ACQUIRING VOCABULARY THROUGH SHORT STORY

This paper aims at increasing vocabulary through short story for secondary students in
Indonesia. The paper was designed in the form of Classroom Action Research. It was conducted
in two cycles; each cycle consisted of planning, acting, observing, and Reflecting. The analyst
utilized perception and test to gather the information. The aftereffects of the principal spelling
quiz showed that from 36 students, there were 16 students out of 36 who got scores of least 70. It
was equivalent to 44.4%%. In cycle 2, the absolute number of students who got the scores of 70
or higher was 29. It was equivalent to 80.5%. The consequence of this examination showed that
Short Story was viable to expand students' vocabulary stock.
Keywords: EFL Students, Vocabulary, Short Story, Classroom Action Research
INTRODUCTION

By understanding the significance of having adequate vocabulary of unknown dialect,

learning English vocabulary needs large exertion from students to expand their vocabulary
within class as well as outside of class. Furthermore, English instructors assume significant part
in applying fascinating and significant instructing procedure that can assist students with
arranging words utilized for communicating feeling, thought, and assessment. The achievement
of students in taking in vocabulary is indivisible from the methodology or procedure applied by
the instructors. The instructing of vocabulary at middle school is ordinarily done by the
educators with the strategy of utilizing setting the students learn vocabulary through the perusing
text yet the majority of the writings are unmistakable writings. Since the advancement of
students' vocabulary is fundamental, giving assortment perusing writings are likewise significant.
Relating to learning English at auxiliary school, the outcome actually doesn't satisfy the
assumption yet. It influences their capacity to build up the four language abilities in English.
Numerous students got hard to pass on expressions. Numerous students couldn't react questions
conveyed by educator in English. Also, numerous students barely fathom perusing writings given
by educator. This finding suggests that vocabulary is a necessary information to have to get a
handle on the data accessible in an understanding content. Auxiliary students are relied upon to
have the option to impart their inclination, thought, and encounters in their every day
correspondence. Truth be told, they still scarcely produce expressions in view of restricted
vocabulary.
Corresponding to showing English at optional students, the educators teach students to
retain certain words found in the understanding writings and they clarify perusing writings
through making an interpretation of words to empower the students to comprehend what the
perusing writings about. The procedures was applied by the instructors don't appear to be
powerful on the grounds that they don't give a lot of commitment in building up the students'
vocabulary. It tends to be seen from the way that numerous students are as yet unfit to utilize
English appropriately in both oral and composed correspondence particularly for ordinary
students.
RESEARCH METHOD
The design of the research was Classroom Action Research (CAR). The Classroom Action
Research was collaborative research because the researcher and her collaborative counterpart
directly conducted it. Since it dealt with the classroom setting, this research found a solution to
the students' problems concerning with vocabulary. To cope with the students' problems in
increasing vocabulary, the researcher implied short story during the teaching and learning
process.
In conducting the Classroom Action Research, the researcher did the action in a form of
cycles. It comprised four steps: planning, acting, observing, and reflecting. In the planning stage,
the researcher arranged an appropriate strategy, plan an exercise plan, assessment, plan
perception sheets, field notes, and set up the standards of progress. While executing the
arrangement, the analyst worried about doing the educating and learning measure as planned in
the arranging stage. In the perception stage, the researcher zeroed in on having agendas on the
perception sheets during the execution of the arranging. While in mirroring the analyst focused
on making a judgment whether the activity ought to be halted.
RESULTS AND DISCUSSION
The Teacher’s Teaching Performance in Classroom presentation
One of the angles in the educating and learning measure the analyst expected to consider in
this examination was the educator's instructing execution. To make the judgment more unbiased,
the researcher thought about the consequence of her perception agenda with the teammate's
perception agenda. The aftereffect of perception agenda and field notes on study hall show of
cycle 1 could be depicted as follows.
To begin with, the specialist didn't offer the students sufficient direction on the most
proficient method to response the spelling quiz. Second, the specialist didn't give students
sufficient opportunity to request explanation inquiries concerning things they didn't see yet.
Third, the researcher talked too quick when she disclosed the material to the students. Therefore,
some of students were fairly hard to comprehend her clarification. Fourth, during the homeroom
show the researcher an excessive amount of overwhelmed the action. The analyst an excess of
accentuated on clarifying the material and how the students should finish the vocabulary task. It
very well may be a direct result of she felt that study hall show stage was distinctly for him to
clarify exercise.
In cycle 2, the analyst changed the manner in which she introduced the exercise. At the
point when she gave guidance, she at times stopped to check students' understanding by posing
inquiries. This is upheld by Harmer (2007) who contends that it is significant for instructors to
watch that the students have perceived what they are being approached to do. He asserts that it
tends to be accomplished either by requesting that an understudy clarify the action after the
educator has given the guidance or by getting somebody to show different students in the study
hall how the activity functions.
The discoveries from the perception agenda and field notes which were rounded out by the
synergistic educator showed that the students' excitement and inspiration rose when the specialist
talked gradually in clarifying the material. It made them straightforward to what the educator
said. In addition, the students turned out to be more dynamic in class cooperation since there was
sufficient time given by the analyst to pose inquiries for explanation about things they actually
didn't comprehend.
The students’ Portfolios
Portfolios are assortments of students' work after some time. A portfolio regularly records
an understudy's best work and may incorporate different sorts of cycle data, like drafts of the
understudy's work, the understudy's self-evaluation of the work. Portfolios might be utilized for
appraisal of an understudy's capacities and improvement. The portfolio that the researcher
utilized in this examination was the students' consequence of assessment after the instructing and
learning measure.
The discoveries showed that out of three explored segments in cycle 1 like understanding
content, singular answers, and last show were classified accessible. In cycle 2 every one of the
three examined things was additionally arrange accessible.
Students’ Achievement in Vocabulary Test
The students' score in spelling quiz was just quantitative information in this exploration. In
any case, it was important commitment to decide whether the treatment given by the analyst
worked viably or not. The consequence of students' scores in cycle 1 and cycle 2 could be
portrayed as follows:
In cycle 1, it was discovered that there were 16 of 36 students who didn't make the
standards of progress 70. The level of study hall accomplishment in the main cycle was 44.4%.
In the interim, in the subsequent cycle, it was discovered that there were just 7 of 36 whose
scores didn't make the measures of progress. It implied that the level of study hall
accomplishment in the subsequent cycle is 80.5%. This showed that there was improvement
toward the students' vocabulary in noting spelling quiz.
From the information above, it very well may be said that short story was powerful to build
vocabulary dominance of optional students. The distinction in level of study hall
accomplishment between cycle 1 and cycle 2 was arranged conceivable since there was not huge
diverse number of the students who have not made the rules of progress between cycle 1 and
cycle 2.
There were a few strategies that have conceivably added to the improvement of the
students' accomplishment in cycle 1 and cycle 2, those techniques could be clarified as follows:
a. The information from the perception agenda shown the analyst didn't direct two things;
habitually survey students' understanding by posing numerous inquiries and furnishes
students with sufficient opportunity to ask explanation inquiries yet in cycle 2 there
specialist have done all things.
b. In cycle 1 Students still not comprehend the material introduced by the researcher, this was
demonstrated by the way that when the specialist requested that the students’ total perusing
task dependent on the short story for a specific time, numerous students couldn't completed
it on schedule. They required long time just to discover the appropriate response of one
inquiry while in cycle 2 the vast majority of students were finished the perusing task
dependent on the short story, they completed it on schedule. It brought about by the
researcher made gathering conversation.
c. The specialist talked too quick when she was introducing the material, hence students were
hard to comprehend it however in cycle 2 the researcher introduced the material all the more
unmistakably and spoken gradually and got some information about students' arrangement.
d. The students' cognizance to the material introduced was improved after the specialist
regularly checked their agreement while clarifying it. Furthermore, the enough time given to
students to ask explanation inquiry on something they didn't see additionally had improved
their inspiration and eagerness to the exercise.
The Implementation of Short Story in Cycle 1 and Cycle 2
In cycle 1, particularly in while-action, prior to introducing the material, the specialist
enlightened students concerning what they were going to learn and why it was significant. At
that point, she advised students to peruse the story text and took care of assignment 1 specifically
time. From that point forward, she disclosed the content to the students. The following, she
disseminated task 2 to the students and taught them to rehash the content to address the inquiries.
At that point, she requested that students record their answers on the board and checked the
appropriate responses with class, etc.
In study hall show for cycle 2, the specialist changed the manner in which she introduced
the material. Prior to requesting that the students total a spelling quiz, the analyst guided them to
address the perusing inquiries by utilizing understanding technique.
CONCLUSIONS
By righteousness of the examination discoveries and the conversation in past section
about the use of short story, the analyst had reached some inference. Since the students absence
of vocabulary in educating learning exercises, the short story could be utilized by English
instructors as an elective answer for help the students of huge class size. In light of the
consequence of the examination, it very well may be presumed that the use of short story is
successful to build the vocabulary authority of auxiliary students. It very well may be
demonstrated that in cycle 1, it was discovered that there were 16 out of 36 didn't make the rules
of progress 70. The level of study hall accomplishment in the main cycle was 44.4%. In the
interim, in the subsequent cycle, it was discovered that there were just 7 out 36 whose scores
didn't make the measures of progress. It implied that the level of study hall accomplishment in
the subsequent cycle is 80.5%. This showed that there was improvement toward the students'
vocabulary authority in noting spelling quiz. By expanding vocabulary, the students had the
option to utilize the language in correspondence by utilizing straightforward sentences since they
had supply of vocabularies and the students were additionally know the significance of words.

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