ENHANCING EFL LEARNERS’ READING COMPREHENSION

BY USING SHORT STORY

By:
Royyan An-Nissa Nur Imani
160210401087
1. Introduction
Reading is one of four skill that important to be mastered by the English
Foreign Language (EFL) students. There are many reasons why reading English is
considered to be the most important lesson for EFL students. The most important
reason is that reading can lead EFL students to academic success as. I find that there
is a strong relation between reading and academic success. In other words, EFL
students who are poor in reading skill are considered to be failed in their school. The
next important reason is that reading can make EFL students to understand the
organizational pattern of writing. After having a lot of reading, finally they can gain
much information about how to write well; therefore, it can also improve their writing
skill. Those are the reasons of why reading skill is important.
I indicates of using short story in foreign language teaching has a lot benefits,
especially in improving reading skills. Saka (2014), in her descriptive study
supporting Vural (2013)’s results, identified the ideas of 40 junior students of ELT
department of Akdeniz University about the contributions of studying short stories.
The results suggested that reading short story increased their wish to read more and
appreciation for literature. Students reported that by reading good examples of
literature they have become aware of the world of short stories. For example, Vural
(2013) in his study with 34 students of prep classes of Two-Languages Department of
Suleyman Demirel University, Almaty, K Kazakhstan aimed to find out whether the
use of literature in ELT at university level could increase motivation of the students
and have a positive effect on reading and writing skills or not. Therefore, the use of
short story in enhancing EFL students’ reading comprehension is a good innovation.
2. Context
This study will be conducted in SMAN 1 Banyuwangi. The participants are
the tenth grade students of SMAN 1 Banyuwangi. They are students from X MIA
class consist of 33 students and they are in the first semester of the 2018-2019
academic year. All the students are native speaker of Indonesia ranged 16-17 years
 old. The time allocation is eighty minutes; as written in the syllabus. A story entitled
“Anya” wrirten by me is interesting for the teenager because it is kind of life-lesson
story that contain of the daily activity of the teenager in Senior High School. I will
deliver the story to the students in form of power point presentation by giving several
pictures that represent several parts in the story. According to (Ebrahimi Z & Azhideh
P, 2015) revealed that the students were more receptive when the stories presented
were short, colorful, with basic reading skilland few characters. The task that will be
used is the group discussion. This could be the way to attract students’ attention to
learn in a fun way and reduce their boredom while teaching learning process.

3. Justification
English become the difficult course to pass for EFL students. They have a lot of
difficulties while learning English, such as lack of motivation to read more an more in
class. It become the teachers responsibility to help the students, it can be done by
giving several methods, techniques, or even the media to help them solve the problem.
In this problem, there are some media that can be used to increase students’
motivation in reading, novel, poets, or short stories. In this case, I am going to use the
short stories to solved the problem; lack of vocabularies.
Short story is kind of familiar thing in our life. They usually read a story in their
spare time as well as the children. They love to know the characters, who become the
good person and the bad person. They usually read a story through a comic, or even
from the stories book. In my opinion, short story is an innovative ways to develop
students’ vocabulary. Abuzahra & Farrah (2016) said that short story is considered as
one of the literary genres that can be used in the EFL classroom to enhance language
skill, motivate students, and increase their cultural awareness and tolerance. Wright,
Betteridge and Buckby (1984) believe that using tales is a good way to learn reading
skillin EFL context. This is because, with the use of tales, the teacher can create
various contexts in which students have to use the language to communicate,
exchange information and express their opinions. According to Collie and Slater
(1991), there are four advantages of using short stories for language teachers. First,
short stories are practical as their length is long enough to cover entirely in one or two
class sessions. Second, short stories are not complicated for students to work with on
their own. Third, short stories have a variety of choice for different interests and
 tastes. Finally, short stories can be used with all levels (beginner to advance), all ages
(young learners to adults) and all classes (morning, afternoon, or evening classes).
Here are some studies that have been conducted in order to know the benefits of
using short story in enhancing students’ reading skill. First is Al-Dersi (2013) showed
in his study that the use of short-stories in EFL classrooms for developing reading
skill of EFL learners is a naturalistic, enjoyable, low-cost and highly effective
method. Second is Ebrahimi Z & Azhideh P (2015) showed that contextual guessing
affected the students' reading skill learning and helped them keep the second language
reading skillin their minds longer. In the case of fixing good number of reading skill
items in mind short stories help significantly. And the third is Arcila G. N, Morales
C.P, Ramirez J. P (2016) showed that storytelling technique and provide opportunities
to the students to practice and learn new reading skill and in that way, guide them to
achieve the aims of the lessons through relia, giving opportunities to reinforce their
language acquisition process through memorizing of language structures and reading
skillintroduced with the use of contextualized comprehensible input.
The short story that will be used in learning activities is written by me (see the
appendix). The words that I used in the story are commonly used, so the students will
not to be confused to interpret the whole story. The story is a kind of fable and the
theme is about character building. In this story, the students will learn not to have a
bad attitude like one of the characters, and whatever has been done will definitely get
the consequences. Through this story, students not only learn to solve their problem
which is to develop they vocabulary, but also the character building.
4. Conclusion
Bit can be concluded that the use of short stories for developing students’
reading skillis effective. However, we cannot say that the other media is not effective.
Therefore, we can give some suggestions to the teacher. First is the teacher have to
find the appropriate media to develop students’ vocabulary, it is because there are still
many of the students get difficulties in learning vocabulary. Second is an innovative
activity to help the students solve the problem. Reading skill is a crucial aspect in
learning English. The students have to master it if they want to master the other skill
(reading, speaking, listening, and writing).
References
Al-Dersi Zamzam E. M. 2013. The Use of Short-Stories for Developing Vocabulary of
EFL Learners. University of Sebha, Sebha, Libya.
Abuzahra Nimer A. A & Farrah Mohammed A.A. (2016). Using Short Stories in the
EFL Classroom. Hebron University. Palestine
Arcila G. N, Morales C.P, Ramirez J. P (2016). Storytelling as a technique to
stimulate English vocabulary learning in early childhood education. University
of Tecnológica de Pereira. Pereira.
Collie, J. and S. Slater (1987): Literature in the Language Classroom. Cambridge:
University Press.
Ebrahimi Z & Azhideh P, (2015). The Effects of Teaching Vocabulary Learning
Strategies on Iranian EFL Learners ‘Vocabulary Development . International
Journal on Studies in English Language and Literature (IJSELL).Tabriz
Hirvela, A., & Boyle, J. (1988). Literature courses and student attitudes. ELT
Journal, 42, 179-184.
 APPENDIX

School : SMAN 1 Banyuwangi

Grade :12th
Date :16/10/18
Lesson : 10
Topic :Review Text (Short story)
Objectives :
1. Students are able to know the general information of text based on the material given
clearly.
2. Students are able to mention the generic structure of text based on the material given
clearly.
3. Students are able to know the language features based on the text book clearly.
4. Students are able to rewrite the story given based on their own word correctly.
Materials :
1. The text of the story “Anya”
2. Students worksheet
Time Allocation : 2 x 40 minutes
Method : Task-Based Instruction

Teaching and Learning Process

Steps Learning Activity Time
Allocation
1. Students give responds from the teacher’s greeting.
2. Students pray before doing teaching and learning
Pre-activities activities. 10 minutes
3. Students answer the presence of the teacher honestly.
4. Students respond to teacher’s questions related to the
topic :
 a) How often you read stories in your daily?
b) Have you ever find the strength or the weakness
of the story?
1. Teacher start to read the story of “Anya”
2. The teacher lists the events that occured in the story
“Anya”
3. The teacher explain about the purpose of reviewing
the text, especially short story.
Whilst activities 4. The teacher directs students to be able to find the 60 minutes
generic structure and mention the character, the
charateristics, place and time. Also they have to find
the strenght anf the weakness of the story

1. Students are asked to review what they have learned

for this meeting.
Post-activities 2. Students are asked to review their strengths, their 10 minutes
weaknessess, and their improvement during this
week.
3. The teacher conclude the lesson
Follow up Learnes have to find a short story text and analyze
and the generic structure and mention the character, the
homework charateristics, place and time. Also they have to find
the strenght anf the weakness of the story.

Appendix :
1. By reviewing text especially short story, we can find generic structure and mention
the character, the charateristics, place and time. Also they have to find the strenght anf
the weakness of the [Link] structures of Short story
2. Generic structure of short story
 Orientation : Sets the scene: where and when the story happened
and introduces the character and characteristics
 Complication : Tells the beginning of the problems which leads to the
crisis (climax) of the main participants.
  Resolution : The problem (the crisis) is resolved, either in a happy
ending or in a sad (tragic) ending.
 Re-orentation/Coda : this is a closing remark to the story and it is optional. It
consists of a moral lesson, advice or teaching from the writer.
3. Character is a person in a story, novel, or movie.
4. Characteristics is typical of a particular presonl, place or thing.
5. Setting is both time and place within a narrative or within a work of fiction.
6. Moral value is the standards of good and evil, which govern an individual’s behavior
and choices.
7. Answer these following questions orally.
 Mention the generic structure of the story “Anya”
 What are the character in the story of “Anya”?
 What are the characteristics of each character in the story of “Anya”?
 What is the setting in the story of “Anya”?
 What is the moral value in the story of “Anya”?
 What is the strength and the weakness in the story of “Anya”?
 Anya.

My name is Anya. I am an introvert. Super introvert. I never talk about my feelings to other
people, even my family. And now I climb the steps of my high school grudgingly, knowing
what lies ahead. I have no friends at this school so it is one long day of loneliness.
I always arrive early because I am afraid of being late for class. I couldn't stand the thought of
walking in late and having everyone look at me. Since I arrive early, the teachers often pass
by me. I keep my head down so that we don't have to say "hi" to each other and the
awkwardness that would involve.
I know what they are thinking.
“What is wrong with her?”
“Why doesn't she have anyone to talk to?”
I arrive at my first period class and listen to the chatter around me. Everyone is talking about
their weekend. I keep my head down and try not to catch anyone's eye. During class, I do the
same with the teacher in the hopes that he will not ask me a question. Sometimes it works and
sometimes it doesn't. If asked a question I quickly mutter a response, feeling my face
turn bright red as all eyes are on me.
During lunch, I usually sit alone or with a group of kids I used to know but have nothing in
common with anymore. I know they wonder why I am sitting with them when I never talk.
One day there were a group of students come to me, They are the most famous group students
in my school, and the leader named Alin. She is so perfect to me, she has a tall body, long
hair, beautiful but also cynic face. She is like a queen in school. Everybody always staring at
her group when they are walking around school. I’m so afraid with them. Because they
always bully me that I am an anti social girl.

Alin comes and asks “Hey anti social girl, are you still crazy? Hahaha”
I just keep silent.
And Cindy on of the member, asks “Are you really crazy? Ups!”
The other add “Why are you went to school if you’re not talking to others? Better you go
home and do home schooling for yourself”
Then they were laughing so loud.
I keep my head down and go. It’s commonly happen to me. Almost everyday.
Sometimes someone will ask me a question. As usual, I start to panic, feel my heart start to
race and the words get caught in my throat.
I say as little as possible.
I am sure everyone wonders what is wrong with me.
As much as possible I have scheduled my classes to avoid any public speaking.
Unfortunately, it can't be totally avoided.
When I have a presentation or speech to give I worry about it months in advance. The night
before I get little to no sleep and the day of I am a nervous wreck.
If it is in my last period class I can't concentrate for the entire day. When I finally get up to
speak my heart is beating so loudly I am sure everyone can hear it. My hands shake and so
does my voice. I have trouble catching my breath. I am sure everyone thinks I am crazy or
that there is something really wrong with me.
Outside of school I am not really involved in any activities. I don't have a part-time job like
most of the other kids because I am too afraid to apply or go for an interview. I spend most
nights and weekends at home reading or doing homework.
I haven't talked to anyone about the way I feel because I am
too embarrassed, and
I am afraid of people.
I should be able to do these things, right? It's just a character flaw that I have such trouble
with social situations. If I try really hard I should be able to become more outgoing and able
to cope.
One day, my music teacher, Mrs. Sofy. She is one of a kind teacher in my school. She is
pretty with her glasses on her face. She has an awesome voice. She Tried to talk to me once
about my anxiety. She could see how anxious I got and asked me what was wrong. And she
gave me all she know about my social anxiety disorder.
She asked “tell me about your feelings”
I said “I don’t know why I always feeling afraid to everybody that staring at me and ask me
about anything that make me nervous, even they gave me a simple question”
She said “hmm I ever read about an article that explain about your social anxity disorder, that
you have two chance to heal your social anxiety disorder. A medication or therapy such as
cognitive-behavioral therapy are effective in treating your issue.”
I ask “how could you trust that article work?”
She add “Because actualy if you’re not doing that kind of healing method, you can live with
social anxiety and do choose to seek help, there are many options to get better. In the
meantime, continue to make it through each day. Read stories about other teenagers with the
same problems as you and participate in online forums about social anxiety. And learnt from
their experience to deal with their social anxiety disorder”
I just thinking and silent.
She siad “Perhaps you wish someone would take the time to ask you what is wrong. Maybe,
if you could just talk to one person about the way that you feel, you might be able to get past
this problem that is consuming every moment of your life. Who will that person be?”
I ask “But, I don’t know where should I start?”
She answer “Choose someone, and make today the day that you share how you are feeling.”
I said “thank you for your advise, I’ll think about it
She said “with all my pleasure, you can come to me every time”
I was too embarrassed to talk about the way I was feeling; like she would think I was crazy or
something. It is pretty ironic that the reason I can't talk to anybody about being afraid of
people is because I am afraid of people!
Sometimes I get really down about the way things are; I think I might even be a
little depressed at times. It just wears on you when anxiety is constantly with you.
I was thinking all night long about her advise, and try to understand what should I do next.
I am both anxious and hopeful about the future. I am hoping that when I finish high school
things will get easier.
Hopefully, I can start fresh somewhere that nobody knows me and work on my fears. Maybe
at some point, I will get up the courage to get the help that I probably really do need. But I
have to start to change my new day as soon as possible, with “her advise”.