ISSN 2085-3750

ENGLISHEDUCATIONJOURNAL

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ICorresponding author: basbainibcan@gmailcom

English is a foreign language that is learned by the students fromschool to the university levels in Indonesia. It is one of subjects

INTRODUCTION

Key words: Short Story, Reading Comprehension, Conventional Style.

This research was intended to figure out the effectiveness of the use ofshort stories in teaching reading comprehension to enhance the qualityof students' reading to the first semester students of Tarbiyah ofMuhammadiyah University of Aceh. The mayor principle ofconducting this research was to investigate whether or not the studentsin the experimental group taught by using short stories would produce ahigher achievement than those of the control group taught by usingconventional study. To find out the effectiveness of the use of shortstories, the pre-test and the post-test were given for those groups. Theresult of data analysis demonstrated that there was a significantdifference on students' achievement from both groups proved by theaverage of the post-test's score. As a result, the score of the post-test ofthe 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-tablewas 1,684 at the level of significance 0,05. It means that t-score washigher than t-table (8 > 1,684). It can be concluded that the students­who were taught by using short stories had a better achievement inreading comprehension than those who taught by using conventionalstudy.

ABSTRACT

Syiah Kuala University, Banda Aceh

ByHasbaini1

Abdul Manan

TEACHING READING COMPREHENSION BY USING SHORTSTORIES

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comprehension but also to find the ways orderred that they love readingEnglish language and to develop great enthusiasm. There are somekinds of reading used in teaching reading English language, such asextensive reading, silent reading, reading aloud, and readingcomprehension. Reading comprehension is one of reading skill thattaught in junior and senior high school until at university. Someteachers complained that their students are often difficult to understandthe English language text that they have already read and theysometimes can only know a little part of the text, if the students finddifficulty in understanding the text, they are lazy and bored in readingEnglisblanguagetext.

Patker (1965, p. 56) states, "the short story is a protean form. Itmay be short indeed or it may stretch until it approaches the short novellength, short story is always regardless of variation." Furthermore,there is a different definition between short story and longer fictionalformat. Short stories are one of presented materials in teaching readingEnglish language of Tarbiyah students of Muhammadiyah Universityof Aceh. According to syllabus of reading comprehension of thisfaculty, the students are expected to able to criticize writer's idea inreading English language text, analyze writer's argument of writingideas and answer or respond the issue taking place in class discussion.However, there are some obstacles faced the students whilecomprehending reading English language materials especially shortstories. Firstly, some teachers tend to teach difficult or unfamiliarvocabulary before the students read the text because it saves time andthey think it to help students' understand better. But, by giving "readyanswers", teachers prevent the students from developing their readingEnglish language skills and enhancing their comprehension abilities.

Meanwhile, Ellis and Hedge (1993, p. 14) states, "the studentsknow different words and have different prior knowledge in the topic,which means that some words are unknown for some of students, butfamiliar for others." As result, this activity continues for a long time.Sometimes there are vocabulary exercises in the pre-reading but theyinclude only if the text contains some specific or specializedvocabulary, terminology, proper nouns, which they helped the studentsto understand the idea of the text better.

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

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This research is an experimental study which intended to obtaininformation in teaching reading comprehension skill at Tarbiyahfaculty of Muhammdiyah University of Aceh and it uses anexperimental research in order to answer the research problem.Experimental research was the attempt by the research to maintaincontrol over all factors that affected the result of an experiment.

According to Surachmad (1990, p. 64), "the aim of anexperimental research is not only to collect and to describe the data butalso to find out the cause and the effect." This study took two classes,namely the experimental class and the control class. The reseacher usedtrue experimental design. Arikunto (2006, p. 117) said, "trueexperimental research is a study which has two groups: one group is theexperimental group and another is the control group." Here, theresearcher conducted the experimental to prove the hypotheses whetherthe treament by using short stories would improve the students' readingcomprehension ability. The experimental activities involved the pre-testand the post-test. Prasetyo and Jannab (2005, p. 97) said, "experimentalresearch is a study that treats or creates a condition to the subject ofresearch. For this research, the teaching treatments were conducted byusing group strategy.

RESEARCH METHODOLOGY

which our mind translates printed materials into the idea that writer istrying to tell or communicated with us. Reading is about understandingthe written text and to convey some informations to reader becausereading is a source of knowledge and window of the world.

In the other hand, Frima (1996, p. 12) said, "reading skill needs tobe fostered so that learners can cope more and sophisticated text anddeal with them efficiently, appropriately and skillfully." Reading is acomplicated skill and reading is not only about how to pronoun wordsbut also how to understand an author's idea and perception in his/herwriting. A good reader must be patient while reading is going on untilhe/she knows what the writer wants to convey to them and we can getnew knowledge from the materials.

While reading, we have to understand and summarize what thereading English language about. Then, we can apply the informationsor message from reading English language materials in our daily life, ifit is suitable for us. Because, the guide line of reading involves readingintergration and promotes the development of the reader himself

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

process of preparing to collect data in research." This research wasconducted by means of data collection in order to test the hypotheses.

Data Collection ProcedureIn doing the research, the writer collected some significant data by

doing experimental teaching. The researcher took two classes one is theexperimental class and other one is the control class. They were taughtby using different teaching technique. The resercher used short storiesin the experimental class and using long stories in the control class. Toachieve the aim of this research, some data were reguired to becollected through the pre-test and the post-test. In teaching learningprocess, a test was conducted to obtain the result of teaching readingEnglish language. The pre test gave to the students before teachinglearning process started, and the post-test gave to the students at the lastmeeting. In addition, they were useful to find out how capable of thestudents' understanding the materials that were taught by the teacher.

Research SettingThis study was conducted at Muhammadiyah University of Aceh

which took place in Lheung Bata, Banda Aceh. Futhermore, Tarbiyahfaculty which was now led by Drs. H. Umar Ali Aziz, MA focused oneducation and teacher training in which the students prepared to begood teachers in the future. It consists of four departements, namely,English Departement (TEN), Religious Education Departement (TPA),Biologi Education Departement (TBL), and Mathematic EducationDepartement (TMA). Likewise, at Tarbiyah faculty, this study wasconducted. This departement aimed to produce students who were notonly qualified in academic and able to improve the knowledge for thesake of society but also credible to have good behaviour. Thisdepartment was currently chaired by Mrs. Yuniarti, S.S., M.Pd.According to the document in her office, it have 12 lecturers whoworked for in manifesting its goal.

They graduated from various international universities overseassuch as Australia, Malaysia, The United Kingdom, The United Stateand so forth. Additionally, the study was conducted at Tarbiyah facultyand the population was taken from all students who were in the firstsemester is talking reading comprehension I in the academic year2015/2016.

Teaching Reading Comprehension By Using Short Stories (Hasboini &A. Manan)

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The hypothesis have been proven by using level of significant 5% (=0,05).

Normality Distribution Test for Pre-Test ScoreHo: the score between the experimental group and the control group isnormally distributed.Ha: the score between the experimental group and the control group isnot normally distributed.

FINDINGS AND DISCUSSIONS

FP =-x 100%nExplanation:P =PercentageF = Frequency of respondentsN =Number of sample

QuestionnaireThe questionnaire was used to see the obstacles faced by the

students in improving their reading €omprehension through shortstories. The researcher distributed questionnaire fOJ the students andanalyzed the answers by using percentage as mentioned in thequestionnaire items. To analyzed students' answer of thesequestionnaires, the researcher used the percentage system as mentionedin 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 wasalso about short stories. In the post-test, the printed of the short storytext was entitle "The Nightingale and Rose Il", The questions wereconcerned about main idea, detail information, plot, and moral values.

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

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Table 4. Statistical Summary of Homogeneus Test on the Pre-TestfB th th E . tid h C 1G

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

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As we can been in figure 4.5 above, the t-score was higher than thet-table. Therefore, the alternative hypothesis (Hs) was accepted and thenull hypothesis (Ho) was rejected. It indicates that there is a significantdifference between the two groups. It can be concluded that thestudents in the experimental group who were taught by using shortstories gained a better improvement than those in the control group whowere taught by using the long stories. This finding is supported by otherresearchers' findings related to the teaching reading comprehension byusing short stories. Lindawati (2011) found the result of her research isthat the use of short stories in teaching reading comprehension wasmore effective for English as compared to the traditional learningmethod. Furthermore, cooperative learning appeared to be morefavorable for overcrowded groups. It is suitable with the experimental

Figurel. Comparison of t-score and t-table

t­score table

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which can contribute the apparent description in comparing the abilityof both groups. To know deeply about the two groups ability, theindependent sample t-test is applied on the data which brings the scoreof test and t-table where the former is 8 and the table 1,684. It indicatesthat 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 whichmeans that the students who were taught by using the short storiesachieve good score in teaching reading comprehension by applyinggroup strategy compared to those who were taught by using the longstories used conventional strategy. It can be seen in the following figureas follows:

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enhance self-esteem. The teaching experience of the students is tocontruct their own knowledge. It is a form of active learning where thestudents work together to perform specific tasks in small group.

The teachers should carefully select each coopreative learninggroup so that a heterogeneous structure allows each students to bringhis or her strengths to the group effort. The teacher then gives thestudents an assignment, often helping them to clarify the work: thatneeds to be done so that each invidual in the group has a certain role toplay. The end goal can only be reached when every member of thegroup contributes effectivelly (Adam, Carlson & Hamm, 1990).

Harris and Sherblom (2008) argue that cooperative learningstrategy allows all the students to master the material at relatively equallevels of mastery. Working relationship enables the emergence of apositive perception of what the students can do to achieve learningsuccess based on their individual ability and contribution of other groupmembers during their study together in groups. To achieve maximumresults, it needs to apply the five elements of mutual aid learningstrategy, namely: positive interdependence, individual responsibility,face to face, communication between members, and the evaluationprocess of group.

The type of cooperative learning dealt with in this research is agroup strategy in teaching reading comprehension. Based on the resultof the discussion above, the writer believes that the use of short storiesin teaching reading comprehension can help to increase the students'achievement but also gives positive outcomes on social relationships inclassroom.

The last discussion is about the qualitative analysis which workson the questionnaire filled by the students of the experimental group inthe last meeting. The questionnaire that consist of ten positivestatements of related along with the four strategy provided answer,namely strongly agree, agree, disagree, and strongly disagree result ingood reaction of the students which ten statements are strongly agreeon its mean and the rest belongs to agree on its mean. Having analyzedon the students answer on statements in questionnaire by using Likertscale above, it can be concluded that the students react positively on thestrategy applied in their reading class which are related to motivation,curiousity and background knowledge. Thus, the use of short stories inteaching reading comprehension by applying group strategy is effectiveto use as has been proved by the theories, previous studies conductedby other researchers and the findings of this study.

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REFERENCES

For SchoolsIn schools, English language teacher is suggested to apply an

effective learning approach, method in order to increase or to improvethe students motivation in learning English language specifically forreading comprehension.

For Other ResearchersIt is suggested that other researchers can continue the experimental

research by using short stories in teaching reading comprehension andcorrect the entire mistakes they get in this thesis and to solve theproblems that might be faced by the students concerning readingcomprehension aspects.

For the StudentsThe students should eliminate their fear in learning English and

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

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

dd) Plays an important role to motivate and encourages his/herstudents in improving the ability in learning English.

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