UNWENSITAS TATOLIK WIDYA MANDAL\ SURABAYA FAKT.'LTAS reGURUAI{ DAN ILMU PENDIDIKAN ruRUSAN PENDIDIKAN BAHASA DAN SENI PROGRAM STUDI PENDIDIKAI{ BA}IASA INGGRIS
TEACHING PRESENT PROGRESSIVETENSE BY USING
HUMOROUSCARTOONSFOR THE FOURTH GRADEPF
EI.EMENTARY STUDENTS
A THESIS
As Partial Fulfillmcnt of the Requircments
Fot the Seriern Degtec in
Englieh t engurgc Tcaching Faculty
4 - ,'+ *n1
Fk - i9
Lir
Le-r
By,
| (totu)
AGNES LILIANA
NRP: tilt3{XXXl6'1
UNWENSITASTATOLIK WIDYA MANDAL/\ SURABAYA
FAKT.'LTASreGURUAI{ DAN ILMU PENDIDIKAN
ruRUSAN PENDIDIKAN BAHASADAN SENI
PROGRAMSTUDI PENDIDIKAI{ BA}IASA INGGRIS
,uLY Zm
i
l
l
i
APPROVAL SHEET
(1)
The thesisentitled "TEACHING PRESEb{I PROGRESS
HUMOROUS CARTOONS FOR THE FOURTH GRADE PF ELEMENTARY
STUDENTS" preparedand submitted by Agnes Liliana (1213099064) has been
approved and acceptedas partial frrlfillment of the requirementsfor the Sarjana
PendidikanDegreein English LanguageTeachingby the following advisors:
Dr. Wuri Soedjatmiko
First Advisor
APPROVAL SHEET
(2)
This thesishas beetrexaminedby the committeeon Oral Examinationwith
the gradeof
2004.
Chairman
Drs. B. HimawanS.W.,M.Hum.
Member
TeacherTraining Faoilty
ACKNOWLEDGEMENT
Having completedthis thesis,the writer feels reliwed. The writer realizes
that shewould not have been able to comple*eit without the help of God and the
people surroundingher. Therefore,the writer wotrld like to expressher gratitude
to those who have been helpful for her during the process of completing her
thesis.
First of all, the writer gratefirlly praisesand thanks the Almighty God for
all His blessingand caring during the long days of writing this thesis so that it can
be completedin time.
Besides,the writer also would like to thank the following people:
First, the writer would like to thank her advisors, Dr. Wuri Soedjatrniko,
and B. Himawan S.W.,M Hum, for their time, advice, and guidancein finishing
this thesis.Without their help and support, the writer would have never been able
to compl€tethis thesis.
Second,the writer wishes to grve her deep appreciationand gratitude to
her beloved parentsand sistersfor their patient and for encouragingthe writer rn
completing this thesis. The writer also gives her thanks to the whole fami$ and
friends for their prayersand supports.
Third, the writer thanks all the lecturers for their assistanceduring her
study at Widya MandalaCatholic University. The writer also thanks Pak Nyoman
for helping her in calculatingthe data, the librarians of Widya Mandala Catholic
University for helping her during her thesiswriting.
t]}
Last but not least,the writer thanks all the writer's friends who cannot be
mentionedoneby one.May God blessthernall.
TABLE
OF CONTENTS
APPROVALSHEET(1)......
A P P R O V A LS H E E T( 2 ) . . . . . .
ACKNOWLEDMENT...
TABLEOFCONTENTS......
ABSTRACT.
. . . . . . . . . . . . . . . .i. .
...............ii
. . . . . . . .i i i
..............v
. . . . . . . . . . . . .v. i.i i
C h a p t eIr. . . . .
........1
Introduction.
. . .. . .. . .. , .. . .. . .I
I. I BackgroundoftheStudy...
L 2 Statement
of theProblem
. . . . . . . . . . . . . .I.
.. . .. . ...4
I.3ObjectiveoftheStudy...
..................5
I.4 SipificanceoftheStudy...
..................5
I.5 Scopeandlimitation
I . 6 T h e o r e t i cfar al m e w o r k . . .
L 7 Definitionof Key Terrns.
I . 8 R e s e a rM
c he t h o d s . . .
I . 9 O r g a n i z a t i o n o f t h e T h e s.i.s. . . . .
C h a p t eIrI . . .
..........6
. . .. . .. . .. . .. . .. . . . .6
... ...... 6
.............7
. . . . . . . . . . . . . . . .8. .
. . .. . .. . .. . . . .9
ReviewoftteRelatedLiterature...
2 . 1T h e T e a c h i n g o f G r a m m a r
2 . 1 . 1T e n s e s . . .
2.1.1.1Present
Progressive
Tense...
.......,.........,9
.........9
. . . . . . . . . . . . . .l .l
......... 12
2 - 1 . 1 . 1U
. 1s a g e . . . . . .
. . . . . . . . . . . . .1. 2
2.1.1.1.2Use......
. . . . . . . . .1 3
2.2Media.....
2 . 2 . 1T h e k i n d s o f M e d i a . . .
2 . 2 . l . 1V i s u a l A i d s . . . . . .
2.2.l.2KindsofPictures.....
...............16
..........17
..,.,........17
. . . . . . . . .1 8
2 . 2 . 1 . 3 T \ e N a t u roef C a r t o o n s . . . . . .
. . . . . . . . . .1 9
2.2-l.4citeiaof Cartoons.
.........20
2 . 3T h e N a t u roef H u m o r . . .
......22
2 . 3 . 1T h e D e f n i t i o n o f H u m o r . . .
2.3.2T\eFactorslnfluencingHumor...
.........23
..............25
2.3.3 The Inportanceof Humorin the TeachingLeamingProcess...... 27
2.4TeachingEnglishto
YoungLearners(TEYL)...
..........,...29
2.4.1 TeachingChildrenVS TeachingAdult. . .
. . . ... 29
2.4.2Motivat;ngChildrento tram English.
2.4.3Children'sCharacteristics.
. . . . . .. .
...... .... 30
. . . . . . . . . . .. . . . 31
2.5 Advantagesin Using HumorousCartoons6 feaching Present
Progressive
TsnseCommrmicativelyfor the FourthGradeStudents.....34
2.6Reviewof theRelated
Study...
.........37
Chapterlll..
............38
ResearchMethodolory
................38
3.1TheResearch
Design...
........38
3.2T\e Subjects
ofthe Study...
.............40
3 . 3M a t e r i a l s . .
. . . . . .. . . . 4 1
3 . 4T r e a t m e n t
. . . . . . . . .- . . 4 3
3.5DataCollection...
...............44
3 . 5 . lT h e R e s e a r c h l n s t r u m e n t . . . . .
3.5.2Procedurein Collectingthe Data...
3 . 5 . 3T h eS c o r i nT
gechnique...
.................44
. . . .. .. 45
. . . . . . . . . , . . . . . . . .4. 6
3.6TheProcedure
of theDataAnalvsis...
... ......
ChapterIV. . .
... ... 47
.. . ... . .. .. 49
FindingsandDiscussion.........
4 . 1T h e D a t a A n a l y s i s . . . . . .
...............49
.................49
. . . . . . . . . . . .5 2
4 . 2T h e R e s n l o
t sf t h e A n a l y s i s . . .
4.2.1 The Pre-Testand the Mean Scoresof the ExperimentalGroup's
vl
andControl'sGroup......
.........52
4.2.2 ThePost-TestScoresandMean Scoresof the ExperimentalGroup's
andControl'sGroup...
. . . . .. . .. . .. 56
4 . 3D i s c u s s i oonf t h e F i n d i n e s . . . . . . . . .
......,.59
ChapterV...
............62
Conclusion
and Suggestion...
... ...
... ... .. ... 62
5.1Conclusion
... ... . . . . ...... .... 62
5 . 2S u g g e s t i o n f o r T e a c h e r . . .
...........63
5.3RecommendationforFurtherResearcher..
BIBLIOGRAPI{Y...
...............64
...... 66
APPf,NDD(,.
...........,.....69
APPENDTXA
..............69
APPENDIX
B
.................71
A P P E N D I XC
. . .. . .. . .. . .. . r 2 0
v
ABSTRACT
Liliana, Agnes.TeachingPresentpmgressiveUsing Humorous Cartoons for
the Fourth Gradc of Elementary Students. English Department of
Widya Mandala Catholic University. Surabaya. 2004. Advisors:Dr.
Wuri Soedjaftniko,and Drs. B. Himawan S.W,. M.Hum.
Key Words: PresentProgressive,Humorous, Cartoons.
Granrmaris commonly a difficult and boring lesson for the studentsin
English learning as the foreign language. The researcherwanted to apply a
technique in order to make the learning process become more er{oyable,
rnteresting and to increase the students' understanding in grammar. Many
techniqueshave been invented. However, visual aids were prefened in this study
by using humorous cartoonsin teaching presentprogressivetense for the fourth
gradeof elemantarystudents.
This study was intendedto answ€rthis following r€squch question:"Does
teaching pres€nt progressive tense by using humorous cartoons cause better
achievementthan the ordinary technique (explanation and written exercises)for
the fourth gradeof elemutary students?"
There were two groups studied, which are experimental and conhol
$oups. The experimental group got humorous cartoons in the teaching of the
present progressive tsnse, while the control group got only explanation and
exercises without any humorous cartoons in the teaching of the present
progressivetense.
The data were taken from the pre and the post-testswhich had beentrid
out with other studentsin a different school of more or lessthe sarnequaliS,with
the studentsin the studied school. The pre- and the post-testwere the same.And
both groupsalso got the samepre- and post-test.
A quasi-ocperimentalmethod was used in this study. As a quantitative
study, the rater is the wdter herself becausethe pre. and the post-tests are
objective tests.The writsr analyzedand calculatedthe databy using someformula
suchasKR-2 I forrnula andthe t-test formula.
Based on the writer's analysis, it is found that the students' leaming
achievementtaught using humorous cartoonshad no significance different with
those taught only by using orplanation and e(ercises.The researcherfound out
several reasons that become the flaws in this study. They are the msuitable
humorous cartoons for the fourth grade of elementarystudents,the lack of time,
the allocationtime. and the uncolourfirl humorou$cartoons.
viii
HUMOROUSCARTOONSFOR THE FOURTH GRADEPF
EI.EMENTARY STUDENTS
A THESIS
As Partial Fulfillmcnt of the Requircments
Fot the Seriern Degtec in
Englieh t engurgc Tcaching Faculty
4 - ,'+ *n1
Fk - i9
Lir
Le-r
By,
| (totu)
AGNES LILIANA
NRP: tilt3{XXXl6'1
UNWENSITASTATOLIK WIDYA MANDAL/\ SURABAYA
FAKT.'LTASreGURUAI{ DAN ILMU PENDIDIKAN
ruRUSAN PENDIDIKAN BAHASADAN SENI
PROGRAMSTUDI PENDIDIKAI{ BA}IASA INGGRIS
,uLY Zm
i
l
l
i
APPROVAL SHEET
(1)
The thesisentitled "TEACHING PRESEb{I PROGRESS
HUMOROUS CARTOONS FOR THE FOURTH GRADE PF ELEMENTARY
STUDENTS" preparedand submitted by Agnes Liliana (1213099064) has been
approved and acceptedas partial frrlfillment of the requirementsfor the Sarjana
PendidikanDegreein English LanguageTeachingby the following advisors:
Dr. Wuri Soedjatmiko
First Advisor
APPROVAL SHEET
(2)
This thesishas beetrexaminedby the committeeon Oral Examinationwith
the gradeof
2004.
Chairman
Drs. B. HimawanS.W.,M.Hum.
Member
TeacherTraining Faoilty
ACKNOWLEDGEMENT
Having completedthis thesis,the writer feels reliwed. The writer realizes
that shewould not have been able to comple*eit without the help of God and the
people surroundingher. Therefore,the writer wotrld like to expressher gratitude
to those who have been helpful for her during the process of completing her
thesis.
First of all, the writer gratefirlly praisesand thanks the Almighty God for
all His blessingand caring during the long days of writing this thesis so that it can
be completedin time.
Besides,the writer also would like to thank the following people:
First, the writer would like to thank her advisors, Dr. Wuri Soedjatrniko,
and B. Himawan S.W.,M Hum, for their time, advice, and guidancein finishing
this thesis.Without their help and support, the writer would have never been able
to compl€tethis thesis.
Second,the writer wishes to grve her deep appreciationand gratitude to
her beloved parentsand sistersfor their patient and for encouragingthe writer rn
completing this thesis. The writer also gives her thanks to the whole fami$ and
friends for their prayersand supports.
Third, the writer thanks all the lecturers for their assistanceduring her
study at Widya MandalaCatholic University. The writer also thanks Pak Nyoman
for helping her in calculatingthe data, the librarians of Widya Mandala Catholic
University for helping her during her thesiswriting.
t]}
Last but not least,the writer thanks all the writer's friends who cannot be
mentionedoneby one.May God blessthernall.
TABLE
OF CONTENTS
APPROVALSHEET(1)......
A P P R O V A LS H E E T( 2 ) . . . . . .
ACKNOWLEDMENT...
TABLEOFCONTENTS......
ABSTRACT.
. . . . . . . . . . . . . . . .i. .
...............ii
. . . . . . . .i i i
..............v
. . . . . . . . . . . . .v. i.i i
C h a p t eIr. . . . .
........1
Introduction.
. . .. . .. . .. , .. . .. . .I
I. I BackgroundoftheStudy...
L 2 Statement
of theProblem
. . . . . . . . . . . . . .I.
.. . .. . ...4
I.3ObjectiveoftheStudy...
..................5
I.4 SipificanceoftheStudy...
..................5
I.5 Scopeandlimitation
I . 6 T h e o r e t i cfar al m e w o r k . . .
L 7 Definitionof Key Terrns.
I . 8 R e s e a rM
c he t h o d s . . .
I . 9 O r g a n i z a t i o n o f t h e T h e s.i.s. . . . .
C h a p t eIrI . . .
..........6
. . .. . .. . .. . .. . .. . . . .6
... ...... 6
.............7
. . . . . . . . . . . . . . . .8. .
. . .. . .. . .. . . . .9
ReviewoftteRelatedLiterature...
2 . 1T h e T e a c h i n g o f G r a m m a r
2 . 1 . 1T e n s e s . . .
2.1.1.1Present
Progressive
Tense...
.......,.........,9
.........9
. . . . . . . . . . . . . .l .l
......... 12
2 - 1 . 1 . 1U
. 1s a g e . . . . . .
. . . . . . . . . . . . .1. 2
2.1.1.1.2Use......
. . . . . . . . .1 3
2.2Media.....
2 . 2 . 1T h e k i n d s o f M e d i a . . .
2 . 2 . l . 1V i s u a l A i d s . . . . . .
2.2.l.2KindsofPictures.....
...............16
..........17
..,.,........17
. . . . . . . . .1 8
2 . 2 . 1 . 3 T \ e N a t u roef C a r t o o n s . . . . . .
. . . . . . . . . .1 9
2.2-l.4citeiaof Cartoons.
.........20
2 . 3T h e N a t u roef H u m o r . . .
......22
2 . 3 . 1T h e D e f n i t i o n o f H u m o r . . .
2.3.2T\eFactorslnfluencingHumor...
.........23
..............25
2.3.3 The Inportanceof Humorin the TeachingLeamingProcess...... 27
2.4TeachingEnglishto
YoungLearners(TEYL)...
..........,...29
2.4.1 TeachingChildrenVS TeachingAdult. . .
. . . ... 29
2.4.2Motivat;ngChildrento tram English.
2.4.3Children'sCharacteristics.
. . . . . .. .
...... .... 30
. . . . . . . . . . .. . . . 31
2.5 Advantagesin Using HumorousCartoons6 feaching Present
Progressive
TsnseCommrmicativelyfor the FourthGradeStudents.....34
2.6Reviewof theRelated
Study...
.........37
Chapterlll..
............38
ResearchMethodolory
................38
3.1TheResearch
Design...
........38
3.2T\e Subjects
ofthe Study...
.............40
3 . 3M a t e r i a l s . .
. . . . . .. . . . 4 1
3 . 4T r e a t m e n t
. . . . . . . . .- . . 4 3
3.5DataCollection...
...............44
3 . 5 . lT h e R e s e a r c h l n s t r u m e n t . . . . .
3.5.2Procedurein Collectingthe Data...
3 . 5 . 3T h eS c o r i nT
gechnique...
.................44
. . . .. .. 45
. . . . . . . . . , . . . . . . . .4. 6
3.6TheProcedure
of theDataAnalvsis...
... ......
ChapterIV. . .
... ... 47
.. . ... . .. .. 49
FindingsandDiscussion.........
4 . 1T h e D a t a A n a l y s i s . . . . . .
...............49
.................49
. . . . . . . . . . . .5 2
4 . 2T h e R e s n l o
t sf t h e A n a l y s i s . . .
4.2.1 The Pre-Testand the Mean Scoresof the ExperimentalGroup's
vl
andControl'sGroup......
.........52
4.2.2 ThePost-TestScoresandMean Scoresof the ExperimentalGroup's
andControl'sGroup...
. . . . .. . .. . .. 56
4 . 3D i s c u s s i oonf t h e F i n d i n e s . . . . . . . . .
......,.59
ChapterV...
............62
Conclusion
and Suggestion...
... ...
... ... .. ... 62
5.1Conclusion
... ... . . . . ...... .... 62
5 . 2S u g g e s t i o n f o r T e a c h e r . . .
...........63
5.3RecommendationforFurtherResearcher..
BIBLIOGRAPI{Y...
...............64
...... 66
APPf,NDD(,.
...........,.....69
APPENDTXA
..............69
APPENDIX
B
.................71
A P P E N D I XC
. . .. . .. . .. . .. . r 2 0
v
ABSTRACT
Liliana, Agnes.TeachingPresentpmgressiveUsing Humorous Cartoons for
the Fourth Gradc of Elementary Students. English Department of
Widya Mandala Catholic University. Surabaya. 2004. Advisors:Dr.
Wuri Soedjaftniko,and Drs. B. Himawan S.W,. M.Hum.
Key Words: PresentProgressive,Humorous, Cartoons.
Granrmaris commonly a difficult and boring lesson for the studentsin
English learning as the foreign language. The researcherwanted to apply a
technique in order to make the learning process become more er{oyable,
rnteresting and to increase the students' understanding in grammar. Many
techniqueshave been invented. However, visual aids were prefened in this study
by using humorous cartoonsin teaching presentprogressivetense for the fourth
gradeof elemantarystudents.
This study was intendedto answ€rthis following r€squch question:"Does
teaching pres€nt progressive tense by using humorous cartoons cause better
achievementthan the ordinary technique (explanation and written exercises)for
the fourth gradeof elemutary students?"
There were two groups studied, which are experimental and conhol
$oups. The experimental group got humorous cartoons in the teaching of the
present progressive tsnse, while the control group got only explanation and
exercises without any humorous cartoons in the teaching of the present
progressivetense.
The data were taken from the pre and the post-testswhich had beentrid
out with other studentsin a different school of more or lessthe sarnequaliS,with
the studentsin the studied school. The pre- and the post-testwere the same.And
both groupsalso got the samepre- and post-test.
A quasi-ocperimentalmethod was used in this study. As a quantitative
study, the rater is the wdter herself becausethe pre. and the post-tests are
objective tests.The writsr analyzedand calculatedthe databy using someformula
suchasKR-2 I forrnula andthe t-test formula.
Based on the writer's analysis, it is found that the students' leaming
achievementtaught using humorous cartoonshad no significance different with
those taught only by using orplanation and e(ercises.The researcherfound out
several reasons that become the flaws in this study. They are the msuitable
humorous cartoons for the fourth grade of elementarystudents,the lack of time,
the allocationtime. and the uncolourfirl humorou$cartoons.
viii