CHAPTER I
INTRODUCTION
1.1 Background of the Study
The use media in teaching and learning process to improve students’ reading comprehension with humour stories material that can make students feel more relax and the students pay attention during the learning. Humour stories is a quality that make something look fun. According to Hayati (2011) the use of humor in the context of learning English offers great benefits for English teachers and students. As a result, it will be easier for students to understand other reading materials. According to Martin (2016)Humor in teaching English can be applied to recharge students’ brains. The use of learning material humorous stories in reading comprehension class is beneficial effects to stimulate students for having fun and enjoy during the learning process, as a result, they have strong motivation to comprehend the content of the reading passage.
In reality, humorous stories are interesting and enjoyable in reading class. It stimulates the students to read more and train their comprehension of reading.
There are many methods we can use to improve reading comprehension. One of the researcher can use various approaches to enhance the understanding of reading.
One of them used the humour stories. The goal is to help students learn how to read and appreciate the process of learning in the classroom. Humour stories can also help students practice their reading comprehension with fun and enjoy the learning process in the classroom.
Based on preliminary research in SMPN 1 BINTAN. Some problems come from the teacher and students. First, the teacher used the conventional strategy in every meeting. It maked the students feel bored with the material. Second, teacher only ask the students to read without explains the text to the students. So that students difficult to understand the material. Last, the teachers have limited media in teaching reading, they just used the textbook and make students less interest to learn.
Based on the explanation above, So in this research, the researcher interested in doing research entitled “Improving Students’ Reading Comprehension By Using Humours Stories At The Eight Grade Of SMPN 1 BINTAN”.
1.2 Identification of the Study
Based on the research background above, students need support in every learning process, especially in improving reading comprehension. Some important aspects that the research must do to identify the problem are as follows. These aspects are:
1. Some students cannot understand the text because lack of vocabulary.
2. Most students don’t like reading, they think that reading is something very boring.
3. The low motivation of students in learning English, especially in improving reading comprehension because Lack of media is a barrier.
1.3 Limitation of the Study
To clarify the problem and avoid misunderstanding, the researcher limits the research problem as follows.
1. The researcher focused on using humour stories to improve students reading comprehension.
2. The subject of this study was class VIII semester 1. The researcher took one class from eight classes. The class in VIII.G consist of 15 males and 14 females with 29 students.
3. Researcher takes reading comprehension in this study. This study used humour stories learning material.
1.4 Formulation of Study
Based on research background the research question is formulated as “How can Humour Stories be used to improve students reading comprehension at the eighth grade of SMPN 1 BINTAN?”.
1.5 Purpose of the Study
Based on the formulation of the research problem, this research aims to describe how to improve students’ reading comprehension at the eighth grade of SMPN 1 BINTAN by using humour stories. To achieve this goal with this humour story it’s hope that can help students to be interested in reading and performing in front of the class.
1.6 The Significant of Research
The results of this research are expected to provided and help students to get meaningful information in reading comprehension.
a. Theoretically, the result should be able to enrich the existing theory related to teaching reading.
b. Practically, this research is expected to be able to provide information about the improve students reading comprehension by using humour stories at the eigthth grade students of SMPN 1 BINTAN.
1. For Students
The result of this research are expected can be used to the student understanding the material quickly and improve reading comprehension with the use of humour stories.
2. For English Teacher
This research are expected to provide some insight kinds of humour can be used in the classroom. Furthermore, to help for the teacher in the learning process.
3. Further Researcher
This research, hopefully it can support other researcher to be more aware that humour stories can create a good teaching and learning process.
4. The school
This research is expected positive thing for the future in the teaching process; it can be used as input for the school regarding especially in reading comprehension through humour stories.
1.7 Definition of Key Term
There are several key terms in writing a paper. The researcher wants to explain the meaning of the key terms in the title so that readers can easily understand the key terms in this title. The terms are as follows:
1. Humour stories
Humor is a language style that is to reduce stress, build group cohesion, creativity, and enhance communication.
2. Narrative text
Narrative that tell a story which raises the problematic experience in the past and resolution to amuse the reader. In narrative text students are expected to understand about the context and to find the moral value of the story.
3. Reading Comprehension
Reading comprehension is the process to taked meaning of the text. This process also can be harmonious with the purpose of reading through humour stories as learning material.
