THESIS
THESIS
INTRODUCTION
also that the main emphasis of the four skills such as listening, speaking, reading, and
the individual development and the most important activity at school. It is needed in
every level of field of study. In this cases, the students have to read english materials
decoding the written words in a text. It means that reading is a process to get the idea
or information from the text. In reading, the students should understand each
especially, through reading, they should acquire new ideas, obtain needed
information, and seek supporting for ideas. They can also get the message that the
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Generally, the goal of teaching reading at university level is essentially aimed
at preparing the student to be able to read English. They will understand and
encounter this skill in their lives. The students have to be able to get the meaning of
a process in which the students are able to identify a large number of word or to get
the meaning of the text. In reading comprehension, there are three components that
should be known by students. The components are: topic, main idea, and supporting
details.
depends on types of English material. There are several kinds of English materials
such as newspaper, magazine, English text book, and one of them English short story.
Short story is a work of fiction that is usually written in prose, often narrative format.
Short story is as the same as a novel but it is shorter than novel. Short story is
normally applied to works of fiction ranging in length from one thousand to fifteen
thousand words. To comprehend the short story there are six components that should
who have unique traits, and who change, (3) an event is the story moving (the
problem, the conflicts, and realization), (4) the development of the story, (5) climax,
(6) ending.
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Among six components of short story above, setting is one of the components
that should be mastered by the students. To know setting in short story, the students
have to know four elements of setting in short story. The components are: (1) the
actual geographical location, (2) the occupations and modes of day to day existence
of the characters, (3) the time in which the action takes place, (4) the religious, moral,
third year students of English department of FKIP UMMY Solok, who have learnt
prose, the researcher distrusting many students does not comprehend about setting
and also all of components of setting. For more clear of this problem, the researcher
assigned small test for the students to know their ability in identifying setting of short
story. The researcher gives two short stories to 15 students. According the result of
the small test, the researcher found that there are some problems that faced by the
students.
in English; to comprehend the text the students have to have enough vocabulary. So,
that.
Second, the students are lack of knowledge about setting. To comprehend the
English story the students have to know what is setting, because setting can help the
3
Next, the students are difficult to identify some elements of the short story;
one of them is in identifying setting. Since setting has some elements, but the students
do not know that elements. Finally, the students are lazy to read. May be because the
students read the English story and also limited of vocabulary, there are some
Based on the problem above, in this research the researcher tries to analyze
students’ ability in identifying setting of English short story at the third year of
Based on the background of the problem above, there are some elements of
short story that have mastered by the third year of English Department students of
FKIP UMMY Solok. They are: first, setting is the time and location a takes place. In
identifying the setting in short story, the students are difficult to identify place, time,
the condition of the short story, and the atmosphere generally. Second, plot is how the
author arranges the events to develop the basic idea. In identifying plot of the short
story, the students do not understand kinds of plot that the author uses in the short
story. Third, conflict is essential plot. In case, the students do not know kinds of
conflict. Without conflict there is no plot in the short story. Fourth, characters are the
person in a work of fiction; antagonist and protagonist. Since the students are lack of
4
and protagonist character. The last, point of view is defined as the angle from which
story told.
Related to the identification of the problem above, there are five elements of
short story. The elements are: setting, plot, conflict, characters, and point of view.
Since there are five elements of short story, it is impossible for the researcher to
conduct a reseach for all of short story’s elements and based on the result of small test
given before, the students do not understand in identifying setting; the reseacher will
choose setting in short story, because setting is very important element in short story.
Without setting the students can not understand about time, gographical location,
religious, moral, intelectual, social and emotional of the character in short story, and
make the students difficult to identify setting in shor story.So, setting is very
important in short story, and the reseacher limited the problem on the thrid year
follow: “How is the third year of English Department students’ ability in identifying
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E. Research Questions
Based on the formulation of the problem above, some research questions should
students’ ability in identifying the time in which the action takes place
year?
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2. To describe the ability level of the third year of English department
students’ ability in identifying the time in which the action takes place
year.
The results of this research are expected to be beneficial for: first, teacher and
lecturer. The results are useful for the teacher / lecturer as information to know
his/her students’ ability in identifying setting in short story. This information can be
ability.
Then, the results are useful for the students as information to know their ability
in identifying setting in short story. So, the students can improve their ability. Third,
the result of this research might become a reference for other researchers who want to
conduct the further research on the similar problems, by using another design, such as
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H. The Definition of the Key Term
2. Short Story is kind of story that should be read by the third year students of
UMMY Solok.
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CHAPTER II
A. Reading Comprehension
Reading is the process to get an idea or information from the written language.
the perception of graphic symbols that present language and the reader’s language
Moreover, Leu and Kinzer (1987) say that reading is interactive and that the
reader somehow processes that printed stimulus to gain meaning implies that all of
the knowledge that the reader already has can be used in the attempt to comprehend
symbols. It means reading is a language activity the language and language related
skills already in a person’s knowledge base are key factors in understanding and
Then, Brown (2001) says that reading ability will be developed best in
association with writing, listening and speaking activity. He also says that reading as
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a component of general second language proficiency, but reading must be considered
involvement with written language. In the other word, the words of extracting and
the process to get the meaning in the text, so that the reader can interpret the
information and can the meaning of the writer to write the text.
B. Short Story
1. Definition
Short story is kinds of fictions that shorter than novel. It is also theme driven
consisting of approximately 2000 words but length is not the sole criteria for a short
story. It means that short story will normally concentrate on a single event with only
social background.
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Moreover, Howthorn says that (1989) short story is normally read at one
setting, and also typically limits itself to a brief span of time, and rather than showing
its characters developing and maturing will show at some revealing moment of crisis
whether internal or external. It means that, short story rarely have complex plots,
again the focus is upon a particular episode or situation rather than a chain of events.
Furthermore, Henstey (2000) states that short story should include setting
details woven into the text, development of at least one character through the
character’s words, thoughts, and actions and through the words of other characters
and/or the writer, a problem, resolution, conclusion, snapshots, though shots, and the
dialogue.
characteristics: (1) A short story is a piece of prose fiction which can be read at a
single setting; (2) It ought to combine objective matter-of-fact description with poetic
atmosphere; (3) It ought to present a unified impression of tone, color, and effect; (4)
It mostly shows a decisive moment of life (which can entail a fatal blow); (5) There is
often little action, hardly any character development, but get a snapshot of life; (6) Its
plot is not very complex (in contrast to the novel), but it creates a unified impression
and leaves with a vivid sensation rather than a number of remembered facts; (7) There
is a close connection between the short story and the poem as there is in both a unique
union of idea and structure; (8) There is a limited set of characters, one single action
and a simple plot; (9) A short story very often has an open/abrupt beginning and an
open or surprise ending; (10) A short story is restricted to one setting only.
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According to Kuesnosubroto (in Meria 2010) short story is the essences of
economy, consisting of approximately 2000 words but length is not the sole criteria
for short story. A short story will be normally concentrate on a single event with only
social background.
Based on the theories above, it can be concluded that short story is kinds of
the fiction and have less words than the novel. It means that, in short story there is the
single event that told by the writer. Short story is shorter than the novel, but in short
story also has basic elements, consist of characters, setting, plot, conflict, and theme.
There are many kinds of the short story. According to Risky (in Hendra,
2006) there are four kinds of short story. They are: first, dilemma of human story is
events that difficult situation in which one has to choose between two things.
Dilemma is situation which one has to between two undesirable things or courses of
action. This type of story tells about problem that happened in the story. When
Second, story of crime detection is events that offence for which there is a
punishment by law. Crime is offence for which one may be punished by law such
offence; law breaking, and then foolish or immoral act. It means that story about
criminal, in which criminal in the great number. Poor people will get insult from
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Third, story science fiction dealing with future scientific discoveries,
imaginary worlds, space travels or lives on other planets. It is discusses about the
result of experiment. After doing something for increasing education will get new
thing from experiment. So, it gives contributes toward science and education.
event, real one and statement that are true. It means that story just imagination not
Moreover, Howe (in Rini, 2003) says that there are three kinds of short story.
They are: (1) Some move according to slick or pat formula, often with a surprise
ending; (2) More serious are those that seek to reflect moment of experience a slice or
life in realistic ways; (3) Then there is a symbolic short story, which tries to
Based on the theories above, it can be concluded that the kinds of short story
are dilemma of human, story of clime detection, story if science fiction and story
According to Engramja (2008) there are five elements of short story. The
elements are:
a. Setting
Setting is the time and location in which a story takes place. There are
five parts in setting: (1) place is where the action of the story taking place
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(geographical location); (2) time is when the story taking place (historical
period, time of day, year, etc); (3) weather conditions are rainy, sunny, stormy,
etc); (4) social condition is the daily life of the character’s like or local color
atmosphere is what feeling is created at the beginning of the story (bright and
b. Plot
The plot is how the author arranges event to develop his basic idea. It is
usually has one plot so it can be read in one setting. There are: (1) introduction;
(2) rising action; (3) climax; (4) falling action; (5) Denouement.
c. Conflict
not merely limited to open arguments; rather it is any form of opposition that
faces the main character. There are two types of conflict. They are: first,
external conflict is a struggle with a force outside one’s self. Second, internal
conflict is a struggle within one self; a person must make some decision,
d. Character
antagonist and protagonist. One character is clearly central to the story with all
major events having some importance character him /her antagonist is the
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protagonist character. Second, the characteristic of a person is the information
e. Point of view
Point of view is defined as the angle from which the story told. There
2. Steam of the conscious means the story is told so that the reader feels
as if they are inside the head of one character and know all their
4. Omniscient is the author can narrate the story using the omniscient
Based on the explanation above, this research, the researcher only focuses in
Setting.
C. Setting
(1966) setting is everything that happens somewhere at some time. It also that
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elements of fiction which reveals to the reader the where and when of events. It
means that setting is the point in time and space at which the events of the plot occur.
Kenney (1966) also says that there are four elements of setting. They are:
first, the actual geographical location, including topography, scenery, even the details
of room’s interior. Second, the occupations and modes of day-to-day existence of the
characters. Third, the time, in which the action takes place, e.g. historical period,
season of the year. The fourth, the religious, moral, intellectual, social, and emotional
place, its can prompt characters to act, bring them to realization or cause them to
reveal their inmost natures. Moreover, Desvalini (1999) says that setting is general
located, historical time, social circumstances in which its occur, writers describes the
world they know, its sight and sounds, its color, texture and accent.
According to Hendry (2008) setting is the time and place in which happens.
provide a strong sense of setting. Setting is the psychological time or place in a story.
Based on the theories above, it can be concluded that setting is the important
parts in a short story. That includes that time and place that happen in the story.
Without setting the reader cannot learn of the common ignorant human behavior
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D. Relevant Studies
There some relevant studies that have conducted by other researchers, the
first, the study that had been conducted by Hendra Putra (2007) with the title
designed to know the ability of the third year students of English Department of
Second, the study that had been conducted by Rita Febrianti (2005) with the
story”. Her research was designed to know the ability of the third semester students of
research was descriptive research. As the result, she found that students’ listening
Next, the study that has been conducted by Lisa Handayani (2009) with the
title “An Analysis of the Ability of the Third Year English Students of Bung Hatta
quantitative research. Her research was designed to describe the ability of the third
lexicogrammatical features of narrative text. As the result, she found that the ability
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E. Conceptual Framework
the text. One of the materials that can be used to measure students’ reading
comprehension is English short story. To comprehend the short story the students
have to know and have to understand the elements of short story, one of them is
setting. There are four elements of setting. First, the actual geographical location,
including topography, scenery, even the details of room’s interior. Second, the
occupations and modes of day-to-day existence of the characters. Third, the time, in
which the action takes place, e.g. historical period, season of the year. The fourth, the
this research, the researcher, will be try to describe the third year of English
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Problem in reading English
short story
Setting :
Geographical location
Character
Action takes places
Religious, moral and social
character
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CHAPTER III
RESEARCH METHOD
This research was a descriptive research it was to describe the third year of
English department students’ ability in identifying setting in English short story. Ary
the current status of phenomenon. In addition, Gay (1987) states that descriptive
concerning the current status of the subject of the study. They are directed toward
determining the nature of the situation as it exists at the time of the study. The
situation.
1. Population
The Population of this research was the third year of English Department
Students of FKIP UMMY Solok. The total number of population was 112 students
divided into three classes namely VI.A, VI.B, and VI.C. More detail about the
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Table1. The number of third semester students of 2011/2012 academic
year of UMMY Solok.
V.A 23
V.B 30
V.C 21
Total 74
2. Sample
The sample in this research taken by using cluster random sampling technique
because the total number of the population of the third years of English Department
students of FKIP UMMY Solok in 2010/2011 academic year are too many to be
participant for this research and they have the same ability. There are three classes of
the second years of English Department of FKIP UMMY Solok, they are V.A, V.B,
and V.C, and will choose one of the three classes randomly, by using three rolls of
small piece of paper, which each roll contains name of the class. After lots small
choice forms. The test consists of 6 English short stories consist of 40 items. In doing
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the test the students asked to read the short story and the students asked to answer the
question. There are four indicator measured the students answer. The indicators were:
Total Number
No. Indicators Explanation
Item
1. Geographical Including: 12 2, 5, 6, 8, 12,
location topography, scenery, 19, 24, 26,
even the details of 29, 35, 39,
room’s interior. 40.
2. The time in e.g. historical period, 13 1, 7, 9, 13,
action place season of the year. 15, 17, 18,
21, 28, 30,
31, 32, 37.
3. The religious, Environment of the 13 3, 4, 10, 11,
moral, social, character. 14, 16, 20, 22
and emotional 25, 27, 33,
34, 36, 38.
.
After that, some indicators of reading comprehension. They are: Topic, Main
Idea, and supporting Detail, but the researcher only focuses on the indictors of
setting.
1. Validity
Finocchiaro and Sako (1983) state that test is valid when it measures
effectively what it is intended to measure. Gay (1987) states that a test can be said
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valid when the test measures what is supposed to measure. The concept of validity
reveals some aspect. A test is said to have content validity if content of the test
Arikunto (2007) states that a test is valid if it measure what it purpose to measure.
According to Finocchiaro and Sako (1983) there are four kinds of validity.
They are: content validity, concurrent validity, predictive validity, and construct
validity. This research will use content validity. Content validity is assured by
checking all items in the test to make certain that correspond to the instructional
objectives of the course, and it related to the material that had studied by students. To
validate the test, it is constructed based on the prose syllabus used at English
2. Reliability
Harris (1979) states that reliability is meant the stability of the score test. A test
can not measure anything well unless it measure consistently. Gay (1987) states that
reliability basically it is the degrees to which a test consistently measure what ever it
measure. Furthermore, Finocchiaro and Sako (1983) say that there are four kinds of
reliability. They are: test-retest using the same form, test-retest using alternate forms,
Among four kinds of reliability above, this research will use split-half method.
This method is used to measure reliability of the test in a single administration of one
form of a test. The test will be administrated to a group of subjects and later the items
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are divided into two comparable halves. Scores are obtained for each individual on
the comparable halves and a coefficient of correlation calculated for the two sets
NΣ XY −( ΣX )( ΣY )
r 1/21/2=
√( NΣX 2−( ΣX )2)( NΣY 2−(ΣY )2 )
Where:
∑X2 :
Quadrate of variable X
After that, to know realibility cooficient test of this instrument the reseacher
will be analyze try out by using formula by Spearman Brown in Arikunto (2009) as
Follow :
2r 1/21 / 2
r 11 =
( 1+r 1/ 21 /2 )
24
r1 =
21
2 Corelation between scores in each half
In collecting the data for this research, there are five steps to follow: first, come
to the class. Second, explains the instructions of the test and allot for the students.
Third, the students will be asked to write down the reading comprehension test in
identifying the English short stories. Fourth, the students will be given the 90 minutes
by the researcher to do the test. Finally, the researcher will collect the students answer
sheet to be analyzed.
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E. Technique of Data Analysis
After all of data will be collected, they will be analyzed and classified based on
the result of analysis done by researcher. The data will be arranged into a frequency
made by grouping the frequency distribution based on its interval. Then, the
researcher will be calculated the means of students’ score. The formula used was as
follow:
X=
∑ fx
n
( Maryunis, 2007)
Where:
X = Mean
After that, to know the variability of the scores students’ ability in ientifying
English short stories, this research calculated the standard deviation. The formula
√
Σ fx2 Σ fx
( )
2
SD=i −
n n
( Maryunis, 2007)
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Next, the students classified based on their score based on their ability in using
simple past tense and past perfect tense. To classify the students who get A, B, C, D,
≥ M + 1.5 SD = A (Excellent)
≥ M – 1.5 SD = E (Fail)
research calculated the percentage by using the formula suggested by Arikunto (2009)
as follow:
R
P= ×100 %
T
Where:
stories, after percentage had been justified, the result are classified into the following
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Table3. The Classification of Level of Students’ Ability
0% - 25% Low
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CHAPTER IV
FINDINGS
A. Description of Data
In this chapter, the researcher shows the data description and the data analysis.
There were 30 test items in the answered by 22 students. The test items were divided
condition, time in action, social condition, and atmosphere. Here, the researcher
found that the highest score was 24 while the lowest one was 8. The result of the
Short Story.
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13. Reno 4 6 4 5 2 21
14. Gusni 3 3 4 5 4 19
15. Rini O 4 4 3 2 6 19
16. Mariani 4 3 4 2 3 16
17. Lestra 2 4 4 6 4 20
18. Mandala 4 4 4 3 3 18
19. Atitis 5 4 6 3 5 23
20. Desri 4 6 5 4 5 24
21. Nofa 4 6 4 5 4 23
22. Sabri 4 3 5 6 6 24
The next step is to categorize the number of the students who were excellent,
good, sufficient, bad, and fail. The percentage of the students’ ability to comprehend
the topic, main idea, supporting detail, thesis, argument, and reiteration of the text
was found by counting the Mean (M) and Standard Deviation (SD).
location, the researcher counted the students’ scores (see appendix G), then,
the researcher counted the Mean (M) and Standard Deviation (SD). The result
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Table 5: Percentage of Students’ Reading Comprehension in Identifying
Total
Frequency
Range of Percentage
Grade Qualification of
Score (%)
Students
(F)
≥ 4,84 A Excellent 2 9.09%
≥ 4,63 < 4,84 B Good 0 0.00%
≥ 1,55 < 4,63 C Sufficient 18 81.81%
≥ 1,34 < 1,55 D Bad 0 0.00%
< 1,34 E Fail 2 9.09%
From the table above, the result showed that two students (9.09%) got
student (0.00%) got D, and two students (9.09%) got E. It is found that there
were 81.81% of the students (the highest percentage) who got C. So the total
in identifying geographical location that got grade (A+B) was 9.09% and in
can be classified into low level. After that, the researcher calculated the high
percentage of the whole students’ ability in identifying the topic. The result
graphic:
31
Geographical Location
E A
9% 9%
C
82%
researcher counted the students’ scores (see appendix H), then, the researcher
counted the mean (M) and Standard Deviation (SD). The result of the score
Total
Frequency Percentage
Range of Score Grade Qualification
of Students (%)
(F)
≥ 5,55 A Excellent 3 13.63%
≥ 4,21 < 5,55 B Good 1 4.54%
≥ 2,87 < 4,21 C Sufficient 13 59.09%
≥ 1,53 < 2,87 D Bad 4 18.18%
< 1,53 E Fail 1 4.54%
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Based on the table above, the result indicated that 3 students (13.63%)
(18.18%) got D, and 1 student (4.54%) got E. It is found that there were
59.09% students (the highest percentage) who got C. So the total excellent and
comprehending the topic that got grade (A+B) was 18.17% and it can be
classified into low level. After that, the researcher calculated the low
result shown that the students’ ability in identifying whether condition in short
graphic :
33
Whether Condition
E
D 5% A B
18% 14% 5%
C
59%
Story, the researcher counted the students’ scores (see appendix I), then, the
researcher counted the mean (M) and Standard Deviation (SD). The result of
Total
Frequency
Percentage
Range of Score Grade Qualification of
(%)
Students
(F)
≥ 5,59 A Excellent 2 9.09%
≥ 4,1 < 5,59 B Good 2 9.09%
≥ 2,62 < 4,1 C Sufficient 11 50.00%
≥ 1,13 < 2,62 D Bad 5 22.72%
< 1,13 E Fail 2 9.09%
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From the table above, the result showed that 2 students (9.09%) got A,
D, and 2 students (9.09%) got E. It is found that there were 50.00% (the
highest percentage) who get C. So the total excellent and good percentage of
got grade (A+B) was 18.18% and it can be classified into low level. After that,
the researcher calculated the low percentage of the whole students’ ability in
identifying time in action in short story. The results show that the students’
short story
Time in Action
9% 9% 9%
A
23% B
C
D
E
50%
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To measure the students’ ability in identifying social condition in short
story, the researcher counted the students’ scores (see appendix J), then, the
researcher counted the mean (M) and Standard Deviation (SD). The result of
Total
Frequency
Range of Percentage
Grade Qualification of
Score (%)
Students
(F)
≥ 6,36 A Excellent 0 0.00%
≥ 4,48 < 6,36 B Good 7 31.81%
≥ 2,6 < 4,48 C Sufficient 10 45.45%
≥ 0,72 < 2,6 D Bad 5 22.72%
< 0,72 E Fail 0 0.00%
From the table above, the result showed that no student (0.00%) got A,
got D, and one student (0.00%) got E. It is found that there were 45.45% of
the students (the highest percentage) who got C. So the total excellent and
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social condition in short story that got grade (A+B) was 31.81% and it can be
classified into average level. After that, the researcher calculated the high
Short Story. The results show that the students’ ability in identifying social
condition in short story was 19.99% and it can be classified into low level.
The description on the table above can be seen in the following graphic
Social Condition
D B
23% 32%
C
45%
story, the researcher counted the students’ scores (see appendix K), then, the
researcher counted the mean (M) and Standard Deviation (SD). The result of
37
Total
Frequency
Percentage
Range of Score Grade Qualification of
(%)
Students
(F)
≥ 5,93 A Excellent 3 13.63%
≥ 4,37 < 5,93 B Good 2 9.09%
≥ 2,81 < 4,37 C Sufficient 11 50.00%
≥ 1,25 < 2,81 D Bad 5 22.72%
< 1,25 E Fail 1 4.54%
Based on the table above, the result of the analysis indicated that 3
C, 5 students (22.72%) got D, and one student (4.54%) got E. It is found that
there were 50.00% of the students (the highest percentage) who got C. So the
ability in identifying that got grade (A+B) was 22.72% and it can be classified
into low level. After that, the researcher calculated the high percentage of the
whole students’ ability in identifying the atmosphere. The results show that
graphic.
38
Atmosphere
E
5%
D A B
23% 14% 9%
C
50%
researcher counted the students’ scores (see appendix M), then, the researcher
counted the mean (M) and Standard Deviation (SD). The result of the score
Total
Frequency
Percentage
Range of Score Grade Qualification of
(%)
Students
(F)
≥ 23,34 A Excellent 2 9.09%
≥ 19,17 < 23,34 B Good 4 18.18%
≥ 15,01 < 19,17 C Sufficient 8 36.36%
≥ 10,84 < 15,01 D Bad 7 31.81%
< 10,84 E Fail 1 4.54%
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Based on the table above, the result showed that 2 students (9.09%) got
got D, and one students (4.54%) got E. It is found that there were 36.36%
students (the highest percentage) who got C. So the total excellent and good
the topic that got grade (A+B) was 27.27% and in can be classified into
average level. After that, the researcher calculated the low percentage of the
whole students’ ability in identifying setting in short story. The results show
that the students’ ability in identifying short story was 19.99% and it can be
graphic:
Story
C
36%
40
C. Discussion
Reading short story needs understanding to comprehend what the story about.
identifying setting in short story was sufficient. The students have to know the
components of setting. Based on the findings above, the researcher got the students’
elements of short story because without it the reader cannot understand the way of
the story going on. According to Kenney (1966) setting refers to the point in the time
and th space at which the events of the plot occur everything that happens
somewhere at sometime.
According to Engramja (2008) there are five elements of setting. Setting is the
time and location in which a story takes place. There are five parts in setting: (1)
place is where the action of the story taking place (geographical location); (2) time is
when the story taking place (historical period, time of day, year, etc); (3) weather
conditions are rainy, sunny, stormy, etc); (4) social condition is the daily life of the
place); (5) mood or atmosphere is what feeling is created at the beginning of the story
In fact, based on the data analysis it was found that the students’ ability in
identifying geographical location topic was sufficient. The words that frequently
appeared on the story can support the students can guess the title of the short story. It
41
means that is easy for the students to identify the geographical location in short story.
Then, in identifying the weather condition in short story, the students’ ability was
sufficient. It indicated that the students found difficulties to comprehend the main
idea. The students are confused to take the main idea in each paragraph because they
consider recognize main idea is always in the first sentence. Next, the students’
was sufficient. It means that identifying social condition was enough easy to
understand for the students. In identifying the atmosphere in short story the students’
ability was sufficient. In other word the students felt easy when they comprehend the
atmosphere of the short story. In comprehending reiteration it was found that the
setting in short story text was various, because the students have various capabilities
in reading. It means that the class is heterogeneous class because the students the
high capabilities, medium capabilities, and low capabilities are mixed into one class.
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CHAPTER V
A. Conclusions
Based on the result of the data analysis, the researcher had some conclusions
as follows:
sufficient because there were two students got A, no student got B, eighteen
because there were three students got A, one student got B, thirteen students
because there were two students got A, two students got B, eleven students
because there were no student got A, seven students got B, ten students got C,
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5. The ability of the Third Year Students of English Department of FKIP
there were three students got A, two student got B, eleven students got C, five
proved by the fact that there were two students got A, four students got B,
eight five students got C, seven students got D, and one student got E.
B. Suggestions
in reading comprehension and give more interesting exercises for the students.
2. The students are expected to learn more about reading comprehension short
story and they are suggested to do more exercises about short story. It is
hoped that the students will be aware of setting and try to avoid the same
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3. The result of this research may contribute as the professional literature for the
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BIBLIOGRAPHY
Finocchiaro, Mary and Sydney Sako. 1983. Foreign Language Testing. New
York: Regents Publishing Company.
Handayani, Lissa. 2009. “An Analysis of the Ability of the Third Year English
Students of Bung Hatta University in Comprehending Narrative Text”.
Unpublished Thesis. Universitas Bung Hatta: Padang.
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Putra, Hendra. 2007. “Students’ Ability in Comprehending an English Short
Stories”. Unpublished Thesis. Sekolah Tinggi Agama Islam Negeri
Batusangkar: Batusangkar.
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