PROPOSAL
WRITING
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, 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
student’s Reading comprehension by using humour stories” of the second garde
of year students of SMA Negeri 5
Makassar.
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 continuous story, students can
identify rhetorical moves of a text in 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 5 Makassar?
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 student’s
reading comprehension to the second grade students of SMA Negeri 5 Makassar.
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 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
5 Makassar.
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 student’s 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’
don’t 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 student’s 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 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.
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 one’s 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 reader’s 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 student’s 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 mind’s 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.
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 author’s ideas with other
ideas to from new concepts or to expand old ones.
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
author’s 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.
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 people’s order but according to an
individual reader’s 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.
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.
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
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. 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 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 teacher’s
eyes in search of compassion. The opposite of true in Indonesian culture where
the children show respect by not looking into their superior’s 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).
(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.
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.
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
student’s 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.
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
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 Koestler’s 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 people’s
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.
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 King’s answer is the only
pooper one and you lie Sirrah, we’ll have you whipped.
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 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.
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
The
Features of Humor
There
are some features of humor (anecdote) as follows:
It
is short and simple story
It
usually relates one incident
It
begins close to the control idea
Includes
important concrete detail
It
often contains several quakes
It
close quickly after the climax
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;
Arise
the students’ attention
Give
entertainment or enjoyment
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,
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
In
the diagram above, the three main components are input, process, and output
Input
refers to the humorous stories that will be given to the students’
Process
refers to the implementation of humorous stories in teaching reading ability in
the classroom
Output
refers to the students’ reading comprehension achievement.
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..
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:
01 X 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 5
Makassar 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, 10th
October 2006, the topic is about My Holidays
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. 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, 8th 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
Score =
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
Where:
n : frequency
N : The total number of students.
(Heaton,
1988: 73)
4.
Calculating the mean score of the students’ answer by using formula:
Where X
: Mean Score
:
Total row score
N : The total number of students
(Arikunto, 1995 : 371)
5. Finding out the significant difference
between the pretest and posttest by calculating the value of the test. The
following formula is employed :
Where
:
:
Deviation
:
Standard deviation
N : Number of students
Where
SD : Standard deviation
: Total row
score
N : The total number of students
(Gay, 1987:363)
Where
:
: 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