CHAPTER I

INTRODUCTION

1.1 Background of Study

Now, Indonesia has special attention in English teaching. It has been

proven by giving the English subject to elementary school students. The Decree of

Ministry of Education and Culture (R.I/No 0487/4/1992, Chapter VIII) states that

an elementary school can include extra lesson in its curriculum as long as they are

not in contradiction with the objectives of national education. In accordance with

this policy, another decree (No.060/U/1993) was released stating that English can

be introduced to the fourth grade students of elementary schools.

The English subject will be better if it is given in productive period when

students often have very good memories. It makes students easier to learn English.

Cummins (in Sabillah, 2004:1-2) writes:

When English is acquired in much similar ways as they learn their first language,
children can become bilingual. When young children have engaged in many of
their native language and literacy events in their home, bilingualism genuinely
has an additive influence; children seem to acquire high levels of vocabulary and
concepts in both languages. But for those children who attain only a very low
level of competence in their first language, bilingualism often has a negative
effect, leading to low levels of ability in both languages.

One of the language components to be given to the learners is vocabulary.

It is written in the English syllabus that they have to master 500 words by the end

of Elementary School year, 150 words for the fourth grade/class, 150 words for

fifth and 200 words for sixth respectively.

Henning (1973) believes that one’s learning of the terms and expressions

of a language (its vocabulary) is fundamental even in the earliest stages of the

acquisition of that language. The writer agrees with Henning’s contention that

1
vocabulary should be recognized as a central element in language instruction

beginning stages.

Teaching English vocabulary to young learners is not easy, children like

something new. Teacher must have many ideas. The introduction of the review of

vocabulary items should be carried by means of instructional media and oral

presentation. Picture and the media support meaning. One way to make English

more interesting is storytelling that can be used to increase student vocabulary.

Children love stories. They love to tell them and to listen to them. All new

textbooks have a lot of stories as a basis for language input. Stories are an

excellent way of introducing new language or reinforcing new language and

enlarging the vocabulary. By listening to the story, children will have

opportunities to learn words and may increase children’s motivation to learn

English.

“Stories encourage children to get the meaning of new words through a

meaningful context” (Brewter, 1994:162). The meaning context helps children

memorize the word easily. The meaning context here is the similar words that are

easy to understand by the students. Context is used to make the vocabulary more

meaningful.

The children should work with understanding the meaning even if they do

not understand every single word. They should be encouraged to guess the

meaning and understand that there are many words they do not have to learn

because they are so similar. Each time they hear a story, they will understand a bit

more, and word and phrases from it will become more and more familiar.

2
 In this study, the writer wants to find out the information about the

condition of English program especially English vocabulary as a fundamental

factor to study English at SD BANJAREJO at the fifth year. By using storytelling,

the teacher may achieve the purpose of the learning in the elementary school.

1.2 Statement of Problem

Based on the background of the study, the writer formulates the problem

as follows: “Does teaching vocabulary through storytelling improve students’

achievement?”

1.3 Statement of Hypothesis

Hypothesis is a prediction of the relationship between an independent

variable and dependent variable in an experiment. Based on the theory the writer

takes hypothesis as follows: “Teaching vocabulary through storytelling improves

students’ achievement.”

1.4 The Purpose of Study

On the basis of the statement of problem, the writer states the purpose of

the study as follows: To describe whether teaching vocabulary by use of

storytelling can improve students’ achievement.

1.5 Significance of the Study

The writer expects that the result of this study will give information about

how to teach young learner especially with storytelling. Moreover, it is expected

3
to give a contribution for the teacher in teaching English for young learners

especially in increasing vocabulary, so that the students have better achievement.

For the writer, she hopes that she will get much information about vocabulary

building for the children and gain knowledge about teaching English for young

learner that is useful for her in the future carrier as a teacher.

1.6 Scope and Limitation

There are two kinds of activities in storytelling. First is reading a story;

the story teller reads the story aloud from books. Second is telling story; the story

teller doesn’t have a book. The storyteller re-creates and adapts the language to

the level of the students, through voice and gesture, a series of mental images the

audience; it is the children emotional response in following the plot. Based on this

statement, the writer wants to focus her study about the effectiveness of telling

story in the teaching learning vocabulary.

The subject of this study is limited for the fifth year students of SD

BANJAREJO KEDIRI. And the writer takes one class, a half of the students as

the experimental group and the other half as the control group.

1.7 Definition of Key Terms

To avoid misunderstanding and misconception in this study, the writer

wants to clarify the following key terms:

Role can be defined as the part taken by a participant in any act of

communication (Ellis and McClintock 1990).

4
Teaching is the instructional process which involves implementing

strategies designed to lend learners to attain certain goals (Lefrancois,

2000:16).

Vocabulary is a language area that needs continued growth and

development for both native and non-native speakers long after grammar

and pronunciation are under reasonable control. (Celce-Murcia and

Rosensweig 1978:242).

Storytelling is the art or craft of narration of stories in verse/and or prose,

as performed or led by one person before a live audience (Anne

Pellowski).

Achievement is the knowledge attained or skill developed in schools

usually designed by scores or mark assigned by teacher of both

(Dictionary of Education, 1959:7).

5
 CHAPTER II

REVIEW OF RELATED STUDY

In conducting the research, the writer has to collect and review the related

the literature which is needed to give theoretical explanations. War (1984) states

that literature known as the ground that is prepared and strengthened though

planned search for and collection of various kinds of publication. The purpose of

this chapter is to review related literature to the vocabulary through storytelling of

teaching English for young learners.

2.1 The Importance of Vocabulary

Teaching vocabulary, or even better creating a learning activity where the

pupils work with new words through pronunciation, writing, memorizing and

linking the meaning to the actual item, is a very important task for any teacher of

English. Words are best learnt in a context. The pupils need to start using the

words actively in the lesson and trying to understand the teacher when he/she uses

the new word. Perhaps, the most important goal for the teacher is to develop

student independence in learning word meaning through the context. This will

enable the student to take more active part in their own vocabulary development.

“Acting out the meaning of words and seeing pictures helps the children learn new

words in a fun way” (Delaney, 2005).

Liburd (2005) stated that reading out loud to students, common in

kindergarten and first-grade classrooms, tends to benefit the children with already

6
well-developed vocabularies, reinforcing the growing gap between them and

children who have less well-developed vocabularies.

2.2 The Vocabulary Teaching

Traditionally, the teaching of vocabulary above elementary levels was

mostly incidental, limited to presenting new items as they appeared in reading or

sometimes listening texts. This indirect teaching of vocabulary assumes that

vocabulary expansion will happen through the practice of other language skills,

which has been proved not enough to ensure vocabulary expansion. There are

several aspects of lexis that need to be taken into account when teaching

vocabulary. The list below is based on the work of Gairns and Redman (1986):

• Boundaries between conceptual meanings: knowing not only what lexis

refers to, but also where the boundaries are that separate it from words of

related meaning (e.g. cup, mug, and bowl).

• Polysemy: distinguishing between the various meaning of a single word

form with several and closely related meanings (head: of a person, of a pin,

of an organisation).

• Homonymy: distinguishing between the various meanings of a single word

form which has several meanings which are NOT closely related (e.g. a file:

used to put papers in or a tool).

• Homophyny: understanding words that have the same pronunciation but

different spellings and meanings (e.g. flour, flower).

• Synonymy: distinguishing between the different shades of meaning that

synonymous words have (e.g. extends, increase, expand).

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 • Affective meaning: distinguishing between the attitudinal and emotional

factors (denotation and connotation), which depends on the speaker’s

attitude or the situation. A Socio-cultural association of lexical items is

another important factor.

• Style, register, dialect: Being able to distinguish between different levels of

formality, the effect of different contexts and topics, as well as differences in

geographical variation.

• Translation: awareness of certain differences and similarities between the

native and the foreign language (e.g. false cognates).

• Chunks of language: multi-word verbs, idioms, strong and weak

collocations, lexical phrases.

• Grammar of vocabulary: learning the rules that enable students to build up

different forms of the word or even different words from that word (e.g.

sleep, slept, sleeping; able, unable; disability).

• Pronunciation: ability to recognise and reproduce items in speech.

2.3 The Technique of Teaching Vocabulary

Techniques of teaching English vocabulary to young learners aged 7 to 12

is presented as well as activities useful in the process of developing speaking,

listening, reading and writing skills. Games, songs, and stories are very important

components for an English class in elementary school (Sabillah, 2004).

2.3.1 Games

All children have favorite games they like to play, and teacher use them to

ingrate the learning of English. Some of the popular games children like are:

8
Hangman, I Spy, Bingo, Treasure Hunt, and Simon says. Some games can be

played inside the classroom, while some others are better played outside. It is the

teacher’s duty to select the games suitable for their students and the environment.

Games can be used for the following objectives: (a) to review vocabulary,

(b) to practice spelling, (c) to develop the ability to cooperate, to complete without

being aggressive, and to be a “good loser”.

2.3.2 Songs

Children of all ages enjoy listening to songs, and singing and learning with

them. That is why music is an essential part of teaching-learning process for

young learners. All kinds of songs from traditional to pops can be used by the

teacher. The point is that the teacher should select or compose the songs which

can be used either for singing together or for actions. The best ones are, of course,

those that can be used for both.

Songs and rhymes are FUN. Children enjoy singing and chanting. It is part

of their culture, and it may tone down some of the uneasiness; some might feel

about learning a new language. Centering lessons on a song or a chant or a rhyme

is a good idea. They can be used to motivate and prepare the children for a topic

or to round up the work or as a break in the middle of periods of concentrated

work.

The objectives of using songs in the classroom are: (a) to associate actions

and objects with word, (b) to internalize English sounds (c) to recognize part of

the body.

There are three ways of using songs: (a) to enrich vocabulary, (b) to

reinforce spelling, (c) to associate picture with word.

9
2.3.3 Stories

Just like songs and games, stories are also very important in English for

Young Learners. Listening to stories read/told by the teacher can be very an

enjoyable activity for the younger students. The older students, however, can be

asked to do something while they are listening (for instance: draws some things

mentioned in the story or even make story from series of picture/cartoon).

Stories can be used to achieve these objectives: (a) to describe the

characteristic of the people/ character in the story, (b) to dramatize the story,

(c) to encourage fantasy, (d) to express likes and dislikes, (e) to introduce culture,

(f) imply moral.

2.4 Storytelling

Young children naturally enjoy stories. Children involved in education

programs that utilize storytelling exhibit many positive behaviors related to

increased literacy (Speaker, 2000; Allison and Watson, 1994).

Improved listening skills, vocabulary development and an increased ability

to organize narrative thought are all behaviors exhibited by young children who

have been exposed to a variety of stories on a consistent basis. Storytelling has

emerged as a key cognitive skill in the process of intellectual development

(Kim, 1999).

2.4.1 The Meaning of Storytelling

Storytelling is relating a tale to one or more listeners through voice and

gesture. It is not the same as reading a story aloud or reciting a piece from

memory or acting out a drama--though it shares common characteristics with

10
these arts. The storyteller looks into the eyes of the audience and together they

compose the tale. The storyteller begins to see and re-create, through voice and

gesture, a series of mental images; the audience, from the first moment of

listening, squints, stares, smiles, leans forward or falls asleep, letting the teller

know whether to slow down, speed up, elaborate, or just finish. Each listener, as

well as each teller, actually composes a unique set of story images derived from

meanings associated with words, gestures, and sounds. The experience can be

profound, exercising the thinking and touching the emotions of both teller and

listener.

Jennings (2003) said, “Storytelling is ageless, the original language art, the

root of drama, poetry, and prose. Rooted in antiquity, reborn with each new

telling, it speaks directly to that part of us which does not change as we move

through our lives. We listen, time changes, and we become ageless, too”.

2.4.2 The Aims of Storytelling

The following are the aims of storytelling according to some experts.

A. Sharing and creating a common experience in storytelling aids in the

development of a child'
s ability to interpret events beyond his immediate

experience (Baker, 1977: 17). The child'

s world view is expanded through

story experiences in a non-threatening and loving atmosphere. Storytelling is

an exceptionally personal experience.

B. Introducing the child to oral language patterns. The child needs wide

experience with spoken language, if the child is to achieve success in reading

(Baker, 1977: 17).

C. Developing a child'
s listening skills (Baker, 1977: 17).

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D. Developing a positive attitude on the part of the child for books and reading.

Storytelling is an excellent means of introducing the children to the wonderful

world of books. Be sure to have a supply of books on hand so that children

can read books similar to stories told (Baker, 1977: 18).

E. Contributing to the social and cognitive development through shared

experiences...to feel joy for another'

s happiness or sadness at their misfortunes

(Baker, 1977: 18).

F. Contributing to the child'

s mental health. Help the child cope with his own

conscious self by giving the child structure for his own daydreams and

fantasies (Bettelheim, 2003 : 7).

G. Aid in development of an ethical value system (Scott, 1971: 23).

H. Introducing classic tales which all well-informed people should know.

I. Aid in vocabulary development.

J. Entertaining and amusing the child.

K. Enriching the various areas of the curriculum, as English, history or science.

L. Helping the child appreciate his own cultural heritage, as well as the heritage

of others.

2.4.3 The Advantages of Using Story in Teaching Vocabulary

According to Brewter and Wright (in Sabillah, 2004) there are some

advantages of using story in teaching vocabulary.

A. Stories are rich sources of language experience (Wright, 1998:6)

B. Stories, especially those that contain a lot of direct speech, help children to

learn the intonation (Brewter, 1994:168)

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C. Stories introduce children to language items and sentence construction

(Wright, 1998:6)

D. Stories encourage children to get the meaning of new words through a

meaningful context (Brewter, 1994:162)

E. Stories, especially those that consist repetitive elements, provide an

opportunity for children to listen carefully, predict the next part of the story,

and participate pronouncing the repetitive elements (Brewter, 1994:67)

F. Stories provide the opportunity for the children to practice English without

being afraid of making mistakes, and this help the children build up their

fluency in listening, speaking, reading, writing (Wright, 1998:6)

G. Stories can raise children motivation (Wright:1998:6)

H. Stories bring fun to the classroom since listening to stories is enjoyable for

children

I. Stories encourage children to develop a sense of sharing, collaborating, and

communicating (Wright:1998:7)

2.4.4 Some Hints of Choosing Stories for Storytelling Activities.

The teacher should choose only the best stories, stories which by virtue of

style, theme, and plot beg to be told. Children deserve the best which we can give

them. Second rate is not good enough. The teacher needs to choose stories from

all genres--legends, fantasy, biography, poetry and so on. The following are some

hints the teacher can apply in choosing stories for storytelling activities.

a. Investigating classic editions of works, rather than the re-written watered

down versions so currently popular in the marketplace.

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b. Choosing a story which speaks to the teacher personally. A story the teacher

does not love will not be worth the telling since the teacher’s emotional

involvement with the story is often a keynote to a successful presentation.

Also, the teacher is going to spend a lot of time with this story!

c. Knowing the teacher intended audience--age, interests, attention span, and

previous experience with stories. Trial and error may be the teacher’s first

guide to matching story with audience to find out what works well for the

teacher and the children. The teacher should not be afraid to experiment,

however.

d. Reading widely within all areas of literature. The teacher should be always on

the look-out for the story which begs to be told. He needs to develope a

collection of stories which fit his personal storytelling style and meet his

needs.

e. Locating books, cassettes/records/CDs, and other forms of media devoted to

storytelling. The teacher should choose good stories from these sources as

well.

f. Attending storytelling conferences and performances to listen to stories done

by master storytellers. With their permission, often the teacher can tape a story

to learn later or buy a pre-made cassette or CD.

g. Testing the teacher’s selections with the type of audience for which the

teacher intend to use it. He should try his story, refining where necessary, or

discarding it if it does not meet his needs.

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 CHAPTER III

RESEARCH METODOLOGY

3.1 Research Design

Ary (1979) stated that research design may be defined as application of

scientific approach to the study of problem. It is a way to acquire dependable and

useful information. Its process is to discover answers to meaningful questions

through the application of scientific procedure. In other words, research method is

defined as general strategy followed in collecting and analyzing the data needed to

answer the research question.

This study used an experimental method because it was intended to know

the better method of teaching vocabulary for young learners. Nunan (in Suyatno

2003) states that experiment is a procedure for testing a hypothesis by setting up a

situation in which the strength of relationship between variables can be tested.

Experiment comparison is the simplest experiment of two groups of subjects as

required, that is the experiment group and the control group (Ary, 1979:237).

According to Keppel (1991), a common method for establishing facts is the

experimental method. Basically, the experimental method consists of the contrast

between two treatment conditions. There are two variables in this study that is

independent variable and dependent variable. The independent variable is the

vocabulary teaching through storytelling, and the dependent variable is the

students’ vocabulary achievement.

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3.2 Subject of Study

The term used in this study was not population and sample but subject.

Subject was the scientific term for an individual who participated in research. This

term was used because the study was not intended to make generalization. The

subject in the study was fifth year students of elementary school in SD

BANJAREJO KEDIRI. The number of this grade was 30 students. Then the

writer divided them into two groups randomly. A half of the students as an

experimental group, the writer had taught vocabulary by use of storytelling. The

other half of the students as control group, the writer had taught vocabulary but

not with storytelling.

The method to take the subject was Cluster Random Sampling. Cluster

Sampling is a form of probability sampling in which a researcher samples entire

clusters, or naturally occurring groups, that exist within the population (Myers and

Hansen, 2002; 83). And random is the process of selecting subject from a

population in that each person in the population has an equal chance of being

selected (Shavelson; 1981, 10).

3.3 Treatment

Treatment was a specific set of antecedent conditions created by the

experimenter and presented to subject to test its effect on behavior (Myers and

Hansen; 2002, 25).

The treatment was given to both experimental and control groups. The

experimental group was treated with story telling in the teaching and learning

process of vocabulary. The study took place at the start of the 2005/2006 school

16
year in July and August. The experiment was done in seventh meetings, each of

which was about 70 minutes. The treatment was given in the first until six

meetings. In this case, the teacher used one story for one session in order to make

the students easier to memorize the vocabulary and understand the story. This

treatment included direct teaching and student participation. In the last meeting

the teacher gave a vocabulary test. In more detail, the treatment to the experiment

group can be verified as follows:

To demonstrate the process, the teacher began with the following steps:

1. Giving some clues about vocabulary in the story by showing the pictures,

guessing words.

2. Asking the students to be participants or actors.

3. When the story telling begins, asking the students to pay attention.

4. Using her voice and gestures to make the story alive so that the students

can imagine about the story.

5. In the end of storytelling, drilling the students with the vocabulary that has

been used.

On the other hand, the control group was treated with the method

commonly employed by the teacher in daily meeting in the teaching and learning

process of vocabulary. The experiment was done in seventh meetings, each of

which was about 70 minutes. The treatment was given in the first until six

meetings. In this case, the teacher employed the method commonly used in the

daily meetings. In the last meeting the teacher gave a vocabulary test. In more

detail, the treatment to the control group can be verified as follows:

17
 To demonstrate the process, the teacher began with the following steps:

1. Giving some clues about new vocabulary related to the book.

2. Studying from the book

3. Asking the students one by one.

4. In the end of teaching learning, drilling the students with the vocabulary

that has been used.

3.4 Research Instrument

The instrument of this study was vocabulary test. The vocabulary test was

given in order to know the students’ vocabulary mastery. The type of vocabulary

test was multiple choices. It consisted of 25 items each of which weighed four

points. So the highest score the students could attain was 100 points and the

lowest score was 0. The test items were made by the teacher.

3.5 Try-out Test

The test was tried out at SDN Manissrenggo Kediri on June18, 2005 to 30

students of the fifth year class. The try out test consisted of 25 items of multiple

choices for 60 minutes. Then the writer analyzed each item based on the term of

level of difficulty, discriminating power, validity and reliability.

3.5.1 Level of Difficulty

According to Heaton (1988:178) “The index of difficulty is an item simply

shows how easy or difficult the particular item proved in the test”. It was done to

know the level of difficulty whether it was too easy or even too difficult for the

testee. Therefore, the index of difficulty (FV) was generally expressed as

18
percentage of the students who answered the item correctly. It was calculated by

using the following formula:

R
FV =
N

Where:
FV = fallacy value/index difficulty
R = the number of correct answer
N = the number of the students taking the test

He also makes classification of the scores, the classification areas follows:

If FV ≥ 0.75 an item is easy

If 0.3 < FV < 0.75 an item is moderate
If FV ≤ 0.3 an item is difficult

The result of try out test indicated the p-value was as follows: the lowest

p=.27; the highest p=.90; and the average p=.59. From the result, it could be

concluded that the test had moderate level of difficulty. The detail description can

be found in Appendix I.

3.5.2 Discriminating Power

Heaton, (1988; 179-180) said that the discriminating index of an item

indicates the extent to which the item discriminates between the testee, separating

the more able testee from the less able. The index of discrimination (d) tells us

about the discrimination between the clever students to the lower student. It was

presupposed that the total score on the test was valid measure of the ability (the

good student tends to do well on the test as a whole and the poor student tends to

do badly on the test). Furthermore, the formula used to calculate item

discrimination was as fallows:

CorrectedU − CorrectedL
D=
n

19
Where:
D = description index
U = upper half
L = lower half
n = number of candidates in one group

Ebel (in maksidaturohmah 2000) divided group level of discrimination

power as follows:

D = 40% above a very good items

D = 30% - 39% a good item
D = 20% - 29% a fair item
D = 19% above a bad item

The result of the analysis to the item discrimination of this revealed the

lowest D=.20; the highest D=.53; and the average D=.36. Therefore, it can be

concluded that the test had met the criteria of a good test. The detail description

can be found in Appendix II.

3.5.3 Reliability

Heaton, (1988; 162-1674) said that reliability is necessary characteristic of

any good test which is primary important in the use of both public achievement

and province test and classroom test. There are many methods that can be used to

estimate reliability, among other K-R 20 (Kuder and Richardson). Furthermore,

the formula used to calculate the reliability by using this formula as follows:

k Vt - pq
r11 =
k -1 Vt

Where:
r11 = Instrument reliability
k = the number of items in the test
Vt = Total of Varian
P = Total of subject that have true answer (1 score)
Q = Total of subject that have 0 score

The detail description can be found in Appendix III and IV

20
3.5.4 Validity

A test should have validity in the sense that it measured what it intended to

measure. The validity of the test always depended on the situation and the purpose

of the test used. This instrument was valid because this test measured the language

elements of vocabulary. Every item measured the vocabulary ability. The type of

this validity is content validity. According to Heaton (1988;160) “ The test should

be so constructed as to contain a representative sample of a course, the

relationship between the test items and the course objectives always being

apparent”.

In relation to this, the test used in this study was considered to be valid as

it measured the language element of vocabulary, because the test was taken from

the story. Every story was weighting around 17 % (4-5 items).

3.6 Data Collection

To collect the data the writer used a test. According to Ary (1979) “Test is

a set of stimuli presented to an individual in order to elicit responses on the basis

of which numerical scores can be assigned”. The test was vocabulary test. In this

study, the writer asked the students to choose the correct answer from the options.

The data used in this study were the scores of the objective test of vocabulary

obtained from the fifth year students of elementary school.

3.7 Data Analysis

After the data had been collected, the writer used t-test to analysis the data.

There were several steps applied by the writer in analyzing the data as follows:

21
1. Identifying and classifying the data based on the score.

2. Tabulating the score.

X1 X2 X1 2 X2 2

3. Finding the mean score and the standard deviation of the test both

experimental and control groups. The formula of mean score was as

follows:

X2
SD = − (X )2
N

Explanations:
SD: The varian score from distribution sample
X : The mean of group
N : The number of group

4. Applying the result into t-test table. The formula of t-test is as follows:

X1 − X 2
SD12 SD22
+
N1 − 1 N2 −1

Explanations:
X1 : The mean of group 1
X2 : The mean of group 2
SD1: The varian score from distribution sample 1
SD2: The varian score from distribution sample 2
N1 : The number of group 1
N2 : The number of group 2

5. Finding the significance score test. This table is for t-test for independent

sample.

22
 Tabled t-value Levels of
Calculated t-
Db (Df) significance Interpretation
value
0,05 0,01

n1 + n2 - 2

3.8 Hypothesis Testing

The t-test of this study was given under the 5% level of significance

(p= 0.05) and the used t-table value on the degrees of freedom (df) at 28.

Implementing t-table, it was found out that the value of t-table at p=0, 05 and

df =N1+N2-2 (or df = 15+15-2=28) is 2,048. This means that if the result of

computed t-test is less or same as 2.048, H0 (Null Hypothesis) is accepted. The

result of the researcher will be “The use of story telling method in vocabulary

teaching does not improve the fifth year students of SD Banjarejo, Kediri”.

In contrast, if the result of t-test is more than 2.048, H0 is rejected.

Consequently, the result of this study should read, “The use of story telling

method in vocabulary teaching improves the fifth year students of SD Banjarejo,

Kediri”.

23
 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter presents research findings which are based on the results of

data analysis, and the discussion which is based on the findings.

4.1 Research Finding

The research finding presents four points which cover: the vocabulary

achievement of the experiment group, the vocabulary achievement of the control

group, and the result of hypothesis testing.

4.1.1 The Vocabulary Achievement of the Experiment Group

Based on the result of data analysis, it was found out that one student

(6.67%) got the score of 84; one student (6.67%) got the score of 76; one student

(6.67%) got the score of 72; four students (26.67%) got the score of 68; two

students (13.33%) got the score of 64; two students (13.33%) got the score of 56;

two students (13.33%) got the score of 52; two students (13.33%) got the score of

44. Thus, the average score of the students was 61.6 (see Appendix VI).

It means that the students’ ability was enough. The result of the mean

score conversion can be seen in the table below:

Table I

The Score Conversion

Score The interpretation Value Frequency Percentage

85-100 Very good A - -

70-84 Good B 3 20%

55-69 Enough C 8 53.33%

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 45-54 Poor D 4 26.67%

0-44 Very poor E - -

Source: Arikunto (in Sugito 1995)

4.1.2 The Vocabulary Achievement of the Control Group

Based on the result of data analysis, it was found out that one student

(6.67%) got the score of 76; one student (6.67%) got the score of 64; one student

(6.67%) got the score of 56; two students (13.33%) got the score of 52; five

students (33.33%) got the score of 48; two students (13.33%) got the score of 44;

one student (6.67%) got the score of 40;two students (13.33%) got the score of 32.

Thus, the average score of the students was 48.8 (see Appendix VI).

It means that the students’ ability was poor. The result of the mean score

conversion can be seen in the table below:

Table II

The Score Conversion

Score The interpretation Value Frequency Percentage

85-100 Very good A - -

70-84 Good B 1 6.67%

55-69 Enough C 2 13.33%

45-54 Poor D 7 46.67%

0-44 Very poor E 5 33.33%

Source: Arikunto (in Sugito 1995)

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4.1.3 The Result of Hypothesis Testing

Based on the result of the computation of the data (see in Appendix VII), it

was found out that the mean score of the experiment group was 148.907; the mean

score of the control group was 115.626. Then, based on the result of t-test

computation, it was found that the value of te was 2.944. This value was greater

than the t-table value of (tt) 5% = 2.048 and 1% = 2.763 (. i, e 2.048 < 2.944 >

2.763). Therefore, it can be concluded that based on the criteria above, t-value

was higher than t-table. This means that the null hypothesis is rejected and the

alternative hypothesis is accepted. In other words, it can be stated that teaching

vocabulary through storytelling improves students’ achievement. This finding also

means that teaching vocabulary through story telling give a better result to the

fifth grade students’ English achievement.

4.2 Discussion

The result of the two month experiment shows that teaching vocabulary by

using story telling turns out to be more effective than teaching vocabulary without

story telling. In other words, story telling can improve the students’ vocabulary

through listening activities. Even though the students do not understand at the first

time, as the time goes by they can catch the new vocabulary. Kim (1999) stated

that improved listening skills, vocabulary development and an increased ability to

organize narrative thoughts are all behaviors exhibited by young children who

have been exposed to a variety of stories on a consistent basis.

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 Delaney (2005) said, “Acting out the meaning of words and seeing

pictures helps the children learn new words in a fun way”. Storytelling has

emerged as a key cognitive skill in the process of intellectual development.

The students understand the meaning of new words when they are

listening the sentences. This is supported by Brewter (1994) who stated that

stories encourage children to get the meaning of new words through a meaningful

context. Besides, the story telling may imply moral lesson to the students. Every

story has a massage that is given by the author.

In teaching vocabulary through story telling, the writer also used some

media like puppets, pictures and word cards. The purpose was to make the

students interested and motivated in studying vocabulary because stories make

them learn in a funny way.

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 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents two main points, that is conclusion and suggestion

5.1 Conclusion

This study focuses on investigating whether or not telling story in

vocabulary teaching improves the students’ vocabulary achievement. Therefore,

to find out whether or not there is difference between the two groups (experiment

and control groups) in the case of vocabulary achievement, t-test formula is used.

The finding is, then, interpreted by utilizing the table of significance of t-table.

The result of computation shows that the counted t is 2.944, which exceeds 2.048

at .05 and 2.763 at .01 level of significance. It means that the alternative

hypothesis is accepted. In other words, it can be stated that teaching vocabulary

through storytelling improves students’ achievement. From the result, it can also

be stated that teaching vocabulary by using storytelling is more effective than

teaching vocabulary without story telling. Therefore, story telling is worthwhile

applying in the teaching of vocabulary for young learners.

5.2 Suggestion

The following suggestions are important to know by the teachers of

English language as well as by the students in order that they achieve successful

teaching and learning process of vocabulary.

1. Vocabulary teachers should be creative in finding the stories that are

related to vocabulary that should be taught to the students to stimulate

their interest in learning English vocabulary.

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2. The students should play a more active role in learning vocabulary,

especially when they learn it in class in order to facilitate the teaching

learning process. And also, they are suggested to read more stories from

magazines, story books etc, because reading stories proves to be an

effective way to increase students’ vocabulary.

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