CHAPTER I

INTRODUCTION
This chapter deals with background, problem statement, objective of the
research, significance of the research and scope of the research.
A. Background
Being successful in teaching English is the dominant factor that the 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 quality.
In 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. However, the problem is how to make
them comprehend.
For 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. For students who are studying languages, reading is one of the skills,
1

which has to be learned and is considered as the most important one because it can
influence other language skill (listening, speaking, and writing). According to
Kustaryo (1988;2) it is certainly not easy to present the English reading for
Indonesian students whose language system is different. Reading is a 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 high school find difficulties in all teaching reading and prefer teaching
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 entitle Improving the students Reading comprehension by using humour
stories of the second year students of SMA Negeri................
In the teaching reading, English. Teacher should introduce the humor stories
as an alternative way to give variation to the students in teaching and learning
process.
Based on the junior high school curriculum, reading is one of the four skills in
studying English. Reading 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 reading:
Understand transactional discourse, interpersonal discourse, and oral monologue
especially in the forms of descriptive, narrative, anecdote, analytical exposition, and
hortatory exposition using oral language variation. And achievement indicators;
Students can read continuos story, students can identify rhetorical moves of a text in
2

the narrative, descriptive, and anecdote form, students can identify main ideas,
Supporting ideas, and detailed information of the text, and students can identify and
use the tense
B. Problem Statement
According to the statement above, the research question is formulated as
follows:
Does the use of humour stories improve the reading comprehension of the
second year students of SMA Negeri...............?
C. Objective of the Research
The objective of the research is to find out whether the use of humour stories in
teaching reading can improve students reading comprehension to the second grade
students of SMA Negeri................
D. Significance of the Research
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. Scope of the Research
This research is restricted to the use of humour stories as reading materials
from text book in English class. By discipline, this research is under applied
linguistics. By content, this study is limited to discussion to the use 30 essay tests
3

question 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
SMA Negeri................

CHAPTER II
REVIEW OF THE RELATED LITERATURE

This chapter deals with some previous research findings. Some pertinent
ideas, theoretical framework and hypothesis.
A. Previous Research Findings
Many researches have report to expose the identification of students
achievement in learning English to make the teaching and learning process more
effective some of the researchers findings are ated concisely below:
Halimah (2002) 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
dont feel stress in learning by using written humor.
Asriyani Alwi st (2003) in her research she concluded that the use of
humorous stories material in the teaching of English reading could motivate the
students SLTP Negeri 36 Sudiang Makassar to read English material
Fatmawati ( 2004 ) 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. In
senior high school were unorganized because the score of the third year is lower than
the first and the second year score.

Mutmainnah ( 2001 ) in her research she concluded that the application of

cooperative learning in improving the students 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.
From the previous findings above, the writer using humor stories techniques
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 steps: (1) Introduce about the humor stories and
identify main ideas, (2) Read the questions, (3) Supporting ideas, (4) getting the
general and specific information, (5) find out the answer in reading materials. In this
case, the teachers are expected to give and use many kinds o technique in reading
class and also the interesting materials.
B. Definition of Reading
1. What is Reading?
There are reading definition are given by some people, which related the
similar meaning.
Charles in Tohir (2001:5) states that reading is a transmitting of information
process where the author tells all the readers about his ideas or message. Such as, the
author is regard as the informants (sender) and the reader on the another hand is
receiver. During the reading process it means that the reader can be done during

reading activity is only grasping and decoding information, meanwhile he can not as
question or comment to the author directly.
Tinker and Cullogh (1975:9) 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. From those definitions, it can be concluded reading is
meaning getting process the reader always tries to catch what the writer says and
means actually. Also from those definitions of reading some people formulate
definitions of reading comprehension.
According to William (1984:486) reading can be point as four step process.
The four steps are interrelated to other, they are:
1. Word perception, the ability to recognize a point
2. Comprehension, the ability to infer ideas from words
3. Reaction, a step in which the reader interacts intellectually and emotionally.
4. Integration, absorbing the ideas in context of ones personal background.
Finally, Harris et all (1980:5) define reading as a process of meaning
elaboration or thinking in relation to written symbols. The recognition and
comprehension Written symbols are influenced by readers perception skill,
experience, language background, mind sets and reasoning abilities as they anticipate
meaning on the bases of what has read.

2. Reading Concept
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 required to be acquired by the students academically.
According to Rubin (1982) reading is the bringing of meaning to and the
getting of meaning from the printed pages while Simanjutak (1988) states that reading
is the process of putting to reader in contact and communication with ideas.
Widdowson in Rubin (1982) states that reading is not a reaction to text but an
interaction between writer and reader medicated through the text. It is clear that
reading is a fundamental requirement that can influence the students achievement in
studying English through reading, we can broaden our horizon of thinking
Anthony (1995:77) states that teaching English as a foreign language to the
second language learners requires 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.
In 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.

Learning English could be fun for the students who learn another language. In
this case, teachers of English should have a good preparation in teaching. It is very
essential for the teachers to create a good classroom atmosphere and to avoid the
students from getting bored. According to William in Rahman, teaching must be
learned in such a way that learning becomes interesting.
A wide selection material will be interesting if the material is humorous.
Sudjoko in Hamka (2001;3) 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. Which is funny
(Written humor) in teaching reading . Reading is an active in which the reader must
make an active contribution by drawing upon and using concurrently various abilities
he has acquired. In 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 she/he has read.
3. Definition of Reading Comprehension
What does reading comprehension mean?
To answer the question, 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. Hornby (1974:711) explains that reading
is the act of one who reads ; knowledge, ESP, of books : the ways in which something

is interpreted, while comprehension is the act of understanding, the ability of the

mind to understand Procter in Rahman (1998:6) Evison in Tahir (2001:8) explain that
comprehension is the minds power of understanding, or the ability to understand.
Thinker (1975;5) 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. As it is, if a student just reads
loudly, but can not understand the content of the passages, it means he/she fails in
comprehending the passage.
Ophelia (1989;205) assumes that reading comprehension is understanding
evaluating and utilizing of information between author and reader. It sounds like the
author and the reader can communicate one other. It means that a reader in this case,
tries to understand what he is saying.
Smith and Dale (1980:7) state that reading comprehension means
understanding, evaluating, utilizing of information and gaining through an interaction
between reader and author. Reading 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. One who reads something by understanding it can be said that he does
a reading comprehension.

10

Comprehension is a special kind of thinking process. The reader comprehends

by actively constructing meaning internally from interacting with the material that is
read (Anderson and Pearson in Alexander, (1993;160). Successful comprehension
involves the reader who can discovery the meaning. It may be finding a particular
piece of information, solving a problem through reading, working to understand an
idea or following a set of directions. From the point of view given above, it can be
concluded that reading is an active thinking process where the reader tries to gain
information given by the author and understands what actually the purpose of author.
4. Levels of Reading Comprehension
The following are levels of reading comprehension according to Smith (1969)
and Carnine (1990):
a) Level of reading comprehension according to Smith (1969) and Wayne (1979) are.
1. Literal comprehension; that is the skill of getting primary direct literal
meaning of a word, idea, or sentence in context.
2. Interpretation; that is to identify ideal and meaning that are not explicitly
stated in the written text.
3. Critical reading; that is to evaluate what is read, and examines critically the
thought of the writer.
4. Creative reading; that is to apply ideas from the text to new situations and to
recombine authors ideas with other ideas to from new concepts or to expand
old ones.

11

b) Level of reading comprehension Carnine in Carnine (1990) are:

1. Comprehension skill for the primary level consists of:
a) Literal comprehension; that is to receive information stated in a passage
b) Sequencing comprehension; that is to under several from a passage
according to when they happened.
c) Summarization; that is to receive information stated in a passage.
2. Comprehension skill for the intermediate level consist of:
a) Inferential comprehension; that is to reveal relationship between two
objects or averts (stated on not stated).
b) Critical reading; that is to identify the authors conclusion to determine
what evidence is presented, and to identify family argument.
c) Comprehension skill for the advanced level that is the appreciation of the
author work.
5. The Reasons for Reading
According to Harmer (1987). there are four reasons for reading, they are:
1. Reading in language learning
Reading 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 technique is highly motivation and successful since it
interest students, creates expected, and gives them a purpose for reading.

12

2. Reading for language learning

In 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. People read to language because
they have a desire to do so and a purpose to achieve.
3. Reading for information
In most cases, reading for information is relevant to current study of the reader
they read to find out information, to reduce their uncertainties.
4. Reading for pleasure
Reading for pleasure is done without other peoples order but according to an
individual readers wish, and taste.
6. Kinds of Reading
Three kinds of reading, they are:
a) Reading Aloud
In reading aloud, the students will get experience in producing the sound,
which should be practice as many as possible. Reading aloud is divided in two kinds.
They are unison is done with whole group. It 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.

13

b) Silent Reading
Silent 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) Reading Fast
Reading 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.6. The aerials.
7. The Strategy of Reading
There are three strategies we tend to approach when we read, they are;
a. Skimming
Skimming is to read text superficially a rapidly in order obtain the gist or main
idea it is a skill that requires concentration. Adequate knowledge among of practice is
necessary in order to skim fulfill their purposes.
b. Scanning
Scanning is to read a text quickly in order to locate a specific item of information
it is used to design the process of locating quickly a particular word, phrase, sentence,
and fact of figure with a selection.

14

c. Intensive reading
Intensive reading is a for recall or total accuracy it is an activity in class way in
using reading. It deals with the detail content and linguistic study.
8. Selection of materials
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 he/she should be sure that they are in time of students 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. If 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.
According to Huck in Burns (1984), 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. In
selection reading materials, there are at least three areas that should be concern:
(a) The level of linguistic difficulty
Cooper in Gwin (1990) and Chunk states that unpracticed readings in a
foreign language tend to use a word-by-word approach while more practice readers
15

are able to Chunk information. Based on the statement above, we can decide that the
select material should be at the language level of the student.
A 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, sequence and varied so their linguistic content and
difficulty the ability of the students.
(b) Cultural content
Reading materials reflect the culture perception of the writer. Therefore, many
reading materials, especially non-scientific material, or culturally biased, and so can
cause comprehension problems for the students. For example, Indonesian students
might have difficulty with the story about an American child who gases into his
teachers eyes in search of compassion. The opposite of true in Indonesian culture
where the children show respect by not looking into their superiors eyes.
If 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 (Gwin,
1990).

16

(c) The interest factor

The third area that should be concerned in selecting various reading materials
is the interest. It is had by the students because the evidence that students motivation
in reading is greater when material interest them.
How can teacher provide various reading materials that are interesting for the
students? Most students of English tale interest in book or short story in which
characters are involved in learning a second language. However, teacher can also
discover the kind topic that interest their reading preferences.
One 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
(Rubin, 1982 ).
Relate with how to select language learning materials. Richard and Rogers in
Mantasiah ( 2000:14) give specification :
1. Material will allow learners to progress at their own rates of learning
2. Material will allow for different styles of learning
3. Material will provide opportunities independent study
4. Material will provide opportunities for evaluating and progress in learning.

17

9. Technique of Improving Reading Skill

To achieve the purpose of reading one should read effectively. General in
Rahman (1998:8) 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 technique as
follows:
a) Survey Reading
Brown (1987:930) says surveying is specialized technique for getting a
mountain top new of an article chapter content and it helps to give a general point of
view.
b) Skimming
Skimming is a kind of reading that make our eyes move quickly in order to get
the main idea from the reading material. Skimming enable people to select content that
want to read and to discard that which is in consequential for their purpose.
c)

Scanning
Scanning is reading the text quickly to answer a specific question. This

technique enables people to locate specific information without reading all the
material around It. Brown (1987;138 ) states that scanning serves two functions. It
uncovers relevant information and accelerates your reading speed.

18

d)

Pre-reading
Pre-reading is a technique that a reader uses before he began to read the

material to improve his comprehension and recall. Whorter ( 1992 ; 25 ) states that
pre-reading involves only at those part of reading materials that will tell you what it is
about or how it is organize. Further he explains the port on to look at in reading a text
book chapter are:
1. Read the title
2. Read the introduction or opening paragraph
3. Read the first sentence under each heading
4. Read each boldface heading.
5.

Notice any typographical aids.

6. Notice any graph or pictures.

7. Read the last paragraph or summary (Whorter, 1992:26)
Grabe in Rahman (1998:2) states that pre-reading activities very useful in the
reading class because they have been referee to as instruments teachers can use in the
class to active students background knowledge, it can be conduct that pre-reading is
very effective because it helps a reader to give basic information about the
organization and the content of the materials.

19

C. Humor
1. What is humor?
According to Webster New world Dictionary (1996), humor is the quality that
makes something seems funny or amusing: 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. Funny is used in the little to refer to humor and act, which
can cause laughter.
2. Theories of Humor
Humor in modern usage means the comic or laughable. In general sense, all
theories of humor could be divided into two classes; those that find all humor and
laughter innocent, harmless and joyful. More precisely the theories of humor can be
divided into three groups;
1. Theories of superiority or degradation
2. Theories of incongruity dissociation
3. 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) Superiority and Degradation
Voltaire in Enclopedia Americana (1995) said laughter arises from a gayety of
disposition absolutely in compartable with contempt and indignation another
dissenter Jean Paul Richter, also in Enclopedia Americana wrote that the observe of a

20

humorous situation most subjectively identification himself with the object of

laughter. Humor finds no individual fools but only foolishness I foolish world and is
therefore tenderly tolerant: this theory was develop by Dunlop lea code and Rapp.
b. Incongruity and Dissociation
Theories of this group have been held as widely, if not so long as those of the
first group. Braise Pascal in Encyclopedia Americana (1995) emphasizes the
frustration of expectation nothing makes people laugh so much as a surprising
disparity between what they expect and what they see. A resent and highly
encompassing theory of humor is Arthur Koestlers theory of dissociation. Henri
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 Guthrie, Willman and Baisilic.
c) Relief 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 Spencer and Kline in Pradopo (1987) states that peoples tension
sometimes out of control.
Which is caused by a high emotion and usually, handled by the sense of
humor. We can see in our daily life a person with anger or a hard stress already
releases (Soebardi:1997). This theory was developed by Spencer, Kline and Rapp.
21

3. Summation of the Theories of Humor

Of 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.
Humor certainly is multifaceted, it can be aggressive it can deal with nonsense or
incongruous, it can be sympathetic and understanding, it can develop intellectual
squint as it attempt to see all sides of a question, it can be playful or intelligent. It can
even be serious as satire and the rises of black humor indicate, but it can no be false.
Humor, even at its most malicious, even at its most exaggerated, can not dessert
truth toilet, the Kings answer is the only pooper one and you lie Sirrah, well have
you whipped.
4. Function of Humor
Sudjoko in Hamka (2001) 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. Actually 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. In the advance country, employees
sometimes make humor as long as it helps to facilate their work or function to reach

22

their goal. Another 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. Recently, this kind of humor grows greatly as our society
become more critical and they already able to see any betrayal in our surroundings.
Humor 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.

5. Kinds of Humor
Setiawan in Hamka (2001) categorize humor according to its expression form
he states the kinds of humor as in the following:
1. Performing comedy. Such as jest, pantomime, etc, graphic humor such as
caricature funny picture etc
2. Literature humor such as funny story humor stories, anecdote etc. Koesler in
Hamka (2001) categorized humor into two classes, according to its performance
and according to its goal.
Humor in the view of performance can be divided into three as in the
following:
a) Spoken humor
b) Written humor
c) Body movement humor
23

6. The Features of Humor

There are some features of humor (anecdote) as follows:
1. It is short and simple story
2. It usually relates one incident
3. It begins close to the control idea
4. Includes important concrete detail
5. It often contains several quakes
6. It close quickly after the climax
7. Requires punctual for the punch line
(Manen Mc. Gil, 2000)
7. Why use Humor?
Humor 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 Humor;
1. Arise the students attention
2. Give entertainment or enjoyment
3. Interesting
In teaching reading, english teacher should introduce the humor stories as
an alternative way to give variation to the students in teaching and learning
process. Humor stories can make someone to see problem many different sides,

24

humor can entertain, humor can swift mind, humor can increase. Someone
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. Theoretical Framework
Reading 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 below

INPUT
Written Humorous stories

PROCESS
Implementation of Humorous
stories in teaching Reading
comprehension

OUTPUT
Students Reading
comprehension
achievement

In the diagram above, the three main components are input, process, and output
1. Input refers to the humorous stories that will be given to the students
2. Process refers to the implementation of humorous stories in teaching reading
ability in the classroom
3. Output refers to the students reading comprehension achievement.

25

E. Hypothesis
The hypothesis of the research presented as follows:
H1 (Alternative hypothesis) : There is a significant difference of the students
reading comprehension before and after presenting
reading material by using humor stories.
(H0) Null hypothesis

: There is no significant result students reading

comprehension before and after giving treatment..

26

CHAPTER III
METHOD OF THE RESEARCH

This chapter deals with variable and research design, population and sample,
instrument of the research, procedure of collecting data and technique of data
analysis.
A. Variable and Research Design
1. Variable
This research consists of two variables. They are:
1. Independent variable was the use of humor stories to improve reading
comprehension. Humor is the quality that makes something seem funny or
amusing to comprehend any complex matters.
2. Dependent variable was the students reading comprehension means
understanding, evaluating, utilizing information and gaining through an
interaction between reader and author.
2. Research Design
The research employed a pre-experimental method with one class pretest and
posttest design. The diagram was given below:

27

01

02

Where :
01 = Pretest
X = Treatment
02 = Posttest
(Gay, 1981 : 225)
B. Population and Sample
1. Population
The population of this research was the second grade students of SMA
Negeri............... in the 2006/2007 academic year. The number of population 360
students consisted of nine classes; each class consisted of 30 40 students.
2. Sample
The writer took only one class as the sample and respondent of this research.
The number of the sample is 30 students were chosen (II IPA1) because that class is
excellent class than the other classes. This sample was chosen by using cluster
random sampling technique.
C. Treatment
The researcher carried out the class in four meetings. In each meeting the
researcher used to be discussed.
1. The first meeting was on Tuesday, 10 th October 2006, the topic is about My
Holidays
28

a. The researcher introduces about the humor stories.

b. The researcher gave explanation about reading comprehension by using humor
stories to stimulate the students.
2. The second meeting was on Wednesday, 11th October 2006, the topic is about
Restaurant
a. The researcher asked the students what their difficulties about the humor
stories.
b. The researcher gave 3 (three) humor stories as a sample and then students read
3. The third meeting was on Tuesday, 17th October 2006, the topic is about
Policeman and Bachelor
a. The researcher gave essay test and each student answer the questioned about
the humor stories.
b. The researcher asked the students again what their difficulties about the humor
stories.
4. The fourth meeting was on Wednesday, 1st November 2006, the topic is about
Frog
a. The researcher gave essay test again by using humor stories and the students
repeat and correction.
D. Instrument of The Research
The instrument of this research was a reading test. The reading test was
administrated in the pre-test and the post-test. The test consisted of 30 essay tests.

29

The researcher choose essay test because the students can comprehend the
material while the post-test was intended to know the students reading
comprehension.
E. The Procedures of Collecting Data in this Research as follows:
1. Pretest
Before doing treatment, the researcher applied a pre-test which was carried
out on Wednesday morning, 4th October 2006. It lasted in 90 minutes, with 2 x
45 minutes. Students were in the class joining the test. The researcher
distributed

to

identify

the

students prior

knowledge

in

reading

comprehension.
2. Posttest
After doing treatment was on Wednesday morning, 8 th November 2006. The
writer post-test for the experimental class. It lasted for 2 x 45 minutes. The
post-test 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.
F. Technique of Data Analysis
To analysis the data, the writer employed the formula as follows;
1. Scoring the students correct answer of pretest and posttest
The total correct answer

Score = Total number of items x 10

30

2. The score of the students pretest and posttest

a. 9.6 to 10 classified as excellent
b. 8.6 to 9.5 classified as very good
c. 7.6 to 8.5 classified as good
d. 6.6 to 7.5 classified fairly good
e. 5.6 to 6.5 classified fair
f. 3.6 to 5.5 classified as poor
g. 0 to 3.5 classified as very poor
(Kanwil depdikbud, 1985)
3. Computing the frequency of the rate percentage of the students score
%

n
N

Where:
n

: frequency

: The total number of students.

(Heaton, 1988: 73)

4. Calculating the mean score of the students answer by using formula:

X
N

Where X

: Mean Score

: Total row score

: The total number of students

(Arikunto, 1995 : 371)

31

5. Finding out the significant difference between the pretest and posttest by
calculating the value of the test. The following formula is employed :
Where :
_

SD

: Deviation

: Standard deviation

: Number of students

N
N 1

Where
SD

: Standard deviation

: Total row score

: The total number of students

(Gay, 1987:363)
_

D
2

N
N N 1

Where :
D

: The difference between the score of pretest and posttest

D : The mean score from the different score of pretest and posttest
D2 : The square of D
N : Number of students
(Arikunto 1995:509)

32

CHAPTER IV
FINDING 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 follows:
A. Findings
The findings consist of the rate percentage and frequency of the pre-test and
post-test score, the mean score and standard deviation of the pre-test and post-test, Ttest value, and hypothesis testing.
1. The rate Percentage and Frequency of the Pre-test and Post-test
Students score of pre-test and post-test were classified into some criteria and
the percentage of the students score of pre-test and post-test are presented in the
following table:
Table I . The rate Percentage and frequency of the Pre-test and Post-test
No Classification
1
2
3
4
5
6
7

Excellent
Very good
Good
Fairly good
Fair
Poor
Very poor
Total

Score
9.6 10
8.6 9.5
7.6 8.5
6.6 7.5
5.6 6.5
3.6 5.5
0 3.5

Pre-test
Frequency Percent
0
0
0
0
2
6.66
7
23.33
8
26.67
13
43.34
0
0
30
100%

33

Post-test
Frequency Percent
0
0
9
30
20
66.67
1
3.33
0
0
0
0
0
0
30
100%

In the pre-test shows that achievement of the students of SMUN 5 Makassar

in comprehending the material was poor. There were 13 students (43.34%s) who got
poor score, 7 students (23.33%) who got fair score and 8 students (26.67%) who got
fairly good and only 2 students (6.66%) who got good. But after giving the treatment
the table above shows there were 20 students (66.67%) who got good score in
comprehending the material, there were 9 students (30%), and only 1 student (3.33%)
who got very good score. It can be concluded that the rate percentages were in good
and very good category in the posttest was greater than the rate percentage in the
pre-test.
2. The Mean Score and Standard Deviation of the students Pre-test and Posttest
The mean score and standard deviation of pre-test result of the students pretest after calculating the mean score and standard deviation are presented in the
following table:
Table 2. The Mean Score and Standard Deviation of the Students Pre-test and
Post-test
Test
Pre-test
Post-test

Mean Score
6.21
8.33

Standard Deviation
1.03
1.04

Table 2 shows that the mean score of students pre-test was 6.21 and the mean
score of post-test was 8.33. The standard deviation of pre-test was 1.03 while the
standard deviation of post-test was 1.04. The mean score and standard deviation of
the students post-test was higher than the mean score and the standard deviation of

34

students pre-test. This means that teaching through humor stories can improve
students reading comprehension.
3. T-test value of Students Reading Comprehension Achievement
In order to know whether or not the difference between mean score pre-test
and post-test is statically significant the t-test statistical analysis for non-independent
sample was employed. The result of t-test is = t = 15.14
Table 3. The T-test of Students Reading Comprehension Achievement
Variable
X2 X1

T-test value
15.14

T-table value
2.045

Table 3 above shows that t-table value was higher than t-test value of the
students comprehension achievement. It can be concluded that there is significant
difference between the results of the students pre-test and post-test.
4. Hypothesis testing
To find out degree of freedom (df), the researcher used the following
formula:
df

= N1

df

= 30 1

df

= 29

For the level of significance (P) = 0.05 and degree of freedom (df) = 29, then
the value of t-table value = 2.045 and t-test value = 15.14. Thus the value of t-test
was greater than t-table (15.14 > 2.045). It means that there is significant

35

difference between the mean score pre-test and post-test of the students in reading
comprehension after presenting materials by using humor stories. And also it
means that the null hypothesis (H0) is rejected and the alternative hypothesis (H1)
is accepted.
From the analysis above, the writer concludes that there is a significant
difference between mean score pre-test and post-test in the use of humor to
improve reading comprehension, in other words, humor stories is effective to be
used in teaching reading.
B. Discussion
Relating to the data collected through the pre-test and post-test it is shown
the students reading comprehension of SMUN 5 Makassar was good. It was
supported by the frequency and rate percentage of the result of the students score
of pre-test 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.
In the pre-test there were 13 students (43.34%) who got poor score, and 7
students (23.33%) who got fair score and 8 students (26.67%) who got fairly good
and only 2 students (6.66%) who got good. It shows that none of them got
excellent score. In the post-test, it shows that there were 20 students (66.67%)

36

who got good score and there were 9 students (30%), and only 1 student (3.33%)
who got very good score it show that none of them less an poor score.
The mean score of the students pre-test was 6.21 that is classified as good
score and post-test was 8.33 that are classified as excellent score. It shows that the
mean score of students post-test is greater than the pre-test. The mean score of
gain (d) is 2.12. It shows that there is a development of students reading
comprehension after treatment.
The value of the t-test greater than t-table (15.14 > 72.045). Based on the
result of the t-test value, the researcher found that there was a significant different
between the results of pre-test and post-test. In 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 t-test, the writer found that their was a
significance difference between the result or the pre-test 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 acquisition
through humor stories reading materials.
37

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.
From the discussion above, it can be concluded that the second year students
of SMUN 5 Makassar have good comprehension, after learning reading subject
by using humor stories. Finally the writer concludes that using humor stories in
teaching reading comprehension can help the students to improve their
comprehension.

38

CHAPTER V
CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first deals with the conclusion of the
findings, and the second part deals with suggestion.
A.

Conclusions
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 SMA Negeri............... in reading comprehension through humor
stories was good, it was prove by the t-test value that is 15.14 greater than the ttable 2.045 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 SMA Negeri............... before and after using humor stories. In other
words, humor stories can improve the students reading comprehension.

B. Suggestions
Based on the conclusion above, the writer like to put forward some
suggestions as follows:
1. It is suggested for English teachers to apply the humorous stories in teaching
and learning process especially in teaching reading.

39

2. It 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.

40

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