The purpose of this research is to determine whether the use of short story media can improve the mastery of reading comprehension and learning activities of tenth grade students at MAN 1 Lampung Timur in the academic year 2019/2020. The researcher outlined the problems in this research which focused on reading comprehension. Then the result after the II test was 87% of students who can complete the MMC with an average score of 78. In addition, the student's learning activity in the implementation of the I cycle II. cycle very active. This means that the use of short story Media in reading comprehension can improve students' reading comprehension and learning activity in the tenth graders of MAN 1 Lampung Timur in the academic year 2019/2020.
This undergraduate thesis is especially dedicated to
Problem Identification
Problem Limitation
Problem Formulation
Objective and Benefit of the Study 1. Objective of the study
Prior Research
- Definition of Comprehension
- The Definition of Ability
- Definition of Reading Comprehension
- Strategies for Reading Comprehension
- Models of Reading Comprehension
- Assessment of Reading Comprehension
- The Element of Short Story
- Language of Short Story
- Characteristics of Successful Short Story
- The function of short story
- Procedure of Teaching Reading by Using Short Story Generaly, the steps for presenting the short story are
The results of the third previous research prove that the use of the short story is useful in the process of teaching reading. 21Rust Hills, “Writing in General and the Short Story in Particular,” (Library of Congress Cataloging in Publication Data, Copyright 1977), p.1.
Action Hypothesis
- Definition of Operational Variables
The independent variable in this research is a short story that was used to improve students' reading comprehension in a simple way. The dependent variable of this research is reading as one of the four language skills that students must master in order to get information or an idea of what the researcher means from the text.
Setting of The Research
Subject of the Research
Action Plan
In the second phase, the researcher collaborates to carry out the action arranged in the planning phase. In the fourth phase, the researcher tries to see and think again about something that the researcher has done.
Data Collection Techniques
To map the reading skills of the tenth grade students of MAN 1 Lampung Timur, the researcher applied the reading test. The notebook, course overviews and teaching materials of the students of MAN 1 Lampung Timur.
Data Analysis Method
The field note consists of some notes about students' behavior during the teaching-learning process and the weaknesses and obstacles that are grounded in this research. Therefore, the researcher is able to see the students' progress with their writing skills. It then gives details about the teaching and learning process such as: classroom situation, classroom management, classroom interaction, classroom interaction between teacher and students, classroom interaction between students and students.
Indicators of Success
- The Description of Research Data
The formula to determine the percentage of students who pass the minimum mastery criteria (MMC) in each cycle is as follows:42. The action of this research was done using short srory to improve students' reading comprehension. The researcher told the students that the researcher would conduct the research in their classroom in order to know their reading comprehension before doing the action research activity in the classroom.
It means that the students did not reach the minimum English subject mastery criteria in MAN 1 Lampung Timur and the student's reading comprehension was low. The researcher and the students discussed about the setting of the short story, the researcher asked the students: "where did the incident take place?" , the students answered: “on the coast of the island of Sumatra. The researcher and the students discuss the main event part by part by asking the students: "Why did the Kundang mountain invite the curse on the stones?".
The researcher started the lesson by praying, greeting, checking the attendance list and asking the students' condition. After that, the researcher gave the text of the students' short story, a narrative text titled "Timun Mas". The Researcher and the students discuss the main event part by part by asking the students: “How is Timun.
Post-Test I
Observing
The Students' Learning Activity
- Reflecting
- Cycle 2
- The first meeting a) Planning
- Post-Test 2
Subsequently, the students who did not meet the minimum mastery criteria were 87% or 25 students with an interval < 75. Next, the researcher provided the text of the students' short story, a narrative text titled "Roro Jonggrang". The researcher asks the students to read first, then the researcher gives some questions to the students, how many characters are in the story.
The reserher and the students discussed the setting of a short story, the reserher asked the students: “where did that event take place?. The Researchers and the students discuss the main event part by part by asking the students: “How does roro jonggrang fool the jinn bondowoso?” students replied. Then the researcher gave the text of the students' short story, a narrative text entitled "Snow White".
The researcher asked the students to read first, after which the researcher asked some questions to the students, how many characters in the story, the students also answered there are 3 characters, the first Snow White who had the character "Gent, kind, diligent," and stepmother with the character of " cunning, evil", and. The researchers and students discuss the main event part by part by asking the students: "Why does Snow White want to be taken by her stepmother?". Post-Test II was conducted on Monday 10 February 2020 for 2x45 minutes. The researcher began the lesson by praying, greeting, checking the attendance list and asking about the condition of the students.
Post-Test II
Source: MAN 1 Lampung Timur Post-Test II Result on February 10, 2020. Source: MAN 1 Lampung Timur Tenth Grade Post-Test II Result on February 10, 2020. Based on the above result, he can to conclude that 27 students (87%) were successful and 3 other students (13%) were not successful.
Based on the results after Test II, the researcher calculated the average score, which is 79.
Students Learning Activity
Discussion
The researcher used a short story for students to read the text in learning English and for students to master reading comprehension. Based on the interpretation of I. and II. cycle, it can be shown that the use of a short story could improve students' reading comprehension. It was researched that there was an improvement in the final grade and total score of students who passed at least from pretest, posttest I, posttest II.
From the explanation, the researcher concludes that the research is successful and can be stopped in the II cycle because the success indicator has been reached, 70% of the students got the grade ≥75. The result of the students' activities in cycle I and cycle II, there is an improvement in the students. After the implementation of Short Story Media, there has been an improvement in the process of teaching and learning to read as well as in the students' reading comprehension.
It helps the students read strategically and allows them to practice, identify the meaning and function of the sentence. They discussed their reading and used the media to find out the content of the story such as the title, beginning, plot, characters and settings to understand the text.
Suggestions
If they want to use the Short story media, they should consider the situation of the class so that they can manage the class well. They should also consider the topic of the text that affects students' enthusiasm in reading. Always practicing and equipping the right reading start is useful to better understand the text and improve their vocabulary.
This study is only about the use of Short Story Media to improve students' reading comprehension. Abbas Pourhosein Gilakjani and Narjes Banou Sabouri, 'How can students improve their reading skills?', Journal of Studies in Education 6, no. Ameera Sultan, Jamal Nafi, Ziad Qabaja, Suad Al-abed "The Effect of Using Short Stories on the Development of Grade 5 Reading Comprehension in Hebron District" Journal of English Language and Literature Studies Vol.5, No.4 , pp.1-27, May 2018.
Djamila Lasaiba "The Effectiveness Of Using Short Stories In English Teaching For Pai Learners Of Iain Ambon On Learners' Perception" Jurnaal Fikratuna Volume 7, Nomor 2, July-December 2015. Omid Pourkalhor, Nasibeh Kohan "reading comprehension in advance teaching through short story classes" Asian Journal of Social Sciences and Humanities Vol. Rust Hills, "Writing in General and the Short Story in Particular", (Library of Congress Cataloging in Publication Data, Copyright 1977), p.1.
APPENDIXES
Kompetensi Inti
Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Memahami unsur kebahasaan teks naratif saat memberi dan meminta informasi terkait legenda rakyat 4.8 Menangkap makna secara bermakna.
Tujuan Pembelajaran
Materi Pembelajaran
Namun ada yang mengatakan warna itu berasal dari kalung sang putri yang tersebar di dasar telaga. Pada hari yang cerah kita bisa melihat danau yang penuh dengan warna yang indah dan menakjubkan. Namun orang mengatakan bahwa warna itu berasal dari kalung sang putri, yang tersebar di dasar danau.
Media Pembelajaran
Media, Alat dan Sumber Pembelajaran 1. Media
Kegiatan Pembelajaran Kegiatan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan teks naratif yang berbeda dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dan bahasa Indonesia. Siswa menceritakan kembali teks legenda sederhana yang dibacakan dengan memperhatikan fungsi sosial, struktur dan unsur-unsurnya.
Mengamati
- Instrument Penilaian 1. Standard of Assessment
- Write your name and class on your answer sheet!
- Read the text then answer the question by crossing a, b, c, d, or e!
- You may not cheat with your friends!
- Check your answer before submitting!
- Read the text then answer the question by crossing a, b, c, d or e!
- Write your name and class on your answer sheet!
- Read the text then answer the question by crossing a, b, c, or d!
- You may not cheat with your friends!
- Check your answer before submitting!
Guru membimbing siswa untuk mempertanyakan fungsi sosial, unsur kebahasaan, gagasan pokok dan informasi rinci dari contoh teks narrative. Guru menjelaskan fungsi sosial, unsur kebahasaan, gagasan pokok dan informasi rinci dalam cerita rakyat. Guru meminta siswa untuk menganalisis fungsi sosial, unsur kebahasaan, gagasan utama, dan informasi rinci dalam teks naratif yang dibacanya.
Guru membimbing siswa untuk mengamati fungsi sosial, unsur kebahasaan, gagasan pokok dan informasi rinci dari teks contoh. Guru membimbing siswa untuk mempertanyakan fungsi sosial, unsur kebahasaan, gagasan pokok dan informasi rinci dari teks contoh. Guru menjelaskan fungsi sosial, unsur kebahasaan, gagasan pokok dan informasi rinci dalam cerita rakyat.
Guru meminta siswa untuk menganalisis ciri sosial, unsur kebahasaan, gagasan utama, dan informasi rinci dalam teks naratif yang dibacanya. Semua pria di desa mengambil tongkat tebal dan kembali ke hutan bersamanya. Penyihir itu sedang memasukkan sup ke dalam oven ketika ibu tiri memberinya dorongan yang maha kuasa.
Pre-Test
Teaching I in Cycle I
Teaching II in Cycle I
Post-Test I
Teaching I in Cycle II
Teaching II in Cycle II
Post-Test II
