The Effectiveness of Humor Stories to Improve StudentsÂ’ Reading Comprehension at Second Grade of Junior High School Muhammadiyah 01 Malang

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The Effectiveness of Humor Stories to Improve Students’ Reading Comprehension at Second Grade of Junior High School Muhammadiyah 01

Malang

THESIS

By:

Hana Dessy Pratiwi 201110100311155

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

The Effectiveness of Humor Stories to Improve Students’ Reading Comprehension at Second Grade of Junior High School Muhammadiyah 01

Malang

THESIS

This thesis is submitted to meet one of requirements to achieve Sarjana Degree in English Education

By:

Hana Dessy Pratiwi 201110100311155

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

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ACKNOWLEDGEMENTS

In the name of Allah SWT, the most Gracious and the Merciful

All praises to Allah SWT, king of the king, the lord of the world, and the master of the day after, who has given us blessing and guidance. Because of his graciousness and mercifulness the researcher can write well. The researcher realizes and feels very sure that without his blessing, mercy and guidance, it would be impossible for me to finish this thesis.

On this occasion with great humanity, the researcher would like to thank you to all those who have given me guidance so that this thesis can be finished. Completion of writing of this thesis, the researcher would like to thanks to:

1. For my beloved parents, Hary Setyawan and Daniaty. Thank you so much for give support, advices, and affection in my life. My beloved sister, Nendy Indrasari may Allah SWT does ever safeguard.

2. My first advisor and also the Head of English Department University of Muhammadiyah Malang, Drs. Sudiran, M.Hum who has given me guidance, encouragement, patient, correlation, advice and suggestion to finish this thesis. Then, thank you for your time to share your great knowledge and your experience to me.

3. My second advisor and also the head of Language Center University of Muhammadiyah Malang, Drs. Masduki who has guided me with his worthy, correction and suggestion to improve the quality of my thesis.

4. All the lectures of English Department University of Muhammadiyah Malang, who have transferred so much about their knowledge to me and help me studying English in this university.

5. For my gratitude to headmaster of SMP Muhammadiyah 01 Malang who has give me permission to research. Mom Nurul, S.pd as an English Teacher in SMP Muhammadiyah 01 Malang, who has allowed me to present about my research and teaching in this class. The second grade students of SMP Muhammadiyah 01 Malang, who help me to make my research.

6. Thanks to my best friend, Catur puspita Rini who has given me support, advice and cheerful.

7. The last, this thesis is far from being perfect, but it is expected that this thesis will be useful not only for the researcher, but also for the readers. For this reason, constructive thought suggestion and critics are well come to make this thesis better.

Finally, may Allah SWT receive all their effort and praying. Amin

Malang, June 17,2016

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TABLE OF CONTENTS

COVER

APPROVAL………i

MOTTO AND DEDICATION………...iii

STATEMENT OF WORK ORIGINALITY……… ...iv

ABSTRACT………...v

ACKNOWLEDGEMENTS………vi

TABLE OF CONTENTS………...viii

CHAPTER I INTRODUCTION 1.1 Background of the Study………1

1.2 Statement of Problems………... 3

1.3 The Purposes of the Study………. 3.

1.4 Significance of the Research………..3

1.5 Scope and Limitation………..3

1.6 Definition of Key term………4

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Reading……… 5

2.2 The Strategy of Reading……….. 6

2.4 Kinds of Reading……….8

2.5 Definition of Humor………9

2.6 Kinds of Humor……….10

2.7 The Function of Humor Stories……….10

2.8 The Advantages of Using Humor Stories in Teaching Reading…...11

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design and Variables………12

3.2 Population and Sample……….13

3.2.1 Population……….13

3.2.2 Sample………...14

3.3 Treatment………...14

3.4 Research Instrument………..15

3.5 Technique of Data Collecting………..16

3.6 Technique of Data Analysis………16

CHAPTER IV FINDINGS AND DISCUSSION 4.1 The Solution of Humor Stories in Reading Process…………18

4.2 The Students’ Post Test Score……….19

4.3 The Average Mark of Post Test Score………20

4.4 The Significance of the Result Test ………21

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CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion………23

5.2 Suggestion………24

REFERENCES APPENDICES

REFERENCES

Alton L.Raygor. PhD, Robin D.Raygor Ph.D. “Effective Reading; Improving Reading

Rates and Comprehension”, America, 1985.

Parson P David. “Teaching Reading Comprehension” United State of America:

Company, 1978

Urquhart A. Hand Weir C.J. “Reading in a Second Language” Process, Product and

Practice, Cambridge: Longman, 1998.

Francoise Grellet. “Developing Reading Skill” Great Britain: Cambridge University

Press, 1986.

Glenberg, A. M, Brown, M., & Levin, J. R. (2007). “Enhancing comprehension in

small reading groups using a manipulation strategy” Contemporary

Educational Psychology, 32(3), 389–399.

Hedge, Tricia. (2003) “Teaching & learning in the language classroom” UK: OUP.

Orasanu, Judith (Ed.). (1986). “Reading comprehension” from research to practice.

Hillsdale,NJ: Lawrence Erlbaum Associates.

Almasi, J. F. (2003). “Teaching strategic processes in reading” New York, NY: The

Guildford Press.

Alvarez, M. C., & Risko, V. J. (2009). “Motivation and study strategies” In R. F.

Flippo, & D. C.

Caverly, D. C., Nicholson, S. A., & Radcliffe, R. (2004). “The effectiveness of strategic

reading instruction for college developmental readers”journal of College reading and learning,35(1), 25–49.

Cornet, C.E. (1986). “Learning through laughter:humor in the classroom”

Bloomington, IN : Phi Delta kappa educational foundation

Darling, A & Civikly, J.M (1980). “Humor and its effect on learning in children” in p.

E. McGhee & A. J Chapman (Eds), children humor (pp. 237-253). New York wiley

Gilliland, H & Mauritsen, H. (1971). “Humor in the classroom” the reading teacher,

1 CHAPTER 1 INTRODUCTION

This chapter deals with background, statement of problems, the purpose of the study, significance of the research, scope and limitation and definition of key term.

1.1Background

In the recent years, people know that English is an international language and it becomes interesting to be taught. English as a second language consists of four skills in language learning, they are reading, listening, speaking, and writing. In this research, the researcher will concern with reading skill because reading is one of the language skill that helps student to understand English subject. Gillet (1986) states that reading process is a sense making that create ideas, information and mental images from print and it brings comprehending.

Being successful in teaching English is the dominant factor that the English teacher should pay attention, especially in a teaching reading. In teaching reading process, teachers usually find student problems in reading process. Some of the students do not understand the contents of reading materials such as; finding out the topic, theme, main idea, and answer the question that related with the text. Valetta (2008) states that, ability to understand the target language greatly depends on the knowledge of vocabulary in the broader sense. It proves that a student who does not know English vocabulary fairly well will have problems when facing new reading materials.

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 to know the thoughts expressed in the printed material. Therefore, reading comprehension is the 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. Anderson (1984) states that, a reader uses knowledge to comprehend texts, both bridging missing gap and elaborating the text meaning.

2

In the university level, reading is a skill that has to be learned. The university students have to read their compulsory books or other materials related to their lesson. Hellekjaer (2009) states that, reading is a situation that complex process which gets the new knowledge involving not only the read the text but also their experience to comprehend it with effective strategies. Because of its crucial situation, many teachers of English at school especially in junior level find difficulties in all teaching reading and prefer teaching structure to reading. Many teachers do not know how to improve the students reading skill. Because the reading process cannot be directly and complex, Powell (1989) states that, all scores or data produced by test of reading are indirect measures of the process.

Based on the phenomenon above, the researcher is interested in investigate the effectiveness of humor stories to improve students’ reading comprehension in the second year students of SMP Muhammadiyah 01 Malang in academic year 2015/2016. When the students are interested in humor stories text, so the teaching reading process will be successful.

In addition, from the previous study which was done by Ria with the title “ The

Teaching of Reading Comprehension by Using Small Group Discussion “( 2007 : 26) in her study, she tries to improve students’ achievement by using small group discussion. It was successful since students get high score by using small group rather than large group.

Ned Vizzini (2006) states that, 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 so humor stories have related with students background. The advantages of using humor are :

1. Arise the students’ attention

2. Give entertainment or enjoyment

3 1.2 Statement of Problems

According to the statement above, the research questions are formulated as follow: 1. Is there any significance difference of the students’ reading comprehension

when the use humor stories?

1.3 The Purpose of the Study

Based on the problem statement above, the researcher tries to get a target to describe:

1. ‘There are any significance difference of the students’ reading comprehension

when the use humor stories.

1.4 Significance of the Research

Theoretically, this research will be useful for the students will be motivated in learning English to increase their reading skill.

Practically, this research can give feedback for the teachers to implement the technique in the practice, not only in theory.

Finally, the result of this research can enrich the new knowledge and give motivation to the students in reading comprehension.

1.5 Scope and Limitation

The researcher focuses on effectiveness of humor stories, how to implement the technique to improve students’ reading comprehension. The research is limited to the second year students of SMP Muhammadiyah 01 Malang in academic year 2015/2016.

1.6 Definition of Key Term

To avoid misunderstanding in this research, it is necessary to explain some terminologies relate to this thesis:

1. Reading is bringing meaning to and getting meaning from pointed or written material (Finochiaro and bonomo, 2005).

4

2. Reading Comprehension as the process of alternative interpretations and constructing meaning through interaction and involvement with written language (Pressley and Afflerbach, 1995).

3. 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 (Webster New world Dictionary, 1996)

REFERENCES

Alton L.Raygor. PhD, Robin D.Raygor Ph.D. “Effective Reading; Improving Reading Rates and Comprehension”, America, 1985.

Parson P David. “Teaching Reading Comprehension” United State of America: Company, 1978

Urquhart A. Hand Weir C.J. “Reading in a Second Language” Process, Product and Practice, Cambridge: Longman, 1998.

Francoise Grellet. “Developing Reading Skill” Great Britain: Cambridge University Press, 1986.

Glenberg, A. M, Brown, M., & Levin, J. R. (2007). “Enhancing comprehension in small reading groups using a manipulation strategy” Contemporary Educational Psychology, 32(3), 389–399.

Hedge, Tricia. (2003) “Teaching & learning in the language classroom” UK: OUP. Orasanu, Judith (Ed.). (1986). “Reading comprehension” from research to practice.

Hillsdale,NJ: Lawrence Erlbaum Associates.

Almasi, J. F. (2003). “Teaching strategic processes in reading” New York, NY: The Guildford Press.

Alvarez, M. C., & Risko, V. J. (2009). “Motivation and study strategies” In R. F. Flippo, & D. C.

Caverly, D. C., Nicholson, S. A., & Radcliffe, R. (2004). “The effectiveness of strategic reading instruction for college developmental readers” journal of College reading and learning, 35(1), 25–49.

Cornet, C.E. (1986). “Learning through laughter:humor in the classroom” Bloomington, IN : Phi Delta kappa educational foundation

Darling, A & Civikly, J.M (1980). “Humor and its effect on learning in children” in p. E. McGhee & A. J Chapman (Eds), children humor (pp. 237-253). New York wiley

Gilliland, H & Mauritsen, H. (1971). “Humor in the classroom” the reading teacher, 24, 753-756; 761

CHAPTER 1 INTRODUCTION

This chapter deals with background, statement of problems, the purpose of the study, significance of the research, scope and limitation and definition of key term.

1.1Background

In the recent years, people know that English is an international language and it becomes interesting to be taught. English as a second language consists of four skills in language learning, they are reading, listening, speaking, and writing. In this research, the researcher will concern with reading skill because reading is one of the language skill that helps student to understand English subject. Gillet (1986) states that reading process is a sense making that create ideas, information and mental images from print and it brings comprehending.

Being successful in teaching English is the dominant factor that the English teacher should pay attention, especially in a teaching reading. In teaching reading process, teachers usually find student problems in reading process. Some of the students do not understand the contents of reading materials such as; finding out the topic, theme, main idea, and answer the question that related with the text. Valetta (2008) states that, ability to understand the target language greatly depends on the knowledge of vocabulary in the broader sense. It proves that a student who does not know English vocabulary fairly well will have problems when facing new reading materials.

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 to know the thoughts expressed in the printed material. Therefore, reading comprehension is the 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. Anderson (1984) states that, a reader uses knowledge to comprehend texts, both bridging missing gap and elaborating the text meaning.

In the university level, reading is a skill that has to be learned. The university students have to read their compulsory books or other materials related to their lesson. Hellekjaer (2009) states that, reading is a situation that complex process which gets the new knowledge involving not only the read the text but also their experience to comprehend it with effective strategies. Because of its crucial situation, many teachers of English at school especially in junior level find difficulties in all teaching reading and prefer teaching structure to reading. Many teachers do not know how to improve the students reading skill. Because the reading process cannot be directly and complex, Powell (1989) states that, all scores or data produced by test of reading are indirect measures of the process.

Based on the phenomenon above, the researcher is interested in investigate the

effectiveness of humor stories to improve students’ reading comprehension in the

second year students of SMP Muhammadiyah 01 Malang in academic year 2015/2016. When the students are interested in humor stories text, so the teaching reading process will be successful.

In addition, from the previous study which was done by Ria with the title “ The Teaching of Reading Comprehension by Using Small Group Discussion “( 2007 : 26) in her study, she tries to improve students’ achievement by using small group discussion. It was successful since students get high score by using small group rather than large group.

Ned Vizzini (2006) states that, 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 so humor stories have related with students background. The advantages of using humor are :

1. Arise the students’ attention

2. Give entertainment or enjoyment 3. Interesting

1.2 Statement of Problems

According to the statement above, the research questions are formulated as follow:

1. Is there any significance difference of the students’ reading comprehension

when the use humor stories?

1.3 The Purpose of the Study

Based on the problem statement above, the researcher tries to get a target to describe:

1. ‘There are any significance difference of the students’ reading comprehension

when the use humor stories.

1.4 Significance of the Research

Theoretically, this research will be useful for the students will be motivated in learning English to increase their reading skill.

Practically, this research can give feedback for the teachers to implement the technique in the practice, not only in theory.

Finally, the result of this research can enrich the new knowledge and give motivation to the students in reading comprehension.

1.5 Scope and Limitation

The researcher focuses on effectiveness of humor stories, how to implement the technique to improve students’ reading comprehension. The research is limited to the second year students of SMP Muhammadiyah 01 Malang in academic year 2015/2016.

1.6 Definition of Key Term

To avoid misunderstanding in this research, it is necessary to explain some terminologies relate to this thesis:

1. Reading is bringing meaning to and getting meaning from pointed or written material (Finochiaro and bonomo, 2005).

2. Reading Comprehension as the process of alternative interpretations and constructing meaning through interaction and involvement with written language (Pressley and Afflerbach, 1995).

3. 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 (Webster New world Dictionary, 1996)