THE EFFECT OF USING SHORT STORY TECHNIQUE TOWARD STUDENTS READING COMPREHENSION AT THE TENTH GRADE OF
MA NW PENGADANG IN ACADEMIC YEAR 2022/2023
By:
Aji Aprinoto Hebri NIM : 180107073
ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM 2022
THE EFFECT OF USING SHORT STORY TECHNIQUE TOWARD STUDENTS READING COMPREHENSION AT THE TENTH GRADE OF
MA NW PENGADANG IN ACADEMIC YEAR 2022/2023 A Thesis
Presented to State Islamic University of Mataram
to Fulfill of the Requirement for the Attainment the Degree of Sarjana in English Language Education
By:
Aji Aprinoto Hebri NIM : 180107073
ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM 2022
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MOTTO
َْلَا ُمُتْنَا َو ا ْوُن َزْحَت َلَ َو ا ْوُنِهَت َلَ َو ِم ْؤُّم ْمُتْنُك ْنِا َن ْوَلْع
َنْيِن
“Don’t be weak, and don’t be sad, even though you are the highest degrees, if you are believers “
Surah Ali Imran :1391
1Haeri Syekh Fadhullah, Q,S Ali Imran :139 (2001)
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DEDICATIONS
“This thesis is dedicated to: My
beloved mother, Hermawati and My beloved father, Alm. Bahri and All of my big families, All of my teachers and lecturers, and My Almamater, UIN Mataram.”
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ACKNOWLEDGEMENTS
Alhamdulillahirabbil ‘alamin, all praises to Allah SWT, the lord of this universe, for His mercies and blessing to me in completing this thesis. Moreover, Shalawat and Salam are always sent to the last messenger of Allah, prophet Muhammad SAW, who has guided us from the stupidity to the cleverness. May Allah bless him, his families, companions and every single one of us.
This thesis was arranged to fulfill one of requirements to obtain a bachelor degree in education in the Study Program of English Language Education of State Islamic University (UIN) of Mataram.
This research will never be accomplished without any help, advice, suggestion, support, and encouragement of a large number of individuals. In this opportunity, the researcher would like to express a high dedication for those as follows:
1. Dr. Muhsinin, M.A., as the advisor I and Jumrah, M,Pd. as the advisor II who have kindly in providing me their best guidance and support in completing this thesis.
2. Dr. Ika Rama Suhandra, M. Pd., as the Head of English Language Education Department and Kasfur Rahman, M,Pd. . As deputy head of English Education Department, who always guided me to write this thesis with wight book guidance.
3. Dr. Jumarim, M.HI., as the Dean of Faculty of Education and teacher Training.
4. Prof. Dr. H. Masnun, M. Ag., as the Rector of State Islamic University of Mataram for giving permission and approving to carry out this thesis of sarjana.
5. All lectures of English Language Education Department of Education and Teacher Training Faculty for valuable knowledge, and advice during the years of my studies.
6. Insapriani, S.Pd as headmaster of the Ma NW Pengadang. Who has given permission of doing the research.
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7. Teachers of English language, who has help the researchers in the class.
8. Students first grade of the Ma NW Pengadang, who has help the researchers in the class.
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TABLE OF CONTENT
COVER ...
TITLE PAGE ...
ADVISORS’ APPROVAL ... i
ADVISORS’ OFFICIAL NOTE ... ii
STATEMENT OF THESIS AUTHENTICITY ... iii
THESIS RATIFICATION... iv
MOTTO ... v
DEDICATIONS ... vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENT ... ix
LIST OF TABLES ... xi
ABSTRACKS ... xii
CHAPTER 1 INTRODUCTION ... 1
A. Background of Research ... 1
B. The Statement of Problem ... 3
C. The Objective and Significance of Research ... 3
D. Definition of Key Terms... 4
CHAPTER II REVIEW OF RELATED LITERATURE AND RESEARCH HYPOTHESIS ... 7
A. Review of Previous Research ... 7
B. Theoretical Bases ... 10
C. Research Hypothesis ... 31
CHAPTER III RESEARCH METHOD ... 32
A. Approach and Type of Research ... 32
B. Population and Sample ... 32
C. Setting and Time of Research ... 33
D. Variable of Research ... 33
E. Design of Research ... 34
F. Instrument of Research ... 34
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G. Procedure of Data Collection ... 35
H. Data Analysis Technique ... 36
I. Validity and Reliability ... 38
CHAPTER IV FINDING AND DISCUSSION ... 40
A. Research Findings ... 40
B. Discussion ... 49
CHAPTER V CONCLUSION AND SUGGESTION ... 53
A. Conclusion ... 53
B. Suggestion ... 53
REFERENCES ... 55
Appendixes ... 59
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List of Table Table 2.1 Five Aspect of Reading Score, 21.
Table 3.1 Students’ Rubric Reading Score, 36.
Table 3.2 Students’ Achievement, 37.
Table 4.1 Students’ Score pre-test, 41.
Table 4.3 Students’ Score post-test, 44.
Table 4.5 Normality Test, 47.
Table 4.6 Homogeneity Test, 48.
Table 4.7 Paired Sample T-test, 48.
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THE EFFECT OF USING SHORT STORY TECHNIQUE TOWARD STUDENTS’ READING COMPREHENSION AT THE TENTH GRADE
OF MA NW PENGADANG IN ACADEMIC YEAR 2022/2023 By :
Aji Aprinoto Hebri 180107073
Abstract
This research was conducted to find out the use of Short Story technique in improving students reading comprehension at the first grade of MA NW Pengadang. Quantitative method was implemented in this research. The design of this research was pre experimental research with one group pre-test and post-test design. The researcher used test as an instrument base on short story students’
read. The type of reading are assessed using the instrument were to find out the main idea, detail information, reference, vocabulary, and inference. The pre-test was used to identify the students’ basic reading score. In addition, the researcher gave the treatment in order to achieve better score of reading comprehension.
Finally the post-test was given to examine the effect of using Short Story technique in improving students reading comprehension. The scores of pre-test and post-test were compared whether or not Short Story has effect in improving students’ reading comprehension, and it was calculated by using t-test. As the result, the average students’ score of pre-test was 39.55 and post-test was 77.73. It means the score of post-test was higher than pre-test. The value of paired sample t-test was 0.000 which was lower than the alpha 0.05. So, the Alternative Hypothesis (Ha) was accepted and the Null Hypothesis (HO) was rejected. Base on the result, it could be concluded that the use of short story has effect in the improvement students’ reading comprehension at the first grade of MA NW Pengadang.
Keywords : Reading Comprehension, Short Story Techniques.
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THE EFFECT OF USING SHORT STORY TECHNIQUE TOWARD STUDENTS’ READING COMPREHENSION AT THE TENTH GRADE
OF MA NW PENGADANG IN ACADEMIC YEAR 2022/2023 By :
Aji Aprinoto Hebri 180107073
Abstrak
Penelitian ini dilakukan untuk mengetahui penggunaan teknik cerpen dalam meningkatkan pemahaman bacaan siswa kelas I MA NW Pengadang. Metode kuantitatif diterapkan dalam penelitian ini. Desain penelitian ini adalah pre experimental research dengan satu kelompok pre-test dan post-test design. Peneliti menggunakan test sebagai instrument berdasarkan cerita pendek yang siswa baca.
Adapun jenis penilaian reading yang digunakan sebagai instrument adalah untuk mencari tau main idea, detail information, reference, vocabulary, dan inference.
Penelitian ini dilakukan pre-test untuk mengidentifikasi nilai dasar membaca siswa. Selain itu, peneliti memberikan perlakuan untuk mencapai skor pemahaman bacaan yang lebih baik. Akhirnya post-test diberikan untuk menguji pengaruh penggunaan teknik cerpen dalam meningkatkan pemahaman bacaan siswa. Skor pre-test dan post-test dibandingkan Apakah Cerpen berpengaruh dalam meningkatkan pemahaman bacaan siswa, dan dihitung dengan menggunakan t-test. Hasilnya, skor pre-test siswa rata-rata 39,55 dan pos-test 77,73. Ini berarti Skor post-test lebih tinggi dari pre-test. Nilai paired sample T- test juga signifikan, dimana signifikansi 0,000 lebih rendah dari alpha 0,05. Dapat disimpulkan bahwa penggunaan cerpen dalam meningkatkan pemahaman bacaan siswa efektif.
Kata kunci : Pemahaman Membaca, Teknik Cerita Pendek.
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THE EFFECT OF USING SHORT STORY TECHNIQUE TOWARD STUDENTS’ READING COMPREHENSION AT THE TENTH GRADE
OF MA NW PENGADANG IN ACADEMIC YEAR 2022/2023 By :
Aji Aprinoto Hebri 180107073
يديرجت
دقو يرجأ اذه ثحبلا ةفرعمل مادختسا ةينقت ةصقلا ةريصقلا يف نيسحت بلاطلا ةءارقلا مهفلاو يف فصلا لولأا نم ام ون غناداغنب. مت قيبطت ةقيرطلا ةيمكلا يف اذه ثحبلا. ناك ميمصت اذه ثحبلا اثحب ايبيرجت اقبسم عم ةعومجم ةدحاو نم رابتخلاا قبسملا ميمصتو رابتخلاا قحلالا. مت ءارجإ اذه ثحبلا لبق رابتخلاا ديدحتل ةجرد ةءارقلا ةيساسلأا بلاطلل. ةفاضلإاب ىلإ كلذ ، ىطعأ ثحابلا جلاعلا نم لجأ قيقحت ةجرد لضفأ نم مهف ةءارقلا. اريخأ ، مت ءارجإ رابتخلاا قحلالا صحفل ريثأت مادختسا ةينقت ةصقلا ةريصقلا يف نيسحت مهف بلاطلا ةءارقلل. تمت ةنراقم تاجرد ام لبق رابتخلاا امو دعب رابتخلاا ءاوس تناك ةصق ةريصق مأ لا رثؤت يف نيسحت مهف بلاطلا ةءارقلل ، متو اهباسح مادختساب رابتخا يت. ةجيتنو كلذل ، ناك طسوتم ةجرد بلاطلا يف رابتخلاا قبسملا 39.55 ناكو رابتخا طاقن عيبلا 77.73. اذهو ينعي نأ ةجرد ام دعب رابتخلاا تناك ىلعأ نم رابتخلاا قبسملا. تناك ةميق رابتخا ةنيعلا ةجودزملا ةمهم اضيأ ، ثيح تناك ةيمهلأا 0.000 يتلا تناك لقأ نم افلأ 0.05. نكمي نأ جتنتسن نأ مادختسا ةصقلا ةريصقلا يف نيسحت مهف بلاطلا ةءارقلل ناك لااعف.
تاملكلا ةيحاتفملا: مهف ةءارقلا ، تاينقت ةصقلا ةريصقلا.
1 CHAPTER I INTRODUCTION A. Background of Research
Reading is crucial because a large number of books, including academic literature, magazines, and newspapers, are written in English.
Reading is one of the language skills to obtain information from a text.
Reading is one of language skills acquired through language learning process.2 According to Hariyati and syakur, Reading is a process that is carried out and used by readers to obtain messages, which will be conveyed by the writer through the media of words or written language.3 However, The students certainly still have difficulty in comprehending English reading texts. Many students’ are face some difficulties in teaching English especially reading comprehension.
Reading comprehension is defined as the language learner ability to understand and comprehend a written text to find the main idea and specific information.4 Moreover, if students do not capture the intent of the message, they will greatly lose its meaning. If the students can understand it well, their reading activity will be much easier. In addition, it is
2Syofia 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.
3Abd. 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.
4Dian 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
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necessary to master the techniques of comprehending a meaning from written text. The students are supposed to understand the narrative text, but many students find difficulties in interpreting the text. They face several problems when students read a narrative text. In the orientation of the text, the students often have problems and difficulties.
In teaching reading comprehension, the teacher should be able to develop successful strategies and educate the students learning. According to Hayashi quoted by Puji Merli Handayani “teachers select texts that stimulate students to read so that the difficulties of grammar, vocabulary, and comprehension can be overcome”.5 Therefore, teachers should guide and help students in the right way to make the students interested in reading English text and how the teacher selects the reading material that encourages the students to read and obtaining the meaning from the written text. In addition, teaching reading can be done through some ways or techniques to create a good atmosphere and interesting during the learning process.
Base on the observation in MA NW Pengadang, the students reading achievement is still not satisfying. Students often find difficulties in reading comprehension especially in reading English text. The researcher noticed that many students' English reading test results were remained below average. Despite learning English since elementary
5Merli Puji Handayani, “Using Children Short Stories to Enhance Students` Reading Comprehension”, (Journal of English and Education 2013), Vol. 1, No. 1 P.133-141
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school, the children nevertheless have a limited vocabulary. As a result, the majority of students just have the ability to read the material without understanding its meaning. Then, The author additionally obtained information from certain students’ of the first grade MA NW Pengadang that reading was a boring activity. In order to achieve better result in learning and teaching process, it needs the solution to solve those problems.
Short story as one of the alternative solution for those problem, because the word that found on the text were common for the students, and also short story doesn’t need much time to read. Nowadays, short story can be used in teaching activities as technique in improving students’
comprehension in reading English text. According to Ghasemi and Hajizadeh short stories have the unique characteristics to make the learners especially suitable to be used in reading comprehension.6 The use of short stories as reading resources for learning is made for this reason: literary works are frequently more engaging than the text contained in textbooks.
It was supported by Setyani that the student' interest in the target culture and language can be stimulated by reading a short narrative.7 Moreover, students would be easy to comprehend English reading text by using short story.
6Ghasemi, P. and Hajizadeh, R. “Teaching L2 Reading Comprehension using a Short Story” International Conference on Languages, Literature, and Linguistics. IACSIT Press, Singapore (2011).
7Setyani, S.G, “The Use of Short Stories to Develop Student’s Reading Comprehension Skill. Thesis. Semarang (2009): State University. Jepara.
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Base on the background described above, the researcher interested in conducting the research entitle, the use of short story in improving students reading comprehension at the first grade of MA NW Pengadang in the academic year 2022/2023.
B. The statement of problem
Base on the background of the research, the problem statement is
“Does the use of short story has effect in the improvement of students’
reading comprehension at the first grade of MA NW Pengadang?”
C. The objective and significance of the research 1. The objective of the Research
The main objective of this research is to investigate the effect of short story in the improvement students’ reading comprehension in the first grade of MA NW Pengadang.
2. The significance of the Research
The findings of this study are expected to have both theoretical and practical importance as a process and product especially the framework of reading.
a. Theoritical Significance
Theoretically, the findings of this study may provide insightful knowledge that will help teachers improve their students' reading comprehension abilities during the teaching and learning
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process. In addition, these research expected to be able to construct knowledge for readers to teach about education, particularly how to apply short story to improve students’ reading comprehension.
b. Practical Siginificance
Practically, this study is expected to be beneficial for :
1) The use of short stories by English teachers can help their students' reading comprehension at MA MW Pengadang.
2) The students’ of MA NW Pengadang can improve their reading comprehension through reading short stories.
3) Readers are familiar with the fundamentals of using short stories to improve students' reading comprehension.
D. The definition of Key Terms
In order to make readers easier to understand, the researcher provides brief definition as follows :
1. Short story
According to Rust Hills, short story is a prose narrative glibly described as "shorter than a novel".8 It short, simple, flexible and do not take long time to read. According to Keegan Short stories as narratives are typically between 1500 and 5000 words in length, rarely exceeding 1,000 words or falling below 500 words, Short stories as narratives
8Rust Hills, “Writing in General and the Short Story in Particular”,(Library of Congress Cataloging in Publication Data, Copyright 1977), p.1
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often range in length from 1500 to 5000 words, rarely going above or below 1,000 words. The typical length of a short narrative is between 1,500 and 5,000 words, with a distinct beginning, middle, and end.9 Therefore, it will be useful to be combined with English teaching. In addition, Short stories are also much shorter than novels, and their plots are relatively easier to sum up.10
According to MacMillan, “short story is a brief work of prose narrative.11 This indicates that a short story is a concise literary narrative that is typically easy to read quickly. In other words, the reader doesn't need to read the short story several times to understand what it's about.
Short story defined as fiction work or prose that has character, plot, and setting to be read in a short time or one setting. Short story is one of an alternative technique to improve students’ reading comprehension and it can make an English learning process more effective and efficient. Therefore, students are expected to get good in comprehending the story based on what is being in written text.
Concerning the topic used in this research, the researcher choose short story entitle “the rabbit and the turtle, and the lion and little mouse.”
9Keegan, A. What is A Short Story? London: Writers Write, Inc.(2003).
10Parlindungan 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
11MacMillan, Literature Series, “Introducing Literature”, Signature Edition, New York (1985) :Glencoe/McGrowHill, p53.
7 2. Reading Comprehension
Reading comprehension is related to the capacity of understanding the grasped ideas of transferring ideas from reading the text to readers mind to have a comprehension. According to Snow reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.12 The students have to find the meaning of text, because if they do not understand the text, it means that they have no interaction with the writer.
Reading comprehension is the ability to understanding of meaning from written text. Reading comprehension is defined as "a method of thought by which a reader selects facts, details, or ideas from printed materials, decides the meanings that the author wishes to express, decide, or perceive how they compare to previous experience and judge their suitability and importance for achieving the learner's own goals.13
Reading Comprehension defined as an activity by the readers to read the text with constructing meaning through interaction and involvement to get the information when they read a text courageously.
Comprehension is influenced by a range of internal factors, including
12C.E Snow “Reading Comprehension: Reading for Learning” Harvard Graduate School of Education (journalI, Harvard University, Cambridge, MA, USA) p. 413-418
13Veeravagu, “Teaching Reading Comprehension,” (New York: Harper Collins, 2010) P.206
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perceptions, beliefs, motivation, and problem-solving strategies.14 In other word comprehension is a complex process regulated by cognitive, emotional, perceptual, and social experiences.15
3. Teaching Reading Comprehension
Teaching reading comprehension is the understanding of the information or ideas that are informed. Comprehension is the relationship between the three main components of reading proficiency:
competence, reading strategies, and strong comprehension.16 It means dependent on cognitive functions like word recognition, decoding, and knowledge. Therefore, it will be new challenges for the teachers.
Kligner, Vaughn and Broadman state that reading comprehension as a complex process involving interactions of many components. Those are, readers, their background knowledge, their reading strategy, the text, their interest topic, and their knowledge of text types. Therefore, it will be new challenges for the teachers in teaching and learning process.
14Linda J Dorn and Carla Soffos, “Teaching Deep Comprehension: A Reading Workshop Approach”, (Stenhouse Publisher; 2005), p.6
15Ibid P.14
16Sukirah Kustaryo, “Reading Technique for College Students.” Jakarta: Publication Ltd (2000), p.67
9 CHAPTER II
REVIEW OF RELATED LITERATURE AND RESEARCH HYPOTHESIS A. Review of Previous Research
The researcher found that several similar studies had been carried out by previous researchers on using Short Story in improving students’ reading comprehension. This section reviews some related studies from several researchers.
The first research conducted by Khoirunnisa Hasibuan, entitled “The Effect of Short Stories on The Students’ Reading Comprehension at MTs Islamiyah Medan.” This study aimed to find out the effectiveness of short story on the students’ reading comprehension of narrative text. The method of this study refers to quantitative research with two variables. Then, the design of this study is experimental which used two classes as experimental class and controlled class. In data collection, Pre-test and post-test was delivery of the instrument. Multiple-choice exams are the test's style in this research.The pre-test and post-test were applied for the experimental and control class.
After analyzing the data, the writer found the mean value of the experimental class was 73.9, while mean value of control class was 34.06. Then the data was analyzed by using T-test formula. The result showed that t-observed was higher than t-table, t-observed = 5.6 and t-table = 1.99 at at the level of the
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significance 0,05. This means that the alternative Hypothesis (Ha) was accepted.17
The similarities of this study and the previous research are both of the research applies short story as media in improving students reading comprehension, both of the research applied quantitative method and using T- test formula in analyzing the data. The differences between this study and previous research are in the collecting the data. The previous research applied experimental and control class, while this research applied pre experimental without control class.
The second the research conducted by Irma, entitled “The effectiveness of Using Short Story towards Students’ Reading Comprehension of Narrative Text.” The objective of this study was to obtain the empirical evidence about the effectiveness of using short story towards students’ reading comprehension of narrative text at the second grade students of Mts AT-TAQWA Batu Ceper Tangerang. The method used in this study was a quantitative method with quasi-experimental design. In collecting the data, this study used test twice to both the class in which was pre-test and post-test. Then, in analyzing the data, the writer used t-test formula to find out whether there was a significant difference between two variables in this study. The result of statistic calculation obtained that the value of t- observation (t0) was 13.71 and the degree of freedom (df) was 78. In the table
17Khoirunnisa Hasibuan, “The Effect of Short Stories on The Students’ Reading Comprehension at MTs Islamiyah Medan”, Medan: UIN-SU, 2019.
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of significance 5%, the value of (df) =78 was 1.665. By comparing the value of to (13.71) with the value of tt (1.665), it could be seen that the value of to was higher than the value tt So, the Alternative Hypothesis (Ha) was accepted and the Null Hypothesis (H0) was rejected. Based on the result, it could be concluded that the use of short story and was more effective towards students’ reading comprehension of narrative text than without using short story.18
The previous research has similarity and the difference from the present research. The similarity between this study and previous research are focus on short stories as an alternative method in improving students reading comprehension, the previous and this study are used quantitative approach and both of the research applied T-test formula to analysis the data. While the differences between this study and previous research are in the design of the research the previous research used quasi-experimental, while this study used pre-experimental one group, also in the type of school, this study will conducted the research in senior high school, while the previous research was in junior high school.
The third research conducted by Diana Suryani, entitled “The Use of Short Story to Improve Reading Comprehension Ability of The Tenth Graders of MAN 1 Lampung Timur.” The purposes of this research are to determine whether the use of Short story Media can improve the students’
18Irma,“The effectiveness of Using Short Story towards Students’ Reading Comprehension of Narrative Text”. (Syarif Hidayatullah State Islamic University, 2016).
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mastery of Reading Comprehension and students’ learning activities of tenth grade at MAN 1 Lampung Timur in the academic year 2019/2020. The method used in this study is classroom action research (CAR). In collecting the data, the researcher used test, observation, documentation, and field note.
Finally, the data confirmed that the pre-test just 13% students’ and the average score of the pre-test were 59. It proves that the result of pre-test was unsatisfactory. Moreover, in post-test I there are 40% students’ and the average score of the post-test were 68. Then, the result in post-test II was 87% students’ with the average score was 78.In addition, the student’s learning activity in the implementation of cycle I, cycle II very active. It means that the use of Short Story Media in Reading Comprehension can improve the students’ Reading Comprehension and learning activity at the tenth graders of MAN 1 Lampung Timur in the academic year 2019/2020.19
The similarities of this study and previous research are focus in using of short story in improving students’ reading comprehension. While, the difference between this study and previous research are in the method, this research used quantitative approach, while the previous research used (CAR).
And also in data collection the previous research used test, observation, documentation, and field note. While, this study used pre-test and post-test in order to obtain the data.
19Diana Suryani, “The Use of Short Story to Improve Reading Comprehension Ability of The Tenth Graders of MAN 1 Lampung Timur”. (State Institute for Islamic Studies Of Metro, 2019).
13 B. Theoritical bases
In this section the researcher described the theories that underline the research. The main parts of that will be discussed as follow:
1. Concept of Reading Comprehension
Reading is one of the most important skill in learning language beside listening, speaking, and writing. The goal of any reading activity is to get information or knowledge from written text. Reading is the most important skill among the four language skills as it can improve the overall language proficiency (Snow, Burns & Griffin, McDonough & Shaw, Krashen & Brown)20. According to Kustaryo, who was cited by Mutakhirani Mustafa, reading is a complex process in which a reader's ability to recognize and compress written symbols depends on their language background, mentality, and cognitive processes, and they anticipate meaning based on what they have read.21
According to Richards, reading is a talent that both students and teachers regard highly.22 Reading is the most crucial component in English learning.People can acquire information through reading that will assist in their understanding of a variety of learning challenges. According to
20Qarqes 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
21Mutakhirani Mustafa, “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. 2018.
22Richards, Jack. C., Methodology in Language Teaching. Cambridge: University Press(2002), p.273
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(Droop & Verhoeven,) Reading involves drawing meaning from smaller units of a text, such as phonemes, morphemes, words, and grammatical recognition.23 It can be interpreted that reading is a process of making meaning in written form with appropriate organizations.
It is clear from the definition of reading provided above that it is a process or action used to understand written, printed, or verbal symbols.
a. Definition of Reading Comprehension
Reading comprehension has a different concept level.
Comprehension is the act of understanding. In a dictionary, comprehension is the ability to know or understand ideas through the mind. Reading comprehension is not a passive activity that means
"magically" which appears once when the reader reads a word in the text24. Harris and Hodges in Brassell and Rasinski stated that reading comprehension is the process of constructing meaning through reciprocal written communication, a holistic exchange of ideas between interpreters and messages25.
According to Wooley that reading comprehension is the process of making meaning from the text26. The aim is the overall understanding of what is described in the text rather than searching for
23Hammad 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
24Danny Brassell& Timothy Rasinski, Comprehension That Works Taking Students Beyond Ordinary Understanding to Deep Comprehension, (CA: Shell Education, 2008), p.16.
25ibid
26Gary Wooley, Reading Comprehension Assisting Children with Learning Difficulties, (London and New York: Springer, 2011), p. 15.
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meaning from the separation of words or sentences. There is a process of searching for the meaning of the text presented. Reading comprehension (understanding, producing meaning and interpretation of texts) depends on variations in the reader's relationship, the relationship of the text, and the situation factor.
Thus, it can be concluded that the reading comprehension of English in this study refers to the actions of students in understanding the content of reading. Students use all abilities and learning experiences during the reading process. Therefore, the text that is read has a meaning is useful to students 'actions after getting information from the text so that students' reading goals can be achieved.
b. Purpose of Reading comprehension
Reading process of a books, novel, Short stories, newspaper are likely to be different when people read a sentence on the billboard on the street, these different skills frequently depend on what we are reading for In this case, the purpose is reading for pleasure. It is different when we read a textbook or a recipe. We read it because we need information. In this case, our reading is to get information.
Reading is recommended for the following reasons by Rivers and Temperly for second language learners: 27
27David Nunan, Designing Tasks for the Communicative Classroom, (Cambridge:
University Press, 1989), p.34
16
1) To learn more about a subject because we are fascinated about it or for some other reason;
2) To receive directions on how to carry out a task for our daily lives or jobs;
3) To solve a riddle, play a game, or perform in a play.
4) Understanding business letters or maintaining correspondence with pals.
5) To be aware of availability, where, and when something will occur.
6) Knowing what really is occurring or has already occurred.
7) For pleasure or thrill.
The definition makes it clear that choosing a reading goal is a very important step to take before beginning a book. The reader will find it easier to choose the kind of texts they wish to read and the reading strategies they need to employ after the aim of their reading has been established. As a result, the reader will find it simple to access the information they need.
Establishing a purpose for reading is also important for monitoring comprehension. A reader will be more alert to certain aspects of the reading if they know their goal. They will be more aware of confusing or unclear sections of the text. When students are aware of their goals prior to reading, they become more motivated to read.
17
The different purpose of reading is also stated by Harmer. He dividedit into some areas such as predictive skills, extracting specific information,getting the general picture, extracting detailed information, recognizing function and discourse patterns, and deducing meaning from context28.
Generally, reading purposes mentioned above is to understand or to comprehend the reading passage from the printed text whether there is an action or not after reading a text. It emphasizes on reading is not a general ability. Related to the purpose of reading itself, it embraces a wide variety of tasks, activities, skills, and mental process.
For instance, when reading for getting specific information, a reader needs to consider the accuracy of words meaning in order to comprehend the information in the text.
In sum up, those definitions above conclude that the general purpose of the reading is to be able to use any techniques of reading activity and to reach the meaning or message toward kinds of reading.
Based on the purpose of reading classified by Harmer, there are two types of reading related to its purpose. Those are extensive and intensive reading. For the detail description of the two reading types are as follows:
1) Intensive Reading
28Harmer, 1983,pp. 183—184)
18
The notion intensive reading, Harmer defined that “reading detailed focus on the construction of reading texts which takes place usually (but not always) in classrooms29. In other words, studying the construction of the text which has a certain purpose by the reader can be read intensively.
Based on the explanation above, the writer can conclude that intensive reading is reading a text that the reader must pay attention more deeply about the language features. Then, it also needs guidance to help and force the reader to understand.
2) Extensive Reading
Extensive reading applies to texts of more than a page, up to and including professional articles, essays, technical reports, short stories and books30. Extensive reading has the same effects as skimming and scanning exercises in that it exposes students to a vast number of interesting and engaging materials and activities, which will significantly affect their understanding of L2.
Nuttal assumed extensive reading is the understand the whole (e.g., book), we must first understand the parts (sentences, paragraph, chapters) of which it is made up. However, we can in fact
29Jeremy Harmer, How to Teach English. (New York: Pearson Education Limited, 2007),p.100
30H. Douglas Brown. Language Assessment. Principles and Classroom Practices, (San Fransisco State University: Pearson Eduacation, 2004), p.189
19
often understand a text adequately without grasping every part of it;
students have to be encouraged to develop this facility.31
Based on that statement above, the reading selection which appropriate related to extensive reading is reading for pleasure. In reading activity, a reader does not need to understand every word because the aim is merely needs to get an overall understanding of the text.
In thus, it is necessary to determine the readers purpose in reading beforehand and know for certain what a reader is looking for. In this case, both intensive and extensive reading have the own technique in reading skill. The techniques involve skimming and scanning.32
Moreover, Maxwell viewed skimming as “the ability to process large quantities of materials very rapidly in order to read for a specific purpose, the location of the main idea. In some texts, students’ can glance a notion of the content or even learn the main ideas just by skimming topic headings and looking at charts and graphs. Skimming would be helpful when we want to find out quickly about the writers point of view. We may want to find out what the writer thinks about something. When we want to know the
31Nuttall, Christine. Teaching Reading Skills in a Foreign Language, (London:
Macmillan, 2005)
32Maxwell Martha J. Skimming and Scanning Improvement: Section 2 Exercises, (Berkeley: McGraw-Hill Book Company, 2000)
20
writers point of view or how a book or article is organized, we do not need to read a whole text or we do not need to know the details for this instead of we just need to read only a few important words.
On the other hand, scanning refers to the ability to locate facts quickly. For instance, when we look up a person telephone number, we do not start reading started from alphabet A. Rather we scan down the column until we locate the first letter of that person exactly. In addition, according to Maxwell “scanning is an excellent technique for reviewing to make sure that you have mastered and understood the relevant supporting details.” For example, in finding out the supporting details of a text, we need to focus on the facts we want and locate them quickly with a minimum effort.
Based on the illustration above, skimming is a part of total reading processes and will help a reader greatly to enhance his speed and understanding in reading. Meanwhile, scanning will lead you to develop confidence and skill in locating main ideas and details quickly.
In conclusion, the purpose of reading will ease the readers in reading appropriate text. That is why they have to decide and know exactly what kind of purposes they have in reading text because in one reading text may have multiple purposes in which for each purpose has its own reading technique.
21
c. The Principles of Reading Comprehension
According to Jeremy Harmer, there are some principles of reading comprehension33 :
1) Encourage kids to read as frequently and widely as they can;
2) Students must be engaged in the reading material. During the class, teachers should also try their hardest to make sure that the students are engaged with the subject and the tasks they are required to complete while studying it;
3) Encourage students to respond to a text's content (and to consider their reactions to it);
4) The importance of prediction in reading. Before beginning to read, most people who read a text already have a fair understanding of its substance. Before reading a single word, book covers, images, and article headlines can all give readers a signal as to what will be in the book.
5) When employing literature that require rigorous reading, match the work to the topic. When a reading assignment is given, teachers must select appropriate reading assignments, the right questions to ask, appropriate pre-reading, reading-related activities, post-reading activities, and meaningful study exploitation.
33Jeremy Harmer, “How to Teach English, Kuala Lumpur”, Pearson Education (2007), P.101-102
22
6) Reading texts in-depth is something excellent teachers do. Good teachers can incorporate reading material into engaging lesson plans by using the topic for discussion and additional assignments, the language for study and then activation, and a variety of activities to make the material come to life.
In conclusion, the purpose of teaching reading is to assist pupils in comprehending the material. These guidelines are meant to assist teachers in efficiently designing reading instruction.
d. Reading comprehension process
The reading process has the following eight aspects:
1) Sensory aspects
The sensory aspect is the initial process in reading which relatedwith the sense of sight. This means that in this activity, the reader observes a series of graphic symbols used in the text.
2) Perception aspects
The perceptual aspect is an activity to interpret sensory impressions that have entered the brain. In this activity the reader obtains and organizes visual sensory data from writing pages based on their background and individual knowledge and experience.
23 3) Sequence aspects
The sequence aspect is an activity following a series of writings arranged linearly, logically and systematically according to grammatical rules. In this activity, the reader must adjust eye movements to follow the flow of the writing.
4) Aspects of experiences
The experiential aspect is one of the keys in reading so that it can give meaning in the series of writings it reads. In this activity, the reader uses an experiential background in the activity of giving meaning to a series of writings written on a printed page meaning that the background experience is used as a basis for interpreting the series of writings being read.
5) Aspects thinking
In this activity, the thinking aspect is related to the mental activity of thinking. Thinking activities are very necessary in reading activities.
6) Aspects of learning
In this activity, the learning aspect is related to the activity of remembering something that has been studied and mixing it with new ideas and facts found in the text.
24 7) Aspects of association
In this activity the association aspect is related to the activity of connecting graphic symbols with language sounds and meanings.
8) Affective aspects
In this activity, the affective aspect regarding the activity of focusing attention generates a hobby and fosters reading motivation while reading34.
2. Assessement of Reading Comprehension
Assessement is a respond given by teacher in a specific course with the certain rules. The teacher will give such a comment and score as a feedback in the end of teaching. Therefore, it is a crucial process in teaching and learning process. As a result of learning the student will receive the score as their performance and it will reflect how good the progress. The use of assessement can be said as an activity to evaluate the teaching and learning process. Assessment is also defined as a systematic process for collecting, analyzing, interpreting information and determining the level of success of students towards learning objectives.35
34Lorena Manaj Sadiku, The Importance of Four skill..., p. 30.
35Zulpan 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.
25
Based on the explanation above, assessment is important part of teaching and learning process to measure and evaluate the progress of students. It is conducted in the end of the class by giving such a feedback.
According to Mikulecky and Jeffries there are some aspects that highly related to reading comprehension. They are main idea, detail information, reference, vocabulary and inference36.
a) Main idea
The main idea is a statement that tells the author’s point about the topic. According to Longan identifying the main idea is essential for comprehending a paragraph or short selection37. The main idea is usually found in a sentence; it is usually found in the first sentence, but it can also be found in the middle or at the end. Identifying main idea is an important part of reading comprehension.
b) Detail information
Detail information is mostly known as supporting detail information is one of the easiest things of reading aspect that the reader can directly identify the written information of written text. Detail is considered as the most crucial thing in reading comprehension. We need detail to comprehend the text. It is also the first thing that we must
36Dwi 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.
37Logan J, Reading and Study Skill: Seventh Edition. Atlanta Cape Community College.
Published by McGrawHill Companies. New York (2002).
26
be able to do to identify the topic of the text. In examination, there are some questions related to detail information. Djiwandono stated that the questions of detail information questions are marked by WH question such as who, where, when, what, why, and how38
c) Reference
Sharpe state that the reference is antecedent of a pronoun. The antecendent is a word or phrase to which a pronoun refers in identifying reference, the students are expected to understand for what the pronouns in the sentences are used such as the pronouns that are used to show people, place, or situation.39
d) Vocabulary
According to Sharpe While reading a passage, the student broadens his vocabulary by looking up new words in a dictionary and guessing the meaning based on context.40 Context assists students in making broad predictions about the meaning. It means that making predictions based on context will assist students in understanding the meaning of a passage without having to look up every new word in a dictionary. In fact, one of the reasons readers have difficulty understanding material is a lack of vocabulary.
38Nurul 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.
39Sharpe, J. P. How to Prepare the TOEFL Test 11th Edition: (Ohio. 2005)
40Ibid
27 e) Inference
Students are expected to comprehend the text in order to find the conclusion of the statements in the text when making inferences.
According to Kopitski in order to make inferences, readers must practice combining clues from the text with their prior knowledge41 . It means that the textual clues will assist students in making assumptions and drawing conclusions. So they can respond to the questions.
Table 2.142
Five aspect of reading score
No Aspect Description of Indicator Score
1 Main idea a. Unable to answer question related to the main idea in the story.
b. The answer include minimal understanding of main idea in the text.
c. Inaccurate or incomplete understanding of main idea.
d. The answer state or implies the main idea from the story.
e. The answer include a clear generalization that state or implies main idea.
1-2 3-4 5-6 7-8 9-10 2 Detail a. Unable to answer specific information and
detail that is explicitly mentioned in text.
1-2
41Kopitski, 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).
42Brown, Gilian Yule, George, “Teaching the Spoken Language : an Approach Based on the Analysis of Conversational English”, Cambridge : Cambridge University Press.
28
b. Determine the information that does not exist in text.
c. Understand the detail of information but not known as specifically.
d. Mostly known the information in passage material.
e. Clearly determine the detail information of the passage material.
3-4 5-6 7-8 9-10 3 Reference a. There is no understanding of people,
character, place, or situation in the story.
b. Determine the character or situation that does not exist in the story.
c. Answer some question relate to the material of story.
d. Mostly known to answer all question in the passage about character, place or situation that exist in the story.
e. Clearly answer all the question in the in the passage about character or situation that exist in the story.
1-2 3-4 5-6 7-8
9-10
4 Vocabulary a. Difficult to understand each word in the material because lack of vocabulary.
b. Difficulties to understanding some vocabulary in the story.
c. Knowing some of vocabulary that contained in the story.
d. Mostly known the vocabulary in the story.
e. There is no difficulties to understanding the word and clearly understand all the passage in the story.
1-2 3-4 5-6 7-8 9-10
29
5 Inference a. Difficulties to make a and conclusion base on the logic of the passage.
b. Can make a conclusion but not relevant with the story text.
c. Make a conclusion but not good as possible.
d. Mostly make a clearly conclusion base on the logic of the passage.
e. Clearly make a conclusion base on the logic of the passage in the story text.
1-2 3-4 5-6 7-8 9-10
Then to simplify the calculation, researcher Jonathan Trace, Valerie Meier, Gerriet Janssen on a scale of 100 as follows.43
Table 2.2
Students’ Achievement
Criteria of Assessment Grade
86-100 Exellent
70-85 Good
50-69 Fair
30-49 Poor
<29 Very Poor
43Jonathan 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.
30 3. Narative text
a. The Definition of Narative Text
There are different text types, including narrative, procedure, spoof, fable, comic strip, and news item. Other types of texts include argumentative, explanatory, argumentative, and spoof. In general, pupils enjoy reading texts that are based on national or international folklore, such as The Goose with the Golden Eggs, Timun Emas, Sangkuriang, Roro Jonggrang, etc. People are aware that these writings are narrative in nature. A text that tells a story is referred to as a narrative text. The narrative may be made up or based on a true event.
Every story deals with some issues that build to the climax and then result in a resolution to the issue. Furthermore, according to Keraf cited by Novita Hidayanti said thata narrative is a type of discourse that tries to describe events in a way that makes the reader feels as though they are happening to them. Therefore, the aspect of the act or acts is the most significant component of a narrative.44
The researcher can infer from the definition given above that a narrative is a text about a story that can take the shape of a social legend or short story, folklore, a novel, etc. In narrative texts, there is usually some form of conflict or social issue. As a result, reading them could make readers laugh or feel anxious.
44Novita Hidayanti, Teaching Reading Comprehension by Using Story Mapping Technique on Narrative Text, a Thesis, p.32. (2017)
31 b. Organization of narrative text
According to Setiyadi, the organization of narrative text are:
1) Orientation
Sets the scene (where and when the story happen) an introduced the participants of the story (who and what is involved in the story).
2) Complication
Tells the beginning of the problem which lead to the crisis (climax) of the main participants.
3) Resolution
Give a solution to the issue, either in a happy or a sad (tragic) conclusion.
4) Reorientation
Add finals observation to the story. It contains a lesson or piece of advised.
4. Short story
a. Definition of short story
Since the nineteenth century, the use of books has been documented. It was mostly used as lesson material when the Grammar Translation Method was employed to teach English. Short stories are among the literary works. According to MacMillan, Short Story is a
32
brief work of prose narrative.45 This indicates that a short story is a concise literary narrative that is typically easy to read quickly. In other words, it won't take the reader long to understand what the short narrative is about.
According to Keegan, a short story is a narrative that is typically between 1500 to 5000 words in length—enough to read in one sitting—
rarely exceeding 1,000 words or falling below 500 words. The typical length of a short narrative is between 1,500 and 5,000 words, with a distinct beginning, middle, and end.46
In addition, Lazar said that the short narrative was a work of fiction. It contains a plot and characters that are somehow related to one another, depicts something during a time of crisis, introduces persons who are claimed not to actually exist, and tells one incident in a highly condensed manner.47 Because of its unique qualities, it is obvious that a story is a straight forward literary piece that may be employed as instructional material in language learning.
In light of the aforementioned claims, a short tale is described as a concise fictional narrative written in prose that can be read quickly.
Additionally, it has some unique qualities that will make reading it more enjoyable than reading other written texts for the reader.
45MacMillan Literature Series, Introducing Literature, Signature Edition, New York : Glencoe/McGrowHill, p53. 1985.
46Keegan, A. What is A Short Story? London: Writers Write, Inc. 2003.
47Gillan Lazar, Literature and Language Teaching: A guide for teachers and trainers, Cambridge: Cambridge University Press, p.73, 1993.
33
b. Procedure of teaching reading using short story
In the process to achieved instructional goal in the classroom.
The researcher applies short story as a technique to carry out the learning process. Short story is the instructional media to retell the story in reading form. According to David Hill, the procedures to carry out the short story as an instructional media are48:
1) The researcher explains the characteristic of short story that usually begins with the words like ‘Once upon a time”, or “One day”.
2) The researcher introduced the characters of the story by mentioning the names of characters.
3) The researcher and the students’ discussion the setting of short story that include the place and time.
4) The researcher pronounces the name of characters and the key words then the students follow him/her.
5) The researcher and students discussion the main event of short story part by part by asking the question in the student.
6) The researcher gives the conclusion of short story.
7) The teacher closes the learning process by asking the students about the content of story or asking for the story according to their opinion.
Based on the statements above, the procedures of using short story in teaching reading comprehension categorized as identifying,
48David A. Hill, “Resources For Teaching English: 14–16”, ( Library of Congress Cataloging-in-Publication Data, 2010), p.94.
34
guiding, instruction concentration, asking the questions, and discussion of the short story.
c. Advantages of short story
To improve reading abilities, such as word analysis, structure analysis, dictionary use, and learning the meaning of words from the context, some materials, such as textbooks, are required. Given that literature has the ability to be universal and that short stories will enable the instructor to address human issues, short stories may be advantageous. The advantages of short stories over other literary pieces for teaching purposes:49
1) Due to their simplicity and briefness, short stories make reading assignments for students’ easier. Give them a greater understanding of other people's cultures.
2) Students are more creative and develop their critical thinking skills when the work requires more focus and investigation.
3) Increase cultural sensitivity
4) Helps students feel less anxious and more relaxed.
5) Due to its common Language, short stories are appropriate for multicultural settings.
6) Presents a fascinating fictitious world.
49Omid Pourkalhor and Nasibeh Kohan, “Teaching Reading Comprehension through Short Stories”, Islamic Azad University, Asian Journal Sciences and Humanities, Vol. 2 No.2, (2013) P.3.
35 d. The Elements of Short Story
Short stories have their unique elements, just like other fiction works. However, there are differing viewpoints among specialists regarding the number of features in short stories.
According to Gordon and Kuehner, there are six elements in the plot.50 Meanwhile, Diyanni claimed that the short story included seven components. Irony and symbol are two of the contrasts.
According to Diyanni, the use of irony and symbols will aid in the reader's comprehension of the works by condensing a lot of information into a small amount of time. When they expound on additional features like story, place, character, point of view and tone, topic, and style, both of these novels still use the same justification. The author of this study describes the concepts found exclusively in Gordon and Kuehner's book. The elements are as follow:
1) Plot
The author arranges the events of a narrative according to a plot in order to achieve a particular impact. It is a chain of events that are often arranged in time order. Conflict and causality are the two elements that make up a plot. In order to replace two or more occurrences, causality is required. An internal or exterior conflict
50Jane Bcahman Gordon, Karen Kuehner, Fiction: The Elements of Short Story, New York : McGraw-Hill (1999), p.247
