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USING SHORT STORIES TO ENHANCE STUDENTS’ VOCABULARY

MASTERY IN WRITING NARRATIVE TEXTS

(A Classroom Action Research at the Tenth Grade Students of Islamic Senior High School Ahmad Yani Batang, Central Java in 2015/2016)

THESIS

Submitted to Graduate School of Sebelas Maret University as Partial Fulfillment

for Getting Graduate Degree in English Education

By:

Raisa Adyana

NIM S891402043

FACULTY OF EDUCATION AND TEACHER TRAINING

SEBELAS MARET UNIVERSITY

SURAKARTA

2016


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i

USING SHORT STORIES TO ENHANCE STUDENTS’ VOCABULARY

MASTERY IN WRITING NARRATIVE TEXTS


THESIS

Submitted to Graduate School of Sebelas Maret University as Partial Fulfillment

for Getting Graduate Degree in English Education

By:

Raisa Adyana

NIM S891402043

FACULTY OF EDUCATION AND TEACHER TRAINING

SEBELAS MARET UNIVERSITY

SURAKARTA

2016


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ii

APPROVAL

USING SHORT STORIES TO ENHANCE STUDENTS’ VOCABULARY MASTERY IN WRITING NARRATIVE TEXTS


By:

Raisa AdyanaS891402043

This Thesis has been approved by the Supervisors of English Language Education Department of Graduate Program of Sebelas Maret University

Surakarta, on June 2016

Supervisor I Supervisor II

Prof. Dr. Joko Nurkamto, M. Pd. Dr. Sujoko, M. A.NIP. 19610124 198702 1001 NIP. 19510912 198003 1002

Approved by

The Head of English Language Education Department of Graduate ProgramSebelasMaret University

Dr. Ngadiso, M. Pd.NIP. 19621231 198803 1009


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iii

LEGITIMATION

USING SHORT STORIES TO ENHANCE STUDENTS’ VOCABULARY MASTERY IN WRITING NARRATIVE TEXTS


By:Raisa AdyanaS891402043

This thesis has been examined by the board of English Language Education Department of Graduate Program of Sebelas Maret University on July, 2016

The Board of Examiners:1. Chairman:

Dr. Ngadiso, M. Pd.NIP. 19621231 198803 1009 __________________

2. Secretary:Dr. Abdul Asib, M. Pd.NIP. 19520307 198003 1005 __________________

3. First Examiner:Prof. Dr. Joko Nurkamto, M. Pd.NIP. 19610124 198702 1001 __________________

4. Second Examiner:Dr. Sujoko, M. A.NIP. 19510912 198003 1002 __________________

Legalized by, The Dean of Education and Teacher The Head of English EducationTraining Faculty Sebelas Maret UniversitySebelas Maret University

Prof. Dr. Joko Nurkamto, M. Pd. Dr. Ngadiso, M. Pd.NIP. 19610124 198702 1001 NIP. 19621231 198803 1009


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PRONOUNCEMENT

This is certify that I myself write this thesis, entitled “Using Short Stories to Enhance Students’ Vocabulary Mastery in Writing Narrative Texts(A Classroom Action Research at the Tenth Grade Students of Islamic Senior High School Ahmad Yani Batang, Central Java in 2015/2016)”. It is not plagiarism or made by others. Anything related to others’ work is written in quotation, the source or which is listed on the bibliography.

If then this pronouncement proves wrong, I am ready to accept any academic punishment, including the withdrawal or cancellation of my academic degree.

Surakarta, June 2016

Raisa Adyana


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ABSTRACT

RAISA ADYANA. S891402043. 2016. Using Short Stories to Enhance Students’ Vocabulary Mastery in Writing Narrative Texts (A Classroom Action Research at the Tenth Grade Students of Islamic Senior High School Ahmad Yani Batang, Central Java in 2015/2016). Thesis. Advisor: Prof. Dr. Joko Nurkamto, M. Pd., Co-Advisor: Dr. Sujoko, M. A. Englsih Education Department. Graduate School of Sebelas Maret University Surakarta.

This study aims at (1) describing whether and to what extent the use of short stories can enhance students’ vocabulary mastery in writing narrative texts, (2) finding the highest improvement of the components of vocabulary in writing, and (3) describing whether and to what extent it can improve the teaching learning process. The preliminary research showed that the students had problems in spelling some words correctly, in understanding the meaning of wordsappropriately, and in using the words in sentences or paragraphs properly. This research was conducted at Islamic SHS Ahmad Yani Batang. The subjects were 24 tenth-grade students of the school. The method was a Classroom Action Research. I conducted two cycles of action research and each cycle consisted of a series of steps, namely: planning, implementing, observing, and reflecting. The data of the research were collected through observation, interview, questionnaire, documents, and tests. The qualitative data were analyzed by assembling data, coding data, comparing data, building interpretation, and reporting the outcomes. The quantitative data were analyzed by using descriptive statistics to calculate the mean score of pre-test and post-tests 1 and 2.

The use of short stories in the research results some improvements. First,the use of short story can improve students’ vocabulary mastery in writing: students could spell the words correctly, choose appropriate meaning of words, and use appropriate words in sentences. Second, the highest improvement was in the aspect of meaning. Third, it can improve the English teaching learning process: they were enthusiastically involved in the teaching learning process, they had good attitudes towards learning vocabulary and writing in English, they built good interaction to me and friends, and the ideas in writing were more creative and imaginative. In addition, it also improves the students’ scores: pre-test: 64.3; post-test 1: 68.8; and post-test 2: 74.6. The score of post-test 2 is higher than the English passing grade, that is, 70.

Based on the research findings, the use of short stories can improve vocabulary mastery in writing a story in which the aspect of meaning get the highest improvement. Besides, it also makes the situation in the English teaching learning process better. The suggestion for English teachers is that they can explore the teaching media beyond the textbooks, for instance short stories which are suitably selected for the students’ level of knowledge and preference, to give a new impression and experience in teaching and learning narrative texts.

Keywords: Short Stories, Vocabulary Mastery, Writing, CAR


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vi

MOTTO

Life is not about waiting for the storm to pass.

It is about learning to dance in the rain.


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DEDICATION

This thesis is a tribute to:

My beloved parents who always pray, support, and motivate me to be a good and useful person and to catch my dream

My beloved sister and brother who always pray for me, cheer me up, and inspire me


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ACKNOWLEDGEMENT

Alhamdulillahi rabbil ‘alamin, all praises and gratitudes to Allah SWT, who

always gives his blessing and mercy for me , so I can accomplish this thesis. I also

convey my deepest thanks forall people who give motivation, support, and

contribution to this thesis. In addition, I would like to express my deepest

gratitudes to:

1. The Director of Graduate School of Sebelas Maret University, for

allowing me to write this thesis.

2. The Head of English Language Education Department of Graduate

Program of Sebelas Maret University for the permission to write this

thesis.

3. Prof. Dr. Joko Nurkamto, M. Pd., the first supervisor for his guidance,

suggestion, ideas during writing this thesis.

4. Dr. Sujoko, M. A., the second supervisor for his guidance, suggestion,

and wise advises for the completion of this thesis.

5. The lecturers of English Education Department of Graduate Program of

Sebelas Maret University Surakarta, for their guidance and criticism.

6. The Headmaster of SMA Islam Ahmad Yani Batang who allowed me to

conduct my thesis research in the school.

7. The English teacher of SMA Islam Ahmad Yani Batang for his ideas,

suggestion, and kindness.

8. The tenth graders of SMA Islam Ahmad Yani Batang who helped me in

conducting this research.

Finally, I sincerely hope that this thesis will be useful for other writers, teachers,

and students. I also expect suggestions and comments from the readers in order to

get more improvement.

Surakarta, June 2016

Raisa Adyana


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TABLE OF CONTENTS

Page

TITLE..................................................................................................................i

APPROVAL........................................................................................................ii

LEGITIMATION................................................................................................iii

PRONOUNCEMENT.........................................................................................iv

ABSTRACT........................................................................................................v

MOTTO ..............................................................................................................vi

DEDICATION ....................................................................................................vii

ACKNOWLEDGEMENT ..................................................................................vii

TABLE OF CONTENTS....................................................................................ix

LIST OF FIGURES ........................................................................................... xii

LIST OF GRAPHS ............................................................................................. xiii

LIST OF TABLES .............................................................................................. xiv

CHAPTER I INTRODUCTION

A. Background of the Research................................................................ 1

B. Problem Statements ............................................................................. 6

C. Objectives of the Research ................................................................. 6

D. Significances of the Research ............................................................. 7

CHAPTER II LITERATURE REVIEW

A. Vocabulary ......................................................................................... 8

1. Definition of Vocabulary ............................................................... 8

2. Types of Vocabulary ..................................................................... 9

3. Aspects of Vocabulary .................................................................. 11

4. Vocabulary in Writing .................................................................. 13

a. The Importance of Vocabulary in Writing ............................. 13

b. Teaching Vocabulary in Writing ............................................ 14

B. Short Story........................................................................................... 16

1. The Nature of Short Story.............................................................. 16

2. Advantages of Using Short Story in Language Classroom ........... 18


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3. Using Short Story in Language Class ............................................ 19

a. Teaching and Learning Steps by Using Short Story............... 19

b. Short Story Selection ............................................................. 21

C. Writing ................................................................................................ 23

1. Definition of Writing .................................................................... 23

2. Micro and Macro Skills of Writing .............................................. 25

3. Component of Writing .................................................................. 26

4. Writing Assessment ...................................................................... 27

D. Narrative Text ..................................................................................... 30

1. Definition of Narrative Text ......................................................... 30

2. The Language Features of Narrative Text .................................... 31

E. Teaching Learning Process ................................................................. 32

F. Review on Related Research .............................................................. 34

G. Rationale ............................................................................................. 38

CHAPTER III RESEARCH METHODOLOGY

A. Context of the Research...................................................................... 41

1. Setting of the Research................................................................. 41

2. Time of the Research ................................................................... 41

B. Subject of the Research ..................................................................... 42

C. Research Design ................................................................................ 42

D. Research Procedures ..........................................................................43

E. Techniques of Data Collection .......................................................... 45

F. Techniques of Data Analysis ............................................................. 47

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Introduction ........................................................................................ 50

B. The Implementation of the Research.................................................. 51

1. Cycle 1 ......................................................................................... 51

a. Planning ................................................................................. 51

b. Acting ..................................................................................... 52

c. Observing .............................................................................. 62

d. Reflecting .............................................................................. 64


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2. Cycle 2 ......................................................................................... 66

a. Planning ................................................................................. 66

b. Acting ..................................................................................... 66

c. Observing .............................................................................. 75

d. Reflecting .............................................................................. 77

C. Research Findings ............................................................................. 81

D. Discussion .......................................................................................... 86

E. Limitation of the Research ................................................................96

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion ......................................................................................... 97

B. Implication ......................................................................................... 99

C. Suggestion ......................................................................................... 99

REFERENCES ................................................................................................... 101

APPENDICES .................................................................................................... 107


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LIST OF FIGURES

Figures Page

2.1 Type of Vocabulary ......................................................................................10

3.1 The Model of Action Research .....................................................................43


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LIST OF GRAPHICS

Graphics Page

4.1 Score of Spelling in Pre-test, Post-test 1, and Post-test 2 ............................82

4.2 Score of Meaning in Pre-test, Post-test 1, and Post-test 2 ...........................82

4.3 Score of Usage in Pre-test, Post-test 1, and Post-test 2 ................................83


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LIST OF TABLES

Tables Page

1.1 The Mean Scores of Vocabulary Pre-Test .................................................... 3

2.1 Types of Vocabulary ....................................................................................10

2.2 Comparison between Holistic and Analytic Scales .....................................27

2.3 Jacobs’ Scoring Rubrics for Vocabulary in Writing Test ............................28

2.4 Brown and Bailey’s Scoring Rubrics for Vocabulary in Writing Test ........28

2.5 Scoring Rubrics of Vocabulary in Writing for the Tenth Grade of Islamic

School Ahmad Yani Batang .........................................................................29

3.1 The Schedule of the Research ......................................................................41

3.2 The Data Sources and the Instruments .........................................................46

3.3 Scoring Rubrics of Vocabulary in Writing for the Tenth Grade of Islamic

School Ahmad Yani Batang..........................................................................48

4.1 The Mean Scores of Vocabulary in Writing Pre-test and Post-test I ...........62

4.2 The Mean Scores of Vocabulary in Writing in Pre-test, Post-test I and II ...75

4.3 The Summary of the Results of Classroom Action Research ....................... 78

4.4 The Scores of Vocabulary Aspects in Writing in Pre-test, Post-test 1 and 283


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ABSTRACT

RAISA ADYANA. S891402043. 2016. Using Short Stories to Enhance Students’ Vocabulary Mastery in Writing Narrative Texts (A Classroom Action Research at the Tenth Grade Students of Islamic Senior High School Ahmad Yani Batang, Central Java in 2015/2016). Thesis. Advisor: Prof. Dr. Joko Nurkamto, M. Pd., Co-Advisor: Dr. Sujoko, M. A. Englsih Education Department. Graduate School of Sebelas Maret University Surakarta.

This study aims at (1) describing whether and to what extent the use of short stories can enhance students’ vocabulary mastery in writing narrative texts, (2) finding the highest improvement of the components of vocabulary in writing, and (3) describing whether and to what extent it can improve the teaching learning process. The preliminary research showed that the students had problems in spelling some words correctly, in understanding the meaning of words appropriately, and in using the words in sentences or paragraphs properly. This research was conducted at Islamic SHS Ahmad Yani Batang. The subjects were 24 tenth-grade students of the school. The method was a Classroom Action Research. Iconducted two cycles of action research and each cycle consisted of a series of steps, namely: planning, implementing, observing, and reflecting. The data of the research were collected through observation, interview, questionnaire, documents, and tests. The qualitative data were analyzed by assembling data, coding data, comparing data, building interpretation, and reporting the outcomes. The quantitative data were analyzed by using descriptive statistics to calculate the mean score of pre-test and post-tests 1 and 2.

The use of short stories in the research results some improvements. First, the use of short story can improve students’ vocabulary mastery in writing: students could spell the words correctly, choose appropriate meaning of words, and use appropriate words in sentences. Second, the highest improvement was in the aspect of meaning. Third, it can improve the English teaching learning process: they were enthusiastically involved in the teaching learning process, they had good attitudes towards learning vocabulary and writing in English, they built good interaction to me and friends, and the ideas in writing were more creative and imaginative. In addition, it also improves the students’ scores: pre-test: 64.3; post-test 1: 68.8; and post-test 2: 74.6. The score of post-test 2 is higher than the English passing grade, that is, 70.

Based on the research findings, the use of short stories can improve vocabulary mastery in writing a story in which the aspect of meaning get the highest improvement. Besides, it also makes the situation in the English teaching learning process better. The suggestion for English teachers is that they can explore the teaching media beyond the textbooks, for instance short stories which are suitably selected for the students’ level of knowledge and preference, to give a new impression and experience in teaching and learning narrative texts.

Keywords: Short Stories, Vocabulary Mastery, Writing, CAR


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ABSTRAK

RAISA ADYANA. S891402043. 2016. Penggunaan Cerita Pendek untuk Meningkatkan Penguasaan Kosakata Siswa dalam Menulis Teks Naratif (Sebuah Penelitian Tindakan Kelas pada Siswa Kelas X SMA Islam Ahmad Yani Batang, Jawa Tengah pada Tahun Akademik 2015/2016). Tesis. Pembimbing: Prof. Dr. Joko Nurkamto, M. Pd., Wakil Pembimbing: Dr. Sujoko, M. A. Jurusan Pendidikan Bahasa Inggris. Program Pascasarjana Universitas Sebelas Maret Surakarta.

Penelitian ini bertujuan untuk (1) mendeskripsikan apakah dan sejauh mana penggunaan cerita pendek dapat meningkatkan penguasaan kosakata siswa dalam menulis teks naratif, (2) menemukan peningkatan tertinggi pada komponen kosakata dalam menulis, dan (3) mendeskripsikan apakah dan sejauh mana penggunaan cerita pendek dapat meningkatkan proses belajar mengajar. Hasil observasi menunjukkan bahwa siswa mempunyai masalah untuk mengeja kata dengan benar, memahami arti kata dengan tepat, dan menggunakan kata pada kalimat atau paragraf dengan tepat. Penelitian ini dilakukan di SMA Islam Ahmad Yani Batang. Subjek penelitian ini adalah 24 siswa kelas X di sekolah tersebut. Metode penelitian ini adalah Penelitian Tindakan Kelas (PTK). Saya melakukan dua siklus PTK dan tiap siklus terdiri dari serangkaian langkah, seperti: perencanaan, implementasi, observasi, dan refleksi. Data dari penelitian ini diperoleh melalui observasi, wawancara, kuesioner, dokumentasi, dan tes. Data kualitatif dianalisa dengan mengumpulkan data, mengelompokkan data, membandingkan data, membuat interpretasi, dan melaporkan hasil. Data kuantitatif dianalisa dengan menggunakan statistik deskriptif untuk menghitung nilai rata-rata dari pre-test, post test 1 dan 2.

Penggunaan cerita pendek pada penelitian ini menghasilkan beberapa peningkatan. Pertama, penggunaan cerita pendek dapat meningkatkan penguasaan kosakata siswa dalam menulis: siswa dapat mengeja kata dengan benar, memilih kata yang tepat, dan menggunakan kata yang tepat pada kalimat. Kedua, kemampuan pemilihan kata merupakan peningkatan tertinggi setelah pelaksanaan penelitian ini. Ketiga, penggunaan cerita pendek dapat meningkatkan proses belajar mengajar: siswa antusias untuk terlibat dalam pembelajaran, mempunyai perilaku yang baik terhadap pembelajaran kosaskata dan menulis dalam Bahasa Inggris, membangun interaksi yang baik terhadap saya dan teman mereka, dan memiliki ide menulis yang lebih kreatif dan imajinatif. Selanjutnya, peningkatan juga dapat dilihat dari perolehan nilai siswa: pre-test: 64,3; post test 1: 68,8; dan post test 2: 74,6. Nilai post test 2 lebih tinggi daripada KKM mata pelajaran Bahasa Inggris, yaitu, 70.

Berdasarkan penemuan penelitian, penggunaan cerita pendek dapat meningkatkan penguasaan kosakata siswa dalam menulis teks naratif dimana aspek pemilihan kata merupakan peningkatan tertinggi. Selain itu, penggunaan cerita pendek dapat menciptakan suasana proses belajar mengajar mata pelajaran Bahasa Inggris lebih baik. Saran untuk guru-guru Bahasa Inggris adalah mereka dapat menggali media mengajar diluar buku teks, contohnya cerita pendek yang dipilih secara tepat sesuai level pengetahuan siswa dan kesukaan mereka, untuk memberikan kesan dan pengalaman baru saat belajar teks naratif.

Kata Kunci: Cerita Pendek, Penguasaan Kosakata, Menulis, PTK

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