IMPROVING STUDENTS VOCABULARY IN READING THROUGH ENGLISH SHORT STORY AT SMA N 3 PATI
CHAPTER I INTRODUCTION
Vocabulary
is one of the most important parts of English. Learning vocabulary is an
essential part of foreign language learning as the importance of new words is
very often emphasized, be it in books or in class (Bern & Blachowiz, 2008).
Of the four English skills, vocabulary is an inseparable part of language
learning, for example when reading.
Reading is
a process of building an understanding of the written text (Smith: 2005). Reading helps students to be better in
mastering language and students can learn formal and informal language from
reading materials ( Prisilya: 2005). The reading process is a symbol of acceptance by the sensory process, then a presented symbol, or the word is seen or perceived (Burn & Ross Roe:1984).
One media to improve student’s vocabulary in reading is by using English Short
Stories.
A. Problem Statement
Based on the description above, the researcher formulated the problem statement as
follows:
1. How is the improvement of
student’s vocabulary skills at the senior high school through reading?
2. How is the improvement of
students’ vocabulary skills at Senior high school through reading?
B. Objective of the Research
By the problem statements previous, this research aims:
1. To find out the improvement of
student’s vocabulary skills in reading by using short stories in Senior High School.
2. To find out the improvement of
student’s vocabulary skills by using reading short stories in Senior High School.
C. Significance of the Research
This research is expected to be useful information for many people in learning
process, such as:
1. Teacher
This method
makes the teaching of reading easier for the teacher and hopes to make a use ful
contribution to the teaching of vocabulary in reading and to give the teacher
another opp ortunity to develop the student's vocabulary
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2. Students
Motivating
and engaging students in the learning process, especially vocabulary in reading
class and useful for students, will be able to create more enjoyable and
meaningful learning.
D. Scope of the Research
E. Operational Definition
1. Vocabulary
is a main component of language or a word that has the meaning used by people
to talk or write such nouns, verbs, adjectives, and adverbs.
2. Translating a short story is translating ideas or thoughts of an English short story into an Indonesian one.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Some Previous Research Findings
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As far as we are aware, Indonesia ranks English as
the top foreign language. Thus, communication proficiency in English is
expected of Senior High School pupils.
People learning English as a second language, however, must first become
proficient in the vocabulary because a lack of vocabulary mastery can also
hinder one's ability to communicate in English. It is as a result of their need
to acquire extensive, typically sophisticated vocabularies. As a result,
students must focus intensely when learning new words (Thornbury, 2002). It
was discovered from earlier study that the students struggle with word
memorization and comprehension.
They
frequently forget new terms that the teacher has taught them, and occasionally
they have trouble remembering how to pronounce them. They typically detest
English classes due to their limited vocabulary. Language teachers must have extensive expertise in designing engaging classroom activities
that will help students succeed in learning new vocabulary. Hopefully, the
student's interest in studying language will increase with
it. Accordingly, the researcher believes that their English
professors should come up with better ways to make vocabulary acquisition more
fun.
B. Vocabulary
Mastery
The four components of vocabulary skill are
meaning, grammar, pronunciation, and spelling, according to Cameron (2001:78).
1. Enunciation One of the factors that greatly The
Some researchers conducted their research on the
use of various techniques in teaching vocabulary:
Milasari (2016), “Developing Students’ Vocabulary
through Reading Short Story at the Eight Grade of SMP PMDS Putra”, found that
using reading short stories is effective in developing students‟ vocabulary at SMAN
3 PATI.
Yuliana (2016) “improving students reading skills
through the short story at the eleventh year of SMAN 3 PATI”, found that this
research shows that there is a significant improvement in students‟ reading
skills through the short stories in the eleventh year of SMAN 3 PATI.
The research method is
experimental. The design is one of the group pretest and post-test designs. The different research from previous
researchers is Milasari‟ 's thesis she used Junior high school as her object in
her research. Meanwhile, in this research, the researcher used Senior high
school. Also, Yuliana‟ 's thesis she took Senior high school in her research, especially at the eleventh grade as her object.
RESEARCH METHODOLOGY
A. Research Method
In this research, the researcher used class action research (CAR) to vocabulary
problem in Senior Highschool by using Reading Short Story. This study
employs the experimental methodology. The purpose is to determine the impact or
outcome of deploying the media. Experimental studies often involve two groups:
an experimental group and a control group. One group is designated as the experimental
class, while the other group serves as the control class. This research focuses
on the second semester of students at Senior Highschool. . This research is
characterized by its descriptive quantitative approach. The researcher
administered treatment to the experimental group using a short stories.
Instrument of The Research
In this research, the researcher used a vocabulary
test which consisted of noun, adjective, adverb, and verb. The total number of
the pre-test was 30 and the post-test was also 30 numbers. The pre-test was to
know the mastery of the students in vocabulary before giving treatment, while
the post-test was to know the students‟ vocabulary mastery after giving
treatment.
Data Collecting Technique
In collecting data, the researcher would make
the procedure as follows:
1. Pre-test Before the researcher explains about
the short story, the researcher gave some vocabularyes and answer the question.
2. Giving treatment The treatment was be given to
the students after they have done the pretest. The steps as follows:
a. The first meeting
1. The teacher open the class by giving greetings.
2. The teacher introduces herself and checks
student attendance
3. The teacher explains to the students about the
definition short story, the purpose, kinds, generic structure and example of
short story.
4. The researcher gave time to the student to read
the short story (Sangkuriang) and asked the students to find new words or
unfamiliar words.
5. The students found the meaning of the words
6. The students determined part of speech of the
words.
b. The second meeting
1. The teacher open the class by
giving greetings.
2. The teacher introduces
herself and checks student attendance.
3. The teacher explains to the
students about the definition short story, the purpose, kinds, generic
structure and example of short story.
4. The researcher gave time to
the student to read the short story (Sangkuriang) and asked the students to
find new words or unfamiliar words.
5. The students found the
meaning of the words 6. The students determined part of speech of the words.
Data Analysis Technique
The data
analysis technique involves some steps that will be elaborated as follows:
a.
Scoring the
student's vocabulary test answer
b.
Classification the
students score based on the following classification:
