THE EFFECT OF USING THE SHORT STORIES TECHNIQUE ON THE READING UNDERSTANDING OF TENTH GRADE STUDENTS. This research was conducted to discover the use of the Short Story Technique in improving reading comprehension of first grade students of MA NW Pengadang. Finally, the post-test was given to examine the effect of using the Short Story technique in improving students' reading comprehension.
The scores of pre-test and post-test were compared to see if Short Story has an effect on improving students' reading comprehension, and this was calculated using t-test. Based on the result, it can be concluded that the use of short story has an effect on improving students' reading comprehension in the first grade of MA NW Pengadang. The use of short story strategy to develop reading comprehension of eighth grade students”, e-Journal of ELTS (English Language Teaching Society) Vol.
5Merli Puji Handayani, "Using Children's Short Stories to Improve Students' Reading Comprehension", (Journal of English and Education 2013), Vol. Based on the background described above, the researcher interested in conducting the research titled the use of short story in improving the reading comprehension of students in the first grade of MA NW Pengadang in the academic year 2022/2023.
The statement of problem
Based on the background described above, the researcher interested in conducting the research title, the use of short story in improving the reading comprehension of students in the first grade of MA NW Pengadang in the academic year. In addition, these researches are expected to be able to build knowledge for readers to learn about education, especially how to apply the short story to improve students' reading comprehension.
The definition of Key Terms
Regarding the topic used in this research, the researcher chose a short story titled "the hare and the tortoise, and the lion and the little mouse". The first research conducted by Khoirunnisa Hasibuan titled "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. 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.
17Khoirunnisa Hasibuan, “The Effect of Short Stories on The Students' Reading Comprehension at MTs Islamiyah Medan”, Medan: UIN-SU, 2019. The third study conducted by Diana Suryani, titled “The Use of Short Story to Improve Reading Comprehension Ability of The tenth graders of MAN 1 Lampung Timur.”. The aim of this research is to determine whether the use of Short Story Media can improve the students. 18Irma, "The effectiveness of using short stories for students' reading comprehension of narrative text".
19Diana Suryani, "Using Short Story to Improve Reading Comprehension Ability of Tenth Grade Students of MAN 1 Lampung Timur". Additionally, Maxwell saw skimming as "the ability to process large amounts of material very quickly in order to read for a specific purpose, the location of the main idea. 36Dwi Eka Martina, "The Effect of Using the PQ4R Strategy (Prediction, Questioning, Reading, Reflecting, Reciting, Reviewing) in achieving EFL students' reading comprehension”.
38Nurul Ulfa, Endang Komariah and Diana Achmad, “Using the Tea Party Technique in Teaching Reading Comprehension”.
Hypothesis
The sample of this research is grade A students in the first grade of MA NW Pengadang. In this research, the researcher used a test based on the short stories that the students read as an instrument. In this study, the researcher used essay questions and the use of a short story to teach students' reading comprehension based on students' experiences and knowledge.
A researcher considered a student's experimental class to determine how a short story affects student's reading comprehension. This was done after the completion of pre-testing and post-processing to obtain data on the short story effect on students' reading comprehension. The tests were aimed at students to determine the effects of using a short story in improving students' reading comprehension.
The results of the students' scores in the pretest can be seen in the following table. Then the researcher provided the students' narrative text by using Short story titled "The Goose with the Golden Eggs". Then the researcher provided the students' narrative text by using Short Story titled "The Ant and the Pigeon".
Then the researcher gave the narrative text to the students with the help of a short story called "The Fox and the Graves". It was found that after the treatment was administered, the students' post-test score improved over the pre-test score. The researcher used a short story to teach students' reading comprehension, which was demonstrated by a post-test assessment of improvement in performance.
In addition, the example of using short story was given to the students to make the learning process easier. Students were amused as well as motivated by using short story to improve students' reading comprehension. As a result, the students' score was completely increased after the implementation of short story in improving reading comprehension.
The result of this study was confirmed by the students' scores in the pre-test and post-test. However, to measure the improvement in students' score, the researcher used the paired sample T-test.
Conclusion
Suggestion
Reading comprehension is the process of understanding and comprehending English reading text in order to obtain the information. Therefore, the researcher will strongly recommend the teachers to applied short story technique in the teaching of reading comprehension. Amelia Eka Frimasary, “The use of short story to improve students' reading comprehension in the second year students of SMPN 2 Kota Bengkulu”.
Dwi Eka Martina, "The Effect of Using PQ4R (Preview, Question, Read, Reflect, Revise) Strategy on EFL Students' Reading Comprehension Achievement". Mutakhirani Mustafa, (2018), Improving reading comprehension 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. Nurul Ulfa, Endang Komariah and Diana Achmad, "Using Tea Party Technique in Teaching Reading Comprehension".
Omid Pourkalhor and Nasibeh Kohan, "Teaching Reading Comprehension Through Short Stories in Preschool Classes", Islamic Azad University, Asian Journal Sciences and Humanities, Vol. Qarqes Mohamed, Radzuwan Ab Rasid, "Reading Comprehension Problems among EFL Learners: The Case of First and Second Year Students at Yarmouk University in Jordan", Arab World English Journal (AWEJ), Vol. Tiara Eka Fransiska, "The use of short story as material in reading comprehension in MTs Yapi Pakem Sleman Yogyakarta Grade IX", Yogyakarta: UII, 2018.
Zulqoidah, “Effectiveness of question and answer technique on the ability of second grade students at SMPN 1 Pujut. The fox is supposed to be the arbiter of the race (paragraph 1), what does the underlined word mean. He was hot and tired and decided to stop and take a short nap.” 2nd paragraph, 2nd line) what does the underlined word mean.
He punched the lion's face so hard that he woke up. The lion woke up and was mad at him: "Woaahhh, how dare you disturb my sleep?" Then the lion caught the mouse. Then he cried out for help "Please save me!" the lion cried. The mouse foraging in the forest heard the cry of lions. He thrust the lion's face (paragraph 1), what is the synonym of the underlined word.
Indikator
Memahami tujuan, struktur teks dan unsur kebahasaan jenis teks narrative, lisan, tulis berbentuk cerpen dan sederhana.
Materi Pembelajaran
Metode Pembelajaran
Langkah-langkah Pembelajaran
1. Kegiatan Awal
Kegiatan Inti Mengamati
Berdasarkan teks naratif, siswa secara berkelompok mengidentifikasi orang, lingkungan, jenis teks naratif, struktur skematik, dan fitur linguistik. Dengan bimbingan guru, setiap kelompok menyampaikan kepada siswa lain beberapa hal yang telah mereka ketahui. Setelah memastikan isi teks narrative, siswa mencoba membaca satu per satu.
Siswa menjawab beberapa pertanyaan yang berkaitan dengan isi cerita dari teks naratif sebagai tes pemahaman bacaan mereka. Setiap kelompok menerima umpan balik dari guru dan teman-temannya mengenai kinerja presentasi yang telah mereka sampaikan.
Penutup
1. Kegiatan Awal
Untuk mengecek pemahaman siswa, guru bertanya kepada siswa secara acak tentang materi yang telah disajikan, seperti menemukan ide pokok, informasi detail, referensi, pengetahuan kosa kata, dan kesimpulan yang terkandung dalam teks yang mereka baca.
Penutup
1. Kegiatan Awal
Untuk mengecek pemahaman siswa, guru secara acak bertanya kepada mereka tentang materi yang disajikan, seperti definisi, struktur skematik, ciri kebahasaan teks naratif, dan secara singkat tentang beberapa poin dari diskusi yang telah mereka buat.
