RESEARCH PROPOSAL

THE IMPACT OF USING ENGLISH SHORT STORIES IN

BUILDING STUDENTS’ CHARACTERS

DAMPAK PENGGUNAAN CERITA PENDEK BAHASA INGGIS

DALAM MEMBANGUN KARAKTER SISWA

NURUL SALSABILA

1952342014

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND LITERATURE

STATE UNIVERSITY OF MAKASSAR

2023
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 TABLE OF CONTENTS

APPROVAL SHEET
TABLE OF CONTENTS
CHAPTER I
INTRODUCTION
A. Background
B. Problem Statement8
C. Objectives of The Research8
D. Significance of The Research9
CHAPTER II
LITERATURE REVIEW
A. Some Pertinent Ideas
B. Theoretical Framework34
CHAPTER III36
METHODOLOGY
A. Research Design
B. Research Subject
C. Research InstrumentD................................Procedure of Collecting Data
E. Data Analysis Technique
REFERENCES
APPENDICES46

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 CHAPTER I

INTRODUCTION

A. Background

The development of character is an important aspect of education. In

today's globalized world, character building has become more crucial than ever,

especially for students who will face challenges and opportunities in various

aspects of their lives. The development of students' character is essential for their

overall well-being and success in life. Character development involves cultivating

positive qualities and values such as honesty, responsibility, empathy, and

perseverance. Duckworth and Seligman (2005) pointed out that character

development is positively associated with academic achievement. Students who

possess positive character traits tend to be more motivated, focused, and persistent

in their academic pursuits.

As we know, character building such as honesty, responsibility and

intelligence are important aspects needed by every student in achieving success.

The Development of National Character Education (Depdiknas: 2010) states that

there are 18 national character values that must be earnestly developed, including:

religious, honest, tolerant, disciplined, hardworking, creative, independent,

democratic, curious, nationalistic, love for the homeland, appreciating

achievements, friendly/communicative, peace-loving, fond of reading, caring for

the environment, social concern, and responsibility. Honesty and responsibility

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are the main things in person character. Everyone should instill the value of

honesty in oneself, just as it is important as a student to have this value. A person

who is honest must act in accordance with the situation, not lie, and not hide their

sincerity (Aisyah, 2019; Mulyati et al., 2020). In addition, McGrath & Whitty

(2018) stated, responsibility is an obligation to satisfactorily perform a task.

Another definition from Arfiah and Sumardjoko (2017) stated, responsibility is a

human behavior that is willing and able to carry out tasks or commitments. For

this reason, this characters must be given to the students.

Moreover, is it essential to create students who have a good character and

there are several ways to build students' characters. Basically, parents are the first

environment for students to build the character. According to Thomas Lickona

(2004) in his book, how to help our children develop good judgment, says: parents

as the moral foundation for students to build their character. It is the place where

students learn about love, dedication, sacrifice, and faith in their life. Students that

have warm and involved ties with their parents are the most academically

motivated and ethically responsible.

Teachers and school as the second environment for students to build the

character. Teachers are crucial in helping students develop their moral character

and become disciplined, honest, and responsible people. Munadir (2016) stated

that the teachers must provide an example for the students in terms of how to

discipline and act properly. In order to be effective role models for students,

teachers who are also parents at the school must always act appropriately and talk

a good speech. Students can model positive attitudes and put them into practice by

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seeing how the teacher acts. the third way is that the teacher can insert a moral

message in every lesson. teachers can provide learning such as patience, honesty,

hard work and never giving up in completing assignments in each lesson. that

way, students can take wisdoms and know that the lessons learned are indeed

important for developing their character.

Decree of the Minister of National Education and Culture number 23 of

2015 stated that, another way to develop student's character, one of the program is

through literacy activities. Literacy is an activity that really helps students, with

literacy activities at school it will be able to help students to improve their

character. the way to use character education as the important things in the

curriculum by presenting literacy programs in schools and embedding character

lessons into reading and language learning. Reading is the important activity for

students. through reading, students can get pleasure and also knowledge as

develop character and intelligence.

Reading habits will provide a positive activity for students. reading give

students character education skills, attitudes, behaviors and also important values

such as religious values, educational values and social values. According to

Almerico (2014) said that, reading character-themed books to and with children,

encouraging older children to read on their own, and discussing the books with

children can help them absorb and develop the values of strong character. The

purpose and benefit of reading is to understand a certain knowledge that may be

used in daily life, hence improving an individual's character. People who read will

gain new knowledge and information as a result of their efforts. Additionally, it

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can be concluded that the benefits of reading are extremely beneficial to one's

personal characteristics.

When it comes to reading, short story is one of the forms of reading. As a

result, Edgar Allan Poe in Nurgiyantoro (2002:10) argues that a short story is one

of the story that can be read in one sitting, roughly between half to two hours,

while that would not be possible for a novel. A short story is a short story of

roundness ofideas.in its condensation and viscosity, a short story is complete,

round, and brief.

The differences between short story and novel is that, short story is a work

of narrative fiction consisting of 1,000 to 10,000 words (Notosusanto in Tarigan,

2011: 180). Additionally, novels tend to be 50,000 to 70,000 words long, though

of course there are many examples of novels being longer or shorter than usual.

On the other hand, short story is intended to be read in one sitting, whereas a

novel is intended to engage the reader for a longer amount of time, such as days,

weeks, or even months. Both feature has the same elements of storyline, story

character, title, background story, theme, point of view, diction, and language,

however, the short story only has one conflict, one primary theme, and one

climax. There are many benefits by reading short stories, students can build good

creativity, have an open mind, increasing empathy, think critically, and improving

reading ability. Collie & Slater (1988, p. 196) claim that short stories are the ideal

way of introducing students to literature and language. This proves that short

stories are a good way to learn reading in foreign language, for example English.

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 English short stories are types of narrative text that is often used in

learning English. By reading English short story, students can improve their

ability to read English texts, get a lot of vocabulary, enrich grammar and also to

improve writing skills. The use of English short stories is potential improving

reading skill, reading comprehension, and also reading ability because the use of

English short stories as a media can possibly make the students exchange the

knowledge in learning process. There are so many advantages when we read

short stories, especially short stories in English. Students get a lot of learning

contained in short stories, especially in improving various language skills

including in building character.

Korompot (2022) in her research proves that short stories have many

benefits and advantages, one of them is increasing vocabulary. The aims of this

study is to find out how the effect of short stories on increasing students'

vocabulary. This study employs a quantitative method with a pre-experimental

design. The model in this design is a one group pretest and post-test. In this study,

20 students were chosen as samples, and the researcher utilized the mean score

formula to calculate the outcomes of the student test. As the results, the short story

in the form of a storyline has a lot of vocabulary, so that the students' vocabulary

is increasing, this is proven by the significant difference between the students' pre-

test and post-test.

Another researcher was found that there are several benefits in reading

short stories apart from increasing vocabulary. In Frimasary’s (2015) research, it

was found that students' reading comprehension by using short stories has a very

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good improvement. This research was designed as a Quasi experiment with two

classes that will be observed using the mean score formula. The results revealed

that the pre-test score for the experimental class was 45.1 and 45.25 for the

control class. The difference between the two classes was 0.15 point. The post-test

score was 55.9 for the experimental class and 51.8 for the control class. The

difference between the two classes was 4.1. It is possible to conclude that the

experiment was successful. From the explanation above proves that there are

differences in increasing students' score and interest by giving treatment, and the

difference in score between the two classes is significant. This means that reading

activities using short stories can improve students' reading comprehension.

Another research conducted by Exaputri (2021), this research used

qualitative explanatory research as the design which took part from research and

development in experiment phrase. In this study, the researcher wants to find out

the impact of building character education through short stories model application

in a small scope. This model designed by Susiati, et al (2021). The study is a case

analysis that specifically focuses on character education for children amidst the

pandemic situation. Conducted at SMPN 21 Surakarta, the research involved 31

students and 26 parents/guardians as participants. The targeted character traits for

students were derived from the Character Education guidelines formulated by the

Ministry of Education of the Republic of Indonesia, encompassing: (1)

Religiosity, (2) Nationalism, (3) Integrity, (4) Independence, and (5) Mutual

Cooperation. These traits were further broken down into 18 positive characters.

The research examines the implementation of the "Model Building Positive

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Character Through Short Stories" within a limited scope. English teachers,

homeroom teachers, and parents were also engaged in this research. After

conducting research, the researcher was found that short stories are a good

instrument for development students’ character education.

From the several studies that have been discussed, there are some

differences between this research and another research above. The first one

proved that short story can improve students’ vocabulary, the second research

focused on showing the benefits by using short stories in improving students’

comprehension, and the third one has the similar topic with this research, the

research proves that building character education through short stories can

improve students’ positive character.

Based on the explanation above, it proves that there are several advantages

in using short stories. However, according to the observations of researcher, there

is no research that has been discussed the impact of using English short stories in

building students’ character. Based on the experience of researchers reading short

stories while at school, the researcher wants to do research at SMA Negeri 3

Makassar because she already has experience as a student. Therefore, the

researcher wants to conduct research with title “The Impact of Using English

Short Stories in Building Students’ Characters”

B. Problem Statement

Building Students’ character is crucial for their holistic development and

success in various aspects of life. It goes beyond imparting academic knowledge

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and focuses on shaping their values, attitudes, and behaviors. Based on the

explanation above, the research question is formulated as follows:

1. What are the impacts of using English short stories in building students’

character?

C. Objectives of the research

Based on the research problem above, the researcher intends to find:

1. To find out the impacts of using English short stories in building students’

character.

D. Significances of the research

The significances of this research should provide the following benefits:

a. Theoretical significance

Theoretically, this research is expected to provide information about the

impact of using English short stories in building students’ character.

b. Practical significance

1. For the students

This research is useful for high school students as well as students

majoring in English department. The result of the research is expected to become

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information that can be used as a reference in helping students’ language skills

and can improve students’ character after reading short stories.

2. for the researcher

The researcher can use this research information to compile research that

has the same or relevant topic of study, as well as help gather information that

researchers need.

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 CHAPTER II

LITERATURE REVIEW

A. Pertinent Ideas

1. Character

a. Definition of Character

Muslich (2011) defined character as the principles of human behavior that

are expressed in ideas, attitudes, feelings, words, and deeds that are founded on

religious norms, laws, etiquette, culture, and ethical practices and that are

connected to God Almighty, oneself, fellow human beings, the environment, and

nationality.

Character is defined as acting morally despite external pressure to do

otherwise (Lickona, 1991). The origin of the word character comes from the

Greek "charassein" which means to carve. When character used in reference to

people, it alludes to the enduring imprints of life that distinguish one person from

another. Usually, our religious convictions, parental influences, and a child's early

interactions set lasting imprints early in life. According to Ryan & Bohlin (1999),

character is a pattern of someone's behavior. Individuals with good character have

an understanding of goodness, appreciate goodness, and act upon it.

Kirschenbaum (1995) identifies several attributes that define individuals with

positive character, including respect, accountability, compassion, self-discipline,

loyalty, bravery, and tolerance. Character is also marked when we participate in

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significant divisions in our country's history or resolve moral quandaries

throughout our lifetimes.

Character is a fundamental aspect of human existence (Pradhan, 2009). It

represents the unique blend of qualities that sets an individual difference with

encompassing their moral strength, reputation, and portrayal in various forms of

storytelling, such as plays, films, or stories. Therefore, character refers to the

distinctive attributes or traits that define a person.

b. Character Education

David Elkind & Freddy Sweet (2004) stated that character education is an

effort to help students to understand, care about, and behave in accordance with

prevailing ethical values. Character education refers to the deliberate and

systematic effort to develop positive character traits, values, and virtues in

individuals. It focuses on nurturing essential qualities that contribute to ethical

behavior, responsible citizenship, and personal well-being. Character education

involves guiding students to develop an understanding, empathy, and adherence to

appropriate social norms. They further explain that character education

encompasses all the actions taken by teachers that have the potential to shape

students' character. According to Berkowitz and Hoppe (2009) stated character

education can be seen as a discipline that has both historical roots and ongoing

development, combining traditional and contemporary elements.

Barnawi & Arifin (2012) defined character education as a learning process

that enables students and adults to understand, care for, and practice core ethical

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values, such as respect, fairness, kindness, being a good citizen, and being

responsible for oneself and others. Character education aims to go beyond

academic knowledge and equips students with the skills and values needed to

navigate and thrive in various aspects of life. Character education programs

typically include explicit instruction, modeling, and opportunities for practice and

reflection. They are designed to foster a positive school culture and create a

supportive environment where students can develop and demonstrate desirable

character traits.

Character education promotes and instills a wide range of values in

individuals. Here are some common values that are often emphasized in character

education programs:

1. Religiosity

This character teaching a mindset of acceptance and respectful adherence

to the principles of one's own religion, fostering tolerance towards the practices of

other faiths, and striving to cultivate harmonious coexistence with individuals of

diverse religious backgrounds.

2. Honesty

This character builds behavior based on self-made efforts as a person who

can always believe in words, actions and work.

3. Empathy

Developing empathy is a key aspect of character education. Students learn

to understand and share the feelings and perspectives of others. They are

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encouraged to show compassion, kindness, and support to promote positive

relationships

4. Fairness

Character education promotes the concept of fairness and justice. Students

learn to treat others impartially, avoid prejudice and discrimination, and promote

equality and equity.

5. Citizenship

Character education encourages students to be responsible and active

members of their communities and society. They learn about their rights and

responsibilities as citizens and are encouraged to contribute positively to their

communities.

6. Perseverance

Character education emphasizes the value of perseverance and resilience

in the face of challenges. Students learn to persist in their efforts, overcome

obstacles, and develop a growth mindset.

7. Courage

Character education encourages students to exhibit courage and take risks

in pursuing what is right, even in the face of adversity. They learn to stand up for

their beliefs and principles with integrity.

8. Self-discipline

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 Students are taught the importance of self-discipline and self-control. They

learn to manage their emotions, impulses, and behaviors in order to make

responsible choices and achieve personal goals.

9. Responsibility

Attitude and behavior of a person to carry out the task and obligations,

which should be done to himself, society, environment, country and God

Almighty.

C. Character Building

Character building was launched by the government in 2010 in order to

build new generation’s good character through education. This program mandates

not only schools but also universities and colleges in Indonesia to adopt character-

building programs with the objective of nurturing a strong moral foundation in the

new generation. Dodds, D.M. (2016); Montonye, M; Butenhoff, S; Krinke, S.

(2013); Patella, C (2003); Branson, C. (2004); Berkowitz, M. W & Bier, M. C.

(2004); and Thompson, W. G. (2012) found that character building activities can

impact students' positive behavior. The findings consistently indicated a positive

influence, leading to strong recommendations for implementing character building

programs in schools.

Character building refers to the intentional process of developing and

cultivating positive qualities, values, and traits that shape an individual's behavior,

actions, and interactions with others. According to the decision of the Ministry of

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National Education in Indonesia (Kemendiknas, 2011), the primary objective of

character building is to enhance the overall quality of education by instilling a

comprehensive and harmonious moral foundation in students. By implementing

character building, the goal is to nurture individuals who embody the principles of

Indonesia's ideology, Pancasila, in their lives.

According to Tantra (2012), there are four compelling reasons to integrate

character building into education. Here is the explanation below:

1. Education proves to be an effective process for nurturing character

development. It is widely recognized that character building should begin within

the family, extend to the school, and encompass the broader environment. The

family serves as the foundational source of character education, instilling positive

values in children. Schools then play a crucial role in reinforcing and

strengthening the character building instilled at home. Furthermore, the

environment provides an opportunity for children to apply and practice good

character in their daily interactions.

2. Education is a lifelong journey, starting from childhood and continuing

until the end of life. Therefore, character building should be instilled in children

from an early age.

3. Character education helps prevent the development of negative traits.

Education goes beyond intellectual growth; it also fosters emotional intelligence,

social skills, resilience, environmental awareness, and spiritual values. By

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focusing on character building within education, students have the chance to reach

their full potential.

4. Education allows character building principles to be taught to teachers,

students, and all stakeholders involved in the school community. By incorporating

character education into the school system, it becomes an inclusive and

comprehensive approach to fostering positive character traits among all

individuals involved.

The process of building character often involves facing challenges,

overcoming obstacles, and learning from mistakes and failures. It requires self-

discipline, self-awareness, and a willingness to continuously learn and improve.

Building character is not only about personal development but also about

contributing positively to society and making a meaningful impact on the lives of

others. Ultimately, building character is about becoming the best version of

oneself and striving to live a purposeful and ethical life. It is a lifelong journey

that requires effort, reflection, and a commitment to personal growth and positive

transformation.

D. Building students’ character by reading English short stories

Education is the key to creating a high-quality and highly competitive

generation. In addition to academic learning, the formation of students' character

is also an important focus in education. One effective way to improve students'

character is to cultivate a regular reading habit. Reading not only expands

students' knowledge and skills but also has a profound positive impact on their

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character development. The U.S. Department of Education Office of

Communication and Outreach in Almerico (2014) suggested, with reading books,

discussing a story that is read, and advising students to read on their own is one

way that can help students absorb and develop strong character values.

As we know, narrative text is one of the types of literature and writing

that narrates a story or fiction and non-fiction tales. Reading narrative text serves

several purposes, which contribute to our intellectual, emotional, and social

development. Farris (2004) explain that when people read narrative texts, it is

often called aesthetic reading because they do so to experience enjoyment and

pleasure. Short stories are one of the forms of narrative text. Reading English

short stories offers numerous benefits, which contribute to language proficiency,

cognitive development, and personal enrichment. Short stories often focus on

relatable human experiences, emotions, and dilemmas. Engaging with these

narratives fosters empathy and emotional intelligence as readers connect with the

characters and their struggles.

Short stories often contain various moral values, messages, and lessons

that readers can take. For the example, short story from 'Jack and the Beanstalk',

tells of a boy named Jack who gets magic bean seeds from an old man he meets

on the street when he is on his way to the market to sell his cow. The story of Jack

and the Beanstalk teaches us the importance of courage, creativity and taking risks

in the midst of adversity. This story also serves as a warning against greed and the

consequences of stealing. After reading stories that contain positive values, as

readers we can think critically about what problems are experienced by the

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characters in the story and that makes our positive characters such as creativity,

courage and also the nature of responsibility can be formed.

Moreover, reading short stories also helps enhance students' critical

thinking skills. In short stories, students encounter various issues and conflicts

faced by characters in stories. They are prompted to analyze, evaluate, and

understand the motivations and actions of these characters. In addition to

cognitive benefits, short stories also have significant emotional and moral

impacts. Lazar (1993) said that reading stories provide the teaching and learning

material which is motivating, authentic and great educational value, enjoy and

fun. Through reading short stories, students can connect with different characters

and experience the feelings and emotions they face. They can experience joy,

sadness, or empathy towards the experiences expressed in the story. These

experiences help students expand their understanding of human emotions and

cultivate empathy and better social understanding.

Thus, reading short stories can enrich students’ characters. Martono

(2018) stated, short stories in general provide an opportunity for us as readers to

make it a moral source. Short stories have great potential as a source for character

education efforts because in short stories there are various story themes that talk

about humans and humanity. This can build and improve our character, especially

in our positive character.

2. Impact

a. Definition of Impact

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 In various contexts, such as scientific research, social issues, business,

environment, or personal life, impact is used to evaluate the significance of an

action or event. Based on the Oxford Learner's Dictionary, impact is described as

the potent influence that something exerts on someone or something. It represents

the significant change or result that occurs due to a particular cause. JE. Hosio

(2007) defined impact as. In various contexts, such as scientific research, social

issues, business, environment, or personal life, impact is used to evaluate the

significance of an action or event. the tangible changes in behavior or attitudes

resulting from policy outputs.

According to Hikmah Arif (2009: 10), the general definition of impact is

everything that arises as a result of the existence of 'Something.' The impact itself

can be significant, with consequences both before and after the presence of

'Something.' It helps to understand and measure the outcome or effects, whether

they are intended or unintended, beneficial or harmful. The concept of impact is

often discussed in terms of both short-term and long-term consequences.

Additionally, (Peter & Yenni, 1991) stated, impact is a strong influence

that can be positive or negative. The definition of impact is the result, impact or

influence that occurs (either negative or positive) from an action carried out by

one/a group of people who carry out certain activities. In everyday life, the word

impact is a word that is commonly used in the wider community in general with

the following groupings:

1. Positive impact

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This positive impact is a good result or beneficial influence obtained from various

things or events that occur. Positive impact" refers to the beneficial and

constructive effects that an action, event, or circumstance has on someone or

something. It signifies a favorable and desirable outcome that contributes

positively to the well-being, progress, or improvement of a person, community,

environment, or any other entity involved. Positive impacts often lead to growth,

advancement, and enhancement of various aspects of life and society.

2. Negative impact

In this case the effect or result resulting from the word impact is detrimental and

tends to make things worse based on that meaning. (Peter & Yenni, 1991).

Negative impact" refers to the adverse and detrimental effects that an action,

event, or circumstance has on someone or something. It signifies undesirable and

harmful consequences that can lead to disadvantages, harm, or setbacks for

individuals, communities, environments, or any other affected entities. Negative

impacts can result in damage, decline, or regression in various aspects of life and

society, and they are generally considered undesirable and undesirable outcomes.

3. Short Story

a. Definition of Short Story

A short story is a work of fiction that typically focuses on a single plot or

event with a limited number of characters. Short stories are literary works that are

shorter than novels (Solikhah & Sari, 2022). It is shorter in length compared to a

novel and aims to convey a complete narrative in a concise and condensed form.

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MacMillan (1985) defines a short story as a concise piece of prose narrative. The

main characteristics of a short story include brevity, a strong and engaging plot,

and a clear beginning, middle, and end. Short stories often explore a specific

theme or idea and are known for their ability to evoke emotions, convey a

message, or provide a unique perspective in a brief and impactful manner. Keegan

(2003) describes a short story as a narrative that usually falls within the range of

rarely exceeding 1,000 words or going below 500 words, while more commonly

ranging from 1,500 to 5,000 words.

Another definition from Sumardjo (1983) stated, short stories are stories

that limit themselves in discussing one element of fiction in its smallest aspect.

Meanwhile, Lazar (1993) stated that a short story is a fictional piece that presents

a single event in a highly focused manner, capturing a moment of crisis. It

introduces characters who are not real, yet their connections to each other form

the basis of the plot. The reason a short story is shorter than a novel is not that the

form is shorter; rather, the problem's aspect is considered more constrained.

Considering the statements above, a short story can be described as a

concise work of fiction written in prose, intended to be read quickly. Furthermore,

it possesses unique characteristics that enhance the reader's enjoyment compared

to other literary forms.

b. Types of short story

According to Rout (2016) stated that there are 10 types of short stories:

a. Anecdote

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 An anecdote is a form of storytelling that revolves around a real individual

or incident. It is a concise and engaging account that is often used to illustrate or

support a point in essays, articles, or chapters. Although anecdotes are typically

brief, they do not have a specific length limit.

b. Drabble

Drabble is a type of storytelling characterized by its brevity, consisting of

only 100 words. It challenges the author's writing skills as they must express

themselves meaningfully within a limited space. An excellent example of drabble

can be found in Matty's collection titled "Sugar and Blood: Light as a Feather."

c. Fable

Fables feature anthropomorphic creatures, such as animals, mythical

beings, plants, inanimate objects, or forces of nature, who convey a story with a

moral lesson. These stories are popular among children, with the moral often

revealed at the end. Aesop's Fables is a well-known collection of fables.

d. Feghoot

Feghoot is a type of short story or poetic story joke that revolves around

humor and relies heavily on wordplay. These stories are very short and typically

lead with a pun. "The Buck of the Draw" serves as a good example of a Feghoot

story.

e. Flash Fiction

Flash fiction refers to extremely short pieces of literature with no

universally accepted length, although it is debated to be between 300 and 1000

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words. "One Last Night at the Carnival before The Stars Go Out" is a

quintessential example of flash fiction.

f. Frame Story

Frame story, also known as a frame tale or nested narrative, a frame story

involves placing a story within another story. It serves the purpose of introducing

or setting the stage for a main narrative or a series of short stories. An example of

a frame story could be a flashback within a larger piece or a quest within a game

environment.

g. Mini-saga

If a story can be effectively conveyed within exactly 50 words, it is

referred to as a mini-saga. The challenge lies in saying a lot with limited words.

h. Story Sequence

When a group of short stories collectively form a longer piece, it is known

as a story sequence. However, each individual story within the sequence functions

as a complete narrative on its own. This can also be referred to as a short story

cycle or a composite novel.

i. Sketch Story

A sketch story involves providing descriptions of characters or locations

in shorter-than-average pieces that may lack a significant plot. Character sketches

are commonly used to develop characters who will later be part of a longer work.

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 j. Vignette

Lastly, a vignette is a brief piece that focuses on a single scene, character,

idea, setting, or object. It does not heavily adhere to conventional theatrical or

literary structure or story development. A vignette can stand alone or be a part of a

larger work.

c. Genres of short story

Frye (1957) states, genres are categories that help readers understand and

interpret works of literature based on shared conventions and structures. As an

author, the genre governs both the content and the manner in which the author

constructs the story. When crafting a story, the author must consider the genre in

order to meet the readers' expectations.

Short story has quite a lot of genres, but there are 7 genres that are most

often found and have a lot of fans.

1. Adventure

Adventure short stories center around thrilling journeys, quests, or

expeditions. They often feature action, exploration, and encounters with danger or

adversity.

2. Romance

Stories centered around a romantic relationship, exploring themes of love,

passion, and personal connections, such as "Pride and Prejudice" by Jane Austen.

3. Science Fiction

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 Stories that explore speculative or futuristic concepts, often involving

advanced technology, space travel, or scientific advancements. Science fiction

typically imagines how these advancements may impact society, individuals, and

the world as a whole. It often deals with themes such as space exploration, time

travel, artificial intelligence, genetic engineering, dystopian or utopian societies,

and the interactions between humans and aliens or other intelligent beings.

4. Fairy Tale

This Stories featuring magical elements, mythical creatures, and

enchanting settings, like "Cinderella" or "Little Red Riding Hood."

5. Horror

Horror stories is a genre that aims to evoke feelings of fear, terror, and

dread in readers. This genre is one of the genres that has quite a lot of fans They

explore themes of fear, the supernatural, and the macabre, often featuring

elements such as ghosts, monsters, or psychological terror.

6. Mystery

Mystery short stories revolve around a puzzle or crime that needs to be

solved. They usually involve suspense, intrigue, and plot twists, keeping readers

engaged in uncovering the truth.

7. Fantasy

Fantasy short stories involve magical or supernatural elements, mythical

creatures, and enchanted worlds. They transport readers to realms where

imagination reigns and often convey allegorical or moral messages.

25
d. The elements of short story

There are two types of element in short story:

a. Intrinsic

Nurgiantoro (2010:23) stated that, in the context of a short story, the

intrinsic elements refer to the fundamental components that exist within the story

itself and contribute to its literary structure and artistic qualities.

The components of the elements in the short story include:

1. Plot

The plot is the sequence of events that make up the story. It usually

follows a basic structure with an introduction, rising action, climax, falling action,

and resolution. The plot drives the story forward and provides the framework for

the events to unfold. Foster (1970) described a plot as the causal chain connecting

several events in a narrative.

Freytag (1863) considered a plot is a five-part narrative framework, much

like the five acts of a play. He developed this narrative pyramid in the 19th

century, as a description of a structure fiction writers had used for millennia. As

stated by Abrams (1984:135), the plot in a dramatic or narrative piece refers to the

arrangement of its events, designed and presented to evoke specific emotional and

26
artistic impacts. The five elements are Exposition, Rising Action, Climax, Falling

Action, and resolution. These are the following definition of plot elements:

a) Exposition

Exposition introduces the setting, characters, and the basic situation or

background of the story. It establishes the context and provides necessary

information for the reader to understand the story's beginning.

b) Rising Action

The rising action refers to the series of events that occur after the

exposition and lead up to the story's climax. It involves complications, conflicts,

and obstacles that the character face, which build tension and develop the plot.

c) Climax

The climax is the turning point or the most intense moment in the story.

Freytag (1863) defines climax as the third of five dramatic phases that occupy

the central part of the story. It is the peak of the conflict or the moment of

greatest tension and suspense. The climax often reveals crucial information,

forces the characters to make important decisions, or resolves a major conflict.

d) Falling Action

The falling action follows the climax and shows the consequences or

outcomes of the events that took place during the rising action and climax. It

eases the tension and begins to bring the story toward its resolution.

27
 e) Resolution

The resolution, also known as the denouement, is the final part of the plot

where the story's conflicts are resolved, and loose ends are tied up. It provides a

sense of closure and may offer final insights or revelations. The resolution

brings the story to its conclusion and wraps up the narrative.

2. Character and characterization in the short story

Characters are the individuals who populate the story. According to

Nurgiyantoro (2013), a character is a person who performs like an actor in a

theater or fictitious story or drama. They have distinct personalities, motivations,

and roles within the narrative. The main character is often referred to as the

protagonist, and they usually encounter other characters, including an antagonist

or supporting characters.

Characters may be categorized into two groups:

a. The main characters are those who play key roles in the story. The

character who is most frequently referenced in the story may be used to determine

who the primary character is.

b. In contrast, a supporting character is a figure who plays a less

significant part in the story. The purpose of a supporting character is to complete,

aid and assist the primary character.

Based on the explanation above, character is distinguished from

characterization. Character is any person, personal, identity, or entity that exists

28
and plays role in the story. In the other side, characterization is the process of

conveying information about the character itself. Handayani (2017) stated,

characterization has four levels are helpful for us to see the very basic description

of characters. The four characterization levels are:

1) Physical

Physical level provides such fundamental information as sex, age, and

stature. Since it simply exposes exterior qualities, it is the lowest degree of

characterization.

2) Social

The social level of characterization comprises a character's occupation,

religion, family, and social relationships, as well as his or her economic standing

and place in society.

3) Psychological

This level exposes ingrained behaviors, attitudes, wants, motivations,

likes, and dislikes - the inner workings of the mind, both emotional and

intellectual, which motivate action. Since a person's feelings, thoughts, and

actions more fully define them than their physical characteristics do, as well as the

fact that literary works typically result from conflicting impulses. The

psychological level is one of the most crucial components of character

development.

4) Moral

29
 More than any other level of characterization, moral choices help

distinguish characters. The choices made by a character when he is faced with a

moral crisis show whether he is selfish, a hypocrite, or he is the one who always

acts according to his belief.

3. Setting

The setting is the time and place where the story takes place. It provides

the backdrop and atmosphere for the events to unfold. The setting can be a

specific location, such as a city or a house, or a broader context, like a historical

period or a futuristic world. According to Birkerts (1993:53-54) setting refers to

the physical location of events and the time in which the story takes place. Setting

is divided into three categories: location setting, time setting, and mood setting.

location Setting refers to the location where the character or actor encounters the

story's event or occurrences. Setting of time is the moment an event or series of

events takes place in the story. Setting of mood is any situation that occurs in the

story, such as a sad, cheerful, or other sets the tone.

4. Theme

Kusumawati (2007) stated, theme in literature is important subject and

experiences of our public and private lives such as, love, death, marriage, hope

and despair. The theme is the underlying message or central idea of the story. It

explores universal concepts. Themes can be implicit or explicitly stated, and they

provide insights into the human condition or offer commentary on society.

30
 Birkerts (1993:67) suggests that the characters, plot, and setting in a piece

of fiction constitute the body, while the theme can be likened to the heart or soul

of the story. The theme represents the prevailing ideas and the core essence of

what the work conveys, making it central to the narrative. Theme in a story is

fundamental. It is impossible if there is no special theme in the story, including in

the form a story. The story that described by the author will be clear because of

the appearance of theme. This is what makes the theme of the story is often called

as a guide for the reader to understands the story.

5. Conflict

Conflict is a central element of any story. It is the problem or struggle that

the characters’ face. There are different types of conflict, including person vs.

person, person vs. self, person vs. society, and person vs. nature. Conflict creates

tension and drives the plot forward. In works of fiction, conflicts arise both among

characters and between characters and external forces. These conflicts encompass

clashes between individuals, as well as confrontations between individuals and

external factors such as nature (disasters), communities, societies, cultures,

behaviors, and ideas. Furthermore, conflicts can also manifest within an

individual, where the character grapples with internal struggles or inner conflicts.

6. Point of view

Point of view refers to the perspective from which the story is narrated. It

can be first person (narrator as a character in the story), third person limited

31
(narrator knows the thoughts and feelings of one character), or third person

omniscient (narrator knows the thoughts and feelings of multiple characters).

7. Symbolism

Symbolism involves the use of objects, characters, or actions to represent

deeper meanings. Symbols can be used to convey abstract concepts or themes and

add depth to the story. They require interpretation and can vary depending on the

reader's perspective.

b. Extrinsic

In terms of extrinsic element in short stories, Kazantseva and Szpakowicz

(2010) contend that these elements encompass the community context, the

author's background, and the values embedded within the short story. These

values pertain to moral, social, religious, and cultural aspects. The background

encompasses factors that have historically shaped the short story, such as

ideological, political, social, and economic conditions within society.

B. Theoretical Framework

Short stories are commonly used as a medium for language learning,

including English language. As we know, English has become an international

language and is recognized as one of the subjects taught in Indonesia. There are

four fundamental language skills that need to be understood when learning a

language: writing skills, reading skills, speaking skills, and listening skills.

32
 Reading is a crucial language skill in English that needs to be developed.

There are several advantages to reading, such as improving reading

comprehension, expanding everyday vocabulary, gaining knowledge, and

fostering a positive personal development. Because of that, there are many

benefits to be gained when reading. In this case, the researcher was conducted to

find out the various benefits that can be obtained by reading, especially reading

short stories.

The conceptual framework below shows that students will be interviewed

about their experiences by reading short stories. Based on the discussion above,

the researcher describes it in the conceptual framework as follows:

Students learn the elements of short

stories

Students get lesson or moral

massage

The values that students get, can

build students’ good characters

Figure 1. Theoretical Framework

33
 CHAPTER III

RESEARCH METHODOLOGY

This chapter will explain the research methodology and focused on the

research design, data collection, instrument, and data analysis

A. Research Design

The research method used in this study is descriptive qualitative research

method. According to Sugiyono (2010), qualitative research is characterized by its

descriptive nature. This implies that the data gathered in qualitative research is

presented in the form of words rather than numerical values. Qualitative research

focuses on collecting and analysing non-numerical data, such as text, video, or

audio, with the aim of comprehending concepts, opinions, or experiences.

In addition, Creswell (2014) pointed out that qualitative research serves as

a method for investigating and comprehending the significance that individuals or

groups assign to a social human issue. Qualitative research encompasses the

deliberate utilization and gathering of diverse empirical materials, such as case

studies, personal experiences, introspection, life stories, interviews, observations,

historical accounts, interactions, and visual data. These textual resources provide

descriptions of both ordinary and challenging moments in individuals' lives,

shedding light on their experiences and the meanings they attach to them (Denzin

and Lincoln 2005:2).

This research wants to get a procedure descriptive data in form of written

or spoken words about people and their opinion, because the researcher wants to

34
know more about the impact of using English short stories to build students'

characters.

B. Research Subject

The subject of this study are the year twelve students of SMA Negeri 3

Makassar. The researcher will choose 7 students of the third grade of SMA Negeri

3 Makassar. The participants who will be selected in this research are students

who actively participate in learning English. the Reason for choosing this school

because according to basic education data from The Ministry of Education and

Culture says, this school has A accreditation and is also one of the leading schools

in Makassar. This indicates that the students of SMA Negeri 3 Makassar have

excellent academic scores. Apart from that, the researcher also has experience as

the alumni at SMA Negeri 3 Makassar.

C. Research Instruments

Research instruments refer to tools, techniques, or materials used to collect

data or gather information for the purpose of conducting research. These

instruments are designed to measure, observe, record, or analyze various variables

or aspects of a research study.

The instrument will be used in this study is interview. Interview is a data

collection method that involves direct interaction in which one person obtains

information from another (Gay, Mills, & Airasian (2012). The interview will be

carried out by the researcher explaining what the students will do and then

providing some basic description related to short stories and building character.

35
 The researcher will interview and provide questions in the form of open-

ended questions for students. Each student will be given three minutes to speak in

the interview or answer the questions. In this research, students will communicate

their views and experience after reading English short stories.

D. Procedures of Collecting Data

In collecting data, researcher use several steps, as follows:

1. Researchers will ask the English teacher about students who are active in

learning English and select 7 appropriate students to be the subjects of this

research.

2. The researcher will explain this research to the selected participants.

3. After getting participants, the researcher will give them several short stories

that have positive moral values to read one to three times.

4. Data collection procedures consist of interviews. After reading several short

stories, participants will be asked further questions regarding their experiences

in reading short stories related to the topic of the impact of using English short

stories to build student character.

5. The researcher will use a recorder or take notes during the interview.

E. Data Analysis Technique

36
 Data analysis techniques are employed with the aim of extracting insights

and making inferences from the gathered research data. In addition, data analysis

techniques can be used to describe the results of research so that they can be more

easily understood by others. Additionally, data analysis plays a crucial role in

generating solutions for the research-related issues under investigation. Given that

this study employs a qualitative research approach, the chosen data analysis

technique will be qualitative data analysis. Qualitative data analysis encompasses

the gathering, organizing, and interpretation of non-numerical data, such as

interview transcripts, notes, videos, and audio recordings, in order to comprehend

its underlying meaning.

The technique that will be used in data analysis for this research is the

interactive analysis model of Miles and Huberman (2014). The activities in

qualitative data analysis, according to Miles and Huberman, are three: data

display, data reduction, and drawing conclusions or verification.

The techniques used in analyzing the data in this study can be visualized

as follows:

37
 Picture 1: Miles and Hubenman’s Interactive Data Analysis Model.

Regarding the three activities in more detail, they are as follows:

1. Data display

Data display is the process of collecting information organized

based on categories or necessary groupings. Data display can take the form

of writing or words, pictures, graphs, and tables. The purpose of data

presentation is to combine information in a way that can depict the

existing situation. In this regard, to avoid difficulties in mastering the

information as a whole or specific parts of the research findings,

researchers must create narratives, matrices, or graphs to facilitate the

understanding of such information or data.

2. Data Reduction:

Data reduction is narrowly interpreted as the process of data

reduction, but in a broader sense, it is the process of refining data, both by

reducing unnecessary and irrelevant data and by adding data that is

considered lacking. After data has been collected, data reduction is

conducted to select relevant and meaningful data, focusing on data that

38
 leads to problem-solving, discovery, interpretation, or answering research

questions. The data is then simplified, systematically arranged, and

elaborated upon, highlighting the important aspects of the findings and

their significance. In the data reduction process, only data findings

relevant to the research problem are reduced, while data unrelated to the

research problem is discarded. In other words, data reduction is used for

analysis that sharpens, classifies, directs, and eliminates irrelevant

information, as well as organizes data, making it easier for researchers to

draw conclusions.

3. Drawing Conclusions

Drawing conclusions is the process of formulating the meaning of

research findings expressed in concise, clear, and easily understood

sentences. This process involves repeatedly reviewing the truth of the

conclusions, particularly regarding their relevance and consistency with

the research title, objectives, and problem formulation. Drawing

conclusions is carried out throughout the research process, similar to the

data reduction process. Once sufficient data has been collected, temporary

conclusions are drawn, and after the data is complete, final conclusions are

drawn.

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 APPENDINCES

Respondents Identity

Name :
Gender :
Interview Day/Date :

A. List of questions about the impact of using English Short stories in

building students’ characters

1. What effect does Reading English short stories base on your behavior?

- Apa efek membaca cerita pendek dalam bahasa Inggris terhadap

perilaku Anda?

2. After reading English short stories, is that any difference of empathy

character that you feel? Please explain based on your opinion!

- Setelah membaca cerita pendek dalam bahasa Inggris, apakah ada

perbedaan karakter empati yang Anda rasakan? Tolong jelaskan

berdasarkan pendapat Anda!

3. In your opinion, what is the impact of reading English short stories in

responsibility character?

- Menurut pendapat Anda, apa dampak membaca cerita pendek dalam

bahasa Inggris terhadap karakter tanggung jawab?

44
4. According to you, is the English short stories help you prevent the

negative traits? Please explain!

- Menurut Anda, apakah cerita pendek dalam bahasa Inggris membantu

Anda mencegah sifat-sifat negatif? Tolong jelaskan!

5. Do you get any of positive impact of the English short stories? What are

they?

- Apakah Anda merasakan dampak positif dari cerita pendek dalam

bahasa Inggris? Apa saja itu?

45