THE EFFECTIVENESS OF USING FABLE ON THE NINTH GRADE STUDENTS' VOCABULARY MASTERY AT MTS PSM TANEN

PUTRI AYU WAHYUNINGTYAS, 126203212144 and MUH. BASUNI, 197803122003121001 (2026) THE EFFECTIVENESS OF USING FABLE ON THE NINTH GRADE STUDENTS' VOCABULARY MASTERY AT MTS PSM TANEN. [ Skripsi ]

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Abstract

Wahyuningtyas, Putri Ayu. Student ID Number. 126203212144. 2025. The Effectiveness of Using Fable on the Ninth Grade Students’ Vocabulary Mastery at MTs PSM Tanen. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic University of Sayyid Ali Rahmatullah Tulungagung. Advisor: (Pak Basuni). Keywords: Fable, Vocabulary Mastery, Narrative Text. Vocabulary mastery is one of the essential components in learning English and plays an important role in supporting students’ overall language proficiency. However, many students still struggle to understand and remember English vocabulary, especially due to limited exposure, low motivation, and the use of less engaging learning methods. As a result, students often find it difficult to comprehend word meanings, recognize vocabulary in context, and apply new words in communication. To address these challenges, the researcher implemented fable-based learning as an alternative instructional medium that provides contextual, repetitive, and meaningful exposure to vocabulary. This study employed a quantitative approach with a pre-experimental design using a one-group pre-test and post-test. The participants were ninth-grade students of MTs PSM Tanen, totaling 25 learners. During the treatment, students were taught vocabulary through selected fables accompanied by reading, discussion, and contextual practice activities. The instruments used were a pre-test and post-test consisting of 20 vocabulary items. The data were analyzed using SPSS Version 26 through descriptive statistics and a paired sample t-test to determine the significance of improvement. The results showed a substantial increase in students’ vocabulary mastery. The mean score improved from 54.20 in the pre-test to 89.20 in the post-test. The significance value of the paired sample t-test (Sig. = 0.000 < 0.05) indicates that the difference between pre-test and post-test scores was statistically significant. These findings suggest that learning vocabulary through fables successfully enhanced students’ comprehension, recall, and contextual use of new words. Fables’ engaging narratives and moral messages also increased students’ motivation and participation during learning activities. Based on these results, it can be concluded that the use of fables is an effective and pedagogically relevant medium for improving vocabulary mastery among junior high school students. Fable-based learning provides meaningful context, supports better retention, and creates an enjoyable learning atmosphere, making it a suitable alternative to conventional vocabulary instruction.

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