BY SISKA SYOFIANA 091000788203033

CHAPTER I INTRODUCTION
A. Background of the study
B. Identification of the problem C. Focus of the research D. Formulation of the problem E. Purpose of the research F. Importance of the research G. Definition of the key terms

A. Background of the problem

STUDENTS PROBLEM TEACHERS PROBLEM LACK OF VOCABULARY TEACHING TECHNIQUE

SOLUTION

SHORT STORY IS AONE OF PIECES OF LITERARY TEXT.

TO IMPROVING STUDENTS` READING COMPREHENSION

SHORT STORY IN NARRATIVE TEXT

PURPOSE

B. Identification of the problem

1. Lack vocabulary Law in grammar mastery Uninterested in reading Didnot use good method Background knowledge 6. Unable to find the information of reading text

STUDENTS PROBLEM

2. 3. 4. 5.

TEACHERS PROBLEM

TEACHING TECHNIQUE

C. FOCUS OF THE RESEARCH

SHORT STORY METHOD

INCREASE READING COMPREHENSION

D. FORMULATION OF THE PROBLEM

RESEARCH QUESTION

TO WHAT EXTENT CAN THE SHORT STORY METHOD INCREASE STUDENTS` READING COMPREHENSION?

WHAT FACTORS THAT INFLUENCES INCREASING OF THE STUDENTS READING COMPREHENSION BY USING SHORT STORY?

E. PURPOSE OF THE RESEARCH

TO FIND OUT

WHETHER USING SHORT STORY METHOD CAN BETTER IMPROVE THE STUDENTS` READING COMPREHENSION TO IDENTIFY THE FACTORS THAT INFLUENCES STUDENTS1 READING COMPREHENSION BY USING SHORT STORY METHOD

F. IMPORTANCE OF THE RESEARCH

TO INCREASE THE TEACHING AND LEARNING PROCESS OF SMPN 36 PEKANBARU

TO ENLARGE THE EXPERIENCE AND KNOWLEDGE OF THE RESEARCHER

TO FULFILL ONE OF THE REQUIREMENTS FOR S1 DEGREE AT ENGLISH DEPARTMENT OF LANCANG KUNING UNIVERSITY

G. DEFINITION OF THE KEY TERMS

READING COMPREHENSION IS THE PROCESS OF UNDERSTAND AND COMPREHEND OF WRITTEN IDEA THROUGH MEANINGFULL INTERPRETATION AND INTERACTION OF KNOWLEDGE. Hornby (1995:185). . IS ONE OF PIECES OF LITERARY TEXT(ROBERT AND MAXINE 1993 :129). In this research, short story means can improve teaching and learning process.

SHORT STORY

NARRATIVE TEXT

NARRATIVE IS ONE OF TEXT TYPES WHICH AIMS AT ENTERTAINING OR AMUSING THE READERS. (, As Housden (2008:36) ). In this research, mastery means the students ability to understand with narrative text.

CHAPTER II REVIEW OF THE RELATED LITERATURE

A. REVIEW OF THE RELATED THEORIES 1. Reading comprehension 2. short story

B. REVIEW OF THE RELATED FINDINGS

C. CONCEPTUAL FRAMEWORK

A. REVIEW OF THE RELATED THEORIES

1. The concept of reading comprehension Clara Wong Kee (1997:9) states that reading comprehension is a process of making sense of a written text. Eksay in Amir (2004:6) states that Reading comprehension in general is viewed in this research as the resulting from the four way interaction between readers, text, task, structured activity.

2.Short Story
According to Robert and Maxine (1993:129), Your criteria for choosing literature can be the interest and reading level of the students. A literature unit usually consists of a collection of pieces of literature of one particular type or genre : the short story, the drama, the novel, the essay, the biography, and poetry .

According to Djatmiko (2009 : 134) a short story in narrative text usually has three main part, there are :

a.Orientation b.Complicatin c.Resolution

a. Short story for language teaching and learning Burns, George W, (2005: 3) states that from time immemorial, stories, legends, and parables have been affective and preferred methods for communicating information, teaching values, and sharing the important lesson of life. Burns also states that story have many important characteristics of effective communication, they are : They are interactive They teach by attraction They bypass resistance They engage and nurture imagination They develop problem-solving skills They create outcome possibilities They invite independent decision making

Step for a Short Story

Plot a. Introduction b. Complication c. Rising action d. Climax e. Falling action f. Resolution Setting Character Theme Point of view

Plot:

The sequence of incidents or events which comprise a story.

Setting:

The hidtorical time, place and social circumstances in which action occurs; often an element in building plot and generating atmosphere.

Characterization: Fictional persons endowed with particular qualities and traits/Creation of imaginary people who appear to be real to the reader. The writer gives information about the characters in the story.

Point of view: The perspective of the narrator used to present characters and plot.

Teaching Reading Comprehension

The teacher should organizer,
The teacher as an observer, The teacher is as a feedback provider

According to Brown (2004:206)

Brown (2004:206) is based on eight reading skill :
main idea, expressions/idiom/phrase in context,

inference (implied detail),

grammatical features, detail (scanning for a specifically state detail), excluding facts not written (unstead detail), supporting

ideas, vocabulary in context

 According to Ghasemi and Hajizadoh Rasool (2011) A

systematic teaching strategy for the short story such as : pre-reading activities, In-class oral reading, Textual analysis, and group work, and post reading assignment.

B. Review of the related findings

Royanti (2006)
Researched about The Use of English Comic to Improve Student Ability In story Telling Researched about The Influence of Teaching Reading by Using Short Story Toward Reading Ability

Mala Laili Kadaryanti (2010) jonefri (2009)

Researched about increasing the reading ability of VII year of SMPN kepenuhan Hulu through short story

Rismawati (2011)

Research about Improving students reading skill by using short story

C. CONCEPTUAL FRAMEWORK
PROBLEM
STUDENTS` LOW READING COMPREHENSION

PROBLEM SOLVING

SHORT STORY

EXPECTED RESULT

IMPROVEMENT OF READING COMPREHENSION

CHAPTER III METHOD OF THE RESEARCH

A. KINDS OF THE RESEARCH B. SETTING OF THE RESEARCH C. PARTICIPANT OF THE RESEARCH D. INSTRUMENTATION OF THE RESEARCH

E. PROCEDURE OF THE RESEARCH

F. TECHNIQUE OF COLLECTING THE DATA G. TECHNIQUE OF ANALYZING THE DATA

A. TYPE OF THE RESEARCH

Classroom action research is systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in the teaching learning environment to gather information about how their particular schools operate, how they teach, and how well their students learn.

Mills (2003:5)

B. SETTING OF THE RESEARCH

THIS RESEARCH WILL BE CONDUCTED AT

SEKOLAH MENENGAH PERTAMA (SMP) NEGERI 36 PEKANBARU

C. PARTICIPANTS OF THE RESEARCH

PARTICIPANTS

THE STUDENTS AT GRADE VIII OF SMPN 36 PEKANBARU. THEY ARE CONSIST OF 39 STUDENTS.

D. INSTRUMENTATION OF THE RESEARCH

OBSERVATION

TEST

INSTRUMENT
INTERVIEW

FIELD NOTE

b. Observation

No 1. 2. 3. 4. 5. 6. 7. 8.

Indicators Main idea Phrase in context Inference Grammatical Features Detail Unstead Detail Supporting idea Vocabulary

Yes

No

2. Test In this research test is use to find out the students reading comprehension. It is a kind of written test. It means that the students answer the qustion in written text given

 3. Interview Interview it will be carry out to find the

factors that influence the students reading comprehension by using short story and to gain more information about students reading comprehension and their comment of using short story.

4. Field note Field note it will be as an additional instrumentation for the observation.
Teachers Activity Pre teaching A. . . . . . . . . . . . . . . . . . . Students Activity Pre teaching A. . . . . . . . . . . . . . . . . . .

B. . . . . . . . . . . . . . . . . . .
C. . . . . . . . . . . . . . . . . . . While teaching A. . . . . . . . . . . . . . . . . . . B. . . . . . . . . . . . . . . . . . . C. . . . . . . . . . . . . . . . . . . Post teaching A. . . . . . . . . . . . . . . . . . . B. . . . . . . . . . . . . . . . . . . C. . . . . . . . . . . . . . . . . . .

B. . . . . . . . . . . . . . . . . . .
C. . . . . . . . . . . . . . . . . . . While teaching A. . . . . . . . . . . . . . . . . . . B. . . . . . . . . . . . . . . . . . . C. . . . . . . . . . . . . . . . . . . Post teaching A. . . . . . . . . . . . . . . . . . . B. . . . . . . . . . . . . . . . . . . C. . . . . . . . . . . . . . . . . . .

Collaborator :

E. PROCEDURE
PROCEDURE

PLAN

ACTION

OBSERVATION

REFLECTION

a. Plan In this phase, the researcher and collaborator will plan some activities to be applied in the classroom. The activities are described in the following lesson plan:

Lesson plan: Meeting I Pre teaching - Greeting and checking the attendance list - Review the previous lesson - Motivating the students While teaching - Introducing the short story to narrative text. - Introducing the pattern of past tense. -. the new vocabulary. - Making some story using short story in narrative text Post teaching -Asking the students difficulties in teaching and learning process. - giving an expansion to the material that has been taught. - Giving the information about the next material.

b. action The researcher will do the activities based on the lesson plan.

c. observation When the researcher is conducting the teaching and learning process, the collaborator will observe and do a checklist.

d. reflection In this step, the researcher and collaborator will analyze the result of observation. The meeting or the cycle of the research will be continued after analyzing the observation result. The continuation of the activities will be implemented in the next meeting.

PLANNING

REFLECTING

CYCLE I

ACTING

OBSERVING

(Arikunto: 2007:117)

F. TEHNIQUE OF COLLECTING THE DATA

TEST The test that will be apply for collecting the data, the research reading test. In collecting the data, the researcher used a test. The test techniques use in the last meeting after give the material. OBSERVATION It will be done to collect the data about teaching and learning activities. When the researcher is conducting the teaching and learning process, the collaborator will do a checklist. FIELD NOTE The collaborator will take a field note when the researcher is conducting the teaching and learning process. INTERVIEW The researcher will interview the students to get information and impression about reading comprehesion by using short story in narrative text.

TECHNIQUE OF COLLECTING THE DATA

G. TECHNIQUE OF ANALYZING THE DATA

QUANTITATIVE BY USING THE FORMULA OF PERCENTAGE Mx : Mean X : Jumlah skor yang ada N : Number of classes Mx = X/N (SUDIJONO, 2008: 43)

TECHNIQUE OF ANALYZING THE DATA

QUALITATIVE By using qualitative data analysis, they are: data managing, reading/memoing, description, classifying, and interpreting (Gay, 2000:240-250).