1. THE USE OF SHORT STORIES TO INCREASE STUDENTS’
VOCABULARY MASTERY OF THE EIGHTH GRADE
STUDENTS IN MTs NEGERI TARAKAN
THESIS
BY:
DESI DEWI PERTIWI
07.601010.057
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
BORNEO UNIVERSITY TARAKAN
THE MINISTERY OF NATIONAL EDUCATION
TARAKAN
2011
2. THE USE OF SHORT STORIES TO INCREASE STUDENTS’
VOCABULARY MASTERY OF THE EIGHTH GRADE
STUDENTS IN MTs NEGERI TARAKAN
THESIS
Presented to Borneo University Tarakan
in partial fulfillment of the requirements
for the degree of Sarjana in English Education
BY:
DESI DEWI PERTIWI
07.601010.057
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
BORNEO UNIVERSITY TARAKAN
THE MINISTERY OF NATIONAL EDUCATION
TARAKAN
2011
3.
4.
5.
6. 1
CHAPTER I
INTRODUCTION
A. Background of the Study
English is an important means of communication, which is used by many
countries in this world. It is used in all world activities, such as conferences, sport
events and world trade. Moreover, English is important in developing sciences,
technology, education, and culture because most of resource books are written in
English. This is why the Indonesian government chooses English as the first
foreign language to be taught in schools. By putting it as one of the subjects in the
curriculum, hopefully, students will have an ability to use English.
Teachers need to design the material to have students experience both in
practice and use of English based on content standard for elementary and
secondary education base as stated in decree of minister of national education
number 22 in 2006. The main purpose of teaching English at Junior High School
is preparing student to master the knowledge and Basic English skill that will
support and mastery of English skill in oral and written communication at
advanced.
Decree of Minister of National Education No. 22 in 2006 states that
English teaching are oriented to enhance the students’ ability to understand and to
create various kinds of short functional texts, which are procedure, descriptive,
recount, narrative, and report texts. Narrative is a text that purpose to amuse or to
entertain the reader or listener and deal with actual or vicarious experience in
7. 2
different ways to the reader or listener. Narrative texts usually like folk tales,
fable, legend, fairy tale, short story, etc.
In learning a foreign language, vocabulary plays an important role. It is
one element that links the four skills of listening, speaking, reading, and writing.
In order to communicate foreign language, learners or students should process a
number of words and should know how to use them accurately. Vocabulary is an
important element in language. Without vocabulary, we cannot communicative
effectively. So, the first step to learn English is learning vocabulary because it is
very prominent in language and it is always taught in language classes. Therefore
it is very important to learn vocabulary from the very first time, introduction
vocabulary to the student facilities the learners to achieve their skills in English.
Wallace in Susanti ( 2010) said that learning a foreign language is basically a
matter of learning vocabulary of that language.
Even though students realize the importance of the vocabulary in learning
a language, most students learn vocabulary passively in several factors. First, they
consider the teacher’s explanation for meaning or definition, pronunciation,
spelling, and grammatical functions are boring. Usually, the students hear nothing
in a vocabulary learning section but just listen to their teacher. Second, students
only think of vocabulary learning as knowing the primary meaning of new words.
Therefore, they ignore all other function of the words. Third, students usually only
acquire new vocabulary through new words in their textbooks or when given by
teachers during classroom lesson. For example: learners find many new words in a
text and then they ask the teacher to explain the meaning and usages. Learning
8. 3
and improving vocabulary can be done through variation ways, for example with
games, picture, song, poem, and also short story.
One technique for teaching English vocabulary is by using short stories.
Short stories can be used as one of the educational techniques in teaching learning
process of English. Setyani (2009) says that short stories are very interesting
material for Junior High School students. It will attract students’ interest and
stimulate them to start enjoying in reading English materials. Although the short
story is written in English, the students of Junior High School will enjoy reading it
for the following reasons:
1. Most students have been familiar with short stories as they read them at home
to entertain themselves.
2. Short story is an easily understood reading material. The vocabulary used is
not difficult, so the students do not waste their time to look up the meaning of
difficult words in a dictionary.
3. The sentence structures, which are used in short stories, are simple. Students
enable to understand what the sentence means.
Based on the observation and interview with the teacher and students of
MTs Negeri Tarakan, the observer draws some conclusions about the problems in
learning vocabulary that are faced by the teacher and the students. The problems
faced by the teacher are time management and increasing student’s motivation and
the student’s ability in learning English, and the problems faced by the students
are difficulties in memorizing new vocabularies, pronouncing words correctly,
9. 4
identifying predicating verb, noun, adjective and adverb, and understanding the
meaning of vocabularies in texts.
These problems of the second year students of MTs Negeri Tarakan in
academic year 2010/2011 indicate that the vocabulary mastery of the students is
still low. Therefore, the researcher will use short stories as one of materials in
teaching vocabulary. The researcher believes that teaching vocabulary by using
short stories is good to increase vocabulary mastery of the students. It can make
the students interested in learning English vocabulary. The researcher has a strong
belief that short stories are very interesting materials for Junior High School
students.
It is expected that students enjoy their learning and increase their
vocabulary continually. This method hopefully becomes one new break through in
teaching learning activity, which can contribute as an educational research.
B. Research Questions
The research questions of the study are formulated as follows:
1. Is there any significant effect of the use of short stories on students’ mastery
of content words?
2. Is there any significant effect of the use of short stories on students’ mastery
of function words?
3. Is there any significant difference between male and female students on the
mastery of content words after being taught by using short stories?
4. Is there any significant difference between male and female students on the
mastery of function words after being taught by using short stories?
10. 5
C. Objectives of the Study
General objective of this study is to investigate the effect of the use of short
stories on students’ vocabulary mastery. The specific objectives of the study were
formulated as follows:
1. To investigate if there is a significant difference in the mean scores of content
words test between experimental group and control group.
2. To investigate if there is a significant difference in the mean scores of function
words test between experimental group and control group.
3. To determine if there is a significant difference in the mean score of content
words test between male and female students after being taught by using short
stories.
4. To determine if there is a significant difference in the mean score of function
words test between male and female students after being taught by using short
stories.
D. Hypotheses
There are some hypotheses in this study:
1. H1 : There is a significant effect in the mean scores of content words test
between students taught by using and without using short stories.
Ho : There is no significant effect in the mean scores of content words test
between students taught by using and without using short stories.
2. H1 : There is a significant effect in the mean scores of function words test
between students taught by using and without using short stories.
11. 6
Ho : There is no significant effect in the mean scores of function words test
between students taught by using and without using short stories.
E. Significances of the Study
The result of this study is expected to give the real information about the
importance of using short stories in increasing students’ vocabulary mastery. It is
also to give information about the difference between male and female students on
the mastery of vocabulary after taught by using short stories.
For the students, the results are expected to help them increase their
vocabulary knowledge, and for the English teachers as well as the syllabus
planners, the results are hoped to be a meaningful contribution for developing and
expanding their techniques of teaching English with short stories curriculum to be
applied and can be one reference for the improvement of teaching English at MTs
Negeri Tarakan.
F. Scope and Limitation of the Study
This study will be done under the following scope and limitation.
1. This study was focused on how short stories increase students’ vocabulary
mastery.
2. This study analyzed the difference between male and female students on the
mastery of content and function words after being taught by using short
stories.
3. The subject of this study was the grade eight students of MTs Negeri Tarakan
in 2010/2011 academic year.
12. 7
G. Definition of Key Terms
1. Short story is a media used for teaching English vocabulary to the students in
improving their vocabulary mastery. It is used by the teacher in the teaching
English done to the experimental group.
2. Vocabulary mastery is students acquire the new word becoming familiar on by
applying them whether in spoken language or in written language. This means,
the students are able to improve their vocabulary mastery in treatment. Ability
to recognize the vocabulary that is taught by using short stories.
3. Content word is a word, such as verb, noun, adjective or adverb that has a
lexical meaning, rather than indicating a syntactic function.
4. Function word is word that is uninflected and serves a grammatical function
but has little identifiable meaning.
13. 8
CHAPTER II
REVIEW OF RELATED LITERATURES
A. The Concept of Vocabulary and Vocabulary Learning
There are various definitions about vocabulary. According to Hornby (in
Advance Learners Dictionary of Current English, 2000) says that vocabulary is:
(1) all the words that a person knows or uses, (2) all the words in a particular
language, (3) the words that people use when they are talking, and (4) a list of
words with their meanings, especially in a book for learning a foreign language.
Guralnik (in Randan, 2005) vocabulary is all the words of a language, or
all those used by a particular person, class profession, etc. In addition, Richards
(in Susanti, 2010) states that vocabulary is a core component of language
proficiency and provides much of the basis for how well learners speak, listen,
read, and write. Richards also states that vocabulary is one of the most obvious
components of language and one of the first things applied linguistics turned their
attention to.
Webster’s (1983) states that vocabulary is (1) a list of words and
sometimes phrases, usually arranged in an alphabetical order and defined a
dictionary, glossary or lexicon, (2) all the words of language, (3) all the words
used by a particular person, class, profession, etc. Sometimes all the words
recognized and understood by a particular person, although not necessary used by
him (in full, passive vocabulary).
Andrian doff (in Susanti, 2010) states that vocabulary is systematically
taught when: it is linked with important grammar (e.g. attitude, verbs, and
14. 9
adjective, reporting verbs), it is linked with a major topic area (e.g. names of
facial feature character) such as vocabulary is specially practiced both in the unit
and work book.
According to Brain Media (2010) vocabulary is a list or collection of
words arranged in alphabetical order and explained; a dictionary or lexicon, either
of a whole language, a single work or author, a branch of science, or the like; a
word-book.
As a linguist David Wilkins (in Thornburry, 2002) says that vocabulary
learning is very important. ‘Without grammar very little can be conveyed, without
vocabulary nothing can be conveyed.’ Thus, vocabularies are the flesh of a
language while grammar is the skeleton. In order to be able to use the language
productively, students must know certain amount of vocabularies, not only for
communicating orally, but also written.
By the definition above, the writer concludes that vocabulary is a basic of
a language. It is a very important thing or a vital organ that must be mastered by
the user of language. The student must know the vocabulary as much as they can.
A.1. Kinds of Vocabulary
Vocabulary is content and function word of a language which learned so
thoroughly that they become a part of child’s understanding, speaking and later or
reading, writing, vocabulary, Carter (in Randan, 2005)
a. Content word
Content words are also called lexical meaning, they are the kind of meaning
that are described in a lexicon or dictionary. The content words can be added
15. 10
to any rime as new scientific advances make new words and communication
about new invention necessary.
Content words include the following parts of speech, they are:
1. Noun (student, book, table, bag, etc)
2. Verb (eat, sing, read, walk, etc)
3. Adjective (sad, happy, beautiful, lazy, etc)
4. Adverb (quickly, slowly, happily )
b. Function word
Function words are also called empty words. The meaning is determined by
linguistic context. The function words are a closed class. We cannot add the
preposition or auxiliaries or modals or any other structure words of the
language. Part of speech is the divisions which words are classified according
to their function in a sentence. Each part of speech has a special use (or part)
in making up of the sentence of which it is unit. There are 154 function words
have six clauses, they are:
1. Determiners : few, a few, many, much, etc.
2. Auxiliaries : do, does, did, have, be
3. Preposition : at, on, in, by, for, of with, from
4. Conjunction : but, and, although, or, since, until, etc.
5. Interrogative : where, when, which, who, why, etc.
6. Modals : may, can, could, will, etc.
16. 11
B. The Concept of Short Story
Hornby (2000) says that short story is a story, usually about imaginary
characters and events that is short enough to be read from beginning to end
without stopping. As citied by Flanagan: a short story is a brief works of fiction.
It is usually contains one major conflict and often only one major character. Its
brevity usually suggests concise narration and limited setting.
Related to the special characteristics of short story, Burroway as quoted by
Koesnosoebroto in Setyani (2009) states that, “A short story is short and wastes
no words. The short story can deal with only one or a few consciousness.” From
this statement, we can see that every word, sentence in a short story must be
arranged in such away so that there will not be a waste of words or sentences.
Besides, the sentences used in a short story must be well and chosen so that each
sentence has connectivity with the topic or the theme of the story. This is as stated
by Alan Poe in his review of Nathaniel Hawthorne’s Twice- Told Tales, which is
quoted by Koesnosoebroto in Setyani (2009). According to Koesnosoebroto,
“Alan Poes’ statement mentioned that short story is economical” meaning that
every word in short story is powerful, and so, wordy sentence will not be found.
As citied by Cliffs: a short story is fictional work of prose that is shorter in
length than a novel. Edgar Allan Poe, in his essay "The Philosophy of
Composition," said that a short story should be read in one sitting, anywhere from
a half hour to two hours. In contemporary fiction, a short story can range from
1,000 to 20,000 words. A short story usually focuses on one plot, one main
character (with a few additional minor characters), and one central theme,
17. 12
whereas a novel can tackle multiple plots and themes, with a variety of prominent
characters. Short stories also lend themselves more to experimentation — that is,
using uncommon prose styles or literary devices to tell the story. Such uncommon
styles or devices might get tedious and downright annoying, in a novel, but they
may work well in a short story.
From the definition above, it can be concluded that short story is a short
work of fiction that tend to be less complex than novel, usually less than 5000
words that focus on only one incident, has a single plot, a single setting, a limited
number of characters, and covers a short period of time.
Scott (1985), an experiences Australian teacher/ storyteller, explains how
this practical and general objective can relate to benefits from using short story: It
can 1) introduce children to a range of story experiences; 2) provide young
students with models of story patterns, themes, characters, and incidents to help
them in their own vocabulary, writing, oral language, and thinking; 3) nurture and
encourage a sense of humor in children; 4) help put children's own words in
perspective; 5) increase knowledge and understanding of other places, races, and
beliefs; 6) introduce new ideas and be used to question established concepts
without threat to the individual; 7) lead to discussions that are far ranging and
often more satisfying than those arising from formal lessons; and 8) serve as the
most painless way of teaching children to listen, to concentrate, and to follow the
thread and logic of an argument.
For a classroom teacher who wishes to use short stories, it is best to begin
by choosing a simple story with only a few characters and an uncomplicated plot.
18. 13
The story should have action, the plot should be understandable to the listeners,
and the events of the story should have a definite climax that leads to a conclusion
the students will find satisfactory.
C. Effects of Short Story on Vocabulary Learning
Some researchers have observed and found related results referred to
particularly in improving vocabulary by using short story. Novianik (2008)
studies improvement of students’ vocabulary after treated by using short story at
the sixth year of SDN 1 Sunggingan Miri Kabupaten Sragen. She found that
teaching vocabulary using short story can encourage the students’ ability in
mastering vocabulary. The result of her study shows that the mean of the students’
vocabulary after the teacher taught by short story is 8.84 and the mean of
students’ vocabulary mastery before the teacher taught by short story is 6.57. It
means that the implementation of teaching vocabulary using story is effective to
improve the students’ vocabulary.
Fatmawati (2008) conducts a research on the use of short story as a
teaching devise to enrich students’ vocabulary. Her study is aimed at describing
two things, namely the implementation of teaching vocabulary through short story
and the teaching result. She took 35 students of the sixth year of MIN Sendanglo
Boyolali as the subject. In achieving the objectives, she used an action research
involving four procedures or phases namely planning, implementing, observing,
and reflecting. After presenting and analyzing the data, the result of her research
as follows: (1) there were 27 students who increased their English vocabulary
achievement; (2) there were 5 students who decreased their English vocabulary
19. 14
achievement and (3) there were 3 students who have static achievement. Overall,
she concluded that teaching English through short story is appropriate and quite
effective for the sixth year students of MIN Sendanglo Boyolali.
Fauzani (2008) defines short stories in increasing students’ vocabulary
mastery on her research. She took the students of the fifth grade of elementary
school at SDN 1 Banaran Sambungmacan Sragen as the subject of the study. To
collect the data, she conducted observation, interview and test. After collecting the
data and analyzing them by using classroom action research, she described the
result of the research. There are three kinds of the result in the research: (1) there
are 21 students (65.63%) who increases their vocabulary achievement (2) there
are 6 students (18.75%) who decrease their vocabulary achievement (3) there are
5 students (15.62%) who are static or do not develop their vocabulary
achievement. The conclusion is increasing vocabulary mastery by using short
story at SDN I Banaran Sambungmacan Sragen yields good and effective result.
Lilistiani (2008) conducts an experimental study on teaching vocabulary
using short story to the fourth year students of SDN 03 Pucangan Kartasura. Her
study aimed to know the significant difference between scores of pre- test and
post- test of teaching vocabulary using short story and conventional method. This
research is carried out at SDN 03 Pucangan Kartasura from April until May 2008.
She uses pre test and post test to know the significant difference of both in order
to calculate t-test. The test consists of 40 items. The result of the research
indicates that the students taught using short story get higher score (x = 7.29) than
20. 15
those taught using conventional method (x = 5.05). The result of the study implies
that short story is effective to be implemented in vocabulary teaching.
Wijayanti (2008) conducts her research on teaching vocabulary by using
short story telling to the second year students’ of SMP Muhammadiyah 1
Surakarta. As the sample she took 41 students of the second year students. Based
on the data analysis, she described the implementation of teaching Vocabulary
using short story telling. The teacher uses copies passage as media and then she
gave the copy of short story to the students. The conclusion is that the
implementation of teaching English using short story telling in SMP
Muhammadiyah 1 Surakarta is very effective. The use of teaching and aids using
this technique is very appropriate and helpful to enrich students’ vocabulary
mastery.
Hadi (2009) conducted teaching English using short story book reading to
the fifth year students of SDN 5 Boyolali. Her research study is aimed at
describing the teaching of English using short story book reading to the fifth year
students of SDN 5 Boyolali, and the problems faced by teacher in implementing
the technique. She collects the data by observing English class and conducting in
depth interview with the teacher and students of SDN 5 Boyolali. The data include
field notes and interview transcript. The result of her research shows that; the first,
in teaching English using short story book reading, the teacher always gives
exercises or activities guided by the teacher. The activity is divided into three
stages, namely pre-activity, whilst-activity, and post-activity. The second, the
problems faced by teacher in using story book reading are; a) The teacher
21. 16
sometimes does not master the target language perfectly, b) The teacher gets
difficulties to provide some different interesting activities in real situation in the
classroom, c) The teacher needs more energy and time to teach, d) The teacher
spends much money to get the material like short story book. The third, the
students said that they enjoy and are interested in short story book reading. They
can improve the vocabulary from the story, easily memorize the material, play and
learn the English lesson at once, practice reading, writing, and also speaking well.
Finally, she concludes that SDN 5 Boyolali is one of the schools that implements
short story book reading in teaching English. By using short story book reading,
the teacher of SDN 5 Boyolali gets better teaching learning process. Thus the
material can be delivered maximally.
From the six previous studies above, the researcher concludes that short
stories can be used as one of techniques in learning and teaching vocabulary
process. Teachers have to make the students interested in the material and
involved in learning process by creating a good atmosphere or varieties of
techniques in teaching vocabularies.
22. 17
CHAPTER III
RESEARCH METHOD
This part deals with the description of research design, research variable,
population and sample, research instrument, data of the study, data collection
technique, and data analysis technique.
A. Research Design
In this study, the researcher chose a quasi experimental method with
the posttest only with experimental and control group design. It is a research
to know whether there is a significant difference in the mean score of
vocabulary mastery between students after being taught by using and without
using short story. This study involved two groups, they are experimental
group and control group.
The effects of the treatment in this study were studied by assessing the
difference in the outcomes, that is the posttest score of experimental and
control groups. Here was a case where the testing effects had been avoided
because there was no pretest, only posttest. Care had to be taken, however, to
make sure that two groups were matched for all contaminating “nuisance”
variables. If the two groups were not matched or randomly assigned, selection
bias could contaminate the result. That’s because it was needed purposive
sampling to took two classes with the reason that same homogeneous and to
make sure that two groups were matched and equal for all possible
contaminating “nuisance” variables.
23. 18
The researcher chose two groups, one group (experimental group) was
by using short story and the other group (control group) was by using the
conventional way. Finally, the researcher did posttest to find out the
improvement of students’ vocabulary mastery which focuses on content and
function words by using short story in the classroom. The research design
could be described in Figure 1.
Figure 1. Research Design
Population
Choosing Sample Using Purposive
Sampling Technique
Experimental Group Control Group
Taught by Using Short
Stories
Taught by Using
Conventional Way
Posttest Posttest
Analyzing results by using SPSS
Result Result
Conclusion
24. 19
B. Research Variable
In this study, there were two variables, namely independent variable
and dependent variable.
1. Independent variable
Independent variable is one of the conditions, which is manipulated
by the experimenter. Based on the definition, the independent variable of
this study was the use of short stories in teaching vocabulary.
2. Dependent variable
Dependent variable is the one that measures the influence of the
independent variable. Based on the definition, the dependent variables of
this study were the students’ vocabulary mastery achievement and the
difference between male and female students on the score vocabulary
mastery after being treated with short stories in teaching English
vocabulary.
C. Population and Sample
1. Population
The population of this study was all of the eighth grade students of
MTs Negeri Tarakan in 2010/2011 academic year. It consists of three
classes. Class VIII-A consists of 33 students, class VIII-B consists of 30
students, and class VIII-C consists of 35 students. The total number of
population was 98 students.
25. 20
2. Sample
In this study, the researcher took the sample by using purposive
sampling techniques. It means that determination sample is appropriate
with objective research. The total sample of this study consists of 63
students. The researcher took class VIII-B as experimental group and class
VIII-A as control group. These classes were chosen because they were
relatively homogenous and met the following characteristics:
1. The same teacher teaches the students
2. The teacher uses the same references or material resources of teaching.
D. Research Instrument
In collecting the required data, the researcher applied vocabulary test.
The researcher made the test by herself. The item tests were adopted from
English on Sky and Practice Your English Competence by Erlangga. The
researcher chose these books because they still done in accordance with KTSP
2006 for Junior High School and generally learned by students of Junior High
School. The test applied for posttest. The posttest intended to find out the
improvement of the treatment. The vocabulary mastery to be tested in this
research was multiple choices. It contains questions, usually include a phrase
or stem followed by four options. There were forty questions in this test. It
consisted of content words and function words.
The researcher used formula to score the test as presented in Formula 1.
100
X
Wt
R
S
Formula 1. Calculating the Score (Arikunto, 1980)
26. 21
Where :
S = score
R = the total number of student’s correct answer
Wt = the total number of item
Further description on how to estimate the student’s score, the
researcher used the criteria of students’ vocabulary mastery as presented in
Table 1.
Table 1. The Classification Based on Diknas Classification (2006)
E. Try Out
Try out is essential for the purpose of validation in terms of practical
use before the real test distribute to the students. Before being given to the
sample students, the test was tried out to 35 students of the second year
students of MTs Negeri Tarakan at class VIII-C. The try out was held on
February 23rd
, 2010. The number of the test was 50 items. It consisted of
twenty items of content words and thirty items of function words. The main
purpose to have the try out test was to find out validity of items, reliability and
validity of the test.
No.
Items Correct Answer
Score Classification
Content
Words
Function
Words
1.
2.
3.
4.
5.
15 – 18
11 – 14
8 – 10
4 – 7
1 – 3
18 – 22
14 – 17
9 – 13
5 – 8
1 – 4
81 – 100
61 - 80
41 - 60
21 - 40
0 – 20
Very Good
Good
Fair
Poor
Very Poor
27. 22
2
2
2
2
Y
Y
N
X
X
N
Y
X
XY
N
R xy
Table 2. The Summary of the Result of Items Validity
No.
r-table
(0,325)
Items
Total
Number
Remarks
1 t-c > r-table
1, 3, 4, 5, 6,7 ,8 9, 10, 11, 12, 14, 15, 16,
17, 18, 19, 20, 21, 24, 25, 26, 28, 29, 30,
40 Valid
31, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42,
43, 46, 48, 49
2 t-c < r-table 2, 13, 22, 23, 27, 32, 44, 45, 47, 50. 10 Invalid
Table 2 indicated that there were 40 items of the test which
acceptable to take the data and used to test both of experimental and control
groups. Meanwhile, 10 items of the test which had to be ommited because
the items were invalid. The Results of this analysis is shown in Appendix 7.
a. Reliability and Validity of the Test
Validity of the test was necessary to find out in order to decide
whether the test measures the actual ability in the skills are being tested. To
strengthen this idea, Sudijono (2001) states that each item can be evidenced
has a positive correlation that significant with the total score, so each
question with correct answer was given 1 score, meanwhile for incorrect
answer was given 0 score .
To see the validity of the test, the researcher used a Product Moment
Correlation Formula as presented in Formula 2.
Formula 2. Product Moment Correlation Formula (Sudijono, 2001)
28. 23
2
Y
2
X
XY
Where:
xy
R = Coefficient Correlation of X and Y
N = Total Number of Testee
X = Result of Try Out
Y = Result of teacher test
= Square of X
= Square of Y
= Multiplication of Variable X and Y
= The sum
Based on the correlation by using the product moment formula, it
was found that table critical value of r product moment with 5 % and (db =
N- 2), so the result 35-2 = 33 respondents, r-table score is 0.325. The result
indicates that r-computed > r-table (0.426 > 0.325). Thus, it was stated that
the test was valid (see Appendix 8).
To find out the consistency of the instrument, the researcher used the
split half method in which items were placed into odd and even number
belong to variable X and variable Y, then correlate two variables by using
the formula as same as with Formula 2.
Moreover, to find out the realibility of the whole test, the researcher
used “Spearman Brown” formula as presented in Formula 4.
11
r =
2
2
1
2
1
r
1 +
2
1
2
1
r
Formula 4. Calculating the Realibility
29. 24
Where:
11
r = coefficient of whole reliability
2
1
2
1
r = coefficient of half realibility
Sudijono (2001) says that in the book of giving interpretation toward
coefficients reliability test r11 in generally was used as follow:
1. When 11
r as same as or higher than 0.70 means that test is reliable.
2. When 11
r lower than 0.70 means that test is unreliable.
Based on the result of reliability of the test, 11
r was 0.76. The result
indicates that 0.76 > 0.70. Thus, it was stated that the test was reliable. It
means that the test was reliable to be used as the reserch instrument of this
study (see Appendix 8).
F. Procedure of Collecting Data
In collecting data on the students’ vocabulary mastery, the researcher
took it once that is after treatment. The order of procedure collection data as
follows:
a. Treatment
The researcher gave the treatment for the students for four meeting
in which each meeting runs for 80 minutes. The experimental group
treated by using short stories and control group without using short stories.
Both of groups treated with the materials that related to themes “content
and function words” with some topics, namely verb, adverb, determiners,
conjunction, etc. The Researcher gave the vocabulary every meeting or
each material with time allocation per meeting was 2 x 40 minutes.
30. 25
1. The Steps in Teaching Vocabulary for Experimental Group
A. On the first meeting
1. Giving greeting for the students
2. Giving the explanation to the students about content words.
3. Giving a short story about “The Stingy and the Generous” to the
students and asked them to read it then asked them to find out some
new words.
4. Giving chance to the students to ask about unclear material.
5. Asking the students to write content words (verb, noun, adverb, and
adjective) based on text, each 5 words in a piece of paper.
6. Giving exercise to the students.
B. On the second meeting
1. Giving the explanation to the students about “Determiners and
Auxiliaries”.
2. Giving a short story about “The Shoemaker” to the students and asked
them to read it then asked them to find out some new words.
3. Asking the students to find out determiners and auxiliaries that include
in the short story.
4. Giving exercise to the students.
C. On the third meeting
1. Giving the explanation to the students about “Interrogative and
Conjunction”.
31. 26
2. Giving a short story about “Takatuliang, the Woodcarver” to the
students and asked them to read it then asked them to find out some
new words.
3. Asking the students to find out interrogative and conjunctions that
include in the short story.
4. Giving exercise to the students.
D. On the fourth meeting
1. Giving the explanation to the students about “Preposition and Modals”.
2. Giving a short story about “The Crow and The Oyster” to the students
and asked them to read it then asked them to find out some new words.
3. Asking the students to find out prepositions and modals that include in
the short story.
4. Giving exercise to the students.
2. The Steps in Teaching Vocabulary for Control Group
A. On the first meeting
1. Giving greeting for the students
2. Giving the explanation to the students about content words.
3. Giving a short conversation to the students and asked them to read it
then asked them to find out some new words.
4. Giving chance to the students to ask about unclear material.
5. Asking the students to write content words (verb, noun, adverb, and
adjective) based on conversation, each 5 words in a piece of paper.
6. Giving exercise to the students.
32. 27
B. On the second meeting
1. Giving the explanation to the students about “Determiners and
Auxiliaries”.
2. Giving a short conversation to the students and asked them to read it
then asked them to find out some new words.
3. Asking the students to find out determiners and auxiliaries that include
in the short conversation.
4. Giving exercise to the students.
C. On the third meeting
1. Giving the explanation to the students about “Interrogative and
Conjunction”.
2. Giving a short conversation to the students and asked them to read it
then asked them to find out some new words.
3. Asking the students to find out interrogative and conjunctions that
include in the short conversation.
4. Giving exercise to the students.
D. On the fourth meeting
1. Giving the explanation to the students about “Preposition and Modals”.
2. Giving a short conversation to the students and asked them to read it
then asked them to find out some new words.
3. Asking the students to find out prepositions and modals that include in
the short conversation.
4. Giving exercise to the students.
33. 28
b. Post-test
In the last meeting, the researcher gave a post-test to both of group to
measure the students’ improvement in vocabulary mastery based on the
material that have learned.
G. Technique of Data Analysis
In this study the data was analyzed by using Statistical Package for the
Social Sciences (SPSS) version 12.0. The scores of post test of the two groups
were be analyzed by using independent Sample t-test.
34. 29
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter presents the research findings and discussions of the study.
A. Findings
The purpose of this study is to examine whether there is any significant
differences on students’ vocabulary mastery after being taught by using short
stories. The results of this study are explained in this chapter. The results were
scores of posttest on students’ mastery of content and function words after
being taught by using short stories and the scores’ of male and female students
in the mastery of content and function words.
1. Students’ Score of Posttest
The treatment duration that was given to control and experimental groups
were four meetings or two weeks. Posttest was done on March 21st
and 22nd
,
2011 at the class VIII-B and the class VIII-A. The results of posttest are shown
in Appendixes 9 and 10 that can be concluded and reported in Table 3.
Table 3. Mean Score of Posttest
Class
Content Words Function Words
Total Score
Min.
Score
Max.
Score
Mean
Min.
Score
Max.
Score
Mean
Control Group VIII-A 28 72 44 23 64 39 41
Experimental Group VIII-B 28 94 52 23 91 50 51
35. 30
Table 3 shows that class VIII-A who were taught by using conventional
teaching got the mean scores 44 for content words and 39 for function words.
Meanwhile, the mean scores of VIII-B after being taught by using short stories
is 52 for content words and 50 for function words. To analyze the data, t-test
formula in SPSS 12.0 was used to see if there is any significant difference in
students’ vocabulary scores of content and function words between
experimental group (using short stories) and control group (using conventional
teaching). The frequency and rate percentage of the students’ mean scores of
control and experimental groups generally can be reported in Table 4 and 5.
Table 4. Frequency and Rate Percentage of the Students’
Mean Score of Control Group
Score of Content words Score of Function words
Score Frequency Percent Criteria Score frequency Percent Criteria
81-100 0 0.0 very good 81-100 0 0.0 very good
61-80 5 15.2 good 61-80 3 9.1 good
41-60 11 33.3 fair 41-60 12 36.4 fair
21-40 17 51.5 poor 21-40 18 54.5 poor
0-20 0 0.0 very poor 0-20 0 0.0 very poor
Total 33 100 Total 33 100
Tables 4 and 5 show the frequency and rate percentage of students’
vocabulary score of content and function words between control and
experimental groups. It could be seen from control group, there are 5 students
(15.2%) who got good score, 11 students (33.3%) who got fair score and 17
Table 5. Frequency and Rate Percentage of the Students’
Mean Score of Experimental Group
Score of Content words Score of Function words
Score Frequency Percent Criteria Score Frequency Percent Criteria
81-100 3 10.0 very good 81-100 3 10.0 very good
61-80 6 20.0 Good 61-80 6 20.0 Good
41-60 11 36.7 Fair 41-60 12 40.0 Fair
21-40 10 33.3 Poor 21-40 9 30.0 Poor
0-20 0 0 very poor 0-20 0 0 very poor
Total 30 100 Total 30 100
36. 31
students (51.5%) who got poor score on the scores of content words. Then, on
the scores of function words there are 3 students (9.1%) who got good score, 12
students (36.4%) who got fair score, and 18 students (54.5%) who got poor
score. There were not any students who got very good and very poor scores.
Meanwhile, at the experimental group, there were 3 students (10.0%)
who got very good score, 6 students (20.0%) who got good score, 11 students
(36.7%) who got fair score, and 10 students (33.3%) who got poor score on the
scores of content words. Then, on the scores of function words there were 3
students (10.0%) who got very good score, 6 students (20.0%) who got good
score, 12 students (40.0%) who got fair score and 9 students (30.0%) who got
poor score. There were not any students who got very poor score.
The scores difference between control group and experimental group
generally can be reported in Chart 1.
Chart 1. The Score Difference between Control Group and Experimental Group
0
10
20
30
40
50
60
Very
Good
Good
Fair
Poor
Very
Poor
Very
Good
Good
Fair
Poor
Very
Poor
Control Group Experimental Group
Content Words
Function Words
15.2%
9.1%
33.3%
36.4%
51.5%
54.5%
10%10%
20% 20%
36.7% 40%
33.3%
30%
37. 32
Table 6 shows the mean score, standard deviation of the students’
vocabulary test in content and function words. The mean scores of content
words between experimental group and control group resulted that experimental
group is higher than control group that is 52 (with standard deviation 17.41 and
standard error mean 3.18) for experimental group and 44 (with standard
deviation 11.42 and standard error mean 1.99) for control group. Then, the
mean scores of function words between experimental group and control group
is 50 (with standard deviation 18.05 and standard error mean 3.29) for
experimental group and 39 (with standard deviation 12.24 and standard error
mean 2.13) for control group. It means that the students’ scores of content
words in experimental group is higher than in control group. It can be
concluded in Table 7.
Table 6. Mean, Std. Deviation, and std. Error Mean of Class of Experimental
Group and Control Group
Words Group N Mean
Standard
Deviation
Standard Error
Mean
Experimental Group 30 52 17.41 3.18
Content
Control Group 33 44 11.42 1.99
Experimental Group 30 50 18.05 3.29
Function
Control Group 33 39 12.24 2.13
38. 33
Table 7. Independent Sample t-test of Experimental Group and Control Group
Levene's
test for
Equality of
Variance
t-test for Equality of Means
F Sig. t df
Sig.
(2-
tailed)
Mean
Differences
Standard
Error
Differences
95%
Confidence
interval of
the
Differences
Lower Upper
Content
Words
Equal
Variance
Assumed
4.485 .038 2.20 61 .031 8.12 3.67 0.76 15.47
Equal
Variance
not
Assumed
2.16 49 .035 8.12 3.74 0.58 15.65
Function
Words
Equal
Variance
Assumed
5.070 .028 2.74 61 .008 10.55 3.85 2.85 18.26
Equal
Variance
not
Assumed
2.69 50 .010 10.55 3.92 2.67 18.43
Levene’s test for equality of variance on the table above is used to
determine whether the variance is equal or not. In content words, Table 7 shows
that the Levene’s test is significant (the sig. value is .038 < .05). It means that
the two variances in content words are significantly different, so it can be
assumed that the variance approximately not equal. The result of computation
in content words by using independent sample t-test formulation in SPSS 12.0
from equal variance not assumed between class VIII-B and VIII-A is 2.16.
According to the result of the data analysis, the degree of freedom (df) is 49.
From the degree of freedom and 5% level of significance, t-table score is 2.00.
The result indicates that t-computed > t-table or 2.16 > 2.00. It means that there
is significant difference between the result of teaching content words using
39. 34
short stories and conventional teaching. Therefore, there is significant effect of
short stories in improving students’ scores of content words.
In function words, Table 7 shows that the Levene’s test is also significant
(the value is .028 < .05). It means that the two variances in function words are
significantly different, so it can be assumed that the variance in function words
approximately not equal. The results of computation in function words by using
independent sample t-test formulation in SPSS 12.0 from equal variance not
assumed between class VIII-B and VIII-A is 2.69. According to the result of the
data analysis the degree of freedom (df) is 50. From the degree of freedom and
5% level of significance, t-table score is 2.00. The result indicates that t-
computed > t-table or 2.69 > 2.00. It means that there is significant difference
between the result of teaching function words using short stories and
conventional teaching. Therefore, there is significant effect of short stories in
improving students’ scores of function words. The result of this analysis is
shown in Appendix 12.
2. Students’ Difference between Male and Female in Content Words
The scores of content words between male and female in experimental
group or class VIII-B after being taught by using short stories can be seen in
Appendix 11. The content word scores were computed using independent
sample t-test formulation in SPSS 12.0 and the result is shown in Table 8 and
Table 9.
40. 35
Table 8. Mean, Std. Deviation, and std. Error Mean of Content Words
Between Male and Female
Experimental
Group
N
Min.
Score
Max.
Score
Mean
Standard
Deviation
Standard
Error
Mean
Content
Words
Male 15 28 67 44 10.7 5.12
Female 15 28 94 60 19.85 2.76
The mean score of male students is 44 (with standard deviation 10.7 and
standard error mean 5.12). Meanwhile, the mean score of female students is 60
(with standard deviation 19.85 and standard error mean 2.76). Based on the
table, it can be concluded that the mean scores of female students is higher than
the mean scores of male students in content words.
Table 9. Independent Sample t-test of Content Words between Male and Female
Levene's
test for
Equality of
Variance
t-test for Equality of Means
F Sig. t df
Sig.
(2-
tailed)
Mean
Differences
Standard
Error
Differences
95%
Confidence
interval of the
Differences
Lower Upper
Content
Words
Equal
Variance
Assumed
4.400 .045 2.60 28 .014 15.18 5.82 3.25 27.11
Equal
Variance
not
Assumed
2.60 21 .016 15.18 5.82 3.08 27.28
Levene’s test for equality of variances on the table above is used to
determine whether the variance is equal or not. Based on Table 9, the score of
Levene’s test is significant (the sig. value is .045 < .05). It means that the two
variances are significantly different, so it can be assumed that the variances
approximately not equal.
41. 36
The result of t-test that is formulated in SPSS 12.0 from equal variances
not assumed between male and female students’ scores in content words is 2.60.
The t-table for degree of freedom (df) is 21 and 5% level of significance is 2.07.
The result indicates that t-computed > t-table (2.60 > 2.07), it means that there
are significant differences between the result of male and female students scores
in content words. It can be assumed that female students score is higher than
male students scores in content words. The result of this analysis is shown in
Appendix 13.
3. Students’ Difference between Male and Female in Function Words
The scores of function words of the students between male and female
in experimental group or class VIII-B after being taught by using short stories
can be seen in Appendix 11. The function words score was computed using
independent sample t-test formulation in SPSS 12.0 and the result is shown in
Table 10 and Table 11.
Table 10. Mean, Std. Deviation, and std. Error Mean of Function Words
between Male and Female
Experimental
Group
N
Min.
Score
Max.
Score
Mean
Standard
Deviation
Standard
Error
Mean
Function
Words
Male 15 27 64 42 11.61 2.99
Female 15 23 91 57 20.31 5.24
The mean score of male students is 42 (with standard deviation 11.61 and
standard error mean 2.99). Meanwhile, the mean score of female students is 57
(with standard deviation 20.31 and standard error mean 5.24). Based on the table
can be concluded that the mean score of female students is higher than the mean
score of male students in function words.
42. 37
Table 11. Independent Sample t-test of Function Words between Male and Female
Levene's
test for
Equality
of
Variance
t-test for Equality of Means
F Sig. t df
Sig.
(2-
tailed)
Mean
Differences
Standard
Error
Differences
95%
Confidence
interval of the
Differences
Lower Upper
Function
Words
Equal
Variances
Assumed
6.736 .015 2.45 28 .020 14.840 6.04 2.47 27.22
Equal
Variances
not
Assumed
2.45 22 .022 14.84 6.04 2.32 27.37
Based on Table 11, the score of Levene’s test is also significant (the value
is .015 < .05). It means that two variances are significantly different, so it can be
assumed that the variances are approximately not equal.
The result of t-test that is formulated in SPSS 12.0 from equal variances
not assumed between male and female students’ scores in function words is
2.45. The t-table for degree of freedom (df) is 22 and 5% level of significance is
2.07. The result indicates that t-computed > t-table (2.45 > 2.07), it means that
there are significant differences between the result of male and female students
scores in function words. It can be assumed that female students score is higher
than male students scores in function words. The result of this analysis is shown
in Appendix 13.
43. 38
B. Discussions
The data analysis of posttest between class VIII-A and VIII-B in content
words resulted that t-computed is higher than t-table (2.16 > 2.00). It means that
there are significant differences between the result of teaching content words
using short stories and conventional teaching. In addition, the comparison
between mean score of class VIII-B and VIII-A showed that mean score of
content words class VIII-B (52) is higher than class VIII-A (44). Therefore, it
can be assumed that teaching content words by using short stories is more
effective in improving students’ scores of content words.
The result of posttest in function words between class VIII-B and VIII-
A resulted that the mean scores of class VIII-B (50) is higher than class VIII-A
(39). In addition, based on the comparison of t-computed and t-table, it is found
that t-computed is higher than t-table (2.69 > 2.00). It indicates that teaching
function words by using short stories is more effective in improving students’
scores of function words.
These findings are supported by another research finding that was done
by Ice Wijayanti. The study found that vocabulary is major focus in short story.
Therefore, it is not surprising if teaching vocabulary by using short story is
more effective in improving students’ vocabulary mastery.
The difference score between male and female students in content words
indicated that female students are better than male students. It can be seen from
the mean scores of female and male students in content words. The finding
resulted that female students mean scores (60) is higher than male students
44. 39
mean scores (44) in content word scores. In addition, the result of t-computed
and t-table in male and female students on the scores of content words showed
that t-computed is higher than t-table (2.60 > 2.07). It means that there are
significant differences between the scores of male and female students in
content words. It can be assumed that by using short stories, there is a
significant difference between male and female students on the scores of
content words.
Based on the different score between male and female students in
function words, it can be assumed that female students are better than male
students in function words. It can be seen from the mean scores of female and
male students in function words. The finding resulted that female students mean
scores (57) is higher than male students mean scores (42) in function word
scores. Beside that, the result of t-computed and t-table in male and female
students on the scores of function words showed that t-computed is higher than
t-table (2.45 > 2.07). It means that there are significant differences between the
scores of male and female students in function words. It can be assumed that by
using short stories, there is a significant difference between male and female
students on the scores of function words.
These findings are supported by another research finding that reported
gender-stereotypic differences favoring female higher achievement than male in
English. Maccoby and Jacklin states as far as gender is concerned, studies
undertaken in many different parts of the world show a trend in which female
students are usually better foreign language learners than male students.
45. 40
Therefore, it is not surprising if there is a significant difference between male
and female students on the score of content and function words which the mean
scores of female students is higher than mean scores of male students.
The data analysis indicates that teaching content and function words by
using short stories is more effective in improving students’ scores of content
and function words in MTs Negeri Tarakan. Finally we can conclude that the
null hyphothesis (Ho) is rejected and the alternative hyphothesis (Ha) is
accepted. And also the finding indicates that there are significant differences
between the scores of male and female students in content and function words
by using short stories in MTs Negeri Tarakan. Finally it can be concluded that
the null hyphothesis (Ho) is rejected and the alternative hyphothesis (Ha) is
accepted.
46. 41
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion of the study. The
conclusions refer to the findings of the study. Suggestions are also presented in
reference to the objective and significance of the study.
A. Conclusions
Based on the result of the research on the use of short stories in teaching
vocabulary at MTs Negeri Tarakan, this study can be concluded that:
1. Short Story is effective in improving students’ vocabulary mastery of
content words. The result of the research shows that in content words, t-
computed is higher than t-table (2.16 > 2.00). It means that there are
significant differences between the result of teaching vocabulary using
short stories and conventional teaching. In addition, the comparison
between mean scores of class VIII-B and VIII-A showed that mean scores
of content words class VIII-B is higher than class VIII-A (52 > 44).
2. Short Story is effective in improving students’ vocabulary mastery of
function words. Based on the result of the research, it was found that in
function words, the mean scores of class VIII-B is higher than class VIII-
A (50 > 39). In addition, based on the comparison of t-computed and t-
table, it was found that t-computed is higher than t-table (2.69 > 2.00).
3. There is a significant difference between male and female students on the
scores of content words, which female is better than male in content
words. The research resulted that female students mean scores is higher
47. 42
than male students mean scores (60 > 44) in content words. Beside that,
the result of t-computed and t-table of male and female students on the
scores of content words showed that t-computed is higher than t-table
(2.60 > 2.07).
4. There is a significant difference between male and female students on the
scores of function words, which female is better than male in function
words. According to the result of research, it was found that female
students mean scores (57) is higher than male students mean scores (42) in
function words. Beside that, the result of t-computed and t-table of male
and female students on the scores of function words showed that t-
computed is higher than t-table (2.45 > 2.07).
B. Suggestions
Based on the result of the research, the following suggestions are given.
1. The English teachers should pay attention to the importance of short
stories as a good contribution in developing and expanding their media of
teaching English in increasing students’ vocabulary mastery.
2. The students should increase their vocabulary knowledge, for this
knowledge is very important if they want to communicate in English.
3. Further research should focus on the use of short stories in increasing
students’ vocabulary mastery of content and function words, because these
research findings only show the students’ improvement in content and
function words.
48. 43
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50. 64
Appendix 6
Short Stories for Experimental Group
First meeting (Content Words)
The Stingy and the Generous
Long, long time ago there lived two brothers. They had completely different
characters. The big brother was very stingy and greedy. He never shared his
wealth with poor people. The little brother was exactly the opposite. He was
generous and kind to poor people. He even had no money left because he had
shared it with the poor.
One day the generous brother was sitting in his garden when suddenly a
little bird fell on his lap. It was wounded. He took care of it, fed it and put it in a
nice cage. After the bird was healthy, the generous brother let it fly. After some
time the bird returned to him and gave him a watermelon seed.
The generous brother, then, planted the seed and watered it until it grew
into a good watermelon plant. Yet, the plant was very strange. It had only one
fruit; a big and heavy one. When the watermelon was ripe enough, the generous
brother picked it and cut it into two. How surprised he was. The watermelon was
full of gold.
The generous brother sold the gold and became very rich. He built a big
house and bought a very large field. Still, he never forgot to share his wealth with
the poor.
Second meeting (Determiners and Auxiliaries)
The Shoemaker
Once upon a time there lived a very poor shoemaker. He only had enough
leather left to make one pair of shoes. He cut out the shoes and left them on the
table. In the morning, the shoemaker was surprised. There was a beautiful pair of
shoes on the table. The shoes were so beautiful that a woman bought them and
paid the shoemaker a lot of money. Now, he could buy leather for two shoes.
Before he went to bed, he laid the leather on the table. Again he was surprised.
When he woke up the next morning, he found two beautiful shoes on the table.
Soon the shoemaker became a rich man.
One night, he decided to hide to know who crept in to make beautiful
shoes. At midnight two elves came and stitched the shoes together very carefully.
Yet, there was something strange about them. They wore strange and dirty
clothes. Then, the shoemaker’s wife made them clothes because she wanted to
thank them. After she finished sewing the clothes, she left them on the table. The
elves were very happy to see all those clothes. They put them on, sang and leapt
about happily. The shoemaker and his wife never saw the elves again, but they
would never forget them. The elves had showed them how to make beautiful
shoes.
52. 68
62
.
1
24
.
1
11
r
62
.
0
1
62
.
0
2
11
x
r
76
.
0
11
r
Based on the calculation of validity above, we see that Rxy was 0.42. The
result indicates that r-computed > r-table (0.426 > 0.325). Thus, it is stated that the
test was valid.
The Rxy value then once again was consulted to the realibility formula as
follows :
Based on the calculation above, we saw that 11
r was 0.76. The result
indicates that 0.76 > 0.70. Thus, it was stated that the test was reliable.
53. 65
Third meeting (Conjunctions and Interrogatives)
Takatuliang, the Woodcarver
Long, long time ago on the island of Simbau, in the Sulawesi Sea, there
lived a king and his beautiful daughter. The princess was not only beautiful, but
she was also wise and kind. Many princes wanted to marry the king’s daughter
and this made the king confused. He then, announced a contest: whoever
presented the princess with the most valuable give would marry her.
Takatuliang, the poor woodcarver, wanted to join the contest but he was so
poor that he had nothing to present. Then, he went far into the forest. There he
chose the best tree and carved it into a doll. Next, he took an old piece of cloth
and sewed it into a dress for the doll. After that, he cut his own hair and glued it
into the doll’s head.
On the day of the contest, all of the princes gathered before the king and
the princess. One by one, they presented their gifts: diamonds, silk, gold, jewelry.
Then came Takatuliang’s turn.
‘What do you have?’ asked the princess.
‘I bring only a doll’ said Takatuliang softly.
‘How many dolls like this do you have?’ asked the princess again.
‘Only this one. I carved it myself and decorated it with my own hair and my
father’s old cloth. He died and this is only thing he left me.’ Takatuliang
Answered.
The princess was very touched to hear Takatuliang’s story. She decided to
marry Takatuliang because he had presented her everything he had. Together,
Takatuliang and the princess lived happily ever after.
Forth meeting (Prepositions and Modals)
The Crow and the Oyster
One day, a hungry crow saw an oyster on the beach. He wanted to eat the
tasty meal inside the shell, so he tried to open the oyster. First, he used his beak,
but he could not open the shell. Then, he hit it with a stone, but the shell stayed
tightly shut. He even jumped up and down on the oyster, but still he could not
open it. Then, another crafty crow came by. He saw what the first crow was trying
to do and said, “my friend, may I offer you some good advice? I suggest you pick
up the oyster in your beak, fly high into the air and then drop the oyster onto the
rocks below. The oyster shell will break open and you will be able to have your
meal!”
The hungry crow thought that this was a very good idea. He picked up the
oyster with his beak and then he flew as high as he could. When he was sure that
he was high enough, he dropped the oyster onto the rocks far below. The oyster
shell broke wide open. However, the crafty crow was waiting behind the rock
nearby, and he reached the broken oyster first. He enjoyed a tasty meal while the
hungry crow had nothing to eat.
