Teaching Reading Comprehension By Using Short Stories

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English is a foreign language that is learned by the students from

school to the university levels in Indonesia. It is one of subjects

INTRODUCTION

Key words: ShortStory,Reading Comprehension, Conventional Style.

This research was intended to figure out the effectiveness of theuse of

short stories inteaching reading comprehension to enhance the quality

of students' reading to the first semester students of Tarbiyah of

Muhammadiyah University of Aceh. The mayor principle of conducting this research was to investigate whether or not the students inthe experimental grouptaught by using short stories would produce a

higher achievement than those of the control group taught by using

conventional study. To find out the effectiveness of the use of short stories, the pre-test and the post-test were given for those groups. The result of data analysis demonstrated that there was a significant difference on students' achievement from both groups proved by the

average of the post-test's score. As a result, the score of thepost-test of

the experimental group is higher than that of the control group (80:65)

by which the gained score for t-test was 8 while the value for t-table

was 1,684 at the level of significance 0,05. It means that t-score was

higher than t-table (8 > 1,684). It can be concluded that the

students-who were taught by using short stories had a better achievement in

reading comprehension than those who taught by using conventional

study.

ABSTRACT

Syiah Kuala University, Banda Aceh

By

Hasbaini1

Abdul Manan

TEACHING READING COMPREHENSION BY USING SHORT

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comprehension but also to find the ways orderred thatthey lovereading

English language and to develop great enthusiasm. There are some

kinds of reading used in teaching reading English language, such as

extensive reading, silent reading, reading aloud, and reading

comprehension. Reading comprehension is one of reading skill that

taught in junior and senior high school until at university. Some

teachers complained that their students are often difficult tounderstand

the English language text that they have already read and they

sometimes can only know a little part of the text, if the students find

difficulty in understanding the text, they are lazy and bored in reading

Englisblanguagetext.

Patker (1965, p. 56) states, "the short story is a protean form. It

maybeshort indeed orit may stretch until it approaches the short novel

length, short story is always regardless of variation." Furthermore,

there is a different definition between short story and longer fictional

format. Short stories are one ofpresented materials in teaching reading

English language of Tarbiyah students of Muhammadiyah University

of Aceh. According to syllabus of reading comprehension of this

faculty, the students are expected to able to criticize writer's idea in

reading English language text, analyze writer's argument of writing

ideas and answer or respond the issue taking place in class discussion.

However, there are some obstacles faced the students while

comprehending reading English language materials especially short

stories. Firstly, some teachers tend to teach difficult or unfamiliar

vocabulary before the students read the text because it saves time and

they think it to help students' understand better. But, by giving "ready

answers", teachers prevent the students from developing their reading

English language skills and enhancing their comprehension abilities.

Meanwhile, Ellis and Hedge (1993, p. 14) states, "the students

know different words and have different prior knowledge inthe topic,

which means that some words are unknown for some of students, but

familiar for others." As result, this activity continues fora long time.

Sometimes there are vocabulary exercises in the pre-reading but they

include only if the text contains some specific or specialized

vocabulary, terminology, proper nouns, which they helped the students

tounderstand the ideaof thetext better.

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This research is an experimental study which intended to obtain

information in teaching reading comprehension skill at Tarbiyah

faculty of Muhammdiyah University of Aceh and it uses an

experimental research in order to answer the research problem.

Experimental research was the attempt by the research to maintain

controlover all factors that affected theresult of an experiment.

According to Surachmad (1990, p. 64), "the aim of an

experimental research isnot only to collect and to describe the data but

alsoto find out the cause and the effect." This study took two classes,

namely the experimental class and the controlclass. Thereseacher used

true experimental design. Arikunto (2006, p. 117) said, "true

experimental research is a study which has two groups: one group is the

experimental group and another is the control group." Here, the

researcher conducted the experimental to prove the hypotheses whether

the treament by using short stories would improve the students' reading

comprehension ability. The experimental activities involved the pre-test

and the post-test. Prasetyo andJannab (2005, p. 97) said, "experimental

research is a study that treats or creates a condition to the subject of

research. For this research, the teaching treatments were conducted by

using group strategy.

RE

S

EARCH METHODOLOGY

which our mind translates printed materials into the idea that writer is

trying to tell or communicated with us. Reading is about understanding

the written text and to convey some informations to reader because

reading is a source of knowledge andwindow of the world.

Inthe otherhand, Frima (1996, p. 12) said, "reading skill needs to

be fostered so that learners can cope more and sophisticated text and

deal with them efficiently, appropriately and skillfully." Reading is a

complicated skill and reading is not only about how to pronoun words

but also how to understand an author's idea and perception in his/her

writing. A good reader must be patient while reading isgoing on until

he/she knows what the writer wants to convey to them and we can get

newknowledge from thematerials.

While reading, we have to understand and summarize what the

reading English language about. Then, we can apply the informations

ormessage from reading English language materials in our daily life, if

itis suitable for us. Because, the guide line of reading involves reading

intergration andpromotes the development of thereader himself

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Test Kub can con curriculu question! knowled informat The how far1 short sto: text by : researche main

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experime with shoi while at 1 the test t questions form. In this w research 410

Research Instruments

Fraenkel and Wallen (2007, p. 113) stated, "Instrument as whole

process of preparing to collect data in research." This research was

conducted by means of data collection in order to test the hypotheses.

Data Collection Procedure

Indoing the research, the writer collected some significant data by

doing experimental teaching. Theresearcher took two classes one is the

experimental class and other one is the control class. They were taught

by using different teaching technique. The resercher used short stories

in the experimental class and using long stories in the control class. To

achieve the aim of this research, some data were reguired to be

collected through the pre-test and the post-test. In teaching learning

process, a test was conducted to obtain the result of teaching reading

English language. The pre test gave to the students before teaching

learning process started, and the post-test gave to the students atthe last

meeting. In addition, they were useful to find out how capable of the

students' understanding the materials thatwere taughtby the teacher.

Research Setting

This study was conducted at Muhammadiyah University of Aceh

which took place in Lheung Bata, Banda Aceh. Futhermore, Tarbiyah

faculty which was now led by Drs.

H.

Umar

Ali

Aziz,

MA

focused on

education and teacher training in which the students prepared to be

good teachers in the future.

I

t

consists of four departements, namely,

English Departement (TEN), Religious Education Departement (TPA),

Biologi Education Departement (TBL), and Mathematic Education

Departement (TMA). Likewise, at Tarbiyah faculty, this study was

conducted. This departement aimed to produce students who were not

only qualified in academic and able to improve the knowledge for the

sake of society but also credible to have good behaviour. This

department was currently chaired by Mrs. Yuniarti, S.S., M.Pd.

According to the document in her office, it have 12 lecturers who

workedfor in manifesting its goal.

They graduated from various international universities overseas

such as Australia, Malaysia, The United Kingdom, The United State

and so forth. Additionally, the study was conducted at Tarbiyah faculty

and the population was taken from all students who were in the first

semester is talking reading comprehension I in the academic year

2015/2016.

(10)

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TIres statistical which

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I

90-95 84- 89 78-83 72-77 66-71 60-65 Score Table 75-80 69-74 63 -68 57-62 51-56 412 t e ~X1>enmenta roup Expected Observed Score Mid

Zscore Normal Area Frequency Frequency

Score Distribution

(Ei)

(Oi)

44.5 -1.66 0.4515

45-50 0.0894 2.235 5

50.5 -1.09 0.3621

Table 1.Data for Normal Distribution on the Score of Pre-test of

h E IG

The hypothesis have been proven by using level of significant 5%

(

=

0,05).

Normality Distribution Test for Pre-Test Score

Ho:the score between the experimental group and the control group is

normally distributed.

Ha: the score between the experimental group and the control group is

not normally distributed.

FINDINGS AND DISCUSSIONS

F

P

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100%

n

Explanation: P=Percentage F

=

Frequency of respondents N=Number of sample Questionnaire

The questionnaire was used to see the obstacles faced by the

students in improving their reading €omprehension through short

stories. The researcher distributed questionnaire fOJ the students and

analyzed the answers by using percentage as mentioned in the

questionnaire items. To analyzed students' answer of these

questionnaires, the researcher used the percentage system as mentioned

in Sudjana (2002, p.67) and the formula is as follows:

post-test was to find out whether short stories developed the students'

reading comprehension or not. Here, the genre usedin the post-test was also about short stories. In the post-test, the printed of the short story text was entitle "The Nightingale and Rose Il", The questions were

concerned about main idea, detail information, plot, and moral values.

(12)

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Discuss Aft, several short st: who we comprel who we) teaching the

stude

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s

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1

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a

ttable

N 25 23

x

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8

S2 ₇₁ ₂₂ 7 46 0.05 1.684

S 8 5

Table 6. Statistical Summary of the Post-Test Result of Both the

E tid th C t 1G

The result of the pre-test both the experimental and the control

groups, they can besummed up as essential report based on t-test and t

-table scores, that there is a significant difference between the data from

two groups. It can be cJearly seen from this short quotation

"ttest >ttable" in which 4> 1.684. On the other hand, these two scores

imply that all students inboth groups had not the same competence.

xpenmen a an e on ro roups

Symb Groups

Experiment Sgab ttest df

a

ttable

01

Control al N 25 23

x

62 53 9.53 4 46 0.0 1.68 S2 _111.25 ₆₈ ₅ ₄

S

11

8

Table 5. Statistical Summary of Pre-Test Result ofBoth the

E . t J d th C t 1G

The result of homogeneity varies from the both experimental and

the control groups are homogeneous. Indetermining the acceptance and

rejection of these hyphotheses, we would follow this following testing

criterion: if Fcount

<

Ftable(0.05) =

He

is rejected or

H

,

is acceptedin

which 1,64 < 1,98.

0 0 e .xperunen a an t e ontro roups

Fcount (nl-l n2-1) 0(

Ftable Experimental Class

1.64 (25-1,23-1) 0.05 1.98

Control Class (24,22)

Table 4. Statistical Summary of Homogeneus Test onthe Pre-Test

fB th th E . tid h C 1G

(14)

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As we can been in figure 4.5 above, the t-score was higher than the t-table. Therefore, the alternative hypothesis

(H

s

)

was accepted and the null hypothesis

(Ho)

was rejected. Itindicates that there is a significant difference between the two groups. It can be concluded that the students in the experimental group who were taught by using short stories gained a better improvement thanthose in the control group who were taught by using the long stories. This finding is supported by other researchers' findings related to the teaching reading comprehension by using short stories. Lindawati (2011) found the result of her research is that the use of short stories in teaching reading comprehension was more effective for English as compared to the traditional learning method. Furthermore, cooperative learning appeared to be more favorable for overcrowded groups. It is suitable with the experimental

Figurel. Comparison of

t

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and

t

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t

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8 6 ..,~"""-''''''''''''-'''' ---",'

which can contribute the apparent description in comparing the ability of both groups. To know deeply about the two groups ability, the independent sample t-test is applied on the data which brings the score of test and t-table where the former is 8 and the table 1,684. It indicates that the difference of both scores is a significant because

t-test > t-table.

Hence,

H,

in this case is rejected, and accordingly H,is accepted which means that the students who were taught by using the short stories achieve good score in teaching reading comprehension by applying group strategy compared to those who were taught by using the long stories used conventional strategy. It can be seen in the following figure

as follows:

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enhance self-esteem. The teaching experience of the students is to

contruct their ownknowledge. Itis a form of active learning where the

students worktogether toperform specific tasks in small group.

The teachers should carefully select each coopreative learning

group so that a heterogeneous structure allows each students to bring

his or her strengths to the group effort. The teacher then gives the

students an assignment, often helping them to clarify the work: that

needs tobe done so that each invidual in the group has a certain role to

play. The end goal can only be reached when every member of the

group contributes effectivelly (Adam, Carlson &Hamm, 1990).

Harris and Sherblom (2008) argue that cooperative learning

strategy allows all the students to master thematerial at relatively equal

levels of mastery. Working relationship enables the emergence of a

positive perception of what the students can do to achieve learning

successbased on their individual ability and contribution of other group

members during their study together in groups. To achieve maximum

results, it needs to apply the five elements of mutual aid learning

strategy, namely: positive interdependence, individual responsibility,

face to face, communication between members, and the evaluation

process of group.

The type of cooperative learning dealt with in this research is a

group strategy in teaching reading comprehension. Based on the result

of the discussion above, the writer believes that theuse of short stories

in teaching reading comprehension can help to increase the students'

achievement but also givespositive outcomes onsocial relationships in

classroom.

The last discussion is about the qualitative analysis which works

on the questionnaire filled by the students of the experimental group in

the last meeting. The questionnaire that consist of ten positive

statements of related along with the four strategy provided answer,

namely strongly agree, agree, disagree, and strongly disagree result in

good reaction of the students which ten statements are strongly agree

on its mean andthe rest belongs to agree on itsmean. Having analyzed

on the students answer on statements in questionnaire by using Likert

scale above, it can be concluded that the students react positively on the

strategy applied in their reading class which are related to motivation,

curiousity and background knowledge. Thus, the use ofshort stories in

teaching reading comprehension by applying group strategy is effective

to use as has been proved by the theories, previous studies conducted

by otherresearchers and the findings ofthis study.

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REFERENCES

For Schools

In schools, English language teacher is suggested to apply an

effective learning approach, method in order to increase or to improve

the students motivation in learning English language specifically for

reading comprehension.

For Other Researchers

Itis suggested thatother researchers can continue the experimental

research by using short stories in teaching reading comprehension and

correct the entire mistakes they get in this thesis and to solve the

problems that might be faced by the students concerning reading

comprehension aspects.

For the Students

The students should eliminate their fear in learning English and

change their attitude about reading skill. Making mistakes is a part of learning progress and the students should not worry about mistakes.

Teaching Reading Comprehension By Using Short Stories (Hasbaini &A.Marzan)

d

d) Plays an important role to motivate and encourages his/her

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Lou, E. (1989). Reading Strategies for Middle and Secondary School

Teacher. Wesley: Wesley Publishing Campany.

Lindawati. (2011). Teaching Reading by using Short Stories.

(Unpublised Thesis). Medan, Universitas Muhammadiyah.

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