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.Readingis 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 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.Readingconsists 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 students 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 ResearchThis 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 FindingsMany 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 materialFatmawati ( 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 ofReading1.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
point2.Comprehension, the ability to infer ideas from
words3.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 .Readingis 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 ComprehensionWhat 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. 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
ComprehensionThe following are levels of reading comprehension
according to Smith (1969) and Carnine (1990):a) Level of reading
comprehension according to Smith (1969) andWayne(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.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 passageb)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 forReadingAccording to Harmer (1987). there are
four reasons for reading, they are:1.Readingin language
learningReadingis 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.Readingfor language learningIn 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.Readingfor informationIn most cases, reading for
information is relevant to current study of the reader they read to
find out information, to reduce their uncertainties.4.Readingfor
pleasureReadingfor pleasure is done without other peoples order but
according to an individual readers wish, and taste.6. Kinds
ofReadingThree kinds of reading, they are:a) Reading AloudIn
reading aloud, the students will get experience in producing the
sound, which should be practice as many as possible.Readingaloud 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) SilentReadingSilent 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 FastReadingfast 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 ofReadingThere are three strategies we tend
to approach when we read, they are;a. SkimmingSkimming 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.
ScanningScanning 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 readingIntensive 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 materialsTeacher 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 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 Readingmaterials 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).
(c) The interest factorThe 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 learning2.Material will allow for different styles of
learning3.Material will provide opportunities independent
study4.Material will provide opportunities for evaluating and
progress in learning.
9. Technique of ImprovingReadingSkillTo 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)
SurveyReadingBrown (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)
SkimmingSkimming 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)
ScanningScanning 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-readingPre-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 title2.Read
the introduction or opening paragraph3.Read the first sentence
under each heading4.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.
C. Humor1.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
HumorHumor 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 degradation2.Theories of
incongruity dissociation3.Theories of relief of tension or release
from inhibitionThere are many theories of humor; clown and jokes
but none of them can describe completely what humor is actually.a)
Superiority and DegradationVoltaire 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 DissociationTheories 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 humorThe
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.Summation of the
Theories of HumorOf 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.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 HumorSetiawan 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 etc2.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
humorb)Written humorc)Body movement humorThe Features of HumorThere
are some features of humor (anecdote) as follows:1. It is short and
simple story2. It usually relates one incident3. It begins close to
the control idea4. Includes important concrete detail5. It often
contains several quakes6. It close quickly after the climax7.
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 studentsThe advantage of using Humor;1. Arise the students
attention2. Give entertainment or enjoyment3. InterestingIn
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 output1. Input refers to the humorous stories that
will be given to the students2. Process refers to the
implementation of humorous stories in teaching reading ability in
the classroom3. Output refers to the students reading comprehension
achievement.E. HypothesisThe 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 Design1. 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 Sample1. PopulationThe 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. SampleThe 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.TreatmentThe researcher carried
out the class in four meetings. In each meeting the researcher used
to be discussed.1.The first meeting was on Tuesday, 10thOctober
2006, the topic is about My Holidaysa.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, 11thOctober 2006,
the topic is about Restauranta.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
read3.The third meeting was on Tuesday, 17thOctober 2006, the topic
is about Policeman and Bachelora.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,
1stNovember 2006, the topic is about Froga.The researcher gave
essay test again by using humor stories and the students repeat and
correction.D.Instrument of The ResearchThe 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.TheProcedures of Collecting
Data in this Research as follows:1.PretestBefore doing treatment,
the researcher applied a pre-test which was carried out on
Wednesday morning, 4thOctober 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.PosttestAfter doing treatment was on
Wednesday morning, 8thNovember 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 AnalysisTo 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 posttesta.9.6 to 10 classified as excellentb.8.6 to 9.5
classified as very goodc.7.6 to 8.5 classified as goodd.6.6 to 7.5
classified fairly goode.5.6 to 6.5 classified fairf.3.6 to 5.5
classified as poorg.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: ThesquareofD N :
Number of students