The Effectiveness of Start with Simple Stories (SSS) Method on EFL Students’ Vocabulary Attainment

Authors

  • Dinies Hanif Istithoah Universitas PGRI Jombang, Jawa Timur
  • Masriatus Sholikhah Universitas PGRI Jombang, Jawa Timur

DOI:

https://doi.org/10.64685/jmec.v3i2.44

Abstract

This study investigates the effectiveness of the Start with Simple Stories (SSS) method in enhancing vocabulary attainment among English as a Foreign Language (EFL) students. The research was conducted at SMP Plus Al-Islamiyah VII Al Batani in Tangerang Selatan, using a quasi-experimental design involving two groups of eighth-grade students. The experimental group received vocabulary instruction through the SSS method, while the control group was taught using conventional techniques. Pre-test and post-test vocabulary assessments were administered to both groups. Statistical analysis, including ANCOVA, was employed to determine the significance of the treatment effect. The findings revealed that the SSS method had a significant positive effect on students’ vocabulary mastery, highlighting the potential of extensive reading-based strategies in EFL classrooms.  

Downloads

Download data is not yet available.

References

Akbar, M., & Tangkieng, R. (2019). The Effect of Extensive Reading on Vocabulary Mastery of Indonesian EFL Learners. Asian EFL Journal, 21(3), 88–102.

Chou, M. H. (2021). Effects of Graded Readers on Incidental Vocabulary Acquisition in EFL Learners. Language Teaching Research, 25(5), 613–630.

Day, R., & Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge University Press.

Furukawa, A. (2020). Start with Simple Stories: Extensive Reading for Vocabulary Growth. SEG Publishing.

Isral, M., Syamsidar, & Yunus, M. (2024). The effectiveness of Start Simple Story (SSS) method in teaching reading Narrative text at SMP Kartika XX-2 Makasar. Jurnal Karya Mahasiswa (KIMA), 3(2), 283–288.

Krashen, S. D. (2004). The Power of Reading: Insights from the Research (2nd ed.). Heinemann.

Rahmany, R., Sadeghi, B., & Faramarzi, S. (2018). The Effect of Extensive Reading on Iranian EFL Learners’ Vocabulary Knowledge. International Journal of Instruction, 11(3), 187–202.

Teng, F. (2020). Incidental vocabulary acquisition through reading: A meta-analysis. Language Teaching Research, 24(4), 453–477.

Wiranegara, D. A. (2022). Implementing SSS (Start With Simple Stories) method to improve students’ reading comprehensionin Extensive Reading acticity. Journal of English for Academic and Specific Purposes (JEASP), 5(1). https://doi.org/10.18860/jeasp.v5i1.16583

Webb, S., & Nation, I. S. P. (2017). How Vocabulary is Learned. Oxford University Press.

Yamashita, J., & Fukuda, Y. (2021). Sustained Silent Reading and Vocabulary Growth: Evidence from a Japanese EFL Context. System, 103, 102652.

Zein, M. S., Pratama, R. F., & Amalia, A. (2023). Integrating Start with Simple Stories into Indonesian EFL Classrooms: A Quasi-Experimental Study. Indonesian Journal of Applied Linguistics, 13(1), 77–89.

Downloads

Published

2025-07-01

Issue

Vol. 3 No. 2 (2025): July

Section

Articles

License

Copyright (c) 2025 Dinies Hanif Istithoah, Masriatus Sholikhah

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Licensing

© The Author(s). Published by Dimar Jaya Publishing.

This is an Open Access article distributed under the terms of Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

How to Cite

“The Effectiveness of Start With Simple Stories (SSS) Method on EFL Students’ Vocabulary Attainment”. Journal of Management, Education and Communication 3, no. 2 (July 1, 2025): 71–82. Accessed March 31, 2026. https://journal.dimarjayapublishing.com/index.php/jmec/article/view/44.