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INTRODUCTION
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
this policy, another decree (No.060/U/1993) was released stating that English can
students often have very good memories. It makes students easier to learn English.
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.
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
Henning (1973) believes that one’s learning of the terms and expressions
acquisition of that language. The writer agrees with Henning’s contention that
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vocabulary should be recognized as a central element in language instruction
beginning stages.
something new. Teacher must have many ideas. The introduction of the review of
presentation. Picture and the media support meaning. One way to make English
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
English.
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.
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In this study, the writer wants to find out the information about the
the teacher may achieve the purpose of the learning in the elementary school.
Based on the background of the study, the writer formulates the problem
achievement?”
variable and dependent variable in an experiment. Based on the theory the writer
students’ achievement.”
On the basis of the statement of problem, the writer states the purpose of
The writer expects that the result of this study will give information about
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to give a contribution for the teacher in teaching English for young learners
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
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
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.
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Teaching is the instructional process which involves implementing
2000:16).
development for both native and non-native speakers long after grammar
Rosensweig 1978:242).
Pellowski).
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CHAPTER II
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
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
kindergarten and first-grade classrooms, tends to benefit the children with already
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well-developed vocabularies, reinforcing the growing gap between them and
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):
refers to, but also where the boundaries are that separate it from words of
form with several and closely related meanings (head: of a person, of a pin,
of an organisation).
form which has several meanings which are NOT closely related (e.g. a file:
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• Affective meaning: distinguishing between the attitudinal and emotional
geographical variation.
different forms of the word or even different words from that word (e.g.
listening, reading and writing skills. Games, songs, and stories are very important
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:
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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
2.3.2 Songs
Children of all ages enjoy listening to songs, and singing and learning with
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,
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
is a good idea. They can be used to motivate and prepare the children for a topic
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
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2.3.3 Stories
Just like songs and games, stories are also very important in English for
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
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,
2.4 Storytelling
to organize narrative thought are all behaviors exhibited by young children who
(Kim, 1999).
gesture. It is not the same as reading a story aloud or reciting a piece from
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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”.
development of a child'
s ability to interpret events beyond his immediate
B. Introducing the child to oral language patterns. The child needs wide
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.
conscious self by giving the child structure for his own daydreams and
L. Helping the child appreciate his own cultural heritage, as well as the heritage
of others.
According to Brewter and Wright (in Sabillah, 2004) there are some
B. Stories, especially those that contain a lot of direct speech, help children to
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C. Stories introduce children to language items and sentence construction
(Wright, 1998:6)
opportunity for children to listen carefully, predict the next part of the story,
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
H. Stories bring fun to the classroom since listening to stories is enjoyable for
children
communicating (Wright:1998:7)
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.
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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
Also, the teacher is going to spend a lot of time with this story!
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.
storytelling. The teacher should choose good stories from these sources as
well.
by master storytellers. With their permission, often the teacher can tape a story
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
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CHAPTER III
RESEARCH METODOLOGY
defined as general strategy followed in collecting and analyzing the data needed to
the better method of teaching vocabulary for young learners. Nunan (in Suyatno
required, that is the experiment group and the control group (Ary, 1979:237).
between two treatment conditions. There are two variables in this study that is
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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
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
The method to take the subject was Cluster Random Sampling. Cluster
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
3.3 Treatment
experimenter and presented to subject to test its effect on behavior (Myers and
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
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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
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.
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
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
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
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To demonstrate the process, the teacher began with the following steps:
4. In the end of teaching learning, drilling the students with the vocabulary
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.
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
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
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percentage of the students who answered the item correctly. It was calculated by
R
FV =
N
Where:
FV = fallacy value/index difficulty
R = the number of correct answer
N = the number of the students taking the test
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.
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
CorrectedU − CorrectedL
D=
n
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Where:
D = description index
U = upper half
L = lower half
n = number of candidates in one group
power as follows:
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
3.5.3 Reliability
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
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
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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
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
To collect the data the writer used a test. According to Ary (1979) “Test is
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
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:
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1. Identifying and classifying the data based on the score.
X1 X2 X1 2 X2 2
3. Finding the mean score and the standard deviation of the test both
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.
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Tabled t-value Levels of
Calculated t-
Db (Df) significance Interpretation
value
0,05 0,01
n1 + n2 - 2
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
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”.
Consequently, the result of this study should read, “The use of story telling
Kediri”.
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CHAPTER IV
This chapter presents research findings which are based on the results of
The research finding presents four points which cover: the vocabulary
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
Table I
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45-54 Poor D 4 26.67%
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
Table II
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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
means that teaching vocabulary through story telling give a better result to the
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
organize narrative thoughts are all behaviors exhibited by young children who
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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
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
In teaching vocabulary through story telling, the writer also used some
media like puppets, pictures and word cards. The purpose was to make the
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CHAPTER V
This chapter presents two main points, that is conclusion and suggestion
5.1 Conclusion
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
through storytelling improves students’ achievement. From the result, it can also
5.2 Suggestion
English language as well as by the students in order that they achieve successful
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2. The students should play a more active role in learning vocabulary,
learning process. And also, they are suggested to read more stories from
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