CHAPTER I INTRODUCTION
This This chapte chapterr deals deals with with backgr background ound,, proble problem m statem statement ent,, objecti objective ve of the research, significance of the research and scope of the research.
A. Background
Being successful successful in teaching teaching English English is the dominant dominant factor factor that the English English teacher should pay attention to, especially in teaching reading. Through reading, one can enhance his experience, develop new concept, solve his problem, and broaden his horizon of thinking, which are needed to ensure continuing personal growth and adopt the change in the world yet the importance of reading has not been realized by most of our society a large number of our population is classified as poor readers and the majority of the people are content to read materials of poor uality. !n reading comprehension, the message to be imposed in the written form is the most important element that the students must recognize, because the primary purpose of reading is to know the thoughts expressed in the printed material. Therefore, reading wit comprehension is only a way for the students to arrive at what they want to know from the reading material. "owever, the problem is how to make them comprehend. #or students from elementary to university level, reading is something that has to be done. They have to read their compulsory books or other materials related to their lesson. #or students who are studying languages, reading is one of the skills, $
which has to be learned and is considered as the most important one because it can influe influence nce other other languag languagee skill skill %liste %listenin ning, g, speaki speaking, ng, and writin writing&. g&. 'ccor 'ccordin ding g to (ust (ustar aryo yo %$)* %$)**+ *+& & it is cert certai ainl nly y not not easy easy to pres presen entt the the Engl Englis ish h readi reading ng for for !ndone !ndonesia sian n student studentss whose whose langua language ge syste system m is diffe differen rent. t. -eading -eading is a complex complex process which involves not only the read the text but also their experience to comprehend it. Because of its complexity, many teachers of English at junior and senior senior high high school school find find diffi difficul cultie tiess in all teachi teaching ng readin reading g and prefer prefer teachi teaching ng structure to reading. Based on all reason above, the writer thinks that humour stories can motivate students to read, because humor stories are interested in conducting research research entitle !mproving !mproving the student/ student/ss -eading comprehensi comprehension on by using humour stories0 of the second year students of 12' 3egeri................ !n the teaching reading, English. Teacher should introduce the humor stories as an altern alternati ative ve way to give give variat variation ion to the studen students ts in teachi teaching ng and learning learning process. Based on the junior high school curriculum, reading is one of the four skills in studying English. -eading consists of narrative, descriptive, procedure, news item, recount, and anecdote. The aim of the students learn reading, they have to know basic competence and achievement indicators in reading. Basic competence of reading4 5nderstand 5nderstand transacti transactional onal discourse, discourse, interperso interpersonal nal discourse, discourse, and oral monologue monologue especially in the forms of descriptive, narrative, anecdote, analytical exposition, and hortat hortatory ory exposi expositio tion n using using oral oral langua language ge variat variation ion.. 'nd 'nd achiev achieveme ement nt indica indicator tors+ s+ 1tudents can read continuos story, students can identify rhetorical moves of a text in
which has to be learned and is considered as the most important one because it can influe influence nce other other languag languagee skill skill %liste %listenin ning, g, speaki speaking, ng, and writin writing&. g&. 'ccor 'ccordin ding g to (ust (ustar aryo yo %$)* %$)**+ *+& & it is cert certai ainl nly y not not easy easy to pres presen entt the the Engl Englis ish h readi reading ng for for !ndone !ndonesia sian n student studentss whose whose langua language ge syste system m is diffe differen rent. t. -eading -eading is a complex complex process which involves not only the read the text but also their experience to comprehend it. Because of its complexity, many teachers of English at junior and senior senior high high school school find find diffi difficul cultie tiess in all teachi teaching ng readin reading g and prefer prefer teachi teaching ng structure to reading. Based on all reason above, the writer thinks that humour stories can motivate students to read, because humor stories are interested in conducting research research entitle !mproving !mproving the student/ student/ss -eading comprehensi comprehension on by using humour stories0 of the second year students of 12' 3egeri................ !n the teaching reading, English. Teacher should introduce the humor stories as an altern alternati ative ve way to give give variat variation ion to the studen students ts in teachi teaching ng and learning learning process. Based on the junior high school curriculum, reading is one of the four skills in studying English. -eading consists of narrative, descriptive, procedure, news item, recount, and anecdote. The aim of the students learn reading, they have to know basic competence and achievement indicators in reading. Basic competence of reading4 5nderstand 5nderstand transacti transactional onal discourse, discourse, interperso interpersonal nal discourse, discourse, and oral monologue monologue especially in the forms of descriptive, narrative, anecdote, analytical exposition, and hortat hortatory ory exposi expositio tion n using using oral oral langua language ge variat variation ion.. 'nd 'nd achiev achieveme ement nt indica indicator tors+ s+ 1tudents can read continuos story, students can identify rhetorical moves of a text in
the narrat narrative ive,, descri descripti ptive, ve, and anecdot anecdotee form, form, studen students ts can identi identify fy main main ideas, ideas, 1upporting 1upporting ideas, and detailed detailed information information of the text, and students students can identify identify and use the tense
B. Problem Statement
'ccording 'ccording to the statement statement above, the research research uestion uestion is formulated formulated as follows4 6oes the use of humour humour stories stories improve improve the reading reading comprehensi comprehension on of the second year students students of 12' 3egeri...............7
C. Object!e o" t#e Re$earc#
The objective of the research is to find out whether the use of humour stories in teaching reading can improve student/s reading comprehension to the second grade students of 12' 3egeri................
D. Sgn"cance o" t#e Re$earc#
The result of the research is expected to be useful reference for the English language teaching particularly for teaching reading students/ for the English teacher for other and for the writer himself.
E. Sco%e o" t#e Re$earc# Re$earc#
This research is restricted to the use of humour stories as reading materials from from text text book book in Engl Englis ish h clas class. s. By disc discip ipli line, ne, this this rese resear arch ch is unde underr appl applie ied d linguisti linguistics. cs. By content, this study study is limited limited to discussion discussion to the use 89 essay tests tests
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uestion method to improve the students/ reading comprehension and by activity this research administered pretest to find out the prior knowledge of the students for example+ reading material test that consist of humor stories. The topic are wrong thought, special gift, watch the door and going to the zoo, and posttest that would be done after a number of treatment to discover, the reading ability subjects in applying this case, the writer used humor stories, especially to the second year students of 12' 3egeri................
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CHAPTER II RE&IE' O( THE RE)ATED )ITERATURE
This chapter deals with some previous research findings. 1ome pertinent ideas, theoretical framework and hypothesis.
A. Pre!ou$ Re$earc# (ndng$
2any researches have report to expose the identification of student/s achievement in learning English to make the teaching and learning process more effective some of the researchers/ findings are ated concisely below4 "alimah %99& in her research she concluded that the students have positive attitude toward the use of written humor in learning speaking because the written humor can motivate and activate students in learning speaking beside that students/ don/t feel stress in learning by using written humor. 'sriyani 'lwi st %998& in her research she concluded that the use of humorous stories material in the teaching of English reading could motivate the student/s 1;T< 3egeri 8= 1udiang 2akassar to read English material #atmawati % 99: & in her research she concluded that the reading text used at junior high school were improved from the first to the second and the third year. !n senior high school were unorganized because the score of the third year is lower than the first and the second year score.
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2utmainnah % 99$ & in her research she concluded that the application of cooperative learning in improving the student/s reading comprehension is more effective than conventional one before treatment applied while the students achievement in two post test shows that the application of cooperative learning is able to improve the students/ score. #rom the previous findings above, the writer using humor stories techniues as a media in teaching because humor stories are one way to improve students/ activity in reading class. This research has difference with previous finding above. The writer used humor stories into steps4 %$& !ntroduce about the humor stories and identify main ideas, %& -ead the uestions, %8& 1upporting ideas, %:& getting the general and specific information, %>& find out the answer in reading materials. !n this case, the teachers are expected to give and use many kinds o techniue in reading class and also the interesting materials.
B. De"nton o" Readng *. '#at $ Readng+
There are reading definition are given by some people, which related the similar meaning. ?harles in Tohir %99$4>& states that reading is a transmitting of information process where the author tells all the readers about his ideas or message. 1uch as, the author is regard as the informants %sender& and the reader on the another hand is receiver. 6uring the reading process it means that the reader can be done during
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reading activity is only grasping and decoding information, meanwhile he can not as uestion or comment to the author directly. Tinker and ?ullogh %$)@>4)& state reading is identification and recognition of print or written symbol, which serve as stimuli for the recall of meaning built up through past experience. #rom those definitions, it can be concluded reading is meaning getting process the reader always tries to catch what the writer says and means actually. 'lso from those definitions of reading some people formulate definitions of reading comprehension. 'ccording to Ailliam %$)*:4:*=& reading can be point as four step process. The four steps are interrelated to other, they are4 $. Aord perception, the ability to recognize a point . ?omprehension, the ability to infer ideas from words 8. -eaction, a step in which the reader interacts intellectually and emotionally. :. !ntegration, absorbing the ideas in context of one/s personal background. #inally, "arris et all %$)*94>& define reading as a process of meaning elaboration or thinking in relation to written symbols. The recognition and comprehension Aritten symbols are influenced by reader/s perception skill, experience, language background, mind sets and reasoning abilities as they anticipate meaning on the bases of what has read.
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,. Readng Conce%t
There are different reading definition given by linguistics which indicate the similar sense of meaning some defied that reading is a comfortable activities for relax time, come others state that reading is valuable learning activity where knowledge and science are reuired to be acuired by the students academically. 'ccording to -ubin %$)*& reading is the bringing of meaning to and the getting of meaning from the printed pages while 1imanjutak %$)**& states that reading is the process of putting to reader in contact and communication with ideas. Aiddowson in -ubin %$)*& states that reading is not a reaction to text but an interaction between writer and reader medicated through the text. !t is clear that reading is a fundamental reuirement that can influence the student/s achievement in studying English through reading, we can broaden our horizon of thinking 'nthony %$))>4@@& states that teaching English as a foreign language to the second language learners reuires the learners to be able to use this language to in daily, interaction either in the classroom learning process that are well known as in formal communication, but we can deny that we have not yet achieved the goal of teaching English as a foreign language. !n teaching reading English teacher should introduce other materials as an alternative to give variation to the student in teaching and learning process. These materials can be a form of media that can create a comfortable atmosphere to interest and stimulate the student in the classroom learning process.
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;earning English could be fun for the students who learn another language. !n this case, teachers of English should have a good preparation in teaching. !t is very essential for the teachers to create a good classroom atmosphere and to avoid the students from getting bored. 'ccording to Ailliam in -ahman, teaching must be learned in such a way that learning becomes interesting. ' wide selection material will be interesting if the material is humorous. 1udjoko in "amka %99$+8& says that humor can entertain, humor also can help some one to comprehend any complex matters. Because the importance of humor in learning and teaching, the writer offers the use of a kind of humor. Ahich is funny %Aritten humor& in teaching reading . -eading is an active in which the reader must make an active contribution by drawing upon and using concurrently various abilities he has acuired. !n addition, reading is concerned mainly with learning to recognize the printed symbols that represent language and to respond intellectually and emotionally when being asked about the content of the shehe has read.
-. De"nton o" Readng Com%re#en$on
Ahat does reading comprehension mean7 To answer the uestion, the writer intentionally presents opinions of some authors or writers as follows. Before dealing with the definition of reading comprehension it is necessary to define the word reading and comprehension. "ornby %$)@:4@$$& explains that reading is the act of one who reads + knowledge, E1<, of books 4 the ways in which something
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is interpreted, while comprehension is the act of understanding, the ability of the mind to understand
+>& states that reading comprehension is not just reading with a loud voice but also to establish and understand the meaning of words, sentence, and paragraph sense the relationship among the ideas. 's it is, if a student just reads loudly, but can not understand the content of the passages, it means heshe fails in comprehending the passage. Cphelia %$)*)+9>& assumes that reading comprehension is understanding evaluating and utilizing of information between author and reader. !t sounds like the author and the reader can communicate one other. !t means that a reader in this case, tries to understand what he is saying. 1mith
and
6ale %$)*94@& state
that reading
comprehension
means
understanding, evaluating, utilizing of information and gaining through an interaction between reader and author. -eading comprehension is such a kind of dialogue between reader and author in which the written language becomes the medium that cause the dialogue happen when the two persons communicate through the medium of print reading comprehension refers to reading with comprehension. Thus reading comprehension is reading by comprehension the meaning of a passage or what is or has been read. Cne who reads something by understanding it can be said that he does a reading comprehension.
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?omprehension is a special kind of thinking process. The reader comprehends by actively constructing meaning internally from interacting with the material that is read %'nderson and
. )e!el$ o" Readng Com%re#en$on
The following are levels of reading comprehension according to 1mith %$)=)& and ?arnine %$))9&4 a& ;evel of reading comprehension according to 1mith %$)=)& and Aayne %$)@)& are. $. ;iteral comprehension+ that is the skill of getting primary direct literal meaning of a word, idea, or sentence in context. . !nterpretation+ that is to identify ideal and meaning that are not explicitly stated in the written text. 8. ?ritical reading+ that is to evaluate what is read, and examines critically the thought of the writer. :. ?reative reading+ that is to apply ideas from the text to new situations and to recombine author/s ideas with other ideas to from new concepts or to expand old ones.
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b& ;evel of reading comprehension ?arnine in ?arnine %$))9& are4 $. ?omprehension skill for the primary level consists of4 a& ;iteral comprehension+ that is to receive information stated in a passage b& 1euencing comprehension+ that is to under several from a passage according to when they happened. c& 1ummarization+ that is to receive information stated in a passage. . ?omprehension skill for the intermediate level consist of4 a& !nferential comprehension+ that is to reveal relationship between two objects or averts %stated on not stated&. b& ?ritical reading+ that is to identify the author/s conclusion to determine what evidence is presented, and to identify family argument. c& ?omprehension skill for the advanced level that is the appreciation of the author/ work.
/. T#e Rea$on$ "or Readng
'ccording to "armer %$)*@&. there are four reasons for reading, they are4 $. -eading in language learning -eading is an exercise dominated by the eyes and the brain. The eyes receive message and the brain then has to work out the significance of these message. The reading to confirm expectation techniue is highly motivation and successful since it interest students, creates expected, and gives them a purpose for reading.
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. -eading for language learning !n real life people generally read something because they want to and they have a purpose, which is more fundamental than involved in some language learning tasks seem only to be asking about details at language.
0. 1nd$ o" Readng
Three kinds of reading, they are4 a& -eading 'loud !n reading aloud, the students will get experience in producing the sound, which should be practice as many as possible. -eading aloud is divided in two kinds. They are unison is done with whole group. !t is done to check pronunciation, intonation, the students ability to read and helps teacher to find out who among his students has difficulty in reading.
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b& 1ilent -eading 1ilent reading is reinforcesing the readers to find out the meaning of the words. This kind of reading leads the readers to the better comprehension. This reading is skill to criticize what is written, to discuss written meaning and to draw inference and conciliation as well as to tell new ideas on thesis of what is read.
c& -eading #ast -eading fast used to improve speed and comprehension in reading. This skill must sun side with the main purpose of reading that is comprehension it depends on the kinds of reading material. This speed rate if reading a story or narrative on will be different room reading scientific mat.=. The aerials.
2. T#e Strateg3 o" Readng
There are three strategies we tend to approach when we read, they are+ a. 1kimming 1kimming is to read text superficially a rapidly in order obtain the gist or main idea it is a skill that reuires concentration. 'deuate knowledge among of practice is necessary in order to skim fulfill their purposes. b. 1canning 1canning is to read a text uickly in order to locate a specific item of information it is used to design the process of locating uickly a particular word, phrase, sentence, and fact of figure with a selection.
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c. !ntensive reading !ntensive reading is a for recall or total accuracy it is an activity in class way in using reading. !t deals with the detail content and linguistic study.
4. Selecton o" materal$
Teacher of English language are expected to be more creative and more innovative selecting and then presenting materials relatively and using a wide variety of resources that can enhance and motivate students to learn English. Through anecdotes, the student will be entertained in reading the materials. The reading materials should be interesting+ the teacher should notice that in selecting the materials heshe should be sure that they are in time of student/s interest in order towing their attention. This is important for the smooth less of the way to the students to good concentration and attitude toward reading lesson. !f the materials are not interesting, the students will passively not pay much attention to the lesson. This way means that the teacher will be difficult to attain the objective of his teaching. 'ccording to "uck in Burns %$)*:&, intermediate students are interested in reading fiction, biographies adventure and stories of the past. They like suspense, action and humor. Teacher can asses student personal reading interest them. !n selection reading materials, there are at least three areas that shou ld be concern4
%a& The level of linguistic difficulty ?ooper in Dwin %$))9& and ?hunk states that unpracticed readings in a foreign language tend to use a wordbyword approach while more practice readers
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are able to ?hunk information. Based on the statement above, we can decide that the select material should be at the language level of the student. ' material that is too difficult, where every word has to be explain, or which uses extremely complex grammatical construction is only likely to produce frustration similarly a material that is too easy does not extend the students knowledge. The material should be regard, seuence and varied so their linguistic content and difficulty the ability of the students.
%b& ?ultural content -eading materials reflect the culture perception of the writer. Therefore, many reading materials, especially nonscientific material, or culturally biased, and so can cause comprehension problems for the students. #or example, !ndonesian students might have difficulty with the story about an 'merican child who gases into his teacher/s eyes in search of compassion. The opposite of true in !ndonesian culture where the children show respect by not looking into their superior/s eyes. !f the teacher believes that the culture content would interfere with student comprehension, such material can be avoid an opportunity for students to gain new awareness of different culturally define behaviors, in such a case, the teacher can explain the differences in culture behavior to the student before their read %Dwin, $))9&.
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%c& The interest factor The third area that should be concerned in selecting various reading materials is the interest. !t is had by the students because the evidence that students/ motivation in reading is greater when material interest them. "ow can teacher provide various reading materials that are interesting for the students7 2ost students of English tale interest in book or short story in which characters are involved in learning a second language. "owever, teacher can also discover the kind topic that interest their reading preferences. Cne factor that also should be concerned is the level of the materials/ vocabulary because even though they are interested in the subject matter of material we have chosen, they will soon lose interest if they find the vocabulary too difficult. This is why teacher should decide during their lesson preparation that the meaning of the new word can be derived from the material it self when the learner reading it %-ubin, $)* &. -elate with how to select language learning materials. -ichard and -ogers in 2antasiah % 9994$:& give specification 4 $. 2aterial will allow learners to progress at their own rates of learning . 2aterial will allow for different styles of learning 8. 2aterial will provide opportunities independent study :. 2aterial will provide opportunities for evaluating and progress in learning.
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5. Tec#n6ue o" Im%ro!ng Readng Skll
To achieve the purpose of reading one should read effectively. Deneral in -ahman %$))*4*& states that effective reading means being able to read accurately, efficiently and to understand as much of the passage as you read in order to achieve your purpose. To achieve one purpose of reading, he can apply some reading techniue as follows4 a& 1urvey -eading Brown %$)*@4)89& says surveying is specialized techniue for getting a mountain top new of an article chapter content and it helps to give a general point of view. b& 1kimming 1kimming is a kind of reading that make our eyes move uickly in order to get the main idea from the reading material. 1kimming enable people to select content that want to read and to discard that which is in conseuential for their purpose. c&
1canning 1canning is reading the text uickly to answer a specific uestion. This
techniue enables people to locate specific information without reading all the material around !t. Brown %$)*@+$8* & states that scanning serves two functions. !t uncovers relevant information and accelerates your reading speed.
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material to improve his comprehension and recall. Ahorter % $)) + > & states that prereading involves only at those part of reading materials that will tell you what it is about or how it is organize. #urther he explains the port on to look at in reading a text book chapter are4 $. -ead the title . -ead the introduction or opening paragraph 8. -ead the first sentence under each heading :. -ead each boldface heading. >.
3otice any typographical aids.
=. 3otice any graph or pictures. @. -ead the last paragraph or summary %Ahorter, $))4=& Drabe in -ahman %$))*4& states that prereading activities very useful in the reading class because they have been referee to as instruments teachers can use in the class to active student/s background knowledge, it can be conduct that prereading is very effective because it helps a reader to give basic information about the organization and the content of the materials.
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?. "umor *. '#at $ #umor+
'ccording to Aebster 3ew world 6ictionary %$))=&, humor is the uality that makes something seems funny or amusing4 comicality, it also means mood, state of mind humor must be funny but it has to be considered that funny element is not the humor but symptom of it. #unny is used in the little to refer to humor and act, which can cause laughter.
,. T#eore$ o" Humor
"umor in modern usage means the comic or laughable. !n general sense, all theories of humor could be divided into two classes+ those that find all humor and laughter innocent, harmless and joyful. 2ore precisely the theories of humor can be divided into three groups+ $. Theories of superiority or degradation . Theories of incongruity dissociation 8. Theories of relief of tension or release from inhibition There are many theories of humor+ clown and jokes but none of them can describe completely what humor is actually. a& 1uperiority and 6egradation Foltaire in Enclopedia 'mericana %$))>& said laughter arises from a gayety of disposition absolutely in compartable with contempt and indignation another dissenter Gean
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humorous situation most subjectively identification himself with the object of laughter. "umor finds no individual fools but only foolishness ! foolish world and is therefore tenderly tolerant4 this theory was develop by 6unlop lea code and -app.
b. !ncongruity and 6issociation Theories of this group have been held as widely, if not so long as those of the first group. Braise & emphasizes the frustration of expectation nothing makes people laugh so much as a surprising disparity between what they expect and what they see. ' resent and highly encompassing theory of humor is 'rthur (oestler/s theory of dissociation. "enri Bergson almost anticipated the dissociation theory when he said, a situation is invariable comic when it belongs simultaneously to two altogether independent series of events and is capable of being interpreted in two entirely different meanings at the same time. This theory was developing by Duthrie, Aillman and Baisilic.
c& -elief of tension humor The function of humor in this theory is to release people from inhibition, unpleasant and even suffer. This theory is also grouped into surprise theory, which was stated by 1pencer and (line in
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-. Summaton o" t#e T#eore$ o" Humor
Cf all the theories, those of superiority of degradation seem the most limited. They are excellent in dealing with satisfaction, incentive, sarcasm and laughter at misfortune but are of little help in dealing with whimsy nonsense, puns, incongruities and ardency. "umor certainly is multifaceted, it can be aggressive it can deal with nonsense or incongruous, it can be sympathetic and understanding, it can develop intellectual suint as it attempt to see all sides of a uestion, it can be playful or intelligent. !t can even be serious as satire and the rises of black humor indicate, but it can no be false. "umor, even at its most malicious, even at its most exaggerated, can not dessert truth toilet, the (ing/s answer is the only pooper one and you lie 1irrah, we/ll have you whipped.
. (uncton o" Humor
1udjoko in "amka %99$& says that humor can function to do all intention and all goals in every facet, humor can make someone to see problem in any different sides, humor can entertain, humor can swift mind, humor can increase someone smartness, humor can make someone tolerate something and humor also can help some one to comprehend any complex matters. 'ctually our society have realize some functions of humor, as policy function or refreshing tool to make people able to concentrate their attention for long time. !n the advance country, employees sometimes make humor as long as it helps to facilate their work or function to reach
their goal. 'nother important function of humor is recreation in this case, the role of humor is to vanish the saturation in people routine activities such as working or studying. Besides as an entertainment, humor also function as tool to convey critic, which is usually indirect. -ecently, this kind of humor grows greatly as our society become more critical and they already able to see any betrayal in our surroundings. "umor also functions to explain something in an attraction way, if they find any hard matter, they will seek humor that is relevant to the matter. This method also used in explaining sexual problems to the young generations.
/. 1nd$ o" Humor
1etiawan in "amka %99$& categorize humor according to its expression form he states the kinds of humor as in the following4 $.
0. T#e (eature$ o" Humor
There are some features of humor %anecdote& as follows4 $. !t is short and simple story . !t usually relates one incident 8. !t begins close to the control idea :. !ncludes important concrete detail >. !t often contains several uakes =. !t close uickly after the climax @. -euires punctual for the punch line %2anen 2c. Dil, 999&
2. '#3 u$e Humor+
"umor story is a kind an anecdote it is short narrative of an interesting, or amusing, or biographical incident it can motivate students to reading, because it is interesting, enjoyable and funny for students The advantage of using "umor+ $. 'rise the students/ attention . Dive entertainment or enjoyment 8. !nteresting !n teaching reading, english teacher should introduce the humor stories as an alternative way to give variation to the students in teaching and learning process. "umor stories can make someone to see problem many different sides,
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humor can entertain, humor can swift mind, humor can increase. 1omeone smartness, humor can also can help someone to comprehend any complex matters. The students can understand the implicit meaning and stages of theoretic development in written text in the form of narrative procedure, descriptive, anecdote, report, recount and new items.
D. T#eoretcal (rame7ork
-eading material as one element in English language teaching has the important role. Because reading material as one factor that might influence the students reading comprehension. The theoretical framework is put in the diagram b elow
!3<5T Aritten "umorous stories
<-C?E11 !mplementation of "umorous stories in teaching -eading comprehension
C5T<5T 1tudents -eading comprehension achievement
!n the diagram above, the three main components are input, process, and output $. !nput refers to the humorous stories that will be given to the students/ .
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E. H3%ot#e$$
The hypothesis of the research presented as follows4 "$ %'lternative hypothesis&
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There is a significant difference of the students/ reading comprehension before and after presenting reading material by using humor stories.
%"9& 3ull hypothesis
4
There is no significant result students reading comprehension before and after giving treatment..
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CHAPTER III 8ETHOD O( THE RESEARCH
This chapter deals with variable and research design, population and sample, instrument of the research, procedure of collecting data and techniue of data analysis.
A. &arable and Re$earc# De$gn *. &arable
This research consists of two variables. They are4 $. !ndependent variable was the use of humor stories to improve reading comprehension. "umor is the uality that makes something seem funny or amusing to comprehend any complex matters. . 6ependent variable was the students reading comprehension means understanding, evaluating, utilizing information and gaining through an interaction between reader and author.
,. Re$earc# De$gn
The research employed a preexperimental method with one class pretest and posttest design. The diagram was given below4
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H
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Ahere 4 9$ I &
B. Po%ulaton and Sam%le *. Po%ulaton
The population of this research was the second grade students of 12' 3egeri............... in the 99=99@ academic year. The number of population 8=9 students consisted of nine classes+ each class consisted of 89 J :9 students. ,. Sam%le
The writer took only one class as the sample and respondent of this research. The number of the sample is 89 students were chosen %!! !<'$& because that class is excellent class than the other classes. This sample was chosen by using cluster random sampling techniue.
C. Treatment
The researcher carried out the class in four meetings. !n each meeting the researcher used to be discussed. $. The first meeting was on Tuesday, $9th Cctober 99=, the topic is about 2y "olidays
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a. The researcher introduces about the humor stories. b. The researcher gave explanation about reading comprehension by using humor stories to stimulate the students. . The second meeting was on Aednesday, $$th Cctober 99=, the topic is about -estaurant a. The researcher asked the students what their difficulties about the humor stories. b. The researcher gave 8 %three& humor stories as a sample and then students read 8. The third meeting was on Tuesday, $@th Cctober 99=, the topic is about
D. In$trument o" T#e Re$earc#
The instrument of this research was a reading test. The reading test was administrated in the pretest and the posttest. The test consisted of 89 essay tests.
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The researcher choose essay test because the students can comprehend the material while the posttest was intended to know the students/ reading comprehension.
E. T#e Procedure$ o" Collectng Data n t#$ Re$earc# a$ "ollo7$9
$. minutes. 1tudents were in the class joining the test. The researcher distributed
to
identify
the
students/
prior
knowledge
in
reading
comprehension. . minutes. The posttest was conducted to find out the students/ achievement and their progress after giving the treatment about the use humor stories in reading comprehension. The content of the pretest was the same as the post test.
(. Tec#n6ue o" Data Anal3$$
To analysis the data, the writer employed the formula as follows+ $. 1coring the students/ correct answer of pretest and posttest The total correct answer
1core I
x $9
Total number of items
89
. The score of the students pretest and posttest a. ).= to $9 classified as excellent b. *.= to ).> classified as very good c. @.= to *.> classified as good d. =.= to @.> classified fairly good e. >.= to =.> classified fair f. 8.= to >.> classified as poor g. 9 to 8.> classified as very poor %(anwil depdikbud, $)*>& 8. ?omputing the freuency of the rate percentage of the students/ score K
n =
N
Ahere4 n
4 freuency
3
4 The total number of students. %"eaton, $)**4 @8&
:. ?alculating the mean score of the students/ answer by using formula4 X =
∑ X N
Ahere H
4 2ean 1core Σ x
4 Total row score
3
4 The total number of students %'rikunto, $))> 4 8@$&
8$
>. #inding out the significant difference between the pretest and posttest by calculating the value of the test. The following formula is employed 4 Ahere 4
L
D
4 6eviation
Σ D
4 1tandard deviation
3
,
Σx −
16 =
( Σx )
4 3umber of students ,
3
3 − $
Ahere 16
4 1tandard deviation
Σ x
4 Total row score
3
4 The total number of students %Day, $)*@48=8& L
t
=
D
∑ D − D ∑ N N ( N − $)
,
,
Ahere 4 D
4 The difference between the score of pretest and posttest
6 4 The mean score from the different score of pretest and posttest 6 4 The suare of 6 3 4 3umber of students %'rikunto $))>4>9)&
8
CHAPTER I& (INDIN: AND DISCUSSION
This chapter reveals the finding and discussion. The finding of the research covers the description of the result the data collected through the test. The result presents the interpretation as follows4
A. (ndng$
The findings consist of the rate percentage and freuency of the pretest and posttest score, the mean score and standard deviation of the pretest and posttest, T test value, and hypothesis testing. *. T#e rate Percentage and (re6uenc3 o" t#e Pre;te$t and Po$t;te$t
1tudents/ score of pretest and posttest were classified into some criteria and the percentage of the students score of pretest and posttest are presented in the following table4 Table ! . The rate
$ 8 : > = @
Excellent Fery good Dood #airly good #air
Score
).= J $9 *.= J ).> @.= J *.> =.= J @.> >.= J =.> 8.= J >.> 9 J 8.>
Pre;te$t (re6uenc3 Percent 9 9 9 9 =.== @ 8.88 * =.=@ $8 :8.8: 9 9 89 $99K
88
Po$t;te$t (re6uenc3 Percent 9 9 ) 89 9 ==.=@ $ 8.88 9 9 9 9 9 9 89 $99K
!n the pretest shows that achievement of the students of 1253 > 2akassar in comprehending the material was poor. There were $8 students %:8.8:Ks& who got poor score, @ students %8.88K& who got fair score and * students %=.=@K& who got fairly good and only students %=.==K& who got good. But after giving the treatment the table above shows there were 9 students %==.=@K& who got good score in comprehending the material, there were ) students %89K&, and only $ student %8.88K& who got very good score. !t can be concluded that the rate percentages were in good and very good category in the postJtest was greater than the rate percentage in the pretest. ,. T#e 8ean Score and Standard De!aton o" t#e $tudent$< Pre;te$t and Po$t; te$t
The mean score and standard deviation of pretest result of the students pre test after calculating the mean score and standard deviation are presented in the following table4 Table . The 2ean 1core and 1tandard 6eviation of the 1tudents/
2ean 1core =.$ *.88
1tandard 6eviation $.98 $.9:
Table shows that the mean score of student/s pretest was =.$ and the mean score of posttest was *.88. The standard deviation of pretest was $.98 while the standard deviation of posttest was $.9:. The mean score and standard deviation of the student/s posttest was higher than the mean score and the standard deviation of
8:
student/s pretest. This means that teaching through humor stories can improve students reading comprehension.
-. T;te$t !alue o" Student$< Readng Com%re#en$on Ac#e!ement
!n order to know whether or not the difference between mean score pretest and posttest is statically significant the ttest statistical analysis for nonindependent sample was employed. The result of ttest is I t I $>.$: Table 8. The Ttest of 1tudent/s -eading ?omprehension 'chievement Fariable H J H$
Ttest value $>.$:
Ttable value .9:>
Table 8 above shows that ttable value was higher than ttest value of the student/s comprehension achievement. !t can be concluded that there is significant difference between the results of the student/s pretest and posttest.
. H3%ot#e$$ te$tng
To find out degree of freedom %df&, the researcher used the following formula4 df
I 3J$
df
I 89 J $
df
I )
#or the level of significance %<& I 9.9> and degree of freedom %df& I ), then the value of ttable value I .9:> and ttest value I $>.$:. Thus the value of ttest was greater than ttable %$>.$: M .9:>&. !t means that there is significant
8>
difference between the mean score pretest and posttest of the students in reading comprehension after presenting materials by using humor stories. 'nd also it means that the null hypothesis %"9& is rejected and the alternative hypothesis %"$& is accepted. #rom the analysis above, the writer concludes that there is a significant difference between mean score pretest and posttest in the use of humor to improve reading comprehension, in other words, humor stories is effective to be used in teaching reading.
B. D$cu$$on
-elating to the data collected through the pretest and posttest it is shown the students/ reading comprehension of 1253 > 2akassar was good. !t was supported by the freuency and rate percentage of the result of the student/s score of pretest and post test. The students/ score after presenting in teaching reading through humor stories is better than before the treatment was given to the students. The students were also very interested in learning reading by using humor stories. !n the pretest there were $8 students %:8.8:K& who got poor score, and @ students %8.88K& who got fair score and * students %=.=@K& who got fairly good and only students %=.==K& who got good. !t shows that none of them got excellent score. !n the posttest, it shows that there were 9 students %==.=@K&
8=
who got good score and there were ) students %89K&, and only $ student %8.88K& who got very good score it show that none of them less an poor score. The mean score of the students/ pretest was =.$ that is classified as good score and posttest was *.88 that are classified as excellent score. !t shows that the mean score of students/ posttest is greater than the pretest. The mean score of gain %d& is .$. !t shows that there is a development of students/ reading comprehension after treatment. The value of the ttest greater than ttable %$>.$: M @.9:>&. Based on the result of the ttest value, the researcher found that there was a significant different between the results of pretest and posttest. !n other words, humor stories are effective in developing the students/ reading comprehension. The reason why most of the students interested in reading using humor stories because they were easy to understand the reading materials and they felt that using humor stories could improve their reading ability and their knowledge. They also stated that they usually tried to find the new words/ meaning, they did not know before given explanation about the steps of humor stories. Based on the result of the ttest, the writer found that their was a significance difference between the result or the pretest before an after teaching and learning process by using humor stories. This is because the students learned by using an interesting media that could enlarge their new experience and knowledge besides that to be familiar with the new vocabulary acuisition through humor stories reading materials. 8@
Based on all the data collected above, the researcher could conclude that most of the students needed to be motivated and English materials that could stimulate the students/ interest and that suitable with their linguistics level should be provided. #rom the discussion above, it can be concluded that the second year students of 1253 > 2akassar have good comprehension, after learning reading subject by using humor stories. #inally the writer concludes that using humor stories in teaching reading comprehension can help the students to improve their comprehension.
8*
CHAPTER & CONC)USIONS AND SU::ESTIONS
This chapter consists of two parts. The first deals with the conclusion of the findings, and the second part deals with suggestion. A.
Conclu$on$
Based on the result of data analysis and the discussion o the result in the previous chapter, the writer concludes that the improvement of the second year students of 12' 3egeri............... in reading comprehension through humor stories was good, it was prove by the ttest value that is $>.$: greater than the t table .9:> which was classified as a good score, the writer also concludes that there is a significant difference between the reading comprehension of the students of 12' 3egeri............... before and after using humor stories. !n other words, humor stories can improve the students/ reading comprehension.
B. Sugge$ton$
Based on the conclusion above, the writer like to put forward some suggestions as follows4 $. !t is suggested for English teachers to apply the humorous stories in teaching and learning process especially in teaching reading.
8)
. !t is suggested for English teachers to be more creative and to enrich their teaching materials. They can use English humor stories to stimulate the students/ attention and motivate them in learning English.
:9
BIB)IO:RAPH=
'lderson, G. ?harles. 999. Assessing Reading . Chio4 ?ambridge 5niversity press 'nderson, B. 1acria, et al. $)*$. Encyclopedia of Educational Evaluation. 1ixth . Teaching the language Art in Elementary School . 6uguba ;ong. ?hicago 4 Ailliam ?. Brown ?ompany. 'rikunto dan 1uharsini. $))=. 2anajemen
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