presented at the Annual Meeting of Southwest Educational Research Association (Austin, TX, January 23-25, 1997).
68
Dian Nur Sagita, et.al. ”Using Short Story Strategy to Develop Reading Comprehension of Grade Eight Students”, e-Journal of ELTS (English Language Teaching Society) Vol. 7 No. 1.
Dwi Eka Martina, “The Effect of Using PQ4R (Preview, Question, Read, Reflect, Recite, Review) Strategy on EFL Students’ Reading Comprehension Achievement”. Research in English and Education (READ), 3 (1), 17-24, February 2018.
Gary Wooley, Reading Comprehension Assisting Children with Learning Difficulties, (London and New York: Springer, 2011), p. 15.
Ghasemi. P and Hajizadeh. R, Teaching L2 Reading Comprehension through Short Story.International Conference on Languages, Literature and Linguistics. Singapore: IACSIT Press (2011).
Gillan Lazar, Literature and Language Teaching: A guide for teachers and trainers, Cambridge: Cambridge University Press, p.73, 1993.
Hartono, Statistik Untuk Penelitian. Yogyakarta: Pustaka pelajar. 2011.p.178.
Hammad Ali Alshammari, “Assessing the Reading Skills of the Saudi Elementary Stage EFL Learners”, ALLS (Advances in Language and Literary Studies), Vol. 12, No. 1,February 2021. P. 56.
H. Douglas Brown. Language Assessment. Principles and Classroom Practices, (San Fransisco State University: Pearson Eduacation, 2004), p.189.
Jack R. Fraenkel, Norman E. Wallen & Helen H. Hyun,”How to Design and Evaluate Research in Education”, (McGraw-Hill,2012), 8th Ed., p.92.
Jane Bcahman Gordon, Karen Kuehner, Fiction: The Elements of Short Story, New York : McGraw-Hill (1999), p.247.
Jeremy Harmer, How to Teach English. (New York: Pearson Education Limited, 2007),p.100.
69
Jeremy Harmer, “How to Teach English, Kuala Lumpur”, Pearson Education (2007), P.101-102.
Jonathan Trace, Valerie Meier, Gerriet Janssen, “i can see that”: Developing Shared Rubric Category Interpretations Through Score Negotiation.
Academia, Accelerating the world’s research, 25 august 2016.
Keegan, A. What is A Short Story? London: Writers Write, Inc.(2003).
Kopitski, M. Exploring the Teaching of Inference Skills (A Capstone submitted in partial fulfillment of the requirements for the degree of Master of Arts in English as a Second Language). Minnesota: Hamline University (2007).
Logan J, Reading and Study Skill: Seventh Edition. Atlanta Cape Community College. Published by McGrawHill Companies. New York (2002).
MacMillan, Literature Series, “Introducing Literature”, Signature Edition, New York (1985) :Glencoe/McGrowHill, p53.
MacMillan Literature Series, Introducing Literature, Signature Edition, New York : Glencoe/McGrowHill, p53. 1985.
Maxwell Martha J. Skimming and Scanning Improvement: Section 2 Exercises, (Berkeley: McGraw-Hill Book Company, 2000).
Merli Puji Handayani, “Using Children Short Stories to Enhance Students`
Reading Comprehension”, (Journal of English and Education 2013), Vol. 1, No. 1 P.133-141.
Mutakhirani Mustafa, (2018), Improving Reading Comprehension by Using Short Story to the Tenth Grade of SMA Negeri 1 Bulukumba, Indonesia : STKIP Muhammadiyah Bulukumba, International Journal of Management and Applied Science, Vol.4, p.273.
Novita Hidayanti, Teaching Reading Comprehension by Using Story Mapping Technique on Narrative Text, a Thesis, p.32. (2017).
70
Nurul Ulfa, Endang Komariah and Diana Achmad, “The Use of Tea Party Technique in Teaching Reading Comprehension”. Proceedings of The 8th Annual International Conference (AIC) on Social Sciences, Syiah Kuala University 2018.
Nuttall, Christine. Teaching Reading Skills in a Foreign Language, (London:
Macmillan, 2005).
Omid Pourkalhor and Nasibeh Kohan, “Teaching Reading Comprehension through Short Stories in Advance Classes”, Islamic Azad University, Asian Journal Sciences and Humanities, Vol. 2 No.2, (2013) p. 3
Parlindungan Pardede, “A Review of Current Conceptual Research on Short Stories Use in EFL Classrooms”, JET (Journal of English Teaching), Vol. 7 No 1. February 2021. P. 31.
Qarqes Mohamed, Radzuwan Ab Rasid, “Reading Comprehension Difficulties among EFL Learners: The Case of First and Second Year Students at Yarmouk University in Jordan”, Arab World English Journal (AWEJ), Vol.
8, No. 3, September 2017. P. 422.
Richards, Jack. C., Methodology in Language Teaching. Cambridge: University Press(2002), p.273.
Roberta Heale and Alison Twycross,”Validity and Reliability in Quantitative Studies”, Evidence-Based Nursing 18 (3), 66-67, 2015.
Setyani, S.G., The Use of Short Stories to Develop Student’s Reading Comprehension Skill. Thesis. Semarang (2009): State University. Jepara.
Sukirah Kustaryo, Reading Technique for College Students. Jakarta: Publication Ltd (2000), p.67.
Sugiyono,”Metode Penelitian Kuantitatif Kualitatif dan R&D”,(Bandung: Alfa beta, 2011), p.7.
71
Sudjana,”Metode Statistika”, (Bandung: PT. Tarsito, 2002’), p.67.
Sharpe, J. P. How to Prepare the TOEFL Test 11th Edition: (Ohio. 2005).
Syofia Delfi and Hamidah Yamat. “An Analysis of Studies on Teaching and Learning Reading in Indonesia”, J-SHMIC (Journal of English for Academic). Vol 4, No 2, August 2017.
Tiara Eka Fransiska, “The use of Short Story as Materials in Reading Comprehension in MTs Yapi Pakem Sleman Yogyakarta Grade IX”, Yogyakarta: UII, 2018.
Veeravagu, Teaching Reading Comprehension, (New York: Harper Collins,2010),p.206.
Zulpan and Ahmad Rusl, “Validity and Reliability of Assessment Intruments Reading Short Functional Text In junior High School Students Class”, Journal Pendidikan Vol. 1, January-Jun 2020.
Zulqoidah,“The Effectiveness of Question and Answer Technique toward Second Grade Students’ Ability at SMPN 1 Pujut. Thesis, UIN Mataram, july 2021.
72 Appendix 1
Students’ Score in Pre-Test
No students aspects
Total Category FMI DI REF VCB INF
1 AHP 5 5 5 10 5 30 Poor
2 SAA 8 12 5 5 10 40 Poor
3 CW 10 10 10 10 10 50 Fair
4 ER 10 8 5 5 12 40 Poor
5 ES 10 7 5 10 18 50 Fair
6 GAP 10 10 5 10 5 40 Poor
7 GAN 10 10 10 5 5 40 Poor
8 HW 6 5 4 10 5 30 Poor
9 JS 10 10 10 2 8 40 Poor
10 KR 10 5 5 5 5 30 Poor
11 LA 12 5 8 10 5 40 Poor
12 MN 10 5 5 5 5 30 Poor
13 MPP 10 5 5 10 10 40 Poor
14 MPW 10 10 10 5 5 40 Poor
15 MYS 10 20 10 10 10 50 Fair
16 NH 5 5 5 10 5 30 Poor
17 SCU 10 10 10 10 20 50 Fair
18 TR 10 10 5 10 5 40 Poor
19 TA 10 10 10 10 10 50 Fair
20 UD 10 10 5 10 5 40 Poor
21 ZW 5 5 5 10 5 30 Poor
22 MZA 10 10 5 10 5 40 Poor
Average Score 39.55
73
Students’ Score in Post-test
No students aspects
Total category FMI DI REF VCB INF
1 AHP 10 20 10 10 20 70 Good
2 SAA 10 20 20 10 20 80 Good
3 CW 20 20 20 10 20 90 Exellent
4 ER 20 20 20 10 10 80 Good
5 ES 20 20 20 10 20 90 Exellent
6 GAP 10 20 20 10 20 80 Good
7 GAN 10 20 10 20 10 70 Good
8 HW 20 12 14 10 14 70 Good
9 JS 20 20 10 20 10 80 Good
10 KR 20 12 14 20 14 70 Good
11 LA 20 20 10 20 10 80 Good
12 MN 10 20 10 20 10 70 Good
13 MPP 10 20 20 10 20 80 Good
14 MPW 20 10 10 10 20 70 Good
15 MYS 18 17 17 20 18 90 Exellent
16 NH 10 20 8 10 12 60 Fair
17 SCU 17 18 17 20 18 90 Exellent
18 TR 10 10 10 20 20 70 Good
19 TA 20 20 10 20 20 90 Exellent
20 UD 10 20 20 10 20 80 Good
21 ZW 10 20 10 10 20 70 Good
22 MZA 10 20 20 20 10 80 Good
Average Score 77.73
74
Students’ Raw Score in pre-test and Post-test
No Students Pre-test Post-test
1 AHP 30 70
2 SAA 40 80
3 CW 50 90
4 ER 40 80
5 ES 50 90
6 GAP 40 80
7 GAN 40 70
8 HW 30 70
9 JS 40 80
10 KR 30 70
11 LA 40 80
12 MN 30 70
13 MPP 40 80
14 MPW 40 70
15 MYS 50 90
16 NH 30 60
17 SCU 50 90
18 TR 40 70
19 TA 50 90
20 UD 40 80
21 ZW 30 70
22 MZA 40 80
75 Appendix 2
Lembar Soal Bahasa Inggris Pre-test
Name : class : School :
Read following the text to answer questions 1 to 10
The rabbit and
the turtle
One day a rabbit was boasting about how fast he could run. He was laughing at the turtle for being so slow. Much to the rabbit’s surprise, the turtle challenged him to a race. The rabbit thought this was a good joke and accepted the challenge. The fox was to be the umpire of the race. As the race began, the rabbit raced way ahead of the turtle, just like everyone thought.
The rabbit got to the halfway point and could not see the turtle anywhere.
He was hot and tired and decided to stop and take a short nap. Even if the turtle passed him, he would be able to race to the finish line ahead of him. All this time the turtle kept walking step by step. He never quit no matter how hot or tired he got. He just kept going.
76
However, the rabbit slept longer than he had thought and woke up. He could not see the turtle anywhere! He went at full speed to the finish line but found the turtle there waiting for him.
Answer the question bellow base on the rabbit and the turtle story 1. What is the main idea of the story above?
2. What is the complication of the story?
3. Why did the turtle challenge the rabbit to a race?
4. What is the character of the rabbit and turtle?
5. He was laughing at the turtle for being so slow (paragraph.1). The underline word refers to?
6. He never quite no matter how hot or tired he got (paragraph.2). The underline word refers to?
7. The fox was to be the umpire of the race (paragraph 1) what the meaning of the underline word?
8. “He was hot and tired and decided to stop and take a short nap.”
(paragraph 2, line 2) what the meaning of the underline word?
9. What is your opinion about the story of the rabbit and the turtle?
10. What is the lesson can be taken from the story?
77 Post-test Name :
Class : School :
Read Following the Text to Answers Question 1 to 10
Lion and Little Mouse
One day a lion was resting in the forest. He was sleeping and leaning his body under a tree. Then a mouse ran toward the lion without seeing him asleep in front of him. He was bumping the lion’s face so hard that made him awake.The lion woke up and mad at him, “Woaahhh, how dare you disturb my sleep?” Then the lion caught the mouse. “I’m sorry my king! I accidentally hit you! “He said. “I will eat you because you have wakened me up!” cried the lion. “Please! Do not eat me my king; I will reply your kindness someday if you let me go!. Then, the Lion releasing the mouse. After he let him go, the mouse ran and said, “I will not forget your kindness.
One day the lion was caught by hunter’s trap. He was trapped in a net installed by hunter. Then he was screaming for help “Please, save me!” the lion cried.The mouse that was foraging in the forest heard lion’ screams. “That is lion.
Seemed he is in trouble now. I have to help him “said the mouse. Soon afterward he went to lion. When he got there, he saw a lion that had trapped helpless in
78
hunter’s nets. Then the mouse was climbing to the top of the net and began biting rope nets one by one with his sharp teeth. The lion, who initially did not believe, surprised to see what he did.
After a while the ropes broken and the lion could get out of the entanglement nets, “Thank you! My little friend, you have freed me. I do not think you can do it “said the lion. “You are welcome my friend. I had promised to repay your kindness someday so I did it “replied the mouse. After that they were always together and became good friends in the forest.
Answer the question base on the Lion and the Little Mouse story 1. What is the short story tells about?
2. What is the complication of the story?
3. Why is the Lion angry at the little mouse and want to eat him?
4. How the little mouse set the lion free from the hunter nets?
5. He was trapped in a net installed by hunter (paragraph.2) the pronoun is refers to?
6. You are welcome my friend! (paragraph 3) Who said the underline word?
7. He was bumping the lion’s face (paragraph 1) what is the synonym of the underline word?
8. Then he was screaming for help “Please, save me! What the meaning of the underline word?
9. What is your opinion about the story of lion and little mouse?
10. What lesson can be taken from the story above?
79 Appendix 3
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan : MA NW Pengadang
Mata Pelajaran : Bahasa Inggris Kelas/Semester : X (Sepuluh) Materi Pokok : Short Story
Alokasi Waktu : 4 x 40 (4 kali pertemuan ) A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati prilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, toleran), santun, percaya diri dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkuan pergaulan dan keberadaannya.
3. Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, dan prosedural berdasarkan rasa ingin tahunya tentang pengetahuan, teknologi dan seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari disekolad dan sumber lain yang sama dalam sudut pandang/teori.
80 B. Kompetensi Dasar
1. Memahami tujuan, struktur teks, dan unsur kebahasaan dari jenis teks naratif, lisan, tulis berbentuk cerpen, dan sederhana.
2. Menangkap makna teks naratif, lisan dan tulis, berbentuk cerpen, dan sederhana.