i

IMPROVING THE VOCABULARY ACHIEVEMENT BY

USING STORY SYSTEM

(A Pre Experimental Research at the Tenth Grade Students of SMAN 5

Takalar)

A THESIS

Submitted to the Faculty of Teacher Training and Education

Muhammadiyah University of Makassar in Partial Fulfillment of

the Requirement for the Degree of Education in English Education

Department

NUR MUJAHIDAH

10535655115

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

SURAT PERNYATAAN

Nama : Nur Mujahidah

NIM : 10535 6551 15

Program : English Education Department

TITLE : Improving the Vocabulary Achievement by Using Story System

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri

bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia

menerima sanksi apabila pernyataan saya tidak benar.

Makassar, Februari 2020

Yang membuat perjanjian

Nur Mujahidah

v

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

SURAT PERJANJIAN

Nama : Nur Mujahidah

NIM : 10535 6551 15

Program : English Education Department

TITLE : Improving the Vocabulary Achievement by Using Story System

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan

menyusun sendiri skripsi saya.

2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi saya.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan 3

maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Februari 2020

Yang membuat perjanjian

Nur Mujahidah

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MOTTO AND DEDICATION

MOTTO

“ALLAH does not burden a soul beyond that it can bear”

[al-baqarah:286]

“You grow n complimen

DEDICATION

“I dedicated this thesis to my one and only lord (Allah SWT) who

always gives mercies and graces during the process of finishing

this thesis. Then, I also dedicated this thesis to my parents and my

big family who never stop supporting me during the process of

finishing this thesis. Moreover, I dedicated this thesis to my both of

supervisors; Nurdevi Bte Abdul, S.Pd.,M.Pd and Andi Asri

Jumiaty, S.Pd.,M.Pd. thank you so much for everything, this thesis

would be nothing without your guidance and advise. Last, I

dedicated my thesis to those who always accompany me in terms of

finishing this thesis. Thanks for everything”

A T

nts

My Best Sisters and My Brother,

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ABSTRACT

NUR MUJAHIDAH. 2019. “Improving the Vocabulary Achievement by

Using Story System” (A Pre Experimental Research)”. A thesis of English

Education faculty of Teacher Training and Education University Muhammadiyah

of Makassar (supervised by Nurdevi Bte Abdul and Andi Asri Jumiaty)

The main objective of this research was to find out whether using Story

System can improve students‟ vocabulary or not at the tenth grade of SMAN5

Takalar.

This research used pre experimental design with 160 populations of tenth

grade students of SMAN 5 Takalar and this research was 31 students as sample

and use cluster random sampling technique and used multiple choice and essay as

the instrument of this research.

The result showed mean score in post – test 62.83 was higher than the

mean score in pre – test 39.48 and the t–test value was greater than t–table

(17.55> 2.042) It means that Story System is one of a good technique in teaching

vocabulary because it is prove using story system was effective to improve

students‟ vocabulary.

Keywords: Improving, Achievement, story system and Vocabulary

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ABSTRAK

NUR MUJAHIDAH, 2020. “Meningkatkan Pencapaian Kosa Kata

Dengan Menggunakan Story System”. Skripsi Jurusan Bahasa Inggris

Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar

(dibimbing oleh Nurdevi BTE Abdul and Andi Asri Jumiaty).

Penelitian ini bertujuan untuk mengetahui apakah menggunakan story

system efektif untuk meningkatkan kosa kata siswa atau tidak di kelas sepuluh

SMA 5 Takalar.

Penelitian ini adalah penelitian eksperimen dengan populasi siswa kelas

sepuluh SMA 5 Takalar dan sampel dari penelitian ini adalah 31 siswa dan dipilih

menggunakan cluster random sampling. Dan menggunakan pilihan ganda dan

essay instrument penelitian ini.

Hasil dari penelitian ini menunjukkan rata-rata post-test 62.83 lebih

besar dari rata-rata pre-test 39.48 dan nilai uji-t lebih tinggi dari pada t-table

(17.55 > 2.042). Story system ini adalah salah satu teknik yang baik dalam

mengajarkan kosa-kata karena telah membuktikan penggunaan story system

efektif untuk meningkatkan kosa-kata siswa.

Kata Kunci: Meningkatkan, Pencapaian, story system dan kosa-kata

ALSO,

For My Own Self

I Dese

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ACKNOWLEDGMENTS

In the name of Allah Most Gracious Most Merciful

First of all, i would like to say thanks to Allah SWT, God the Almaighty

for the blessing and mercy given to me during my study and completing this final

project entitled “Improving The Vocabulary Achievement by Using Story System

of The Tenth Grade of SMAN 5 TAKALAR”. Shalawat and Salam are addressed

to the final chosen religious messenger, the Prophet Muhammad SAW.

I would be very grateful to many people who havecontributed their ideas

and time in completing this final project. I would like to express my sincere

gratitude to the following people who have supported her and made this thesis

possible:

1. Prof. Dr. H. Abd. Rahman Rahim, S.E., M.M., the Rector of

Muhammadiyah University of Makassar for his academic advisor to the

researcher during the researcher‟s study.

2. Erwin Akib, M.Pd., Ph.D, the Dean of Teacher Training and Education

Faculty, Muhammadiyah University of Makassar for his motivation and

academic advisor to the researcher during the researcher‟s study.

3. The researcher also thank the Head of English Education Department,

Ummi Khaerati Syam, S.Pd., M.Pd. for her academic advisor, also for all

lecturers and staffs of English Education Department for giving the

knowledge and guidance and help during the researcher‟s study.

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4. The researcher high appreciation and great thankful are due to consultants

Nurdevi Bte Abdul, S.Pd.,M.Pd and Andi Asri Jumiaty, S.Pd., M.Pd for

their guidance as well as motivation and their patience from the beginning

until the end of writing this thesis.

5. Thank you for all the researcher‟s friends at English Education

Department 2015 and her classmates in Immortal Class.

6. Thank you to the researcher‟s best friends Keluarga Cemara for helping

me to finish this thesis.

7. Thank you for all the researcher‟s beloved friends at P2K Squad. You all

would never be forgotten and would be pleasant memories till the end.

8. And the last, Thanks to the researcher‟s beloved family, for their love,

support and prayers to the researcher.

May thanks also go to the principle and to SMAN 5 TAKALAR for

allowing me to conduct the research at their institution and for giving their

contribution while I was carrying out the study there.

Finally, the researcher is fully aware that her writing is still far from being

perfect, however, the researcher hopes that this writing will be useful for the

improvement to English learner.

Makassar, February 2020

NUR MUJAHIDAH

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TABLE OF CONTENT

Page

LEMBAR PENGESAHAN………………. ........................................ i

APPROVAL SHEET ………………. ............................................... ii

COUNSELING SHEET 1 ................................................................ iii

COUNSELING SHEET 2 ................................................................. iv

SURAT PERNYATAAN ............................................................ . ......v

SURAT PERJANJIAN ...................................................................... vi

MOTTO AND DEDICATION ………………. .............................. vii

ABSTRACT ………………. ........................................................... viii

ACKNOWLEDGMENT ………………. ......................................... ix

TABLE OF CONTENTS ................................................................. xii

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

LIST OF FIGURES ………………. ................................................ xv

LIST OF APPENDICES ………………. ....................................... xvi

CHAPTER I INTRODUCTION

A. Background ............................................................................... 1

B. Problem Statement .................................................................... 4

C. Objective of the Study ............................................................... 4

D. Significance of the Study .......................................................... 4

E. Scope of the Research ............................................................... 5

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Related Findings .......................................................... 6

B. Concept of Vocabulary ............................................................... 8

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

2. Concept of Vocabulary Achievement .................................. 9

3. Concept of Teaching Learning Vocabulary ....................... 11

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4. Importance of Vocabulary .................................................. 13

C. Story System ............................................................................. 14

1. Definition of Story System ...................................................... 14

2. How well does the story system work? ................................... 15

3. How can use story system? ..................................................... 17

D. Conceptual Framework ............................................................ 18

E. Hypothesis ................................................................................ 19

CHAPTER III RESEARCH METHOD

A. Research Design ...................................................................... 20

B. Variable and Indicators of the Research ................................. 21

C. Population and Sample ............................................................ 21

D. Instrument of the Research...................................................... 22

E. Procedure of Collecting Data .................................................. 22

F. Technique of Data Analysis .................................................... 23

CHAPTER IVFINDINGS AND DISCUSSION

A. Findings ................................................................................... 26

B. Discussion ............................................................................... 31

CHAPTER VCONCLUSION AND SUGGESTION

A. Conclusion .............................................................................. 34

B. Suggestion .............................................................................. 35

BIBLIOGRAPHY

APPENDIX

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LIST OF TABLE

Page

Table 3.1 Desain of The Research ......................................................................... 20

Table 3.2 Classification Score................................................................................ 24

Table 4.1 The Improvement Percentage in pre – test and post – test .................... 27

Table 4.2 The Rate Percentage of pre-test and post-test Score .............................. 28

Table 4.3 T-Test of Significance ............................................................................ 29

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LIST OF FIGURE

Page

Figure2.1 Conceptual Framework .......................................................................... 18

Figure 4.1 The Mean Score of Pre-test and Post-test ............................................. 27

Figure 4.2 T – Test of the Students Result ............................................................. 30

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LIST OF APPENDICES

Page

Appendix ILesson Plan/RPP ................................................................................. 40

Appendix IIPre - Test ........................................................................................... 50

Appendix IIIPost - Test ........................................................................................ 58

Appendix IVAnalysis of Pre – Test and Post – Test ........................................... 66

Appendix VThe Rate Percentage in pre – test and post – test ............................. 69

Appendix VIMean Score and Improvement Percentage....................................... 72

Appendix VII T – Test Value ............................................................................... 73

Appendix VIII The Distribution of t –table Value .............................................. 74

Appendix IXDocumentation ................................................................................. 76

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CHAPTER I

INTRODUCTION

A. Background

English has touched increasing importance throughout the world in

general and in Indonesia in particular. English is the international language in

this world. English helps people to communicate with other people from

different countries background. The final objective of teaching and learning

process is the students are expected to master four skills of language. English

has been taught since the kindergarten level up to the university, in Indonesia,

but in fact, there are many people especially in Indonesia cannot comprehend

English well because they do not have background about the English language

yet.

Vocabulary is one of the important elements in teaching English. This

statement is supported by Hatch and Brown (1995:1). They say, “Vocabulary is

the foundation to build languages, which plays a fundamental role in

communication”. It describes that by mastering vocabulary; people can express

their ideas and understand the other basic competence well. Students of

Elementary School study basic English. They study about simple words or

things in their surroundings, it is aimed that students are able to understand

simple English used in daily context. However, it is difficult to master the other

competences without understanding the vocabulary, because vocabulary is the

basic competence that must be reached by students in order to get other

competencies like reading, writing, listening, and speaking.

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The tremendous advance in science and rapid technological

development have made education in many countries, including Indonesia

cognizant of the need to prepare and equip students from the early stage with

the necessary knowledge, skills, and values to live in the world that is

becoming increasingly scientific and technological. In this case, a good

achievement of English as language for science is an aching need.

Since English is considered as an international language, the need of

teaching and learning becomes the main priority subject either at school or at

private courses. There are many reasons why do the learners want to learn a

foreign language especially English. Some students study a foreign language

because they are attracted to the culture of one of the target language

communities. They learn the language because they want to know more about

the people who speak it, the place where it is spoken and the writings that have

been produced. Some others learn English because they have instrumental

motivation.

The students believe that the mastery of the target language will be

instrument in getting a better job, position or status. Now a days many methods

or strategies have been presented in teaching English, especially vocabulary

such as teaching vocabulary by using picture, teaching vocabulary by using

song, and the like it is very important to learn about vocabulary because no one

can speak without vocabulary. Vocabulary does not just help us in speaking but

also in thinking because thinking is a process of linking one word to another

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word in order to make a concept in our mind. That is to say that vocabulary

must be very important.

Mastering vocabulary by memorizing is popular for the tenth grade

students of senior high school. Most of them have problems to recall the

information when they want to use it. So, they will lose the vocabulary soon

after memorizing it. Teaching vocabulary by using story system can help the

students in mastering vocabularies. It could be a good strategy in teaching

vocabulary. By this strategy, they can recall the information easier: rather than

just memorizing it. In memorize vocabulary we just keep it in our short-term

memory (STM), so we will lose the vocabulary soon after memorizing it. That

is why need to code the information in STM to long-term memory (LTM), to

make it long lasting.

One of the ways is by using story system. It is easier to recall

information if we know the context sometimes we fail in recalling the

information, but we still remember the situation or the context. The situation or

context help us in recalling back the information, moreover if we form or

create the context by ourselves, such as, in learning vocabulary by using

context that we made. Of course, we are helpful in recalling the vocabulary

because we really recognize the context moreover if the context used is based

on our own experience vocabulary because no one can speak without

vocabulary. Vocabulary does not just help us in speaking but also in thinking

because thinking is a process of linking one word to another word in order to

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make a concept in our mind that is to say that vocabulary must be very

important.

Based on the explanation above, the researcher would like to have a study

on vocabulary achievement of students under the title, "Improving the

Vocabulary Achievement by Using Story System”.

B. Problem Statement

Based on the background above, the problem statement of this study: can

story system improve students‟ vocabulary achievement?

C. Objective of the Study

Based on the problem statement above, The objective of this study to find

out whether using story system can improve students‟ vocabulary or not ?

D. Significance of the Study

Based on the objectives of the study above, the significances of the study

are:

1. The result of this study will expect to be useful information for teachers in

teaching vocabulary. It guides the students to be able to arrange stories and

increases the students‟ achievement in learning vocabulary.

2. The study will have the potential to inform and guide educators are searching

for instructional approaches to address the gap that exists in vocabulary

knowledge between high and low-performing readers.

3. This research has the potential to influence the way vocabulary is taught by

providing a strategy that encompasses the components of rich instruction

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designed to help students deepen and broaden their understanding of word

meanings.

E. Scope of the study

This study will be conducted to observe the improvement of students‟

vocabulary achievement special in verb and used Experimental Research

Method. This study will be conducted of the tenth grade at SMAN 5 Takalar.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous related findings

The researcher reports several studies in improving the students‟

vocabulary, some researchers finding are briefly cited as follows:

1. Profita, et al., (2014) in this thesis “Improving English vocabulary mastery

by using crossword puzzle”. The researcher conducted their research by

using crossword puzzles. The effect of teaching learning process when

teaching vocabulary by using crossword puzzle is implemented. The

method used in this research is classroom action research. The techniques

for collecting data are observation, interview, questionnaire, field notes,

photograph and test. The research result shows the improvements in

students‟ vocabulary mastery and gives good effect in teaching learning

process.

2. WardaniIndah (2015:135) in this thesis “Improving students’ vocabulary

mastery using mapping strategy”. The researcher conducted her research

by using Classroom Action Research. The strategy done by the research

including the activities in introducing the idea of using word mapping to

improve students‟ vocabulary mastery and how to analyze the students‟

work. The samples were 34 students of 6 boys and 28 girls at State

Vocational School 1 Pamekasan. The result of the test in the cycle one and

two was different. It had showed the improvement of the students

continuously. The percentage of test 1 in cycle 1 was 71.20% and in 2

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cycles was 78.80%. It showed that the teaching and learning process was

successful.

3. GushendraRizky (2017:53) in this thesis “Improving Students’ Vocabulary

Mastery by Using English Songs”. The researcher conducted his research

by using Experimental Research. The strategy was using songs. The aim of

this research was to find out a significant effect of using English songs to

improve students‟ vocabulary mastery. The total number of population was

54 students which were finally selected 40 students as sample of this study.

The sample was determined based on cluster sampling of an equal chance

to be taken, regardless of their typical of groups. The result of the research

showed that the students‟ ability on vocabulary mastery test in experimental

class was very good level.

4. AriscaErlin, et al. (2015) in this thesis “Improving Students Vocabulary

Mastery Through Story Completion Technique in Speaking Activity”. The

researcher conducted their research by using Story Completion. This

research used quantitative approach and was conducted 30 students in class

VIII A. The research administered vocabulary test in collecting the data.

The result of the data analysis showed that there was a significant

improvement in students‟ vocabulary achievement after they were taught

by using Story Completion. Story Completion can improve students‟

Vocabulary Mastery.

From the previous studies above, there were some similarities and

difference with this research. The similarity of this research focuses on the

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improving students‟ vocabulary. The difference of this research was the

method. In their research, they used Classroom Research and there were

some another technique to improve students‟ vocabulary. Also the

instrument to collecting the data used observation and questionnaire sheet.

In this research, the researcher focused to improve students‟

vocabulary special in verb and used Experimental Research method. This

strategy used Story System. This research instruments were pre-test and

post-test.

B. Concept of Vocabulary

a. Definition of vocabulary

According to Hornby (1959:152), vocabulary is: (a) The total

number of words that make up a language, (b) Body words know to person

or use in a book, subject, (c) List of words with their meaning, especially

are which accompanies a text book: in a foreign language.

According to the dictionary of Good (1959:143), vocabulary is: (a)

The content and function words of language, which are learned so

thoroughly that they become a part of a child‟s understanding, speaking,

and writing vocabulary, (b) The words having meaning when heard or

seen even though produced by individual himself to communicate with

others.

P. Suardi(2000:7) says that vocabulary is: (a) a list of words,

sometimes phrases, usually arranged in alphabetical order and defined, a

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dictionary, glossary or lexicon, (b) All the words of language, (c) All the

words used by a person, class, profession, etc.

Huddleston(1998:1-2) says the vocabulary is: (a) The content and

function of a language which are earned so thoroughly, that they become a

part of the children‟s understanding, speaking, and later reading or writing,

(b) Word having meaning when heard or seen even though the individual

produce it when communicating with others.

According to Good(1959:631) vocabulary is: (a) The content and

function of words of language, which are learned so thoroughly that they

become a part of speaking, and later reading and writing vocabulary, (b)

The words having meaning when heard or seen even though not produced

by individual itself.

Based on some definition above the writer concluded that

vocabulary is a total number of words which used to communicate in all

side of human relation or vocabulary is the word which meaning and

function words of language.

b. Concept of Vocabulary Achievement

In knowing the success of obtaining the vocabulary is by seeing

how it is already achieved by students through the process and treatment

given. There are three aspects of Bloom‟s taxonomy that influence the

student‟s perception of the material taught namely affective, cognitive and

psychomotor.

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The word achievement is derived from “achieve‟. Based on the

Oxford Advanced Learner‟s Dictionary Hornby (2010:11), “achieve”

means:

1. To succeed in reaching a particular goal, status or standard,

especially by making an effort for a long time,

2. To succeed in doing something or causing to happen,

3. To be successful, while achievement means:

a) A thing that somebody has done successfully, especially

using their own effort and skill,

b) The act or process of achieving something.

Tarkashvand(2010:794) stated there are many ways which can be

used to develop students‟ vocabulary achievement. Remembering some

words is the one way to learn vocabulary. The other ways to learn

vocabulary can be in the form of making a note or list of words, or

memorizing the words by exercises continually. Among many techniques

that can be applied in teaching learning process and increasing students‟

vocabulary achievement, it is better for English teacher to consider some

techniques that used in teaching vocabulary in order to make learning

activity to be attractive and effective.

Ghaedrahmat(2014:17) stated that vocabulary acquisition has

become prominent currently for both foreign and second language

learners. However, incidental vocabulary acquisition has many

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deficiencies, such as being time-consuming, and making it an

unpredictable process.

On the other hand, Mahyudin, et al., (2011:186) said individual

differences play an important role in academic achievement of students.

There have been many attempts to address the problem of low academic

achievement and some factors have been identified in explaining academic

achievement. Furthermore, understanding students‟ learning styles and

their impact on their academic achievement is important for teachers for it

is the first step in ensuring students‟ achievement.

c. Concept of Teaching Learning Vocabulary

Repurpose of learning vocabulary is to make the students

understand the meaning of the words. Finnochiaro(1974) suggested that

teaching and learning vocabulary is an activity where the teacher and the

students reintroduce some vocabulary items with all the structure and in

the entire situation in which they can logically be used.

Learning vocabulary means process of gaining knowledge of

vocabulary. In the first step, the learner will get invocation about

vocabulary. Such as: how to spell, to pronounce, to use it in appropriate

sentences as well as the meaning. The second is how the learners obtained

and pronounced the words.

Pronunciation refers to the way a word or a language is usually

spoken, at the manner in which someone utters word. If someone said to

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have “correct pronunciation,” then it refers to both within a particular

dialect Finnochiaro(1974). The pronunciation is good if it is

understandable and pleasant. A word can be spoken in different ways bay

various individuals or groups, depending on many factors, such as:

a. The area in which they grew up.

b. The area in which they now live.

c. If they have a speech or voice disorder.

d. Their ethnic group.

e. Their social class.

f. Their education.

Nation(1990) explained that when someone want to teach a word,

he/she has to teach three things (1) the shape or form of the word, (2) the

meaning of the word, (3) the form and the meaning of the word together.

In teaching the meaning, the teacher gives the synonym in Indonesia

language. Students have difficulty to understand the meaning of the words.

So, it is done to make them easier to memorize the meaning of the words.

Terry(1997) the vocabularies that should be reached by the

students of Elementary School are 600 words. For the fourth grade they

have to reach 100 words, fifth grade they have to reach 200 words and

sixth grade they have to reach 300 words.

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c. Importance of vocabulary

Vocabulary is the basic component to help the students in

mastering language. They will learn the language skill easily if they have

enough vocabulary. In any foreign language, learning vocabulary is one

that is emphasized. Students have to develop their vocabulary.

Developing a good vocabulary will help them to improve their

ability in learning vocabulary. Many of the vocabulary in English

textbook have to be learned. Without it no one can speak or understand

the language. It means that people cannot write a word or make a

sentence well, when they do not master it.

There are some advantages when students can master the English

vocabulary. According to Diana Bonet(1991) here some advantages:

a. Students will be better improving their reading, writing, speaking and

listening vocabulary.

b. Students will think more clearly. Thoughts are limited by vocabulary.

c. Students will experience personal growth and greater confidence.

d. Students will understand other people idea and explanation easily.

e. Students will gain important survival tools for the new millennium.

f. Student friend will think they are getting very smart.

Those advantages show us how vocabulary determines on how

students learn language and their capability to build communication with

others. Moreover, mastery in vocabulary is more important than grammar.

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Like Thornburry(2002) stated that, “Without grammar very little can be

conveyed, without vocabulary nothing can be conveyed”.

In other word, even without good grammar, people may able to speak

and understand a language if they know a lot of vocabulary. It can be a basis

to master the language. While vocabulary is largely a collection of words,

grammar is a system.

The more words we know, the easier for us to master the language. It

shows us how vocabulary determines on how people learn language.

C. Story System

a. Definition of story system

Story system is weaving the various items into a connecting story.

It is an extension of the use of sentences as mediators in paired-associate

tasks, we just continue with additional sentences to form a story based on

the items we want to remember. For example, to the list of items:

newspaper, dentist, car, milk, tennis, and gardener, we could create a story

like this:

"I took my newspaper with me to read in the dentist's office while waiting

for my appointment. Driving there, I parked my car near the milk store so

that I‟d remember to pick up a quart on the way to my tennis lesson. I

stored the milk in the tennis club's refrigerator. While playing, I hit a

tennis ball over the fence into a neighboring garden. This reminded me to

call the gardener as soon as I got home."

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This logical sequence may be easier for people to recall than a list

simple but unrelated paired association. On the other hand, the story

system can take more time because we must fit all the items into the story.

The story system is limited to about 20 items it is difficult to put together a

story with a list longer than that Using story system, we are locked into,

one-way story life.

People who are comfortable with a verbal orientation may prefer

the story system those who are basically visually dominant will prefer

picturing the links rather than recalling the story with its dependency on

words. The story system can be used effectively in verbal form without

accompanying visual imagery, but it is probably powerful if we picture the

events happening as we think of them.

b. How well does the story system work?

Scientists who have studied the story system have found that the

story system can help people in learning and remembering word lists. In

fact, there is evidence that those who learned the story system can

remember up to three times as much as who do not learn the technique.

Research has also revealed that the story method is effective with abstract

word (although slightly less effective than with concrete words), and that

unrelated sentences can be remembered better when they were strung as a

story.

Several studies on the story system have also found it to be

effective for elementary school children and college students, for

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immediate and delayed memory, and for free recall, serial call, and

recognition. Experimenter-provided stories were found to be effective for

remembering five lists of six words each. However, although studies have

found that the story system helps in learning several word lists (up to 16

words), the findings for learning a longer list (up to 30 words) have been

mixed; some research found that self-generated stories were effective for a

long list, but one study did not.

The story systems have also found to be effective in a non-western

culture and for special populations. A story helped chronic organic

amnesiac patients remember word lists. They improved as much as the

normal comparison group. Although their recall was lower.

In addition to the research studies, Higbee(1996) says that

demonstration by his audiences and memory students show the

effectiveness of 1the story systems. Before learning the story system 18

percent of the students recalled all 20 words.

Several weeks later, using the system the percentage of students'

recalling 20 words increased threefold to 54 percent. At the other end of

performance scale, the percentage of students recalling fewer than 14

words was 40 percent before learning the system and 15 percent after

learning the system.

32

c. How can use story system?

Muliana(2000) Story system can be used in almost any situations

where we want to remember things. This may seem to be rather

restrictive, but there are many kinds of everyday memory tasks that

involve serial learning. The system can also use for learning material

that consists of separate ordered parts. Students who tried this method

were so impressed with how fast they learned the states that called

principal in to see what they had accomplished in such a short time.

Two weeks later with some intermittent review, 26 of the 33 children

could still recall at least 12 of the 13 states.

Based on the explanation above, the researcher believes that the

story system can be applied in senior high school students. It can

improve students‟ achievement especially in learning and remembering

vocabularies.

33

D. Conceptual Framework

Conceptual framework of this research illustrated as follows:

Figure 2.1 Conceptual Framework

Based on the Conceptual Framework, there were three variables

which are briefly explained as follows:

1. Input

INPUT

Vocabulary Test

(pre-test)

PROCESS

Teaching Process

By Using Story System

(Treatment)

OUTPUT

Vocabulary

Achievement of

Students

(post-test)

34

In input the researcher gave the students pre-test consist of 25

questions, 20 multiple choice and 5 essays, to know students mean

score before gave the treatment.

2. Process

a. In teaching process the researcher explained what is vocabulary

achievement by using story system.

b. The researcher gave the students material related to the story

system.

3. Output

In output the researcher gave the students post-test consist of 25

questions, 20 multiple choice and 5 essays. The researcher was

able to measure students‟ vocabulary achievement through post-

test.

E. Hypothesis

Based on explanation of the theoretical and framework of taught above,

the hypothesis of the research is follow:

1. Null Hypothesis (H0): there is no significant difference of students‟

vocabulary before and after using Story System.

2. Alternative Hypothesis (H1): there is a significant difference of

students‟ vocabulary before and after using Story System.

35

CHAPTER III

METHOD OF THE RESEARCH

This chapter consists of the research design, research variables, population

and sample, instrument of the research, procedure of collecting data, and

technique of data analysis.

A. Research design

This research employed Pre-Experimental design with one group pre-test

and post-test design. The comparison between the pre-test and post-test score

depends on the success of the treatment. On the treatment, the researcher taught

vocabulary by using story system for four meetings. The design is:

Table 3.1 Design of the Research

Where:

X1: Pre-Test

T : Treatment

X2: Post-Test

(Gay, 2006:282)

X1 T X2

36

B. Research Variables and Indicators

Variables in this study were the used of Story System technique as

independent variable and students‟ vocabulary as the dependent variable. The

indicator of this study was students‟ vocabulary achievement.

1. Independent variable

Independent variable (X) called the variable influence (Arikunto,

2010). The independent variable is the major variable, which is used by

researcher to investigate.

2. Dependent variable

Dependent variable (Y) called the effect variable (Arikunto, 2010).

Dependent variable is the variable that the researcher observed and

measure to determine the effect of the independent variable.

C. Population and sample

1. Population

The population of this study were four classes, each class consisted

of 40 students of tenth grade at SMAN 5 Takalar. Total of population were

160 students.

2. Sample

Among the population that research has presented above, the

researcher used Cluster Random Sampling as the technique in choosing

sample. According to Sugiyono(2001:57), cluster random sampling

technique is a sampling technique from members of the population carried

20

37

out randomly regardless of the strata that exist in that population. The

researcher chose Cluster Random Sampling because the entire population

can divide into different cluster through simple or systematic random. The

researcher chose at tenth grade consist of 40 students as sample.

D. Research Instrument

In any scientific study, instrument for collecting data was important. The

accuracy of the result of research was mostly dependent on how accurate the use

of instrument. The instrument of this research was vocabulary test. The test used

multiple choice and essay. Multiple choicesconsist of 20 questions and essays

consist of 5 questions. Total questions are 25 questions.

E. Data Collection

The techniques that used in collecting data were pre-test and post-test. It

consist six meetings those are; one meeting for pre – test, four meetings for

treatment, and one meeting for post-test.

1. Pre-test

At the first meeting, the researcher gave a pre-test distributes the

vocabulary test and answer sheet to the students. In this test, the students

asked 25 questions, 20 multiple choice and 5 essays. This test was aimed

to know students level of vocabulary. It has aimed to know what level of

vocabulary should be taught in the treatment.

2. Treatment

After the pre-test, the researcher taught students for four meetings,

some steps of treatment were:

38

a. For the first meeting, the researcher prepared a list of ten words,

then gave to students to analyze. After that, the researcher asked

the students to write some verbs.

b. For the second meeting, the researcher explained about story

system method that used in writing a story and explained about

the steps of writing a story in the story system method.

c. For the third meeting, the researcher introduced the kinds of

words to the students. And then the researcher gave some words

to students and asked students to guess the kinds of words.

d. The last meeting, the researcher gave students some words and

asked the students to write a story using story system method.

3. Post-test

In the post-test the researcher distributed the vocabulary test and

answer sheet to the students. In this test, the students asked 25 questions,

20 multiple choice and 5 essays. This test was aimed to see the students‟

achievement after being given treatment.

F. Technique of data analysis

In this research, the researcher used inferential statistic. Percentage

score used to see the student‟s achievement in vocabulary. The steps

undertaken in quantitative analysis employed the following formulas:

39

1. Scoring the students correct answer of pre-test and post-test by using this

formula:

(Depdikbud, 1985:8)

2. Classifying the students score into the following criteria

Table 3.2 Classification Score

No Classification Score

1 Excellent 90-100

2 Very Good 80-90

3 Good 70-80

4 Fairly good 60-70

5 Fairly 50-60

6 Poor 40-50

7 Very poor 0-40

(Jacobs 2005:20)

40

3. Finding out the mean score of the students‟ answer by using the formula:

N

Notation:

= Mean score

∑X = Total score

N = Total sample

(Gay, as cited in 2016)

4. To find out the significant differences between the score of pre-test and

post-test by using the formula:

t =

√

Where:

t : Test of significance

: The mean of the differences score

: The sum of total score of difference

: The square of the sum score of different

N : The total number of student

(Gay, 2016)

41

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the research finding and their discussion. The

finding present the description of data collected through test.

A. Findings

This study aimed to know whether the story system effective to improve

students‟ vocabulary at the tenth grade of SMAN 5 Takalar. The data from pre-

test and post-test used formula in the chapter 3 to know the percentages,

classification score and scoring test of the improvement of the students‟

vocabulary in term verb. The findings of this study can be seen as follow:

1. Students‟ score in pre-test and post-test

A pre-test was conducted to find out the data of the students‟ ability in

improving vocabulary before the treatment given. The result of the test showed

the students‟ achievement in vocabulary before the treatment was given. The

higher score was 84 and the lowest score was 16. The mean (X) was 39.48.

The post-test was also conducted to find out the data of the students‟ ability in

improving vocabulary by using story system after the treatment was given. The

higher score was 100 and the lowest score was 40. The mean (X) was 62.83. So

the improvement percentage can be seen in the following table:

42

Table 4.1 Improvement Percentage vocabulary of Pre-test and Post-

test Score

Variable Mean Score Improvement

(%) Pre-test Post-test

Vocabulary verb 39.48 62.83 59.15%

The table showed that there was an improvement for 59.15% in

vocabulary achievement special in verb by using story system above also

can be seen at the chart below:

Figure 4.1 The mean score vocabulary of pre – test and post – test

The chart showed that the students‟ vocabulary mean score of pre –

test and post – test has significant improvement from vocabulary. Mean

score of pre – test was 39.48 and post – test was 62.83. The improvement

of pre – test to the post – test was 59.15%. It means that the target to

improve students‟ vocabulary has been reached.

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

Pre - testPost - test

Improvement

43

2. The Rate Percentage of the Students‟ Score

The rate percentages of the students‟ pre-test scores were presented in the

following table.

Table 4.2: The Rate Percentage vocabulary of Pre-test and Post-test

Score

NO Classification Score

Pre – Test Post - Test

F % F %

1 Excellent 95 – 100 0 0% 2 6.45%

2 Very good 85 – 90 0 0% 1 3.22%

3 Good 75 – 80 2 6.45% 2 6.45%

4 Fairly good 65 – 70 0 0% 7 22.58%

5 Fair 55 – 60 2 6.45% 9 29.03%

6 Poor 45 – 50 7 22.58% 4 12.90%

7 Very poor 0 – 40 20 64.51% 6 19.35%

∑ 31 100% 31 100%

The table 4.2 showed that in the pre-test, which was done before

treatment, which 2 students (6.45%) who belonged to „good‟ category, 2

students (6.45%) belonged to „fair‟ category, 7 students (22.58%) who

44

belonged to „poor‟ category and 20 students (64.51%) who belonged to „very

poor‟ category.

While in the post-test that done after the treatment, from 31 students, there

was 2 students (6.45%) who belonged to „excellent‟ category, 1 students

(3.22%) belonged to „very good‟ category, 2 students (6.45%) who belonged

to „good‟ category and 7 students (22.58%) who belonged to „fairly good‟

category, 9 students (29.03%) who belonged „fair‟ category, 4 students

(12.90%) who belonged „poor‟ category and 6 students (19.35%) who

belonged „very poor‟ category. Based on the result, it can be concluded that

the rate percentage in the post-test was higher than the rate percentage of pre-

test.

3. The Value of t-Test

In order to know whether the vocabulary achievement in difference

between the pre-test and post-test at the level of significance 0.05 with

degrees of freedom (df) = N-1, t-test from independent sample was

employed.

Table 4.3 T-Test of the Students Result

Data t-Test t-Table Comparison Classification

Students‟

Vocabulary 17.55 2.042

t-test > t-

table Accepted

The data above showed that the t-table value was smaller than the

t-test value. It means that there was significant difference in students‟

vocabulary achievement between before and after treatment using story

system technique. Vocabulary achievement to the null hypothesis (H0)

45

stated that teaching vocabulary by using story system technique was not

effective to improve students‟ vocabulary and alternative hypothesis (H1)

stated that teaching vocabulary by using story system technique was

effective to improve the students‟ vocabulary was accepted. Since the

story system technique was effective to improve students‟ vocabulary, so

the hypothesis proved in this research was alternative hypothesis (H1).

The difference showed that after getting the treatment, the

students got better vocabulary achievement than before. It could be seen

that there was a significance of the students‟ vocabulary achievement after

the story system technique applied in teaching. It also can be concluded

that story system technique was effective in teaching vocabulary.

Chart 4.2: T – Test of the Students Result

The table above showed that t – table value was low than t – test. The

result of the test showed there was significant difference between t – table

and t – test (2.042 < 17.55), it means that t – test was higher than t – table

0

5

10

15

20

t - Test

t - Table

17.55

2.042

46

at the level of significance 0.05 and the degree of freedom (N-1) = (31 - 1)

= 30.

1. Discussion

In this part, the discussion dealing with the interpretation of findings derived

from the result of finding about observation result of the students‟ vocabulary

specially in verb.

In improving, the students‟ achievement in vocabulary with verb the

researcher used story system in teaching vocabulary. Where the using story

system can help students to improve vocabulary specially in verb.

The students‟ was very lacking in vocabulary and did not care. Although

Tarigan (1984) points out the importance of vocabulary in language learning, he

stated that language skill mostly depends on the mastery of vocabulary. From this

statement, the author ensures that vocabulary must be taught absolutely, because

vocabulary was one of the basic elements in achieving language skills.

The students‟ thought that the teaching vocabulary through using story

system was very helpful to improve their vocabulary. The effective at this method

is that it should fulfill what they need to memories the vocabulary, how to make

the subject interesting to it is easy to save in mind.

The data had been showed that in pre – test there were many students

inadequate score in pre – test, some students found many difficulties in

vocabulary. It made them could not distinguish verb. It was no different with post

47

– test that some of them got higher than the value in pre – test. The students‟ got a

significance development after treatment. They could understand in verb.

From the result of the pre – test, the mean score of the students‟ achievement

vocabulary specially in verb was 39.48. It can be concluding that the students‟

achievement in vocabulary in verb was classify as indequate. The result of the

post – test was 62.83 can be classified fair.

Based on the result of the data, it was concluding that after the treatment by

using story system the students‟ were in very good category. It means that using

story system in teaching vocabulary specially in verbto improve their vocabulary.

On the other hand, the result of the post – test showed that the students had

significant progress, most of the students got good classification, in other words,

the students‟ vocabulary increased by using story system. So, using story system

in this research had a big influence in students‟ vocabulary because can help the

students to improved their ability.

The data described the most of them success to improve their score into the

students‟ achievement in vocabulary specially in verb by using story system. This

improvement was also following by the significance. The t-test value (17.55) was

greater than t-table (2.042) for the degree of freedom (0.05). it means that the null

Hypothesis (H0) was rejected and alternative Hypothesis (H1) was accepted.

Neuman and Koskinen‟smiddleschool-level ESL students increased their

English language reading vocabulary knowledge significantly after lengthy

exposure to the target language captions. Both of these studies involved the use of

48

extended exposure to the target language videos with captions and/or subtitles,

and yielded favorable implications about the effects of captions.

Furthermore, according to Anas (2014) in his thesis “The Effectiveness of

Using Card Game Technique in Teaching Vocabulary” stated that the card games

technique was effective and applicable in teaching vocabulary. It could be proven

by the result of t-test (6.03) that was higher than value of t-table in the significnce

of 5% (1.99). it can be concluded that the use of card games technique in teaching

vocabulary was more effective and applicable than the conventional teaching way.

Fadlia (2014) in her thesis “Enriching Vocabulary in Reading Comprehension

Through Hangman Game as a Media”. The result of data analysis indicated that

the application of hangman game was significant in enriching the students‟

vocabulary. It was proved by the mean score of cycle 1 was 6.622 classified as

fairly then improved to be 8.19 and it is classified as good in cycle II. They were

higher than the mean score of diagnostic test namelly 4.95 that classified as poor.

It means that there was the improvement of the students‟ vocabulary test. It could

be concluded that the result of teaching vocabulary through hangman game as a

media had a significant influence and could enrich English vocabulary.

In other researchers, Hanormand (2015) he found that contributions from Tic

Tac Toe games and flash cards can develop student vocabulariesnae EFL zero

beginners vocabulary learning.

Therefore, the difference between those four studies with the research being

conducted by the research were in focused on vocabulary. The result of this

research showed that the students‟ vocabulary in term verb at the tenth grade at

49

SMAN 5 Takalar can improved and the students‟ score after applying story

system was better than before the treatment was given to the students.

The purpose of this research was to find out whether the used of story system

was effective to increase students‟ vocabulary at the tenth grade of SMAN 5

Takalar. To find out the purpose of this research, the researcher used test as an

instrument. The test gave through pre –test and post – test.

The data had been showed that in pre –test there were many students

indequate score. In post – test, some students found many difficulties in

vocabulary, it was so different with the post – test that some of them got the

higher than the value in pre – test.

Based on the result, the researcher concludes that the tenth grade at SMAN 5

Takalar have better ability in vocabulary after having treatment through using

story system.

50

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of two sections, they are conclusion and suggestion.

Conclusion present the finding of this research based on data analysis and

discussion in previous chapter, while suggestion deal with the researcher

recommends to do.

A. Conclusion

Based on the researcher findings and discussion in the previous chapter

and looking at the result of the research, the researcher made a conclusion is

Using story system technique was effective to improve students‟

vocabulary. It was showed by the mean score of post – test (62.83) which was

higher than the mean score of pre – test (39.48). It means that learning by use

story system technique was effective to improve the students‟ vocabulary.

There was a significance difference between the students‟ vocabulary

before and after using story system technique. It was proved by the result of the

statistical analysis at the significant level 0.05 with degree of freedom (df= N-1,

31-1= 30) which indicated that t-test value for vocabulary was 17.55, it was

greater than t-table value 2.042 (17.55> 2.042). The researcher assumed that using

story system technique could improve students‟ vocabulary.

51

So, it could be concluded that the used of story system in improving

vocabulary at the tenth grade of SMAN 5 Takalar was effective to improve

students‟ vocabulary.

B. Suggestion

Suggestions are directed to:

1. English Teacher

Teacher should use story system in teaching English especially vocabulary

as the English component. The teacher can be more creative in applying that

method to the students and use it in teaching vocabulary so that the students

are motivated, interested, and not bored in learning English.

2. Future Researchers

In this research has not perfect yet, it is suggested for the future

researchers to conduct further researchers in the same field, especially on

using story system as technique on teaching vocabulary. This research was

very important because it will give some knowledge to the researcher. In

order to know the benefits of using story system in teaching vocabulary.

52

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55

APPENDIX 1

LESSON PLAN

56

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : SMA Negeri 5 Takalar

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/Ganjil

Materi Pokok : Teks Recount

Alokasi Waktu : 4Minggu x 2 jam pelajaran @45menit

A. Kompetensi Inti

KI1: Menghayati dan mengamalkan ajaran agama yang dianutnya.

KI2: Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli

(gotong royong, kerja sama, toleran, damai), bertanggung jawab,

responsive dan pro-aktif dalam berinteraksi secara efektif sesuai dengan

perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan

lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan

internasional.

KI3: Memahami, menerapkan, dan menganalisis pengetahuan faktual,

konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya

tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan

wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait

penyebab fenomena dan kejadian, serta menerapkan pengetahuan

procedural pada bidang kajian yang spesifik sesuai dengan bakat dan

minatnya untuk memecahkan masalah

KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah

abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah

secara mandiri, bertindak secara efektif dan kreatif, serta mampu

menggunakan metode sesuai kaidah keilmuan.

57

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator

3.7 Membedakan fungsisosial, struktur

teks, dan unsur kebahasaan

beberapa teks recount lisan dan

tulis dengan memberi dan

meminta informasi terkait

peristiwa bersejarah sesuai

dengan konteks penggunaannya

3.7.1 Mengidentifikasi fungsi sosial,

struktur teks dan unsur

kebahasaan sebuah teks

recount sesuai dengan konteks

penggunaannya

3.7.2 Memahami fungsisosial,

struktur teks dan unsur

kebahasaan dari sebuah teks

recount

4.7Teks recount peristiwa bersejarah

4.7.1Menangkap makna secara

kontekstual terkait fungsi sosial,

struktur teks, dan unsur

kebahasaan teks recount lisan

dan tulis terkait peristiwa

bersejarah

4.7.2 Menyusun teks recount lisan dan

tulis, pendek dan sederhana,

terkait peristiwa bersejarah,

dengan memperhatikan fungsi

sosial, struktur teks, dan unsur

kebahasaan, secara benar dan

sesuai konteks

4.7.1.1 Menyampaikan sebuah teks

recount dengan memperhatikan

fungsi sosial, struktur teks dan

unsur kebahasaan secara benar

sesuai konteks

4.7.2.1 Menulis dan mendesain sebuah

teks recount dengan

memperhatikan fungsi sosial,

struktur teks dan unsur

kebahasaan secara benar sesuai

konteks

C. Tujuan Pembelajaran

Peserta didik dapat mengidentifikasi, memahami, menyampaikan dan menulis

teks recount dengan memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan yang benar dan sesuai konteks.

58

D. Materi Pembelajaran

Fungsi Sosial

Melaporkan, menceritakan, berbagi pengalaman, mengambil teladan,

membanggakan

Unsur kebahasaan

- Kosa kata dan istilah terkait dengan peristiwa bersejarah, pengalaman

peserta didik.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.

E. Metode Pembelajaran

Pendekatan : Scientific Approach

Model Pembelajaran : Discovery Learning

Metode : Story System

F. Media/Alat, Bahandan Sumber Belajar

1. Media

- Worksheet ataulembarkerja (siswa)

- Lembar penilaian

2. Alat

- Penggaris, spidol, papantulis

3. Sumber Belajar

- Kamus Bahasa Inggris

- Pengalaman peserta didik dan guru

- Internet (google)

59

G. Kegiatan Pembelajaran

1. Pertemuan Pertama (2 x 45 Menit)

Kegiatan Pendahuluan Nilai-Nilai

Karakter

Alokasi

Waktu

a. Guru menyiapkan peserta didik untuk mengikuti

proses pembelajaran, melakukan pembukaan

dengan salam pembuka, mengajak siswa berdoa

sebelum memulai pelajaran, dan absensi.

b. Mengaitkan materi yang akan dipelajari dengan

kehidupan sehari-hari dengan menanyakan

beberapa pertanyaan yang berhubungan dengan

materi yang akan dipelajari.

c. Guru menyampaikan tujuan pembelajaran yang

akan dicapai.

d. Guru menyampaikan penilaian yang akan

digunakan.

Religiositas

Komunikatif

15 menit

Kegiatan Inti Nilai-Nilai

Karakter

Alokasi

Waktu

a. Guru memberikan 10 kata kepada siswa untuk

dianalisa

b. Guru meminta peserta didik menulis kata kerja,

misalnya:

- Visit

- Go

- Buy

c. Guru meminta peserta didik membuat suatu cerita

dari kata yang telah ditulis peserta didik, misalnya:

- Today I want to visit my friend at the hospital, I

will go by car. But before I go to the hospital I

want to buy something for my friend at the market

Rasa ingin

tahu

Proaktif

Gemar

membaca

Teliti

60 menit

60

Kegiatan Penutup Nilai-Nilai

Karakter

Alokasi

Waktu

a. Peserta didik menyimpulkan pembelajaran

(dibimbing oleh guru)

b. Peserta didik mendapatkan umpan balik terhadap

proses dan hasil pembelajaran: Thank you very

much for your participation. You did a good job

today, I’m very happy with your activity in the

class. How about you, did you enjoy my class?

c. Guru menginformasikan rencana kegiatan

pembelajaran untuk pertemuan berikutnya.

Menghargai

prestasi

15 menit

2. Pertemuan Kedua (2 x 45 Menit)

Kegiatan Pendahuluan Nilai-Nilai

Karakter

Alokasi

Waktu

a. Guru menyiapkan peserta didik untuk

mengikuti proses pembelajaran, melakukan

pembukaan dengan salam pembuka, mengajak

siswa berdoa sebelum memulai pelajaran, dan

absensi.

b. Guru mengingatkan materi yang telah

dipelajari sebelumnya

c. Guru menyampaikan tujuan pembelajaran

yang akan dicapai.

d. Guru menyampaikan penilaian yang akan

digunakan.

Religiositas

Komunikatif

15 menit

Kegiatan Inti Nilai-Nilai

Karakter

Alokasi

Waktu

a. Guru mereview kembali pelajaran sebelumnya

61

b. Guru menjelaskan tentang metode story system

yang akan digunakan dalam menulis sebuah

cerita

c. Guru menjelaskan tentang langkah-langkah

menulis sebuah cerita dalam story system

d. Peserta didik mempraktekkan cara membuat

kalimat dengan menggunakan metode story

system

Rasa ingin

tahu

Imaginatif

Percaya diri

60 menit

Kegiatan Penutup Nilai-Nilai

Karakter

Alokasi

Waktu

a. Peserta didik menyimpulkan pembelajaran

(dibimbing oleh guru)

b. Peserta didik mendapatkan umpan balik

terhadap proses dan hasil pembelajaran: Thank

you very much for your participation. You did

a good job today, I’m very happy with your

activity in the class. How about you, did you

enjoy my class?

c. Guru menginformasikan rencana kegiatan

pembelajaran untuk pertemuan berikutnya.

Menghargai

prestasi

15 menit

62

3. Pertemuan ketiga (2 x 45 Menit)

Kegiatan Pendahuluan Nilai-Nilai

Karakter

Alokasi

Waktu

a. Guru menyiapkan peserta didik untuk mengikuti

proses pembelajaran, melakukan pembukaan

dengan salam pembuka, mengajak siswa berdoa

sebelum memulai pelajaran, dan absensi.

b. Guru mengingatkan materi yang telah dipelajari

sebelumnya

c. Guru menyampaikan tujuan pembelajaran yang

akan dicapai.

d. Guru menyampaikan penilaian yang akan

digunakan.

Religiositas

Komunikatif

15 menit

Kegiatan Inti Nilai-Nilai

Karakter

Alokasi

Waktu

a. Guru mereview kembali pemahaman siswa

tentang story system

b. Guru menjelaskan tentang jenis-jenis kata dalam

bahasa inggris sebagai penguatan sebelum

menulis cerita dengan menggunakan metode

story system

c. Guru memberikan beberapa kata kepada siswa

dan meminta siswa untuk menebak jenis dan

makna kata tersebut

Rasa ingin

tahu

Imaginatif

Percayadiri

60 menit

Kegiatan Penutup Nilai-Nilai

Karakter

Alokasi

Waktu

d. Peserta didik menyimpulkan pembelajaran

(dibimbing oleh guru)

e. Peserta didik mendapatkan umpan balik terhadap

63

proses dan hasil pembelajaran: Thank you very

much for your participation. You did a good job

today, I’m very happy with your activity in the

class. How about you, did you enjoy my class?

f. Guru menginformasikan rencana kegiatan

pembelajaran untuk pertemuan berikutnya.

Menghargai

prestasi

15 menit

64

4. Pertemuan Keempat (2 x 45 Menit)

Kegiatan Pendahuluan Nilai-Nilai

Karakter

Alokasi

Waktu

a. Guru menyiapkan peserta didik untuk mengikuti

proses pembelajaran, melakukan pembukaan

dengan salam pembuka, mengajak siswa berdoa

sebelum memulai pelajaran, dan absensi.

b. Guru mengingatkan materi yang telah dipelajari

sebelumnya

c. Guru menyampaikan tujuan pembelajaran yang

akan dicapai.

d. Guru menyampaikan penilaian yang akan

digunakan.

Religiositas

Komunikatif

15 menit

Kegiatan Inti Nilai-Nilai

Karakter

Alokasi

Waktu

a. Guru mereview kembali tentang jenis kata dalam

bahasa inggris

b. Guru mempraktekkan cara membuat kalimat

dengan menggunakan metode story system

c. Guru memberikan beberapa daftar kata kerja dalam

bahasa inggris dan meminta siswa untuk

menyusunnya kedalam kalimat.

d. Peserta didik diminta untuk menuliskan sebuah

cerita recount dengan menggunakan metode story

system

e. Guru meminta peserta didik mengumpulkan cerita

recount yang telah mereka buat

Rasa

ingintahu

Kreatif

Percayadiri

60 menit

Kegiatan Penutup Nilai-Nilai

Karakter

Alokasi

Waktu

65

a. Peserta didik menyimpulkan pembelajaran

(dibimbing oleh guru)

b. Peserta didik mendapatkan umpan balik terhadap

proses dan hasil pembelajaran: Thank you very

much for your participation. You did a good job

today, I’m very happy with your activity in the

class. How about you, did you enjoy my class?

Menghargai

prestasi

15 menit

H. PENILAIAN

1. Teknik Penilaian:

a. Penilaian Sikap : Observasi/pengamatan

b. Penilaian Pengetahuan : Tes Tertulis

2. Written Assessment

No Nama Nilai

1

2

3

Makassar, Oktober 2019

Nur Mujahidah

NIM 10535655115

66

APPENDIX 2

PRE-TEST

67

PRE-TEST

A. Multiple choice

Choose the correct answer from the option a, b, c, or d

1. Lina …… the match in Olympic Games. She is so sad

a. Won

b. Lost

c. Jumped

d. Celebrated

2. Mrs. Ima : Can you help me?

Lina : Yes, of course. What can I do for you?

Mrs. Ima : Please, …..this bag to my room. 2

Lina : Yes, Mrs.

a. Bring

b. Help

c. Give

d. Has

3. The teacher‟s duty is to ….. the students in the school.

a. Teach

b. Play

c. Make

d. Work

4. I am so hungry. So, I …… a meal

a. Prepare

b. Walk

c. Kick

68

d. Wear

5. Rina : I want to wear my white gown to Amanda‟s party. What do you

think?

Lisa : I think the red one is better.

Rina : Ok. I will …… the red gown

a. Wrap

b. Go

c. Wear

d. Give

6. Ani : When did you get up in this morning?

Sinta : ………….

a. I got up at 5.00

b. I had my breakfast

c. I was sleepy

d. I went to school

7. Tami : Where do you want move?

Dikta : I want to ….. to Australia with my parents.

a. Come

b. Find

c. Move

d. Run

8. Katherine didn‟t study hard. He didn‟t ….. the exam.

a. Study

b. Give

c. Pass

d. break

9. The gardener ….. the grass every Monday and Thursday.

a. Cuts

b. Plans

c. Trains

d. Comes

10. My mother is a nurse. She works in Harapan Bunda Hospital. She ….. the

a. Thinks

b. Ignores

c. Helps

d. Finds

69

11. In some countries, employers are accused of ... their workers by paying them

low wages.

a. Exploding

b. Exploiting

c. Exposing

d. Exploring

12. It‟s no good hiring someone who‟s never taught in high school before. We

need an ....... teacher.

a. Experimented

b. Exploited

c. Experienced

d. Explored

13. I am sure the debate contest can be held next month, but I can‟t ......... it yet.

a. Convey

b. Confine

c. Condemn

d. Confirm

14. The weather forecast ......... that it would rain this evening.

a. Asked

b. Spoke

c. Prevented

d. Predicted

15. Which is the antonym of "increase"?

a. Include

b. Conclude

c. Reduce

d. Induce

16. Some people believe that if a person dies violently in a house, his ghost may

come back to ……..... it. 9

a. Haunt

b. Bother

c. Visit

d. Disturb

17. Please don‟t pass this information on to anyone else. It‟s ..............

a. Confidential

b. Secretion

c. Confident

d. Believable

18. Which is closest in meaning to "connect"?

a. Beat

70

b. Fight

c. Persuade

d. Join

19. Which is closest in meaning to "opportunity"?

a. Chance

b. Entry

c. Change

d. Leave

20. Which is closest in meaning to "preserve"?

a. keep

b. serve

c. offer

d. prepare

B. Essay

Write a recount text using the following words!

1. Buy, eat, play, work, call

2. Sleep, walk, bite, bring, choose

3. Cry, cook, count, cut, draw

4. Sit, dream, feel, find, follow

5. Drink, get, go, join, keep

(Adopted by SitiAffianty’s Vocabulary Model Test)

71

72

73

74

75

APPENDIX 3

POST-TEST

76

POST-TEST

A. Multiple choice

Choose the correct answer from the option a, b, c, or d

1. Lina …… the match in Olympic Games. She is so sad

a. Won

b. Lost

c. Jumped

d. Celebrated

2. Mrs. Ima : Can you help me?

Lina : Yes, of course. What can I do for you?

Mrs. Ima : Please, …..this bag to my room. 2

Lina : Yes, Mrs.

a. Bring

b. Help

c. Give

d. Has

3. The teacher‟s duty is to ….. the students in the school.

a. Teach

b. Play

c. Make

d. Work

4. I am so hungry. So, I …… a meal

a. Prepare

b. Walk

c. Kick

d. Wear

5. Rina : I want to wear my white gown to Amanda‟s party. What do you

think?

Lisa : I think the red one is better.

77

Rina : Ok. I will …… the red gown

a. Wrap

b. Go

c. Wear

d. Give

6. Ani : When did you get up in this morning?

Sinta : ………….

a. I got up at 5.00

b. I had my breakfast

c. I was sleepy

d. I went to school

7. Tami : Where do you want move?

Dikta : I want to ….. to Australia with my parents.

a. Come

b. Find

c. Move

d. Run

8. Katherine didn‟t study hard. He didn‟t …..the exam.

a. Study

b. Give

c. Pass

d. break

9. The gardener ….. the grass every Monday and Thursday.

a. Cuts

b. Plans

c. Trains

d. Comes

10. My mother is a nurse. She works in Harapan Bunda Hospital. She ….. the

a. Thinks

b. Ignores

c. Helps

d. Finds

11. In some countries, employers are accused of ... their workers by paying them

low wages.

a. Exploding

b. Exploiting

c. Exposing

78

d. Exploring

12. It‟s no good hiring someone who‟s never taught in high school before. We

need an ... teacher.

a. Experimented

b. Exploited

c. Experienced

d. Explored

13. I am sure the debate contest can be held next month, but I can‟t ... it yet.

a. Convey

b. Confine

c. Condemn

d. Confirm

14. The weather forecast ... that it would rain this evening.

a. Asked

b. Spoke

c. Prevented

d. Predicted

15. Which is the antonym of "increase"?

a. Include

b. Conclude

c. Reduce

d. Induce

16. Some people believe that if a person dies violently in a house, his ghost may

come back to ... it. 9

a. Haunt

b. Bother

c. Visit

d. Disturb

17. Please don‟t pass this information on to anyone else. It‟s ....

a. Confidential

b. Secretion

c. Confident

d. Believable

18. Which is closest in meaning to "connect"?

a. Beat

b. Fight

c. Persuade

d. Join

19. Which is closest in meaning to "opportunity"?

a. Chance

79

b. Entry

c. Change

d. Leave

20. Which is closest in meaning to "preserve"?

a. keep

b. serve

c. offer

d. prepare

B. Essay

Write a recount text using the following words by using story system method!

1. Sit, keep, hope, invite, join, laugh, meet, make, like, listen

2. Drink, eat, run, say, see, share, smile, speak, spend, stand

3. Cry, tell, think, touch, visit, wait, want, wash, wear, watch

4. Buy, visit, accept, allow, answer, arrive, ask, blow, care, come

5. Sleep, create, divide, follow, forget, forgive, lend, know, lie, pay.

(Adopted by SitiAffianty’s Vocabulary Model Test)

80

81

82

83

APPENDIX

4 - 5

84

APPENDIX 4

Analysis of Pre-Test & Post-Test

No Code Score of

Pre-test (X1)

Score of

Post-test (X2) D=(X2-X1) D

2=(X2-X1)

2

1 S-01 84 100 16 256

2 S-02 32 64 32 1024

3 S-03 48 76 28 784

4 S-04 52 72 20 400

5 S-05 40 68 28 784

6 S-06 40 56 16 256

7 S-07 28 68 40 1600

8 S-08 20 60 40 1600

9 S-09 52 64 12 144

10 S-10 52 72 20 400

11 S-11 48 68 20 400

12 S-12 28 40 12 144

13 S-13 24 52 28 784

14 S-14 28 44 16 256

15 S-15 20 44 24 576

16 S-16 48 64 16 256

17 S-17 28 52 24 576

18 S-18 16 40 24 576

19 S-19 28 60 32 1024

20 S-20 32 64 32 1024

85

21 S-21 32 64 32 1024

22 S-22 60 88 28 784

23 S-23 24 52 28 784

24 S-24 28 44 16 256

25 S-25 36 52 16 256

26 S-26 44 60 16 256

27 S-27 56 76 20 400

28 S-28 40 64 24 576

29 S-29 80 100 20 400

30 S-30 48 72 24 576

31 S-31 28 48 20 400

Total 1224

1948 724 18576

Mean 39.48

62.83 23.35 599.22

86

APPENDIX 5. THE RATE PERCENTAGE

Rate Percentage of Students‟ Score in Pre – test and Post – test

NO Classification Score

Pre – Test Post - Test

F % F %

1 Excellent 95 – 100 0 0% 2 6.45%

2 Very good 85 – 90 0 0% 1 3.22%

3 Good 75 – 80 2 6.45% 2 6.45%

4 Fairly good 65 – 70 0 0% 6 19.35%

5 Fair 55 – 60 2 6.45% 10 35.25%

6 Poor 45 – 50 7 22.58% 5 16.12%

87

7 Very poor 0 – 40 20 64.51% 5 16.12%

∑ 31 100% 31 100%

Calculate the frequency and the rate percentage using the following

formula:

1. The rate percentage of pre – test score

P

x 100 %

70

d. For „good‟ Category 2. For „fair‟ Category

P

x 100 % P

x 100 %

P

x 100 % P

x 100 %

P

P

P= 6.45 % P= 6.45 %

3. For „poor‟Category 4.For „very poor‟Category

P

x 100 % P

x 100 %

P

x 100 % P

x 100 %

P

P

P= 22.58 % P= 64.51%

e. The rate percentage of post – test score

P

x 100 %

70

1. For „excellent‟ Category 2. For „very good‟ Category

P

x 100 % P

x 100 %

P

x 100 % P

x 100 %

P

P

P= 6.45 % P= 3.22%

3. For „good‟Category 4.For „fairly good‟Category

P

x 100 % P

x 100 %

P

x 100 % P

x 100 %

P

P

P= 6.45 % P= 19.35%

5. For „fair‟Category 6.For „poor‟Category

P

x 100 % P

x 100 %

P

x 100 % P

x 100 %

P

P

P= 32.25 % P= 16.12%

6. For „poor‟Category

P

x 100 %

70

P

x 100 %

P

P= 16.12%

70

APPENDIX 6. MEAN SCORE & IMPROVEMENT PERCENTAGE

A. Mean Score of Pre – test and Post – test

1. Mean Score of Pre-test

2. Mean Score of Post-test

B. ImprovementPercentage

P (%) =

X 100%

P (%) =

X 100%

P (%) =

x100%

P=

P= 59.15%

70

APPENDIX 7

T-test Value

t =

√

=

=

= 23.35

t =

√

t =

√

t =

√

t =

√

t = √

t =

t = 17.55

70

APPENDIX 8. T- Test of Significance

THE DISTRIBUTION OF T-TABLE VALUE

Df P

.10 .05 .01 .001

70

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

6.314

2.920

2.353

2.132

2.015

1.943

1.895

1.860

1.833

1.812

1.796

1.782

1.771

1.761

1.753

1.746

1.740

1.734

1.279

1.725

1.721

1.717

1.714

1.711

1.708

1.706

1.703

1.701

1.699

12.706

4.303

3.182

2.776

2.571

2.447

2.365

2.306

2.262

2.228

2.201

2.179

2.160

2.145

2.131

2.120

2.110

2.101

2.093

2.086

2.080

2074

2.069

2.064

2.060

2.056

2.052

2.048

2.045

63.657

9.925

5.841

4.604

4.032

3.307

3.499

3.355

3.250

3.169

3.106

3.055

3.012

2.977

2.947

2.921

2.898

2.878

2.861

2.845

2.831

2.819

2.807

2.797

2.787

2.779

2.771

2.763

2.756

636.619

31.598

12.941

8.610

6.859

5.959

5.405

5.041

4.781

4.587

4.437

4.318

4.221

4.140

4.073

4.015

3.965

3.922

3.883

3.850

3.819

3.792

3.767

3.745

3.725

3.707

3.690

3.674

3.659

70

(Gay, 1981)

Degree of Freedom (df)

Df = (N- 1)

= (31 - 1)

= 30

Df = 30 (see table of “t” value at the degree of significance of 0.05).

At the degree of significance 0.05 = 2.042

The result was 17.55> 2.042

70

APPENDIX 9

DOCUMENTATION

Pre-test & Post-test Activities

70

70

Treatment Activities

70

70

CURRICULUM VITAE

The researcher, Nur Mujahidah was born on December 17th

,

1997 in Bontorita, a small village in Takalar. She is the third

of two sons and one daughter of H. Syamsuddin Gajang, S.pd

(alm) and Hj. Barlian, S.pdi. She began Elementary school at

SDN No.73 Bontorita 1 in 2003 and graduated in 2009. At the

same year, she continued her study at SMPN 1 Galesong. After finishing her

study at SMPN 1 Galesong in 2012, she continued her study at SMK Pratidina

Makassar and graduated in 2015. Then at the same year, she was registered as the

student of English Education Department Faculty of Teacher Training and

Education MUHAMMADIYAH UNIVERSITY OF MAKASSAR.