skripsi bahasa inggris improving reading

8/19/2019 Skripsi Bahasa Inggris Improving Reading

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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 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,

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which has to be learned and is considered as the most important one because it can

influence other language skill %listening, speaking, and writing&. 'ccording to

(ustaryo %$)**+& it is certainly not easy to present the English reading for

!ndonesian students whose language system is different. -eading 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 !mproving the student/s -eading comprehension 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 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. -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 transactional discourse, interpersonal discourse, and oral monologue

especially in the forms of descriptive, narrative, anecdote, analytical exposition, and

hortatory exposition using oral language variation. 'nd achievement indicators+

1tudents can read continuos story, students can identify rhetorical moves of a text in


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the narrative, descriptive, and anecdote form, students can identify main ideas,

1upporting ideas, and detailed information of the text, and students can identify and

use the tense

B. Problem Statement

'ccording to the statement above, the research uestion is formulated as

follows4

6oes the use of humour stories improve the reading comprehension of the

second year 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#

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 89 essay 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


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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


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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.


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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 should 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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d& . 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


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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


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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

$.


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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 below

!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/

.

!3


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E. H3%ot#e$$

The hypothesis of the research presented as follows4

"$ %'lternative hypothesis& 4 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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9$ H 9

Ahere 4

9$ I


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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


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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.

.


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. 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

N

n=K

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

N

X X

∑=

Ahere H 4 2ean 1core

xΣ 4 Total row score

3 4 The total number of students

%'rikunto, $))> 4 8@$&

8$


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>. #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

D

L

4 6eviation

DΣ 4 1tandard deviation

3 4 3umber of students

( )

$ 3

3

xx

16

,,

−

Σ−Σ

=

Ahere

16 4 1tandard deviation

xΣ 4 Total row score

3 4 The total number of students

%Day, $)*@48=8&

( )$

,

,

L

−

−

=∑∑

N N

N

D D

Dt

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


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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


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!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/


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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 Ttest value Ttable value

H J H$ $>.$: .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 3 J $

df I 89 J $

df I )

#or the level of significance % 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>


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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=


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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@


38/42

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*


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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)


40/42

. !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


41/42

BIB)IO:RAPH=

'lderson, G. ?harles. 999. Assessing Reading . Chio4 ?ambridge 5niversity press

'nderson, B. 1acria, et al. $)*$. Encyclopedia of Educational Evaluation. 1ixth


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"ornby, '.1. $)=). The Advanced earner’s Dictionary of $urrent English. Cxford

5niversity . ecturer %ersonality as one of intrinsic "otivating

1actors in $lassroom earning . Gurnal . Teaching Elementary Reading . 3ew Gersey4 "arper ?olling

skripsi bahasa inggris improving reading

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