IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH STORYTELLING

Abstract

Penelitian ini bertujuan untuk: 1) menganalisis peningkatan dari penguasaan aspek kosa kata siswa menggunakan storytelling, 2) mengetahui masalah yang dihadapi siswa dalam mempelajari kosakata dengan menggunakan storytelling. Data dikumpulkan melalui tes kosakata dan wawancara untuk mengetahui masalah yang dihadapi. Hasil penelitian menunjukan bahwa nilai rata-rata dari pre-test adalah 40.62 dan nilai rata-rata dari post-test adalah 55.62, dengan nilai penambahan 15. Nilai t lebih tinggi dari t-tabel (7.006 > 2.120), bisa diartikan bahwa hasilnya signifikan (p<0.05. Storytelling telah meningkatkan penguasaan kosakata siswa dalam semua aspek; nouns (meningkat 21%), verbs (meningkat 17%), adjectives (meningkat 13%), dan adverb (meningkat 6%). Dilain hal, hasil dari wawancara menunjukan bahwa para siswa memiliki masalah dengan memahami adverbs, menghafalkan jumlah kosakata, memahami kosakata yang dikatakan oleh guru, dan pelafalan kata.

This research was aimed at: 1) analyzing the improvement of students’ vocabulary aspect storytelling through storytelling, 2) finding out the problems the students face in learning vocabulary through storytelling. The data were obtained from the vocabulary test and interview to find out the problems the students face. The result showed that the students’ mean score of the pre-test was 40.62 and the mean score of the post-test was 55.62, in which their gain score was 15. Storytelling technique improved the students’ all aspects of vocabulary, such as nouns (21% improved), verbs (17% improved), adjectives (13% improved), and adverbs (6% improved). T- value was higher than t-table (7.006 > 2.120), it can be concluded that the result was significant (p<0.05). Besides that, the result of the interview showed that the students had problem in understanding adverbs, memorizing the number of vocabularies, understanding what words the teacher said, and pronunciation.

Keyword: storytelling, teaching vocabulary, vocabulary mastery, young learners