Therefore, the researcher conducted this research (1) to determine the significant improvement in students' vocabulary achievement after the students were taught using the jigsaw technique and (2) to find out the difficulties that the students faced in learning the vocabulary using the jigsaw technique. This research used quantitative and qualitative methods with 32 grade X.2 students at SMAN 7 Bandar Lampung. The researcher used an interview to find out the student's difficulties in learning vocabulary using the jigsaw technique.
First of all, I would like to thank Allah for successfully completing this research, my family and especially my mother, who always supports me to complete the research. The writer expresses her deepest gratitude to the Almighty Allah SWT who has given him guidance, blessing, patience and mercy in completing this research entitled 'Teaching Narrative Short Stories Using Puzzle Technique to Enhance Vocabulary of students to improve'. This work is presented to the Department of Language and Arts Education of the Faculty of Teacher Training and Education, University of Lampung in partial fulfillment of the requirements for the S-1 degree. Ari Nurweni, M.A., as the primary advisor and academic advisor, for providing valuable inputs, her thoughtful suggestion, supportive guidance, in-depth knowledge and invaluable time to complete this research and also during the learning process.
2 Lilis Sholihah, S.Pd., M.Pd., as the second advisor who provided advice, kindness and suggestions, and for her invaluable time to complete this research. 9 My lovely friends, Varra, Anas and Sarah, who did the same research at SMAN 7 Bandar Lampung, who always helped and cooperated to do this research. 12 All my friends from English Education 19 for the unforgettable stories we went through together, and anyone who cannot be named who contributed to the completion of this research.
The writer hopes that this research will contribute positively to the development of education, readers and those who want to conduct further research.
INTRODUCTION
- Background of The Research
- Formulation of The Problem
- Objectives of The Research
- Uses of The Research
- Scope of The Research
- Definition of Terms
- Vocabulary
- Teaching Vocabulary
- Short stories
- Achievement
- Jigsaw
Receptive learning is the ability to recognize words and remember the meaning of the word. In contrast, productive learning is the ability to recognize words and remember the meaning of the word and is also used in the ability to speak or write at the right time (Nation, 1990). Short stories are a fictional literature (Klarer, 2004) that is considered as one of the literary genres that can be used to learn English vocabulary (Zahra &. Farrah, 2016; Pratiwi, Putri, & Suhadi, 2020).
Short stories are fun because they provide the foundation for learning English, which is covered in fairy tales (Ellis, 1991; Lazar, 1993, cited in Rahmasiah, 2021). So the researcher uses one of the techniques that are suitable in Senior High School. Based on the above explanation, the researcher considers using the puzzle technique as one of the techniques in vocabulary learning.
Is there a significant improvement in students' vocabulary after students learn narrative short stories using the jigsaw puzzle technique? Based on the above research questions, the aim of this research is to find out if there is an improvement in the vocabulary of tenth grade students after being taught short stories and to find out what difficulties the students face in learning vocabulary with the help of a puzzle. It is hoped that the result of this research can be used to support previous theories and contribute to the development of vocabulary teaching theory. 1.4.2.
The researcher used the pre-test and post-test to investigate whether there is a significant improvement in the student's vocabulary performance after the students were taught a short story using the puzzle technique. In order to specify the subject of the research, the researcher provides some terms related to the research. In this research, vocabulary is a crucial skill needed to learn a language and the meaning of words.
Teaching vocabulary is considered one of the most discussed parts of teaching English as a foreign language (Susanto, 2017). Short stories are works of literary fiction that are shorter than a novel (Klarer, 2004) and are rich in literacy tools and provide an abundance of linguistic resources for students to use in learning activities (Damayanti, 2017). In this study, short stories refer to the narrative short stories used with the tenth grade students of SMAN 7 Bandar Lampung.
LITERAURE REVIEW
- Previous Studies
- Definition of Vocabulary
- Types of Vocabulary
- Content Words
- Vocabulary Achievement
- Teaching Vocabulary
- Aspect of Vocabulary
- Short stories
- Teaching Vocabulary by Using Short stories
- Advantages and Disadvantages of Short stories
- Cooperative Learning
- Jigsaw Technique in Cooperative Learning
- Procedure of Teaching Narrative Short stories by Using Jigsaw
- Theoretical Assumption
- Hypothesis
The average of the first cycle was 58%, this showed that the scores and the average in the first cycle were better than the pre-test. The percentage of students and the average in the first cycle were better than pre-test. In addition to finding out whether it improves students' vocabulary performance, this study improves vocabulary performance, which focuses on meaning as one of the aspects of vocabulary and is limited in the content words (nouns, verbs, adjectives and adverbs).
Vocabulary helps students use language, including English, in the form of spoken and written language. Understanding vocabulary is the beginning for easier understanding and use of a foreign language, especially English, in the world of education and communication. The past form of buys is purchased; therefore, in the past tense, the sentence would be: "The man bought a book.".
My sister was cooking pasta in the kitchen.” The present tense of the first verb in the sentence is cook, but the past tense is cooked. As in the sentence "She is helping Alicia with her homework," it serves as an auxiliary verb because it helps the lexical verb helping. In addition, the vocabulary should also be taught in the pronunciation of the vocabulary, because most of the students sometimes find it difficult to pronounce the vocabulary.
Teachers should be creative in the choice of material and be able to stimulate the students' interest to make them feel confident when speaking in the English language. Short stories emerge in the comparative definition of other prose such as the novel or its shorter variants, the novella and novel (Klarer, 2004). In cooperative learning, learning is not finished if one of the friends in the group has not mastered the lesson material.
Jigsaw is a group work method for learning and participating in the following group learning activities. Collaboration - All group members are responsible for the success of others in the group. In the pre-activity, the teacher comes to the class and greets and then prays with the students, then the teacher checks the attendance list of the students.
On the exercise sheet, students are asked to write the unknown vocabulary with the correct spelling. In the post-activity, students are asked to outline what they got from the time activity.
RESEARCH METHODOLOGY
- Research Design
- Population and Sample
- Variables of The Research
- Independent Variable
- Dependent Variable
- Data Collecting Technique
- Research Instrument
- Research Procedure
- Determining The Problem
- Determining The Population and The Sample
- Selecting The Instrument and Material
- Trying-Out The instrument
- Conducting The Pre-test
- Conducting The Treatment
- Conducting The Post-test
- Interview
- Validity and Reliability
- Level of Difficulty
- Discrimination Power
- Data Analysis
- Data Treatment
- Normality Test
- Hypothesis Testing
Using the jigsaw technique, the researcher used interviews to find out the student's difficulties in learning vocabulary. The researcher used two data collection techniques in this research: pre-test and post-test. The purpose of the post-test is to determine the outcome of the treatment to measure whether there has been an improvement in the student's vocabulary following the treatment.
Instruments refer to the measuring instruments that the researcher used to measure the variable items in the data collection process. The researcher used a semi-structured interview in this research to answer the second research question. The researcher conducted the trial test to determine the quality of the test before it was used to obtain the research data.
Students were asked to analyze the generic structure of the narrative text and figure out the moral message that exists. To ensure that the instruments were suitable for use in this research, the researcher tested the validity and reliability of the instruments. In a vocabulary test, the researcher takes some items which can be used to measure the students' vocabulary performance based on some criteria of vocabulary aspects.
Reliability to measure the coefficient of the reliability between the pre-test and post-test. After the half-test reliability was determined, the researcher used Spearman-Brown's Prophecy formula to determine the reliability of the entire test. In analyzing the data, the researcher used quantitative and qualitative approaches to answer each research question.
To analyze the data, the researcher had to calculate the average and find the mean before and after the test. The interpretation was used to create a description of the entire result after the implementation of the jigsaw technique. There were two treatments of the data in this research that were normality test and hypothesis test as follows:.
The hypothesis is accepted if the normality test result is higher than 0.05 (sign > α). The researcher analyzed the data using the Paired Simple T-Test to investigate whether there is a significant improvement in the vocabulary achievement of the tenth grade students after being taught short stories through jigsaw in the teaching-learning process.
CONCLUSIONS AND SUGGESTIONS
Conclusions
They felt confused about the text of the story they were given because they did not understand English. In addition, they were also nervous when explaining the material to their friends in English because they were not good at pronouncing English words.
Suggestions
From storytelling to story writing, implementing reading-to-learn (R2L) pedagogy for teaching English as a foreign language in Indonesia. Writing English Language Tests: A Practical Guide for Teachers of English as a Second Language. Using a jigsaw puzzle to improve vocabulary mastery in seventh grade students of State Junior High School 2 in Prembun in The.
