International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-4, Issue-5, May-2018

http://iraj.in
IMPROVING READING COMPREHENSION BY USING SHORT
STORY TO THE TENTH GRADE OF SMA NEGERI 1 BULUKUMBA
( A CLASSROOM ACTION RESEARCH AT THE FIRST YEAR OF
SMAN 1 BULUKUMBA )
MUTAKHIRANI MUSTAFA

STKIP Muhammadiyah Bulukumba,Indonesia

E-mail: [email protected]

Abstract – The research aimed at finding out the improvement of students’ reading comprehension by using short story at
class XMIA3 of SMA Negeri 1 Bulukumba Kab. Bulukumba.This research used short story technique to applied in the class
when the researcher taught the students of SMA Negeri 1 Bulukumba. This research was classroom action research that
consisted of two cycles. One cycle consisted of three meetings. It means that there were six meetings in two cycles. This
classroom action research was done at SMA Negeri 1 Bulukumba for English subject. As subject in this research was class
XMIA3 senior high school in 2014-2015 academic years with student’s number as about 32 students. Those consist of 22
female and 10 male. Instruments are essay test and observation sheet. The findings of this research were the improvement of
the students’ reading comprehension in terms of try to find main idea and supporting idea in which the mean score of cycle I
was 73,25 and the mean score of cycle II was 88,06. The result above indicated that there was significant improvement of the
students’ reading comprehension by using short story at class XMIA3 of SMA Negeri 1 Bulukumba Kab. Bulukumba.
Conclusion based on the analysis result of the research, it can be concluded that the use of short story can improve reading
comprehension ability of the tenth grade students of SMA Negeri 1 Bulukumba. The students’ mean score for cycle I is
73,25 and it is improved in cycle II with the means score is 87.

Keywords - Short Story, Improving, Reading Comprehension

I. INTRODUCTION interesting parts may be summarized orally. This

conserves time and keeps interest high. At time, it is
Reading is one of the most important elements of a appropriate to read an interesting episode to students
language. Through reading the people can also obtain to what their appetites for more reading. The story
information which can help them understand and should be on a reading level appropriate for the
solve various problems which come constantly in students so that they may finish it if they so desire.
their live, live wise the students at college or Based on the case Would get from observation in
university should conceive of how important reading SMAN 1 Bulukumba, especially the students of the
in learning. Teaching reading comprehension use tenth grade. In this case the researcher purpose a title
short story can help the students improve their “Improving Reading Comprehension by using
reading comprehension when the teacher teach short short story to the Ten Grade of SMAN 1
story. The teacher can stop activity of the students BULUKUMBA”.
and introduce what that of short story. Before the
teacher finished introduced or explain about short A. Problem Statement
story, teacher orders ask to students and to make Based on the background above the researcher
reading test until short end. When using this reading formulates a research question as follows: "
test, students can remember of the stories that have 1. How does the use of short story improve the
been encountered. Beside that with teaching reading reading comprehension of the tenth grade students of
by using short story the students can interest. Many SMAN 1 Bulukumba ?
order students who have not learned to read well are 2. How is the students participation in teaching
resourceful person in their daily lives inside and out reading comprehension by using short story at the
side of school one of our aims in a rapid literacy tenth grade of SMAN 1 Bulukumba?
development program is to have them use their
natural cognitive resources for academic purpose. II. RELATED LITERATURE
Nowadays, there are some techniques used in
teaching English, especially in reading A. Previous Research Findings
comprehension. One of them is by using short story. Some researchers have conducted studies, which are
According to Robinson in Donnelly (1977: 240) short related the present research as follows:Irwan (2008:
story is a compressed view of segment of fictitious 39) concluded that teaching reading comprehension
life with some type of plot, and usually an opposition by using English comic book can develop the
of interest. The story should be of interest to students. students in reading comprehension skill to the eight
In a longer story, it is often desirable to read only the grade students of SMANegeri 8Bulukumba.
more interesting parts. The more descriptive, less Moreover, Parvin Ghasemi ( 2011) Conclude that The

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at the First Year of Sman 1 Bulukumba)

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 International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-4, Issue-5, May-2018
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short story can offer learners adequate linguistic, meaning of materials whether printed or written and
intellectual, and emotional involvement and enrich verbal symbol. Reading skills is the ability of process
their learning experience in Teaching L2 Reading the written or printed material from what was been
Comprehension through Short Story. And then other read and improve a construct of ideas depend on the
research by Nina Haslinda (2004: 39) concluded that experience or prior knowledge of the reader.
there was a significance difference between the b. Concept of Reading Comprehension
student’s achievement in reading comprehension Reading comprehension is a dialogue author and
before and after using question and answer technique reader. The activity needs ability to communicate
can improve the students reading comprehension of with an author. While reading silently rather than
the first years students of SMAnegeri 1Bulukumba, orally (Smith and Jhonsonin Hendra 2009: 16) it is a
and it is proved by their achievement in the pre-test complex process in which the readers use his mental
and posttest. Addition related research by Naeemeh content to obtain from written material. Teaching
Kharaghani (2013) The results were analyzed using reading comprehension use short story can help the
T-tests. It was found that the group which received students improve their reading comprehension when
short stories as their reading text outperformed the the teacher teach short story. .
other group in the effect of short stories on reading
comprehension ability of iranian efl learners. Other 2. The Concept of Short Story
supporting research by Hendra (2009: 30) concluded a. Definition of short story
that by comprehending short story can improve According Irvan Al Radjab (2007: 98), short story is
students reading skill of the second years students of (1) a short piece of prose fiction organized into a plot
SMANegeri 2 Malusetasi. From some findings of the and with a kind of dénouement at the end.(2) A short
research above the researcher concluded that in fictional narrative.Grellet (1986) says that there two
teaching and learning process, the teachers are reasons for reading. They are: reading for pleasure
supposed to make the students more interested in and reading for information. Both pleasure and
material and involve them in learning process by information depend on the reader. Reading for
creating a good atmosphere in teaching English pleasure is done without other people’s order, while
reading comprehension. Therefore, the researcher reading for information, in many cases relevant to
believes that the use of short story will be effective to current study of the readers. People read to find out
improving the reading comprehension of the students, things, as a natural phenomenon of innate
So the both of previous finding will be reference to characteristics of the human doing to be curious about
support this research. world around him, he needs information to reduce
uncertainties.
B. Some Pertinent Ideas b. Teaching reading comprehension by using short
story
1. The Concept of Reading According to Erkaya (2005) short stories motivate
a. Definition of Reading students to continue reading so that they can solve the
There are some definitions of reading given by problem. And since it is interesting for students they
some author as follows: would not easily get frustrated.
1) Haris and Sipay (1980) explains that reading is
the meaningful interpretation of written verbal III. RESEARCH METHODOLOGY
symbol. Reading is a result of interaction
between the perception of graphic symbol that A. Research Design
represent language and reader’s language skill’s This research is classroom action research. This
language and knowledge of the world. research has characteristics to solve the problem
2) Kustaryo (1988: 273) says that, reading is a which occur in the class so that it aims to increase the
complex process in which recognition and motivation, maximize the result of study or to know
compression of written symbol are influenced by the effective of studying or lesson plan. This research,
reader’s language background, mind sets, and the teacher purposed two cycles consist of four steps.
reasoning abilities, and they anticipate meaning They were planning, action, monitoring, and
on the basic of what has been read. reflection
3) Richards (2002: 273) says that reading is a skill
that is highly valued by students and teachers B. Setting of The Research
alike. Reading comprehension is a complex 1. Location of Research
process in which the reader used his mental This classroom action research performed in
ability to obtain the information. It means that SMAN 1 Bulukumba, in the tenth grade. This
the reader must be able to recognize the meaning research was applied in one month.
of printed words. 2. Time of the Research
This research was applied in one month. It
Based on the definition of reading above, it will be started on January, 25th 2015 until on February,
concluded that reading is a process or activity to get 27th 2015.
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 International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-4, Issue-5, May-2018
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3. Cycle of Research ∑X = Total Score
The teacher purposed two cycles consist of four N = The number of students
steps. They were planning, action, monitoring, (Gay in hasriati, 2004 ∶ 28)
and reflection. 2. To classify the students’ score, there were seven
classifications which were used as follows:
C. Research of the Instrument
There are two instrument of the research that will be Table. I The score qualification
used, they are: No. Qualification Score
1. Observation 1. Excellent 86 – 100
Using sheet of observation is to get information about
the using in teaching reading comprehension. 2. Good 71 – 85
2. Test 3. Fair 56 – 70
Test will be used for measuring the result of student’s 4. Poor 41 – 55
achievement. So, the researcher can identify whether 5 Very poor < 40
the students make progress in reading comprehension (Dirjen Pendidikan Dasar dan Menengah, 2005:2)
or not.
3. To Calculate the percentage of the students’ score,
D. Subject of the Research the formula which was used as follows:
The subject of this research was the tenth grade F
students of SMAN 1 Bulukumba, second semester of P = X 100
N
academic year 2014/2015. The researcher chose class
X MIA3 which consists of 32 students. Notation:
P : Rate Percentage
E. Source of Data and Technique of collecting F : Frequency of the correct answer
Data N : The total number of students
1. Source of Data
Source of data from this classroom action research (Sudjana in hasriati, 2004: 28)
were students, the teacher and the school.
2. Technique of Collecting Data G. Procedure of The Research
a) The data about the students participation would This Classroom Action Research applied into two
be collected from the observation sheet. cycles; every cycle presented into third meetings. The
b) Data about the students achievement would be second cycle based on the first cycle. It means that
collected from test. the activity of the second cycle was continued and
repaired based on the reflection the first cycle. In
F. Technique of Data Analysis every cycle was divided into four steps. There were
The data analysis that would be used were planning, action, monitoring/observation, and
Quantitative Data and Qualitative Descriptive reflection.
Analysis. To analyze the data collected through
analysis quantitative data and qualitative data. These
quantitative data and qualitative data can be analyzed
in descriptive statistic, such as the indicator of
achievement and the data such as information which
give the description of the students’ comprehension
in one subject, behavior or the student. The activity of
the students in learning process was attention,
enthusiasm in learning process, and motivation. There
are steps that would be applied in analyzing the data:
observation and discussion between the teacher and
collaborator from reflecting the result cycle of the
classroom action research.

The data on the students’ reading comprehension by Figure 1: Action Research Cycle
using short story was analyzed in the following (source McTaggart et al., 1982)
procedures:
1. To find out the mean score of the students’ test, Activity of the first cycle
the researcher used the formula : The first cycle was continued for four meetings. It
∑X was divided into four steps as follows:
X= 1. Planning
N This step gave with the following procedure:
Where :
X = Mean Score
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 International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-4, Issue-5, May-2018
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a. Made a learn plan that would be implemented a. The activity of situation in learning process. In
during learning and teaching process, namely learning process, the researcher would observe as
syllabus and lesson plan. follows:
b. Determining the material. In this research, the 1) Checking attendance
material would be taken is short story, the story 2) The student’s activities
is narrative text form. 3) The ability of the teacher and the students.
c. Glancing at all key words, bolded text, questions a. Collecting data of the task
for consideration, problem sets.
d. Made worksheet. 4. Reflecting
e. Preparing the criteria and preparing research On the last cycle the researcher reflected of the result
instrument. observation. The next researcher reflected toward
f. Arrangingfor learning evaluation. disadvantage.

2. Acting Activity of the second cycle

The steps of the action could be explained as follows: In the second cycle, all the activities were same with
a. The researcher’s action in the classroom. activities in the first cycle. However, every activity in
Introduction the second cycle did revision based on reflection in
1) The researcher would give greeting for the the first cycle.
students. 1. Planning
2) The researcher would check the students’ All planning of this stage were generally the
attendance. same with planning in the first cycle. Making
3) The researcher would give apperception. lesson plans for learning process. However, all
Process (Main Activity) wrong things in the first cycle will be revised.
b. The researcher would give information about 2. Acting
indicator of learning process. All activities in action stage were the same with
c. The researcher would teach reading materials by actions in the first cycle. Doing learning and
using short story. teaching process based on the lesson plans
d. The students would read and think about the text 3. Observation
title. In this step, the researcher would observe and
e. The students would read the first sentence of made note all activity during learning and
every paragraph. teaching process. And then made a note in all
f. The students would analyze character and activity of the students based on the revision
characterization of short story and evaluation in the first cycle.
g. The students wouldanalyze conflict of short 4. Reflecting
story. Doing the meeting to study about the result of
h. The students would analyze theme of short story. the evaluation about the scenario plan and
i. Reading the conclusion in the text. observation worksheet and giving correction
j. The students would read the question provided in about the action based on result for the first
the text. cycle and then evaluation for the first cycle.
k. The researcher gave worksheet.
l. The students would be give opportunity for H. Indicators of the Achievement
response. The indicators of the achievement of this
m. The teacher would check the student task. research as follows:
The last activity 1) If the achievement of the students could
1) The researcher would ask about the students’ improve from cycle I to next cycle.
difficulties in learning process. 2) If the completeness of the result of the students
2) The researcher would give information study could improve from cycle I to next cycle.
about summarizing the material. 3) If the studying activities of the students of the
3) The researcher would close the learning students could improve in learning process.
process.
g. To do observation. IV. RESULTS
h. Every meeting, the teacher or researcher wrote the
happened in room. A. The Implementation of Cycle I
In cycle I the researcher gave the students the short
3. Observation story as a teaching reading. At the same time the
The procedures of observing technique in the observer started to observe all activities of the
teaching and learning of reading of this study as students during learning process. And then, the
follows: researcher explained how to read a text and find the
main idea and supporting idea. After that the

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 International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-4, Issue-5, May-2018
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researcher asked the students to read the short story In the first meeting there are 25 students, the
and they understand it. second meeting there are 24 students and the
third meeting there are 25 students paying
B. The Implementation Result of Cycle I attention when the researcher is explaining the
During the implementation of cycle I, the researcher material. It means that some students do not pay
used two techniques of collecting data. The first data attention to researcher’s explanation in class
of learning result and the second is learning situation and they do other activities while researcher
data. It means the researcher gets two kinds data are gives explanation.
quantitative and qualitative data. c. Number students giving question to the
researcher
1. The Quantitative Data There are 4 students in the first meeting give
Reading comprehension by using short story shows question to the researcher when they are taught
that the students’ reading comprehension ability is writing through paraphrasing technique, in the
improved, but there are some students have not second meeting there are 6 students and in the
achieved the criteria of success. The minimal third meeting there are 10 students give
standard criteria are mean score of the students’ question to the researcher. It means that amount
reading comprehension is 75. The students’ score students giving question to the researcher is
after implementation of cycle I . more than previous meeting.
2. The Qualitative Data d. Number students doing assignment
Beside data of learning result, to improve the In the first meeting, there are 32 students doing
students’ reading comprehension the researcher also assignment from the researcher. In the second
takes data of learning situation for three times meeting there are 31 students doing assignment
meeting. Improvement of students’ learning result because one student is not present. And the third
cannot be separated by students’ activities in class meeting amount students doing assignment are
during learning process, so that observer made a note 32 same with the first meeting. It means that
about all students’ activities during learning process. willing of the students to do assignment from
Observer used observation sheet to observe six the teacher is very good.
activities of the students. The activities as follow: e. Number students doing other activities beside
No. 1: students presenting in class the learn in class
No. 2: students paying attention to researcher’s Some of the students doing other activities
explanation beside the learn such as make a noisy, fancying,
No. 3: students giving question to the researcher disturb at each other, etc. in the first meeting,
No. 4: students doing assignment second meeting and third meeting there are 7
No. 5: students doing other activities beside the students of 32 students doing activities beside
learn in class the learn. It means that their interest in writing
No. 6: students out from class without researcher’s is still low.
permission f. Number students out from class without
The result of observing will be presented as follow: researcher’s permission
During three times meeting of cycle I there is no
Table 4.3 Result of Observing Students’ Activities student out from class without researcher’s
Students’ Activities/ Total number permission. It means that students’ awareness to
of the Students present in class is very good.
Cy Mee
cle ting 1 2 3 4 5 6
C. Reflection for Cycle I
32 32 32 32 32 32 One of the criteria of success is the students’ mean
score is 64 or more. Based on the data of students’
I 32 25 4 32 7 0 score presented on the table 4.1 above, it can be
I II 31 24 6 31 7 0 concluded that the implementation of short story in
teaching to improve reading comprehension of the
III 32 25 10 32 7 0 tenth grade students of SMA Negeri1 Bulukumba in
reading short story is not successful yet because mean
a. Number students presenting in class score of the students is below the criterion of success.
In the first meeting all students (32 students) Other criterion of success is if the students’
present in class, in the second meeting there are participation, interest, and motivation are more
31 students present and one student is sick. In increased. Based on the qualitative data gotten from
the third meeting same with the first meeting, observation sheet, the students’ participation,
all students present in class. It means that motivation, and interest in teaching writing is need to
presence of the students is very good. be improved. It caused by there are still some
b. Number students paying attention to students are not active in class.
researcher’s explanation

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 International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-4, Issue-5, May-2018
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Although some students show their improvement in Table 4.6 Result of Observing Students’ Activities
reading comprehension and their score, the cycle 2 Students’ Activities/ Total number
needs to be conducted. It is done because some C of the Students
Meet
students get score under the standard criteria of yc
ing 1 2 3 4 5 6
success is determined. There are 14 students get score le
below 64. The cycle 2 is done to find appropriate 32 32 32 32 32 32
strategy in improving reading comprehension of the
students by using short story. I 32 26 9 32 6 0
I II 32 27 11 32 5 0
D. The Implementation of CycleII
In the cycle I, the researcher just gave the students III 32 29 13 32 3 0
short story and explained steps to read and find the
main idea. After that, the researcher asked the a. Number students presenting every meeting
students to read short story and they understand of the In the fifth, sixth, and seventh meeting all
content of the short story. The result of testing in students present in class. It means that present of
cycle I show that there are some students get score the students every meeting is very good. It gives
below the criteria of success and not active in reading good effect for their improvement because if
comprehension activity but some others shows their students’ willing to learn is improved, so their
improvement and activeness in reading interest and motivation will improve their
comprehension. In the cycle II, the researcher gave improvement.
some sequence questions to help the students to find b. Number students paying attention to
the main idea of the short story. The researcher asked researcher’s explanation
the students to answer the sequences question based In the fifth meeting there are 26 students, the
on the short story given. The students read answer of second meeting there are 27 students and the
the short story according to order of the question into third meeting there are 29 students paying
paragraph. These sequence questions made the attention when the researcher is explaining the
students easier to express their idea and could more material. It means that most students pay
understand the short story so they are more active attention to researcher’s explanation in class and
reading comprehension. their interest in teaching writing is more
improved.
E. The Implementation Result of Cycle II c. Number students giving question to the
In the second cycle, the researcher also gets two kinds researcher
data during implementation are quantitative and There are 9 students in the first meeting give
qualitative data. question to the researcher when they are taught
1. The Quantitative Data reading comprehension by using short story, in
In the cycle II, teaching short story shows that the second meeting there are 11 students and in
reading comprehension of the students is more the third meeting there are 13 students give
improved than cycle I. All students have achieved the question to the researcher. It means that amount
criteria of success. The minimal standard criterion is students giving question to the researcher is more
the mean score of the students’ reading than previous meeting.
comprehension is 64. d. Number students doing assignment
2. The Qualitative Data In the every meeting in cycle I, there are 32
Same with technique of collecting data in the cycle I, students doing assignment from the researcher. It
beside data of learning result to improve the students’ means that willing of the students to do
reading comprehension the researcher also takes data assignment from the teacher and their motivation
of learning situation for three times meeting. to learn is very good.
Observer used also observation sheet to observe six e. Number students doing other activities beside
activities of the students in this cycle. The activities the learn in class
as follow: Some of the students doing other activities beside
No. 1: students presenting in class the learn such as make a noisy, fancying, disturb
No. 2: students paying attention to researcher’s at each other, etc. in the first meeting there 6
explanation students doing other activity, second meeting 5
No. 3: students giving question to the researcher and third meeting there are 3 students of 32
No. 4: students doing assignment students doing activities beside the learn. It
No. 5: students doing other activities beside the means that more students are active.
learn in class f. Number students out from class without
No. 6: students out from class without researcher’s researcher’s permission
permission Same with cycle I, during three times meeting of
The result of observing in the cycle II will be cycle II there is no student out from class without
presented as follow:
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 International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-4, Issue-5, May-2018
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