The result of the study showed that there was a significant improvement in the students' vocabulary after using Storytelling. This statement could be reflected in the fact that the students' average score on the aptitude test was 43.7, but it increased to 64.15 in the first cycle and 80.27 in the second cycle. This means that the students' vocabulary was classified as successful from the first cycle to the second cycle.
Erwin Akib, M.Pd., Ph.D., the Dean of the Faculty of Teacher Education and Training, UNISMUH Makassar. Dr.Ummi Khaerati Syam, S.Pd., M.Pd, the Head of the English Education Department in UNISMUH Makassar. APPENDIX F: The result of students' verbs and nouns Cycle I APPENDIX G: The result of students' verbs and nouns Cycle II APPENDIX H: The students' classification in the diagnostic test, cycle.
APPENDIX J: Students improve their vocabulary in identifying verbs from the D-Test, Cycle I, Cycle II text. APPENDIX K: Students improve their vocabulary in identifying text nouns in the Diagnostic Test, Cycle I and Cycle II.
INTRODUCTION
- Background
- Objective of The Research …
- Significance of The Research …
- Scope of The Research …
It focused on storytelling to enhance students' vocabulary mastery and was taught at Bunga Mayang Islamic Kindergarten. The result showed that by using image as a medium, the storytelling technique could increase the student's vocabulary mastery of the story in the story. The researcher could know the character of the students and the problems students face in learning vocabulary, especially vocabulary mastery, based on the researcher's experience during stage 3 at SMPN 3 Sungguminasa.
Using the storytelling method for vocabulary mastery at SMPN 3 Sungguminasa in the English learning process. The researcher intends to do a study titled "Improving students' vocabulary mastery using storytelling in SMPN 3 Sungguminasa from the above background. Theoretically, this research can be a reference for later researchers in improving students' vocabulary mastery through storytelling method.
The area of this research is the use of storytelling to improve students' vocabulary mastery. The researcher focuses on improving the student's vocabulary mastery through the use of narrative text (content, plot, setting, conflict and characters, and the use of animal stories).
REVIEW OF RELATED LITERATURE
- Previous Related Research Findings
- Concept of Vocabulary
- Concep of Storytelling
- Conceptual Framework
When stories are used as a learning process, students will be more enthusiastic in the learning process. Richards emphasizes that vocabulary is an important part of language skills and provides many frameworks for how well students speak, listen, read and write. The purpose of vocabulary mastery is to train students in language skills and abilities.
They must exemplify the word in context so that students do not easily forget it. The teacher can ask the students to look up the word in the dictionary, this way provides practice in important learning skills, using the dictionary. The use of stories creates and encourages students' ability to increase their understanding of history.
At first, the students will be very happy when they learn English with short stories because the students want to know more about the story. It can bring a lot of fun, and also allow students to memorize words and understand sentences quickly, and using storytelling in learning can strengthen the mastery of English vocabulary.
RESEARCH METHOD
- Research Design
- Research Variable and Indicator
- Research Subject
- Procedure of Collecting Data
- Research Instrument
- The Technique of Analysis the data
There were several aims of Cycle II, such as to address the weakness in Cycle I, to give more opportunities to students to improve students' vocabulary mastery using storytelling. a. The purpose of this study was to see if students' vocabulary competence improved after they were taught to use the storytelling method. According to research findings, developing vocabulary through the storytelling method can improve students' achievement in understanding nouns and verbs.
The researcher conducted several types of tests for the students in this study test D, cycle I and cycle II. The results of cycle I and cycle II of the students are classified in several criteria and percentages as follows. The researcher used the storytelling method and the students' ability improved after they were treated because the students' diagnostic test score before the treatment was relatively low.
The aim of this study used narrative text to improve students' vocabulary mastery of verbs and nouns used the narrative method. According to the comparison test between the D-test, cycle I, cycle II, students' scores increased and the difference was significant. Enhancing students' vocabulary mastery through cartoon story maker (a classroom action research for 2nd grade students in MAN Tengaran in the academic year.
Improving students' vocabulary mastery through storytelling in Bunga Mayang Islamic Kindergarten School Bandar Lampung. The researcher gave the topic for the narrative text: "The cows and the lion". The researcher started this activity with a narrative reading video. The researcher also looked at how much vocabulary the students knew and their understanding of the story.
The eighth meeting of the researcher gave a test to determine the results of the students in cycle II to improve the vocabulary mastery of the students. Why is my friend crying?" The mouse explained: “I made a small hole and entered the basket. Classification of students in the diagnostic test, cycle I and cycle II for determining the verbs and nouns of the text using the Story.
FINDINGS AND DISCUSSION
Findings
The table above shows that the student's vocabulary mastery at SMPN 3 Sungguminas is achieved from D-test to Cycle I and Cycle II. of the cycle in which II. cycle greater than I. cycle, and D-test. About the vocabulary of the average grade in cycle II, the student gets 80.27 or high, more than in cycle I, and D-test, where students get 64.15 or medium grade, and students get 43.7 or low. After that, the researcher asked each student to read the text and the researcher asked the students to translate the material into Indonesian using a dictionary.
The second meeting gave the researcher material on verbs and nouns, and how much vocabulary the students knew. The sixth meeting reviewed the story and asked students about the process of finding verbs and nouns in stories, and gave material about verbs and nouns, and how much vocabulary the students knew. By calculating the collection data of the students in answering the test, the researcher used formula to get the average score of the students as follows.
Very active 4 Students respond actively to the material. Very active Active 3 Students respond actively to the material. Fairly active 2 Students only respond to the material once or twice Not active 1 Students simply sit without during the activity. The students improve their vocabulary skills in identifying verbs in the text of the diagnostic test, cycle I and cycle I.
The students improve their vocabulary skills in identifying nouns in the text of the diagnostic test, cycle I and cycle II.
Discussion
CONCLUSION AND SUGGESTION
Conclusion
The test was given in the form of a diagnostic test at the beginning of cycle I, and cycle II was given at the end of each cycle. The researcher used a short story, and there were five questions to be answered by the students. The questions were used to find out if nouns and verbs in the story can be found like the goals the researcher wants to achieve.
The following table shows the results of using narrative text to improve students' vocabulary mastery. This indicates that the application of the storytelling method in improving the vocabulary mastery of grade seven students of SMPN 3 sungguminasa. Based on the result of the study, it was concluded that the use of the storytelling method could make a greater contribution to the learning of vocabulary mastery.
The student scored higher than the diagnostic test in Cycle I after therapy, but still did not meet success criteria. In the test, many students have problems answering the questions because the students do not understand the meaning of the content of the given story, and the students also have problems distinguishing and finding verbs and nouns. From the above discussion, it can be concluded that the use of storytelling method is one of the teaching media that can improve students' vocabulary mastery in Grade VII SMP Negeri 3 Sungguminas.
Based on the discussion presented in the previous chapter, the following conclusion is that the use of the narrative method can improve students' vocabulary mastery, especially when reading narrative texts in Grade VII SMP Negeri 3 Sungguminasa. This is evident from the increase in the average score for students from the D-test, cycle I and cycle II.
Suggestion
Pertemuan ketujuh peneliti kembali mengulas cerita dan cara menemukan kata kerja dan kata benda dalam cerita. Siswa dapat mengidentifikasi dengan baik dan benar fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks narasi yang berkaitan dengan dongeng 2. 4. Memahami makna kontekstual terkait fungsi sosial, struktur teks dan narasi, lisan dan tulisan, sangat singkat dan sederhana , berhubungan dengan dongeng.
4.7 4.1 Menceritakan makna kontekstual terkait fungsi sosial, struktur teks sangat pendek dan sederhana terkait dongeng berjudul 'Putri Salju'. Siswa menceritakan makna kontekstual terkait fungsi sosial, struktur teks sangat pendek dan sederhana terkait dongeng berjudul.
