CHAPTER
1
INTRODUCTION
This
chapter consists of background, problem
statement, objective of the research, significance of the research and scope of
the research.
A.
Background.
Language
is not only used for daily conversation, but also used in education,
research and science both in spoken and written form.
Considering those functions, people
study language both
formal and informal. The use of language enables the
members of a social group to cooperate
with one another
for their own
benefits. Language has
to be learned and used in social
community so without the existence of language, it will cause mis interpretation about what
other people say.
English has become an international language,
many people in the
world used it as
a means of communication. That
is why English
becomes the second language for many people around the world.
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English is taught to give students
simple skills in understanding written and oral statement in English. This language
are required to master the four basic language development tasks, namely the
development of vocabulary, stringing words, say words, and language skills
including reading, writing, speaking, and listening.
Vocabulary is the most important material in foreign language teaching
for young learners. Therefore, the teaching of English
vocabulary has a very essential role in enabling Indonesian students to master
English as their foreign language. English vocabulary mastery, in fact, it has become a
big problem for most Indonesian students. If one does not have sufficient
number of vocabulary, he will not be able to communicate with his surroundings
Vocabulary
is one of the important elements of languange proficiency that becomes the
basis of how well learners speak, write, listen and read. In the past,
vocabulary teaching and learning were often give little priority in second
languange programs.(Richard, 2002). Whereas, withouth a good mastery of
vocabulary, learners may be discourage in making use of languange learning
change around them such as watching English program, listening to the radio,
reading some kinds of English test, etc.
In
teaching and learning English, vocabulary as an element of languange is
considered as the most important factor in improving the mastery of four
languange skills. They are not able to be mastered if students are still
lacking vocabulary. The students cannot express their communicative needs (
ideas, emotions, desires and though) to someone clearly because of their
sufficient vocabulary. Without vocabulary, we can not express our idea or
understand the message. The students
cannot read, speak, listen, and write without understanding the meaning of
words. Rivers in
Nunan (1991: 117) argues that the acquisition of an adequate vocabulary is
essential for successful second language use because without an extensive
vocabulary, we will be unable to use the structures and functions that we may have learned for comprehensible
communication.
The teacher
of English, as a second languange should
know very well how important vocabulary is. They know that students must learn
thousand of words the speakers or writers use in their speech or writing.
Fortunately, teachers and students agree that vocabulary is needed in learning
and teaching, and it is not less important than grammar, as Wilkins in
Syam(1972) stated that the fact is while languange withouth grammar very little
can be conveyed, withouth vocabulary nothing can be conveyed. So the English
teacher should be able to find out solution in vocabulary teaching by creating
various efficient and effective technique. Beside that, they should establish condition
that make learning vocabulary occur within a reasonable period of time.
The
teacher’s role in applying interesting methods is one of the important factors
in creating a good atmosphere in the classroom activities. They should know how
to improve the students’interest and student’s achievement during the class and
know how to design materials which are easy to be understand by the students.
Teachers should be able to be develope any kind of material so that learning
vocabulary will not become such boring and monotonous thing. The teacher can
enrich the students’ vocabulary through short story
To solve
this problem, literature can be alternative medium to improve student’s
vocabulary. Collie and Slater (1987) stated that there are many good reasons
for using literature in the classroom. Here are a few : (1). Literature in the classroom
because their skills they acquire in
dealing with difficult or unknown languange can be used outside the class; (2)
literature encourages interaction. Literatury text can be helpful in the
languange learning process because of the personal involvement, involves
discussion and sharing feelings or opinion; (3) literature expands languange awareness.
Asking learners to examine sophisticated or non standard examples of languange
(which can occur in literary texts), makes them more aware of the norms of languange
use; (4) literature educates the whole person. By examining values in
literary in literary texts, teacher encourage learners to develope attitudes
towards them. These values and atttudes relate to the world outside the
classroom; (5) literature is motivating. Literature holds high status in many
cultures and countries. For this reason, students can fell a real sense of
achievement at understanding a piece of highly respected literature. Also,
literature is often more interesting than the text found in course books.
Short story
is one of the modern prose forms. As literary work, story become an interesting
thing for people to read and talk. The function of story is to entertain and to
enrich mental experience. Story is talking about author expression to anything
about life experience concerning with human imagination. And the short stories
encourage the students to think about moral, social and philosophical.
Based on the
data of curriculum of SMP Negeri 6
Pangsid, the problem of the students in
learning English is because of the lack of vocabulary. They still have low
score in learning vocabulary. They’ve just got score 65, it is law of the minimal achievement
criteria. According to some English teachers there, the students are lack of
words meaning, they are not able to understand the meaning of the words, the
usage of the words, the word
formation and the word formation in
English.
In this
thesis, the researcher applied a short story in the class when teaching English . The
research will thread the students’ vocabulary through the word meaning, the word
usage, the word formation and the word grammar. Furthermore,
these activities is as one of the
language teaching , It is considered to be able to give students great
motivation from which they can enhance their vocabulary in English., And also it can give contribution
for the teachers to become a good motivator for their students. This motivation
fully plays a very important role to the willingness of the students in
studying English
Based on the
problems above, the teacher should develop a good teaching vocabulary to enrich the students’ vocabulary.
The researcher chooses the title “Using
Short Story to improve students’ vocabulary achievement for Grade
IX Student of SMP Negeri 6
Pangsid.
B.
Problem
Statement
Considering the background above, the researcher formulated problem statements as
follows :
1.
Does the use of short story significantly improve the vocabulary achievement of the Grade IX Students of SMP Negeri 6 Pangsid ?
2.
Which of the vocabulary mastery is dominantly affected by short story ?
.
C.
Objective of
the Research
In the accordance with the problem statements above,
the objective of the research are :
1.
To improve the students’ vocabulary achievement by
using short story of the Grade IX Students of SMP Negeri 6 Pangsid.
2.
To find out the vocabulary mastery which is dominantly affected by short story at SMP
Negeri 6 Pangsid.
D. Significance of the research
The result of this research is
expected to be useful information for the reader that using short story in
learning English can improve students’vocabulary. Basically, there are two
kinds of research significanc,e namely theoretical and practical significant.
Theoretically, significance of this
research is to introduce or even to familiarize short story in languange
teaching. The research finding are expected to give information to the further
researchers about using short story in learning and teaching English and
development efforts as a reference and empirical evidence.
Practically, the findings of the
research serve as a reliable reference for the teachers or lecturers of English
who want to apply short story as a
method training to students expecially in improving student’s vocabulary.
Another implication is that applyng short story in the languange classroom
should be treated as a long term instruction. For the students the result of
the research will be useful to the students who have problems in learning
vocabulary and to motivate students to learn English more.
E.
Scope
of the Research.
The scope of the research covered
three things, they are: 1) By discipline, this research was intended to
reveal the use of short story to improve student’vocabulary at junior high
school six Pangsid grade IX. 2) By
content, this research was restricted on students’ vocabulary mastery in
learning English using short story. They terated through word meaning, word
usage, word formation and word grammar. 3) By activity, this research applied
using short story to improve students’ vocabulary. Operationally, the
researcher makes a lesson plan based on
the syllabus, presents the material using short story, ask the
students to read the story, asks the students do the exercise by completing the
paragraph and multiple choise test, and Evaluate the students. . In terms of activity the students were taught
to improve their vocabulary by providing
some short stories , Each meeting
the students were given one title of short story, they read the story and
answer the question by choosing the best answer to measure the level of their vocabulary.
CHAPTER
II
REVIEW OF RELATED LITERATURE
A.
Previous
Related Research Studies
In
learning Engish, the students will not be able to express their ideas in
adequate good communication and interaction with one another withouth having
vocabulary. Some researches have conducted researches in improving students
vocabulary by using short story. They are mentioned in the following paragraph.
David
(2011) in his research on Teaching
vocabulary by using short story : A Case of fourth grade students of SD Genta
01 Semarang, states that “The teaching vocabulary by using short story helped
the students to learn vocabulary more easily. The result of this study shows
that short story helps the students in understanding the English word easily
and could improve the students’ acquisition in vocabulary.
Erkaya
(2005), in her paper “Benefit of Using Short Story in the EFL Context” states
that, in addition to the four skills, short stories help instructor to teach
literature, culture and higher – order thingking aspects. Integrating story
into the curriculum will help EFL
students to become well-rounded professional and human being since short
stories teach more than the skill necessary for survival in the target languange.
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The
important element presented to the students of any languange are words, either
isolated and in context. Learning
languange particularly always means primarily learning the words of the
languaange. By words people can make sentences and than can speak or make
communication. We always listen to the words in their life everyday whether
inside or outside of the class. So, it may be said that there is no time
without words.
There
are two factors which influence the students’vocabulary achievement, namely
internal factor and external factors. Internal factor mean the students ability
that raises spontaneously from herself / himself. This factor usually occur
when someone needs something. We try to fullfill what he or she needs. If
someone is interested in something, she or he has highly motivated to do her or
his learning activities. External factor is the student’influence of vocabulary
achievement from school, family environment, etc. If there is no influence from
outside, someone have not desired to achieved the target.
B.
Some
Partinent Ideas
1.
Vocabulary
a.
Definition of vocabulary
Vocabulary is one of
the components of language. Vocabulary is the collection of words that
individual knows, Hatch and Brown (1995: 1) define vocabulary as a list or set
of words for a particular list or set of word that individual speakers of
language might use. Besides that Ur ( 1998 : 60 ) adds that
Vocabulary can be defined as the
words that the teachers teach in the foreign Language.
Vocabulary is not only sign or symbol for ideas but
also a part of how to improve language skills in the target language. The more
vocabulary students learn the more ideas they should have, so they can
communicate by using their ideas more effectively.
Vocabulary is the key to student
understanding what is listened and read in school; and to communicate successfully
with other people. Vocabulary is a very important means to express our thoughts
and feeling, either in spoken or written form. Indeed, neither literature nor
language exists without vocabulary rightly says that words are the bricks with which the poetry and the
literature of the world have been built. It is mainly through using words that
we compose and express our thoughts to others.
Oxford learners pocket dictionary by
Martin (1980:461) defines vocabulary as (1). Total number of words in a
languange ; (2) Words known in a languange; (3). List of words with their meanings. Thus, In the
Oxford Learner’s Pocket Dictionary (1994.p.354), it is state that vocabulary is:
1. All the words that a person knows or uses; 2. All the words in a languange;
3. List of words with their meaning.
Vocabulary can be seen as a priority
in learning English because in fact that nothing can speak and written withouth
the vocabulary, Yarkers in Agus (2003, p.17) stated that vocabulary as:
a.
Stock of words used by a particular person, class
people, member of an occupation or profession.
b.
A list of collection of the words of phrases of a
languange, branch of science, usually arranged in alphabetical order and
defined.
To most people express their idea to
other one though vocabulary, Vocabulary is all trough most authorities
recommend the learning of vocabulary in context, some authors have adopted the
practice of presenting words in list Vocabulary is one of the signification
component of learning.
Harmer
clearly states,“ if language structures make up the skeleton of language, then
it is vocabulary that provides the vital organs and the flesh”.If one wants to
use language effectively, he/she must have good stock of vocabulary. Language
is made up of words.
Based on the above statements, the researches
summarize that vocabulary is a set of
words which are arranged, and it is usually completed with meaning, and the
words is known or used in particular book that complete knowledge great skill,
a chief mastery of several languange.
b.
The students’
vocabulary mastery
There are four points to improve the vocabulary
mastery that students need to know according to Hammer (1991:156) they are as
follow :
1)
Word meaning. The
first thing to realize about the vocabulary items is that they frequently have
more than one meaning. For example the word “book” obviously refers to
something we use to read from – a set of printed page fastened together inside
a cover, But, on the dictionary, the meaning of this words is listed into eight
more meanings as noun, two meaning as a verb, and three meanings where “book +
preposition” makes phrasal verb. Therefore, when we find a word and try to
describe its meaning, we should also look at the content in which it is based.
2)
Word Use. The
meaning of words can change depend on the use of them. Word meaning is
frequently streched through the use of metaphore and ideom. For example, the
word “hiss”, describes the noise that snakes make. But, it can be streched to
describe the way people to talk to each other. This is metaphorical use.
Another example is the word “snake”. It can be defined as treacherous person in
a combination words, “ snake in the pass” It is a fixed phrase that has become
an idiom like countiees other phrases such as “raining cats and dogs”, putting
the cat among the pigeons”, straight from the horse mouth, etc.
3)
Word Formation.
The shape and the grammatical value of words can also be changed. Students need to know facts about word formation and
how twist words to fit diffrent grammatical contexts. Students also need to
know the suffixes and prefixes words and how words are spelt and how the sound
as well. Indeed the way words are stressed is vital if the students are able to
understand and use words in speech. Part of learning a word is learning its
written and spoken form. Therefore ,
word formation means knowing how words are written and spoken and knowing how
they can change their from. Thus the verb “run” has the participle “running”
and “run”. The present participle “running” can be used as an adjective and
“run” can also be a noun
4)
Word grammar..
Just as words change according to their grammatical meaning so the use of
certain words can trigger the use of certain grammatical pattern. There are
many ares of grammatical meaning, so the use of certain words can trigger the
use of certain grammatical patterns. There are many areas of grammatical behavior
that students need to know about, what the distinction between countable and uncountable nouns and how they behave? How verbs behave in such
grammatical patterns? What are phrasal verb and how they behave? How adjective
ordered? What position can be adverbs be used in? Knowing a word means far more
than just understanding (one of) its meaning. Somehow our teaching must help
students to understand what this knowledge implies both in general and far
certain words in particular. By being aware of this knowledge students will be
more receptive to the constextual behavior of words when they first see them in
text, etc. And they will be better able to manipulate both the meaning and
forms or the words.
c.
Kinds of
vocabulary
There are many kinds of
vocabulary found in Wikipedia (2008). Based on four skill in languange
learning, vocabulary devided into four groups:
1)
Listening
vocabulary; all the words he or she can recognize when listening to speech.
They are the stock of words to which one respond with meaning and understanding
in speech of others. Listening vocabulary influence how much they understand in
class lectures, class discussion, etc.
2)
Reading
vocabulary is all the words he or she can recognize when reading. They are the
words whish one responds the meaning and understanding in writing.
3)
Writing
vocabulary is the words he or she can employ in writing. The are the words that
come readily to one’s finger. Writing vocabulary determine how clearly
accurately they can express ideas in writing.
4)
Speaking
vocabulary is all the words he or she can use in speech.
They are the words that come readily to the tongue in
one conversation. Speaking vocabulary affect how well the people understand and
react. Beside the clasification above, Schail (1967) recited in Hasby stated
that every person has three types of vocabulary. They are :
1)
Active
vocabulary. It is the words we usually use in speaking spontaneously.
2)
Reserve
vocabulary. It is the words we know but we rarely use them in ordinary speech.
We use them in writing, when we have more time to consider them.
3)
Passive
vocabulary. It is the words we recognize vaguely but we are not sure of the
meanings. We never use them in either speech or writing. We just know thatwe
have seen them before.
Moreover, referring to using a
word, vocabulary just classify into two groups. The first is active vocabulary
which consists of the words used in speaking and writing. The other one is the
vocabulary consist of those words which are not usually use them but we can
understand when we meet them in text.
d.
The importance of
vocabulary.
A good command of vocabulary is one
of the important aspect in learning
foreign languange, like English, because the ability of the languange learners to read and to
comprehend the subject is relatively determined by their vocabulary command. A
large vocabulary helps us express our ideas precisely vividly and without
repeating ourselves in composition. We cannot do well comprehension without a
large vocabulary., for the passages and questions involves a ranhe of words
much wider than that of daily conversation.
Every one has two kinds of vocabulary
which are often called passive and active vocabulary. Passive vocabulry is made
of all those words one recognizes in written and oral content. The second
consist of the words which are actually used in everyday speaking and writing.
Smith and johnson (1980) categorize the
processing and utilization of individual’s vocabulary as follows :
Proses :
Oral : Written
Receptive
Listening : Reading
Productive :
Speaking : Writing
Ths figure indicates that we reeive
vocabulary through both auditory (listening) and visual (reading activities).
We generate or produce languange both orally (speaking) and through the medium
or print (writing).
The problem of foreign learner of English
concening English vocabulary is how to recognize the words in reading. For
student who learn to read, enriching passive vocabulary is an essential task.
In order to communicate well through
English, the learners need to know a lot of vocabulary. Knowing a lot of
vocabulary by means of communication process may not be separated from the importance
of the functional approach of the languange. Having a lot of vocabulary can
help the learners to the progression according to the functional needs.
After the students learns some words they
do not encounter those words very often in a new context of passage, those
words are easy to forget, because the students are not familiar with or
acuustomed to those words.
e.
Selecting
vocabuary
One of the problem that usually find in
teaching vocabulary is
how
to select what words to be taugh. Dictionaries for upper intermediate students frequently
have 55.000 words or more and they represent a small fraction of all the
possible words in a languange. Therefore, we should make sense of this very big
and try to reduce it into manageable proportions for students.
In the past, the teaching of vocabulary
was more directed to the concreted words at lower levels and gradually become
more abstract. Because it can be more physically represented in the classroom
and thus easily explained while the abstract words are not. For example, he
words like ‘table’, ‘chalk’. ‘chair’, etc. While the words like ‘charity’,
however are not physically represented in the classroom are far more difficult
to be explained.
Harmer (in Syialma,2002) stated that there
are two criteria used to determine which words to be taught, there are ::
1). Frequency is general consideration of
vocabulary selection. We can decide which words we should teach on the basis of
how frequently they used by speakers of the languange. Cook (1991) defines
requency as how often something is repeated by the students, the implication
being that to learn a word you have to use it several times. Harmers (1992) states
that to learn a words, which are most commonly used, are the ones we should
teach first. He also states a familiar precept of vocabulary teaching is that
the most frequently words on the target language are usualy taught first.
2). Coverage, a word, which covers more things is
more useful than it only has one specific meaning.
Teacher should know which
words are important to learn. The words should
relate to the particular situation will need different vocabulary. According to
Gaims and Redman (in Syalma,2002) state
that there are four criteria in choosing items to be taught, there are
frequency, cultural factors, need and level. In order to know the most frequent
words. We can read or listen to a lot of English words taht are used. , showing
whish one are used most often and which are least often.
f.
The way to teach vocabulary.
Nowdays it is widely accepted that vocabulary
teaching should be part of the syllabus, and taught in well planned and regualar
basis. Some authors, led by lewis (1991) argue that below should be at at the
center of languange teaching.
There are several aspect that need to be
taken into account when teaching vocabulary. The list below based on the work
of Gaims and redman (1986).
1)
Boundaries
between conceptional meaning: Knowing not only what lexis refers to, but also
where the boundaries are that seperate it from words of related meaning (e.g.
bowl, cup, mug).
2)
Polysemy:
distinguising between the various meanings of a single word from with several
but closely related meanings (head of a person, of a pin, of an organisation).
3)
Homonymy:.distinguishing
between the various meaning of a single the same words from which ha s several
menings which are Not closely related 9 e.g. a file used to put papers in or a
tool).
4)
Homophonymy:
Understanding words that have same pronounciation but different spelling
and meaning (e.g. flour, flower).
5)
Synonymy:
distiguising between the different shades of meaning that sinonymous words have
(e.g extend, increase, expand).
6)
Antonymy:
Understanding words which are in some sense opposite in meaning (e.g. full is
the antonym of empty).
7)
Affective
meaning: distinguishing between the attitudional and emotional factors
(denotation and connotation). Which depend on the speaker attitude or the situation . Socio-cultural
association of lexical items is another important factors:
8)
Style, register,
dialect, being able to distinguish between different level of formality the
effect of different ccontext and topics, as well as different in Geographical
variation:
9)
Translation: awareness
of certain differences and similarities between the native and the foreign
languange (e.g.false cognates)
10) Chunks of
languange : mulsti –word verbs, ideom, strong and weak collacations, lexical
phrase:
11) Grammar of
vocabulary: learning the rules that enable students to improve
different forms of the word or even different words from that word (e.g. sleep, slept, sleeping, able,
unable, disability);
12) Pronounciation
: ability to recognize and reproduce items in speech .
The implication of the aspect just mentioned
in teaching is that the goals of vocabulary teaching must be more than simply
covering a certain number of words on a word list.
There are
many things can teacher do to make the learning process more memorable for
their students. Using pictures, interesting contexts and stores can help their
memory and them the opportunity to practice the new vocabulary in personalized
and meaningfull tasks are also essential tools. The idea is that if the
students are asked to analyze and react personally to new imformation it will
help them to process the languange more deeply, facilitating their ability to
retain it in their long term memory. This also is a powerfull argument for
using guided discovery technique tha
requires the students to find the meaning of vocabualry (with help and guidance
from the teacher ) and to own the learning process.
To
achieve the final target in teaching vocabulary, the teacher should concern
with technique in teaching vocabualry. Hammer (1991) states some
techniques in teaching vocabulary, They
are
1)
Realia. Realia
refers to presenting a word by bringing the things that we want to present in
the classroom. We use the real object whenever possible. In the most cases,
this technique is very useful for te students to imprve student’s vocabualry
particulary in appriciating English noun class.
2)
Pictures. Using a
picture in vocabubulary is important to stimulate student’s thinking. We can
use some photograph or the orher picture to make the students understand
easily. When we found some difficulties in bringing a picture, we can draw
something on the black/white board to present th epicture.
3)
Mime, Action, and
Gesture. To illustrate something, we pretend to be what we want to present. We
show how to do something so the students caught directly what we mean. The
ability to act is needed to reinforce the concept.
4)
Contrast. Contrast
technique refers to the presentation of the opposite or antonym of the words.
It can help the students to guess the word by giving the opposite of the words.
The students are likely to understand and comprehend the vocabulary offered
despite in the certain vocabulary exist from the context.
5)
Synonym; Synonym
technique is the way in teching vocabulary by
creating the new word that similar to the original word . we use the
synonym to make clear the complicated explanation.
6)
Translation; It
is an easy way for some people. We present meaning of word so the students can
know the meaning. The problem is found in transfering the idea. Knowing word by
word cannot help the students in mastering vocabukary. There is a gap between
what they know and what they read.
7)
Enumeration.
Enumeration means listing some words based on their classification of animals,
fruits, flower,etc.
8)
Key word
mediation. Key word mediation is a way teaching vocabulary where the teacher
remembering their students by giving some word that the sound are similiar. We
can use mother tongue or another language to stimulate students find the word
presented.
9)
Dictionary. Text
should not contain very large numbers of new words. So, there should not be a
great number of new words at any one of a time. One technique for explaining
these which teachers too frequently overlook ish asking the class whether
anybody knows the word and, if not, asking one or more to look the word up in a
dictionary ( at a lower level, a bilingual dictionary; a higher level, a mono-lingual
dictionary). In this way, the proccess of learning a new word also provides
practice in important learning skills-dictionary using and, for those using a
good mono-lingual dictionary ensures that they do have other examples for word
used in context, a not on its stress, etc.
All these presentation techniques either
single or in combination are useful ways of introducing new words. The good
technique is the technique which can accomplish to achieve the final target in
learning vocabulary.
g.
Vocabulary in
teaching learning process
Teaching
vocabulary at school is very important element of teaching English English,
because students knowing more and more words, can better communicate with other
students. Vocabulary is important thing in teaching English languange. In
teaching vocabulary, the teachers need a method to present vocabulary (Harmer in Rafiqa; 2009, p.11), namely :
1)
Real things is one way of presenting words to bring the
things they present into classroom by bringing “real things” into the room.
Words like ruler, pen, ball, etc. can obviously be presented in tjis way. The
teacher holds up the object says the word and gets students to repeat it.
2)
Pictures can
be board drawings, wall pictures and charts, flash cards, magazine pictures and
any other non-technical visual representtion. Pictures can be used to explain
the meaning of vocabularyitems: teachers can draw things on the board or bring
in pictures. They can illustrate concept
such as above and deposite just as
easily as hats, coast, walking, cars, frawn, etc.
3)
Explanation,
this is such a technique which is assigned to be ultilized with upper
beginners, who already have some knowledge of English. It is essential for the
teacher to bear in mind that while explanation certain words he should use the
languange, that is comprehensible for the students. Morever, the informtion
about the frequency of the word should be included. Explaining he meaning of
vocabulary items can be very difficult, expecially at beginner and elementary
levels. It is worth remembering that in exlplaining the meaning of words we
must point out that it is colloquial words used in informal context.
4)
Translation is
a method which is used when it allows to save the time during the explaining of
new vocabulary items. Translation is easy way to present the meaning of words.,
In the first place it is not always easy to translate words, and in the second
place, even where translation is possible, it may make students discouraging
interacting with the words.
2.
Short Story
a. Defintion of short story
A short
story is fictional work of prose that is shorter in length than a novel.
Edgar Allan Poe, in his essay "The Philosophy of Composition," said
that a short story should be read in one sitting, anywhere from a half hour to
two hours. In contemporary fiction, a short story can range from 1,000 to
20,000 words. Because of the shorter
length, a short story usually focuses on one plot, one main character (with a
few additional minor characters), and one central theme, whereas a novel can
tackle multiple plots and themes, with a variety of prominent characters. Short
stories also lend themselves more to experimentation — that is, using uncommon
prose styles or literary devices to tell the story. Such uncommon styles or
devices might get tedious, and downright annoying, in a novel, but they may
work well in a short story.
A short story refers to a work of fiction
that is usually within prose in narrative format. It tent to be less complex
than novels. Usually a short story focuses on only one incident, has a single plot, a single setting, a small
number of characters, and overs a short period of time in Wikipedia (2007)
Moreover, short
story have their origins in oral story telling tradition and the prose
anecdote, a switftly-sketchhed situation that comes rapidly to its point. With
the rise of comparatively realistic novel, the short story evolved as a
miniature, with some of its perfectly independent examples in the tales of E. T. A. Hoffmann and Anton Chekhov.
The reason, that short stories are the most
suitable literary genre to use in English teaching due to its shortness, is
supported by Collie and Slater (1991: 196) when they list four advantages of
using short stories for language teachers. First, short stories are practical
as their length is long enough to cover entirely in one or two class sessions.
Second, short stories are not complicated for students to work with on their
own. Third, short stories have a variety of choice for different
interests and tastes. Finally, short stories can be used with all levels
(beginner to advance), all ages (young learners to adults) and all classes.
Pardede’s (2011) study at Christian University of Indonesia revealed that the
majority of English teachers training students basically found short stories
interesting to use both as materials for self-enjoyment and of as components
language skill classes. The findings denoted that only 0.37% of the responses
went into “Disagree” criterion; and 18.4%, “Neutral”. The other 81.5% went into
the criteria of “Agree” and “Strongly Agree”.
Many would-be short-story
writers fail to achieve their ambition of getting published because they don’t
carry out some simple research. They presume that all short stories are the
same because of their length which is . . . short! Or they make the mistake of
assuming that one woman’s magazine is very like another with, of course, the
odd difference here and there. As a matter of interest, I wonder if you’ve
checked in a newsagent’s recently to see which magazines still run short stories
nowadays? Sadly, some magazines have cut their fiction page. Luckily, the good
news is that others are expanding them and also running monthly fiction
specials with plenty of scope for good writing. There are also other magazines
which you might not have thought of or indeed known about, which also run short
stories (Sophie King 2008:12).
b. Short Story in Language learning
In langunge
learning short story can be applied in four languange skill: listening,
speaking, Reading and writing. In the curriculum, it helps to train in the skill of reading, and perhaps a little in
listening. Speaking and writing. A students listens to literature read aloud by
the teacher (or on records or tapes) and to the disscussion that literature
always stimulates in the class. He speaks when he act in plays, when he read
poems and when he takes an active part in discussion, because literature is
interesting, he wants to talk about it and it can provide plenty of interesting
opportunities for writing too.
Literature
doesn’t concentrate on a particular area of knowledge, as for example does
Chemistry or Hystory languange. Literature, we can say with some reason, is concerned with all aspects
of man and the universe in their
entirely. Certainly every work of literature is about something, often about
many things, and the more persons reads, the better stocked will his mind be
with knowledge is a complex coneption, and the way it is acquired from
literature, in a number of ways. There are, for example, the fact that actually
encountered and explained in the work literature. There are also he fact that
people are implied to discover from other sources in other to understand
particular situations or problemthat occur in literature. Which comes to all
sooner or later, that the facts worth knowing are not only the answer to such
question as: What are human being like? What can be expected of them? Why do
they behave as they do? How they get on together? What is my own aim in life.
According to Sophie King (2008:41)
there are some resourrce to choose or to find a short story.
a. News paper
b. Magazine
c. Internet
d. Television
e. Radio
c. The Element of short story
In longer forms
of fiction, stories, tend to contain certain some core elements of dramatic
structure, but a short story will focus on only one incident, has single plot,
limited number of characters and covers a short period time in Wikipedia (2007),
the dramati structure are :
1)
Exposition
(the introdution of setting, situation, and main characters). An initial
incidental sets the story in motion.
2)
Complication
( the event that introduce the conflict): complications arise, often due to
mistakes made by the protagonist. The protagonist faces some sort of crisis
that causes them to change in some way.
3)
Rising
action, crisis (the decisive moment for the protagonist and his commitment to a
course of action.): Based on the change they must settle the key conflict of
the story in the climax.
4)
Climax
(the point highest interest in terms ofthe conflict and the point with the most
action);
5)
Resolution
( the point when the conflict is resolved); and moral.
Because of their
short length, short stories may or may not follow this patern., for example,
modern short stories only occasionally have an exposition. More typical,
though, is an abrupt beginning,with the story starting in the middle of the
action. As with longer stories, plots of stories also have a climax, crisis, or
turning-point. However, the endings of many stories are abrupt and open and may
or may not have a moral or practical lesson.
Always make sure that your
short story fits the required length. Over or underwriting is one of the most
common reasons for stories being rejected. Fiction editors don’t always have
time to cut. Besides, if they’ve asked for 1,000 words, that’s what they want –
no matter how good you think your story is. Of course it’s hard to cut your
work. We all hate doing it. But the funny thing is that once you start, you
often end up with a story which is so much better because it ’s more concise
and flows more smoothly. Try it and see! Below are some guidelines on lengths
for different magazines. You’ll see that certain publications like Best, just
run one page stories of between 1,000 and 1,200 words. Others like The People’s
Friend might run to over 2,000 words (Sophie King 2008:16).
Traditional stories for
children of nursery and primary age. Think of a bedtime story nothing frightening, or disturbing, please.
Humour is always welcome, and we’ll also consider stories in verse. Length?
Somewhere between 500 and 700 words (Sophie King 2008:30).
Stories that shock or
disgust or upset because of their graphic content – be it sex, violence or
substance abuse. And avoid the story with a ‘twist in the tale’ that misleads
or cheats. Any twist has to be credible – and emotional. Readers like to have a
chuckle, or a lump in the throat, at the end of a story or even both! But
remember, they prefer to laugh with people rather than at them. And they like
to know how a character feels, as well as what he, or she, is doing. Write from
the heart as well as the head – so that the emotion of the situation comes
across strongly. And the ending has to be satisfying.
Each chapter should deal
with a particular aspect, or incident, or scene in the story, moving it forward
at a good pace. Although there will naturally be some overlap, each chapter
should be more or less complete, ending on a high point to encourage the reader
to go on. Don’t jump around in short, quick, disjointed scenes. Give yourself a
chance to develop your characters and their relationships. Your final chapter
to the instalment should have a more powerful curtain, so the reader is impatient
to know what will happen next (Sophie King 2008:30).
C.
Resume
The data previous has shown that vocabulary is one of the important
elements of languange and as the basis of how learners speak, write,, listen
and read. Withouth a good mastery of vocabulary the learners will find
difficulties to succeed in mastering the four English languange skill,
therefore it needs treatment to attack students achievenent especially their
vocabulary.
Using short story is one of media to improve student’s vocabulary with
the exposure of a variety of linguistic feature, such as sintaks and lexico in
it. Students can be provided with vocabulary exercises taken from the students.
Using short story is entertaining, interesting, motivating, and containing
moral values. These values and attitudes relate to the world outside the
classroom.
D.
Conceptual
Framework
In teaching vocabulary, a teacher
should be creative and innovative to find out materials and technique suit with
the students need. Since this research will apply quasy exprimental method
which use two groups, experimental group and control group. So the researcher
will teach vocabulary by using two strategies namely short story strategy for
experimental group and conventional strategy for control group.
Based on
this proses, the researches theoretically conceptualizes a framework that the
strongly believe to be practically used in motivating the students to improve
their vocabulary by using short story. The conceptual framework in this
research is dramatically shown in the figure below :
Teaching and Learning vocabulary
|
Experimental Group
|
Control Group
|
Teaching
and Learning
Using Short Story
|
Teaching and Learning
Using Non short story
|
Reading
Short Story
Matching
Multiple
Choice
|
Conventional
Method
|
Students’ vocabulary achievement
-
Word Meaning
-
Word Usage
-
Word Formation
-
Word Grammar
|
Figure 2.1.
Conceptual framework design
The figure above shows that the
researcher thought vocabulary by using short story to experimental group. It is
empazised to the quasi experimental method which used two group, Experimental
group and control group. So researcher will teach vocabualry by using short
story for the experimental group and non short story for the control group.
E. Hypotheses
Based on the conceptual framework,
the researcher put forward the hyphotheses namely :
1.
The Alternative Hypothesis (H1):
there is a significance difference between the students who are taught by using
short story and whom are not taught
by using short story (conventional
technique) and students achievement on fourth aspects in vocabulary.
2.
The Null Hypothesis (H0):
there is no a significance difference between the students who are taught by
using short story and whom are not
taught by using short story (conventional
technique) and students achievement on fourth aspects in vocabulary.
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