i

THE EFFECTIVENESS OF HUMOR TEXT INTEACHING SPEAKING TO THE TENTH GRADE STUDENTS OF

SMK PANCASILA 1 KUTOARJO IN THE ACADEMIC YEAR OF 2015/2016

S1 Thesis

Submitted in Partial Fullfilment of the Requirements to Acquire

Sarjana Pendidikan Degree in English Education Program of Teacher Training and Education Faculty of Purworejo Muhammadiyah University

By Ani Purwasih

122120002

ENGLISH EDUCATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY PURWOREJO MUHAMMADIYAH UNIVERSITY

2016

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MOTTOS AND DEDICATIONS

Motto:

You’ve got a dream, if you want to have a dream come true (Dennis

Waitley, 1933)

Optimistic is the way to be successful in life.

Success is not the key to happiness. Happiness is the key to success. If you

lovewhat you are doing, you will be successful (Albert Schweitzer)

DEDICATION

With gratitude and love, I would like to dedicate this thesis to:

1. The beloved Allah SWT, the most gracious and merciful, thanks to Allah

so much.

2. My beloved parents, Mr. Wongso Rejo and Mrs. Marminah and my

brothers, Sugiyono and Dani Priyanto, who always give me prayer,

support, advice, suggestion and love. Thanks for everything that they give

to me.

3. Mrs. Puspa Dewi, M.Pd and Mrs. Ismawati Ike N., S.S., M.Hum, thanks

for their guidance, suggestions, encouragements, and motivations with all

their patience.

4. Someone special for me, Teguh Eko Porwanto, who always supports, love,

spirit and gives me motivation to finish this research.

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5. All my friends are Istiqomah, Lestiana, Anjar and IIm thank for your

support and help me.

6. All my friends in class A who make my life more colorful.

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STATEMENT OF THE RESEARCHER

Hereby I, the researcher who signs in the following:

Name : AniPurwasih

NIM : 122120002

Program of Field : English Education

states that this thesis absolutely done by own work and the content of this thesis is

not written by someone else as the requirement in accomplishing the study in this

university or the other, except in a few part which I draw as a reference according

to the written rules and the written ethics of the thesis.

If it is proven that this statement is incorrect, this entirely becomes my

responsibility.

Purworejo, August 2016 The researcher, Ani Purwasih

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ACKNOWLEDGEMENTS

Alhamdulillah, the researcher would like to say thanks to Allah SWT, the

Almighty for the blessing and mercy given to her during her study and in

completing this final project entitled “The Effectiveness of Humor Text in

Teaching to Tenth Grade Students’ of SMK Pancasila 1 Kutoarjo in the Academic

Year of 2015/2016”.

On this opportunity, the researcher appreciates greatly to those who have

given valuable suggestions and guidance in completing this thesis, particularly the

researcher would like to tank for:

1. Drs. Supriyono, M. Pd. as the Rector of Purworejo Muhammadiyah University

2. Yuli Widiyono, M.Pd as the Dean of Teacher Training and Education Faculty

of Purworejo Muhammadiyah University

3. Sri Widodo, S.S.,M.Hum, as the Head of English Education Program

Muhammadiyah University Purworejo.

4. Puspa Dewi, M.Pd and Ismawati Ike N., S.S., M.Hum, as her consultant, thanks

for giving her continues guidance as well as motivation and your patience

during the writing of final project. The researcher cannot give her anything for

all kindness unless a promise; the researcher will give same nice things as what

she has given to her oneday.

5. The lecturers in English Department of Purworejo Muhammadiyah University,

thanks for your dedication to teach until graduated.

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Finally, the researcher hopes this thesis will be useful for the readers. The

researcher believes this is far from being perfect. However, the researcher hopes

that this writing will be useful for the improvement to English Learning.

Purworejo, August 2016

Ani Purwasih

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ABSTRACT

Ani Purwasih. 122120002.2016. The Effectiveness of Humor Text in Teaching to Tenth Grade Students’ of SMK Pancasila 1 Kutoarjo in the Academic Year of 2015/2016.Thesis. English Education Department Teacher Training and Education Faculty, Program, Purworejo Muhammadiyah University.

Speaking is the most important skill in using language, because of language people are able to communicate with other people, join information and describe a place to someone else.The students havedifficulties in understanding the meaning of the oral information, not active in studying speaking. The researcher is aimed to find how effective using humor text to improve speaking skill for the tenth grade students of SMK Pancasila 1 Kutoarjo in academic year of 2015/2016.

The type of the research is quantitative research. The researcher took one class as the sample, the subject research is class TOKR C which consists of 30 students. While the instrument that was used in this research, was pre-test and post-test. In collecting the data, the researcher used pre-test and post-test. Before conducting post-test, the researcher gave treatment.The researcher then analyzed the data statistically by using t-test.

The result of computation are the mean of the pretest is 64.13 from the total score 1924 and the posttest is 72.53 from the total score 2176. It is proved by the computation that value of Z value is 4.872 andZtable is 1.960. The computation showed that Zvalue was higher that was (4.872>1.960). It means Ho is rejected whereas Ha is accepted. Therefore, teaching speaking using humor text in teaching to tenth grade students’ of SMK Pancasila 1 Kutoarjo in the academic year of 2015/2016is effective.

Keywords: Teaching, Speaking, Humor, Narrative Text

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TABLE OF CONTENTS

Title ..................................................................................................... i

Approval Sheet .................................................................................... ii

Ratification Sheet................................................................................. iii

Statement of the Researcher ................................................................. iv

Motto ................................................................................................... v

Dedication ........................................................................................... vi

Acknowledgements .............................................................................. vii

Table of Contents ................................................................................. ix

List of Tables ............................................................................................. x

List of Chart ............................................................................................. xi

List of Appendices ..................................................................................... xii

Abstract ............................................................................................... xiii

CHAPTER I: INTRODUCTION

A. Background of the Study ...................................... 1 B. Identification of the Problem ................................ 4 C. Limitation of the Study ....................................... 5 D. Statements of the Problem .................................... 5 E. Objectives of the study ......................................... 6 F. Significance of the Study ..................................... 6

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Review 1. Teaching and Learning ................................... 8 2. Teaching Speaking ......................................... 10 3. Narrative Text ................................................ 18 4. Humor Text .................................................... 19

B. Previous Study ..................................................... 27 C. Conceptual Framework ........................................ 29 D. Hypothesis ........................................................... 30

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CHAPTER III:REASEARCH METHODOLOGY

A. Type of Research ................................................. 31 B. Design of the Research ......................................... 32 C. Time and Place of the Research ............................ 33 D. Variable of the Research ..................................... 33 E. Population and Sample of the Research ................ 34 F. Technique of Collecting Data ............................... 38 G. Research Instrument ............................................. 44 H. Technique of Analyzing the Data ........................ 45

CHAPTER IV: RESEARCH FINDING AND DISCUSSION

A. Data Description .................................................. 49 B. Data Analysis ....................................................... 58 C. Discussion............................................................ 67

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion ........................................................... 71 B. Suggestion ........................................................... 72

REFERENCES .................................................................................... 73

APPENDICES

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LIST OF TABLES

Table 1. Classification of students’ speaking skill .............................. 50 Table 2. The result of pretest ............................................................ 50 Table 3. The result of posttest ............................................................ 53 Table 4. The descriptive analysis of pretest and posttest ................... 56 Table 5. Percentage of pretest and posttest ........................................ 57 Table 6. The computation of descriptive statistics from SPSS ........... 60 Table 7. The computation of normality test in pretest ......................... 61 Table 8. The computation of normality test in posttest ....................... 62 Table 9. The computation of Wilcoxon Paired Test from SPSS.......... 65

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LIST OF CHART

Chart 1. Chart of pretest ................................................................... 52 Chart 2. Chart of posttest ................................................................... 55 Chart 3. Chart of pretest and posttest ................................................. 57

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LIST OF APPENDICES

Appendix 1. Lesson Plan Appendix 2. Instrument Pretest Appendix 3. Instrument Posttest Appendix 4. Sample of Humor Text Appendix 5. Transcript Speaking Pretest and posttest Appendix 6. The result Score of Pre-test Appendix 7. The result Score of Post-test Appendix 8. The Computation of Descriptive Statistics Appendix 9. The Computation Test of Hypothesis Appendix 10. Permission Letter Appendix 11. Consultant Card Appendix 12. T Table Appendix 13. Z Table Appendix 14. The Research Photos

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CHAPTER 1

INTRODUCTION

A. Background of Study

Nowadays we come to the globalization era. English is one of the

language in the world use in many various field globally. English is a

media for communicating both speaking and writing. Now, many

companies have policy to their employments uses English both spoken and

written. And English also has role in transferring science and technology.

Speaking is one of English skills that support us in communication

with foreign people. By speaking properly, it helps us to communicate our

thoughts, ideas, suggestions, and comments in the most natural and

reliable way without much distortion of information. It requires a resource

that is naturally available to every living thing by nature. Sometimes, we

speak with foreign people using English. Although it is not well, they may

be able to catch our words. However, if we use proper and fluent English,

the foreign people will more respect with us. Brown (2000: 140) defines

that speaking is a productive skill that can be directly and empirically

observed.

English is international communicating language, and we have to

prepare the students to be more creative and innovative to challenge

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globalization era. As one of language skills, speaking competence in

English subject is taught in Vocational School (SMK) for the English

Teaching-Learning requirement. In terms of level, Vocational School has

the same grade with Senior High School. This study observes the first

graders which are in Elementary Level with Competence Standard that is

to communicate English which is equal to Elementary Level.

Teaching English speaking is the process of giving the English

lesson, from the teacher to the students based on the material from the

syllabus of the certain school, in order that the students are able to absorb

it and they will be able to communicate by using English orally. The

syllabus is designed to fulfill the needs of the students. Graduating from

vocational school, most of the students wish to implement the skill they

have learned. They have to meet certain requirements in order to get work.

One of the requirements is having sufficient skill in foreign language

especially English. Communication skills are some of the most important

skills that you need to succeed in the workplace.

One of the language skills that have to be mastered by students in

learning a foreign language like English is speaking. When the researcher

conducted several interviews with the English teacher and some grade X

students of SMK Pancasila 1 Kutoarjo on speaking instruction in the

school, many students find difficulties in speaking English. Some factors

are fear of making mistake, fear of being laughed by their friends, and

having less confidence of their own ability. Therefore, teacher should help

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the students to overcome this problem by motivating them to speak. For

this reason, teacher should use effective teaching methods that encourage

students to take a part actively in every activity. The teaching-learning

process should involve not only between teacher and students, but also

between students and students.

Considering the importance of speaking for the students’

successful English mastery, it is necessary to overcome the

aforementioned factors. English teacher should also be able to play their

role as facilitator for students in their attempt to acquire the spoken

language. English language teachers should facilitate students in learning

the spoken language by giving much oral practice. In the classroom, the

teachers are expected to create a positive atmosphere to encourage

students to want to communicate with his friends well. The researcher

uses humor text in teaching speaking. Humor is expected to make the

students relax and provide motivation to students in English. Humor can

make the students to interact each other in pairs, groups, and the whole

class.

In this thesis, the researcher focuses on the humor text because it is

one of the ways to overcome boredom in teaching-learning process. So,

the students will feel fun and relax during the teaching-learning process.

Humor text can increase their motivation and ability to speak English. The

researcher assumes that the humor is transformer the ambience of the class

when students enjoy sharing their playful strategies with others. When

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everyone benefited, the acquisition of a foreign language becomes “easy”,

and learners become funny and enjoyable. It should be remembered that

the humor text should be in accordance with the lessons.

Based on the background above, the researcher emphasizes the

research in the uses of humor text by conducting experimental

research. It helps the students speak English more easily. So, the research

focuses on “THE EFFECTIVENESS OF HUMOR TEXT IN TEACHING

SPEAKING TO THE TENTH GRADE STUDENTS OF SMK PANCASILA

1 KUTOARJO IN THE ACADEMIC YEAR OF 2015/2016”.

B. Identification of the Problem

The ability to speak English will be useful not only in knowledge

language itself but also in their ability to communicate and interact with

other using English as their language. Speaking is a problem for the

students’ especially Vocational School (SMK).

There are some problems in teaching speaking. The students are

not active in studying speaking, they get difficulties in understanding the

meaning of the oral information, the students get difficulties to distinguish

between English and Indonesian sound, stresses and intonation, the low

motivation of students in speaking lesson, the media or technique used in

teaching speaking skill cannot interest the students and improve to

students’ speaking ability.

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Based on the problem, the researcher uses humor text as a learning

media to improve students’ speaking ability. The reason why researcher

purpose used humor text is because it can be a very useful learning media

for the effective and joyful learning. It can also be used as one of

interesting learning to improve students’ motivation and speaking ability

at tenth grade of SMK Pancasila 1 Kutoarjo in the academic year of

2015/2016.

C. Limitation of the Problem

In the study, the researcher wants to limit the problems to focus on

the subject of the research. The researcher only concerns to find out

whether there is any effectiveness of using humor text in teaching

speaking to the tenth grade students of SMK Pancasila 1 Kutoarjo in the

academic year of 2015/2016.

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D. Statement of the Problem

Based on the limitation above, the problem that will be analyzed by

the researcher is stated as follow:

Is the use of humor text effective to teach speaking to tenth grade students

of SMK Pancasila 1 Kutoarjo in the academic year of 2015/2016?

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E. Objective of the Study

The objectives of the study that will be achieved by the

researcher in this research is the following:

To find out whether there is any effectiveness of humor text in teaching

speaking to tenth grade students of SMK Pancasila 1 Kutoarjo in the

academic year of 2015/2016.

F. Significance of the Study

The significance of the study can be stated as follow:

1. The teacher

Humor text can help teachers to make the teaching speaking

and can be helpful to arise students’ motivation and interest in

learning speaking.

2. The students

The students will feel enjoy in teaching-learning process. The

humor text can give motivation and encourage the students in

learning speaking.

3. The researcher

This thesis can give additional knowledge to the researcher

if the researcher wants to become a good teacher. She will use this

kind of media in teaching speaking in the future. Humor text is one

of media that can be used by the teacher in the classroom in order

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to get students’ interest, especially the English teacher in

Vocational School (SMK).

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Review

In scientific research, it is necessary to consult any theories. In

order to support many statements used in the research. In this research, the

researcher will discuss the theories about teaching, learning, speaking,

narrative text, humor text and descriptive analysis.

1. Teaching and Learning

a. Teaching

Talking about teaching, many definitions are stated by

some experts. Teaching is showing or helping someone to learn

how to do something, giving instructions, guiding the study of

something providing with knowledge causing to know or

understands (Brown, 2007:7). Teaching is done in many ways, for

examples through explaining ideas, through showing people how

tasks can be done, through making and enforcing rules, through

giving people the opportunity to see things for themselves, or to

discover patterns, or to suffer the consequences of their actions, or

through commenting informatively on people’s performances. He

also said good teaching then is not simply a matter of learning the

appropriate ways to act in order to get things done. It’s at least

equally a matter of learning how to decide what to do.

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Teaching is a guiding and facilitating of learning, enabling

the learner to learn setting and conditioning for learning. It means

that teaching is a process to facilitate transferring some knowledge

from the teacher to their student as a learner in a comfortable

condition in teaching process (Brown, 2007:8). Teaching is a

process to give guidance the students to reach the goals. Teaching

known as “Instruction” it means process that makes someone do

learning. Teaching is a media for learning process includes

behavior individual changes through pre-planned. It can be stated

from the definition above that teaching is not just presenting

information or knowledge to students, but it needs strategies and

tactics. The teacher must decide what goals it would be best to

teach and what strategies and tactics are best suited for teaching

these goals.

b. Learning

Many experts assume about definitions of learning.

According to Brown (2007:7), learning is acquisition or getting,

learning is retention of information skill, and learning involves

some forms of practice, perhaps reinforced. Learning is done not

only in schools but it can be done in everyday life through many

things, for example, a child who learns to speak through their

mother-tongue. That includes learning activities. He also says that

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learning is acquiring or getting of knowledge of a subject or a skill

from study, experience, and instructions.

Brown (2007:7) also explained the definition of learning, namely:

a. Learning is acquisitions or getting something.

b. Learning is retentions of informational or skill.

c. Retentions imply storage systems, memory, cognitive,

organizations.

d. Learning involves active, conscious focus on and acting upon

events outside and inside the organism.

e. Learning is relatively permanent and subject to forgetting.

f. Learning involves some forms of practice, perhaps reinforced

practice.

g. Learning is a change behavior.

According to statement above, the writer concludes that

learning is a process of activities carried out by a person to get

answers from the new behavior consciously or accidentally as a

result of one's experience in the interaction with the

environment.

2. Teaching Speaking

a. Teaching speaking

Teaching speaking is sometimes considered a simple

process. For many years teacher teach speaking by having students

repeat sentences and recite memorized textbook dialogues. The

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students may take a long time to speak confidently, but their

English often contains of error. It means that teaching speaking

should be taught in attractive and communicative activities.

According to Brown (2001:275), there are seven principles

for designing speaking techniques.

1. Use that cover the spectrum of learner needs, from

language based focus on accuracy to message-based on

interaction, meaning, and fluency. Interesting technique

can make the student can make the students easier for

learning.

2. Provide intrinsically motivating techniques

Provide technique for speaking that can motivate the

student to study.

3. Encourage the use of authentic language in meaningful

contexts.

The teachers use the language that makes it easy for the

students understand the lessons.

4. Provide appropriate feedback and correction

The teacher should appropriate feedback for know the

understanding of the students about the lesson.

5. Capitalize on the natural link between speaking and

listening.

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6. Give students opportunities to initiate oral

communication.

Communication practice is needed for the students to

make the student active to speak.

7. Encourage the development of speaking strategies

Based on definition above, the researcher concluded that

technique for speaking can give positive effect for student’s

speaking ability.

b. Activities to Promote Speaking

According to Thornbury (2005:89), there are activities to

promote speaking, they are as follows:

1. Presentation and Talks

The students give presentation or talks about their

experience in front of the class.

2. Stories, Jokes, and Animation

Storytelling is a universal function of language and

one of the main imaginations of casual conversations.

Through their stories students can easily practice an

essential skill, but they can also get to know one another.

Narration has always been one of the main means of

practicing speaking in the classroom, although this used to

talks the form of having students recount folk tales, or

amusing or dramatic incidents based on a series of pictures.

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Other ideas for storytelling based activities are guess the lie,

insert the word, chair story, and party jokes.

3. Drama, Role Play, and Simulation

Drama is the more general term, cooperating role

play and simulation, as well as other types of activities,

such as play-reading, reaction, and improvisation. A role

play is an activity when a group of people act out roles for a

particular scenario. In simulation, on the other hand,

students play themselves in a arrange an outing for

example. A more elaborate simulation might involve the

joint planning and presentation of a business plan.

4. Discussion and Debate

The best discussion in class are those that arise

spontaneously; either because of something personal that a

student report or because a topic or a text in the course book

triggers some debate. There are generic discussions such as;

discussion cards, work-up discussion, balloon debate, and

pyramid debate.

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c. Types of Speaking

According to Brown (2004: 141), there are types of

speaking, they are as follows:

1. Imitative

This type is the ability simply imitates a word or phrase or

possibly a sentence.

2. Intensive

This type is the production of short stretches of oral

language design to demonstrate competence in a narrow band

of grammatical, phrasal, lexical or phonological relationship

(such as stress, intonation and rhythm).

3. Responsive

Responsive performance includes interaction and test

comprehension but at the somewhat limited level of very short

conversation, structured greeting and small talk, simple

requests and moments and the like.

4. Interactive

The different between responsive and interactive speaking

is in the length and complexity of the interaction, which

sometimes includes multiple exchanges and/ or multiple

participants. Interaction can take the two form of transactional

or interpersonal language. Transactional language is the

purpose conveying specific information, for example

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conversation which is done in pair work. Interpersonal

language is carried out more for the purpose of maintaining

social relationship that for the transmission of facts and

information. The forms of interpersonal speaking performance

are interview, role play, discussions, conversation and games.

5. Extensive

Teacher gives students extended monologues in the form of

oral reports, summaries, and storytelling.

Based on definition above, the researcher concludes that the

type of speaking for simulation method is interactive. In

simulation they know how speak with other.

d. Element of Speaking

According to Harmer (2001:269), there are elements

necessary for spoken production as follow:

1. Language Features

a. Connected Speech

In effective speaking of English, it needs to be able

not only to produce the individual phonemes of English

(as in saying I would have gone) but also to use fluent

connected speech (as in I’d’ve gone). In connected speech

sounds are modified (assimilation), omitted (elision),

added (linking r) or weakened (through contraction and

stress patterning).

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b. Expressive Device

Native speakers of English change the pitch and

stress of particular parts of utterance, very volume and

speed, and show by other physic non-verbal

(paralinguistic) means how they by other are felling

(especially in face-to-face interaction). The use of these

devices contributes to the ability to convey meanings.

They allow the extra expression of emotion and intensity.

Students should be able organize devices in the same way

if they are to be fully effective communicators.

c. Lexis and Grammar

Speech in spontaneous is marked by the use of a

number of common lexical phrases. Teacher should

supply a variety of phrases for different functions such as

agreeing or disagreeing, expressing surprise, shock, or

approval. Students are involved in specific speaking

contexts such as a job interview, with certain useful

phrases which they can produce at various stages of an

interaction.

d. Negotiated Language

It is like to seek clarification and show the structure

of what we are saying. We when need to ask for

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clarification when we are listening to someone also talks

and it is very crucial for students.

2. Mental/Social Processing

a. Language Processing

Language processing involves the retrieval of words

and their assembly into dynastically and propositionally

appropriate sequence.

b. Interacting With Other

Effective speaking involves a good deal of listening,

an understanding of how the other participants are feeling,

and knowledge of how linguistically to take turns or allow

others to do go.

c. (on the spot) Information Processing

Quite apart from our response to other’s feelings,

we also need to be to process the information they tell us

the moment we get it.

Based on definition above, the researcher concluded language

feature and social processing is important for spoken production.

Language feature explain about how to speak effectively.

Meanwhile, social processing explain about the other participants

are feeling.

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3. Narrative text

a. Definition of Narrative text

According to Knapp (2005: 220), narrative text is a

powerful medium for changing social opinion and attitudes. A

good writers story lets your reader response to some event in your

life as if it were own. They not only understand the event, but they

can almost feel it. Narrative is a piece of text tells a story and, in

doing so, entertains of informs the reader or listeners. In addition,

Daneshi in Nur (2009:208) says that narrative is any account that

connects a sequence of events involving characters in certain

situations that are usually resolved by the end.

Based on the explanation above, the researcher concludes

that narrative text is a story that entertains the reader or listener,

contains sequence events, and commonly has moral value.

b. Type of Narrative Text

Neo in Taufik (2005:58) conveys that there are many different

types of narratives, including:

1. Humor

2. Romance

3. Crime

4. Real-life fiction

5. Historical fiction

6. Mystery

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7. Fantasy

8. Science fiction

9. Diary-novels

10. Adventure

c. Features of Narrative

Every text has its own generic structure. Hartono (2005:6) conveys

that the generic structure of narrative text consists of five parts.

They are:

1. Orientation

Sets the science (time and place) and introduction participants.

2. Complication

Sets of the chairs of event that influences what will happen in

the story.

3. Resolution

The crisis “ involved, for better or for worst.

4. Re- orientation

Provides a comment or moral based what has been learned

from the story (optimal).

4. Humor text

a. Definition of Humor Text

Humor is one kind of narrative text. Garner in Nur (2005:

6) stated the following: Humor has also been described as a sense,

as in the term, sense of humor. Humor is one instructional tool that

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teacher can use in the classroom or teaching to in the crease there.

Humor as teaching material has significant improvement of the

student’s speaking skill to those who have high and low learning

motivation for students.

Chiasson in Nur (2002: 7) also stated that humor can

contribute a great deal to the second language classroom. It enables

the teacher not only to create an affective or positive environment,

but is a source of enjoyment for students and teachers. Language is

seen in authentic and real life situations. Humorous situations

allow students to express themselves without fear of ridicule and

criticism. Humor is a phenomenon that always requires a high level

of motivation from the viewer, who is then more likely to

remember it. Indeed, if the intended audience does not understand

the wit or is annoyed by it or is even offended in some ways, the

speakers or researcher will not have reached their primarily goal.

This statement highlights that humor is efficient only when the

advertiser knows the target audience and its response to humor.

Humor is subjective and particular to a societal culture.

b. The Structures of Humor

Although there is no general acceptance in classifying

humor, a conceptual starting point can be established by asserting

that humor is triggered by particular mechanisms. These can be

grouped into three main categories; namely the cognitive theory,

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the superiority theory, and the relief theory. Donahue in Nur (1999

: 43) stated that humor is often identified as a positive learning

enveronment. The typically structures of humor text are as follows:

a. Orientation: the narrator tells the funny characters

names in unusual setting.

b. Complication: in this part, something crazy happen.

c. Sequence of event: there are many imaginative ideas

here funny things said by characters and extraordinary

things happening to ordinary people.

d. Resolution: all’s well that end well.

http://www.altfeld.com/mastery/geninfo/nlp-structure-of-humor.html.

Shade provided clearer classification for humor in

classroom. Based on his classification, humor is classified into four

major categories:

1. Figural humor that includes comic strips, cartoons and

caricatures. This form of humor appears in a variety of media

and involves the use of drawing to deliver the humor.

Sample of figural humor:

a. comic strips

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b. cartoons

c. Caricatures

2. Verbal humor that consists of jokes, puns, riddles, satire,

parody, irony, wit, limerick and anecdote. This form involves

the use of language and often depends on the use of incongruity

as demonstrated through contradiction, understatement and

exaggeration.

Sample of Verbal Humor:

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a. Jokes are something said or done to evoke amusement or

laughter. In verbal humor the term often means an amusing

story with a punch line - a humorous ending.

Example:

A mother mouse and a baby mouse were walking along,

when all of a sudden, a cat attacked them. The mother mouse

yelled, "BARK!" and the cat ran away.

"See?" said the mother mouse to her baby. "Now do you

understand why it's important to learn a foreign language?

b. Pun is a play on words, in which a word of multiple

meanings, or a word of similar sound but different meaning,

is used to create the joke.

“Heard about the fight down town? It was called a shopping

maul.

An old teacher never dies. They simply lose their class.

Without geometry, life is pointless.”

c. Parody is to copy or imitate for comic affect the style of

something or someone else. By its nature parody exaggerates

and mocks the original. It only works if the person or thing

being copied is well known to the audience.

Example:

The variations on The Ten Commandments.

24

I've seen 'Ten Commandments' for cooks, children, wives,

husbands, shopkeepers, office workers, cats, babies ...

d. Satire is used to expose silliness, foolishness or stupidity

through ridicule.

Example: The television comedies 'The Simpsons' and 'South

Park' use satire.

e. Irony is using words to imply the opposite of their literal

meaning, or a situation where the outcome is the opposite

from that intended or expected.

Example of verbal irony:

'What pleasant weather!’ – said while walking through a

hailstorm.

Example of situational irony:

The plumber whose taps at home leak or the teacher's child

who plays truant.

Example of sarcasm:

Mary is a thoroughly delightful woman with a delightful

figure, a delightful dress sense, a delightful brain and an

equally delightful husband to match. So much delight is

entirely overwhelming and I must decline her invitation to

dinner.

http://www.write-out-loud.com/types-of-verbal-humor.html

25

3. Visual humor that includes sight gags, practical jokes, clowning,

impersonation, impressions, etc. this category depends on visual

cues for the humor to be effective.

4. Auditory humor that includes impersonations, impressions,

noises and sounds.

This form depends on auditory cues for the humor to be effective.

c. Teaching Speaking Using Humor Text

In teaching speaking using Humor Text researcher should

apply some procedures. Firstly, researchers should prepare the

learning material and explain it in the class. Secondly, researchers

give sample of humor text and give key words. Then researchers

give the opportunity to the students to study and deal with the

learning materials.

After discussing and explain about humor text, before

researchers asked the students to make humor text that has been

prepared key words to facilitate students in making humor text.

Finally, after the students have completed the humor text and then

students tells in front of the class.

d. Sample of Humor Text

Being Born in A Wealthy Family: The Lucky One?

I was so lucky for being born in a wealthy family. My

parents were rich, and I was their only son so they treated me like a

prince. They would do anything for me. They never let me down. I

26

was so happy for having parents like them. They even put me into

the best school in my early age. The school was the most popular

school in my town. They had the best facilities that no other school

had. Not all families could put their children into this school. Only

the have ones could.

I was glad that I had an opportunity to go to this school.

When I first stepped into my class, I imagined that I could make

friends with as many friends as possible. I really wanted to have

friends that I could hang out with. However, that was just a dream.

A dream that was so far from the reality. All of friends I had met

here were never friendly to me. They always ignored me. They

never greeted me. Even, some of them showed their detestation to

me.

It had been months since I went to this school. Things

didn’t seem to change. I had not even made any friends here. I

asked myself, what was wrong with me? While I couldn’t make

any friends at home, why did I have to go through the same thing

at school? In my neighborhood, children of the same age with me

seemed to be reluctant to make friends me. Maybe for them, I was

an untouchable kid. My family was too rich for them making them

difficult to get along with me. Sometimes I laugh at myself

thinking about this. Those children from my neighborhood had a

thought of me being the richest kid, while in the contrary, my

27

school friends didn’t want to make friends with me as I was the

poorest kid. For my school friends, my family was too poor.

What am I supposed to do? I couldn’t feel being lucky

anymore. Maybe all I need to do is to ignore my friends and study

well. That what I will do from now on.

B. Previous Study

Many researchers have reported 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

acted concisely below:

Here, the researcher took one previous study. The first thesis is

entitled “The use of Humor in Teaching English for Nursing to Improve

Student’s Speaking Skill with High or Low Learning Motivation” written

by Ahmad Nursyafiq , a student of English Study Program Stikes

Muhammadiyah Kudus.

The result of his thesis shows that it was seen by score between 60

up to 90 with the average of speaking competence result was 72.75 and

standard deviation was 72.75. The highest score was 90 and the lowest

score was 60 with score range 30 from N = 20. It also meant that the result

of improving students’ speaking competence by humor material with high

learning motivation of speaking skill.

28

The similarity between this thesis Ahmad Nursyafiq and thesis is in

the researcher’s aim to improve the speaking skill by using humor in the

students.

The difference is Ahmad Nursyafiq thesis took the nursing

students’ at Stikes Muhammadiyah Kudus whereas the researcher took the

tenth grade students at SMK Pancasila 1 Kutoarjo.

The second thesis is entitled “The Use of Humourous Texts in

Improving ESL Learners’ Vocabulary Comprehension and Retention”

written by Nursyafiqah, a student of University Teknologi MARA

(UiTM), Selangor, Malaysia. The result of her thesis shows that the

computation of In Session 1, results indicated no significant difference in

retention scores (p = 0.31), with experimental group (M = 3.12, SD = 1.05)

reporting mean of 0.28 lower than control group (M = 0.86, SD = 0.17).

There was no significant difference found in retention scores (p = 0.764)

in Session 2, with experimental group (M = 3.8, SD = 0.5) reporting mean

of 0.04 higher than control group (M = 3.76, SD = 0.43). In Session 3, no

significant difference was recorded (p = 0.117), with experimental group

(M = 4.76, SD = 0.83) reporting mean of 0.36 higher than control group

(M = 4.4, SD =0.76). Results also revealed no significant difference in

Session 4 (p = 0.105), with experimental group (M = 3.08, SD = 1.15)

reporting mean of 0.44 lower than control group (M = 3.52, SD = 0.65). It

29

also meant that Teaching English by using Humorous text was effective

was improve students vocabulary Comprehension and Retention.

The similarity between this thesis Nursyafiqah and thesis is in the

researcher’s using Humorous text.

The difference is Nursyafiqah thesis by using humorous text to

teach vocabulary comprehension and retention whereas the researcher

using humor text to teach speaking.

C. Conceptual Framework

Speaking is the essential things language skill that supports others,

namely writing, listening and reading. But the students’ speaking mastery

of X students of SMK Pancasila 1 Kutoarjo is still far from being

satisfactory. This thing happens because the students find some difficulties

to communication well. The others are low motivation of the students to

learn speaking, the students social economic background that do not

support them to master speaking and the students get bored with the

techniques in teaching speaking.

Humor text is text that contain joke expected to make the students

relax and provide motivation to students in English. The using of humor

text in class to make the students more interesting, enjoy, fun and the

students will not bore in learning process.

The speaking learning focuses on humor text; it is kind of new for

Vocational School (SMK). The researcher will use humor text as media,

30

so that teaching and learning process will be interesting and fun because it

is the students will be motivating, interactive, interesting and enjoy in

learning speaking.

D. Hypothesis

Hypothesis is a tentative statement about the outcomes of a

research. It can be accepted or rejected depending on the statistical

analysis that is done. By using the hypothesis, it will make the researcher

easier to focus the research. According to Arikunto (2010: 110),

hypothesis is an answer which typically a while for the research problem,

until it is proven through the data that collected. Therefore, in this

research, the researcher would like to formulate the hypothesis as follows:

Ha: Using humor text is effective in teaching speaking to tenth

grade students of SMK Pancasila 1 Kutoarjo in the academic

year of 2015/2016.

Ho: Using humor text is not effective in teaching speaking tenth

grade students of SMK Pancasila 1 Kutoarjo in the academic

year of 2015/2016.

31

CHAPTER III

RESEARCH METHODS

A. Type of Research

According to Sugiyono, (2012:14), there are two types of research

namely quantitative research and qualitative research. Quantitative

research that is based on the philosophy of positivism, is used to examine

the population or a particular sample, data collection using research

instruments, data analysis is quantitative or statistics in order to test the

hypothesis that have been applied. Meanwhile, qualitative research is

research that is based on the philosophy post-positivism, is used to

examine the condition of the natural object where the researcher is the

key of instrument, data analysis is inductive or qualitative, and the result

or qualitative research more emphasis on the meaning of the

generalization.

This research belongs to quantitative research because the data is

analyzed using numerical interpretation or statistic. Moreover, the focus

of this research is more to the result of the research, not the process of

doing the research. The goal of the research is to find out whether there is

a significant difference before and after the using humor text in teaching

speaking to tenth grade students of SMK Pancasila 1 Kutoarjo in the

academic year of 2015/2016.

31

32

B. Design of the Research

According to Arikunto (2013:125), Experimental research is

research design that used to observe the influence of particular treatment

towards the others in a controllable condition. There are some

experimental designs that can be used in the research. They are pre-

experimental design, true experimental design, factorial design, and quasi

experimental design. In this research, the researcher used pre-experimental

design using “one-group pretest-posttest design” (Sugiyono, 2009:75). The

drawing of design as follow:

Figure 1: one-group pretest-posttest design

In which:

O₁ = Pre test

X = Treatment

O₂ = Post test

According to Sugiyono (2009:75), in this design observation is done

two times, they are before giving experiment and after giving experiment.

There are pretest and posttest. Pretest (O₁) is observation that is done before

giving an experiment and posttest (O₂) is the observation which is done after

giving a treatment. The difference between O₁ and O₂ assumes the effect of

the treatment or experiment.

Ο₁ X O₂

33

C. Time and Place of the Research

The research was conducted in SMK Pancasila 1 Kutoarjo at the

tenth grade students in the academic year of 2015/ 2016 began from May

21th up to 12th April 2016. It is located at Jl. Mayjend.S.Parman Kutoarjo.

In addition, the time of research is on April 2016.

The researcher conducted the research during three meetings. The

first meeting was used to give pre-test, the second meeting was used to

give the treatment, and the last meeting was used to give post-test.

D. Variable of the Research

Sugiyono (2009:38) states that variable is all things took by the

researcher to be learnt so that the researcher got the information about it

and then she draw the conclusion related to the variable researcher took.

Moreover, Sugiyono adds that research variables are certain attribute or

attitude or value of somebody, object or activity which has certain

variance considered by the researcher to be learnt and to be drew the

conclusion. Then, based on the relationship of one variable to another, so

that the variable can be divided into five types namely variable

independent, dependent, moderator, intervening, and control. In this

research, the variable the researcher took was variable dependent and

variable independent. The following are her research variables in detail:

34

1. Independent Variable

According to Sugiyono, (2009:39), independent variable has

another term namely variable stimulus, predictor, and antecedent. This

variable is called independent variable because it influences or the one

causes the change of dependent variable. In this research, the

independent variable is the use of humor text which is symbolized by

X.

2. Dependent Variable

Sugiyono (2009:38) says that dependent variable is frequently

called as variable output, criterion, or consequent. It is a variable

which is influenced or which becomes the result because the existence

of independent variable. The dependent variable of this research is the

students’ speaking skill which is symbolized by Y.

E. Population and Samples of the Research

1. Population

Population is a generalization area consists of object/subject

having certain characteristics and quality determined by the researcher

to be learnt. Sugiyono (2009:80). Therefore, population is not only

people, but also object and other natural things. Population is not only

a number on the object/subject that is learned, but also it involves the

whole of characterization of the subject or object. Creswell (2012:142)

35

notes that population is a group of individuals who have the same

characteristic.

The population of this research was the tenth grade SMK

Pancasila 1 Kutoarjo in the academic year 2015/2016. The numbers of

the population were 422 students. They were divided into class X TKR

A, B, C, D, E, F, G, H, X TSM, X TP A, B, X TPL and X TJK.

2. Sample

Sugiyono (2009:81) proposes that sample is a part of a number

and characteristics possessed by population. The researcher must take

the sample which is the representative the population. This is done to

makethe result of the research can be generalized for the whole

member of the population. According to Creswell, (2012:142) A

sample is a subgroup of the target population that the researcher plans

to study for generalizing about the target population.

3. Sampling Techniques

Sugiyono (2010: 118) states that sampling technique is a

technique that explains about how to take a sample. There are two

kinds of sampling technique that can be explained as follows:

a. Probability Sampling

Sugiyono (2010: 120) describes that probability sampling is

a technique that gives the same chance for each component of

population to be chosen as a sample. There are four types of

probability sampling, they are

36

1) Simple Random Sampling

Simple random sampling is a technique where the researcher

takes a sample randomly.

2) Proportionate Stratified Random Sampling

This technique is used when the component of population is

heterogeneous and in the proportional level.

3) Disproportionate Stratified Random Sampling

This technique is used when the level of population is not

proportional.

4) Cluster Sampling

Sugiyono explains that, this technique is used when the object

of the sample is in wide range.

b. Non Probability Sampling

Non probability sampling is the kind of technique which

does not give the same chance for each components of population to

be chosen as a sample. According to Sugiyono (2015: 123), there

are six kinds of non probability sampling technique, they are:

1) Systematically Sampling

This technique takes a sample based on the member of

population which has given a number in a series. It can be done

by take an even or uneven number.

37

2) Quota Sampling

This technique is used to determine a sample from the

population which has certain characteristics until the researcher

gets the quota sampling that the researcher needs.

3) Incidental Sampling

It is a technique where the sample is taken without any

intention before. When the researcher gets something and it is

suitable with the with the researcher’s need, it can be used as a

sample.

4) Purposive Sampling

It is called as purposive sampling because this technique is

done by drawing out the sample based on the specific purpose.

The researcher uses this technique because some considerations

such as to limit the time, energy, and finance.

5) Saturated Sampling

Saturated sampling is a technique which all the components of

population is used as a sample. It is done by the researcher

when the number of population is small.

6) Snowball Sampling

It is called as snowball sampling because at first the number of

a sample is just small but it is getting bigger.

To determine the sample, the researcher used purposive

sampling technique. Factors that influence the researcher to use

38

purposive sampling technique are the limitation of time, the amount of

class in grade tenth and only variable is X TOKR C. By using

purposive sampling technique the researcher took only one class in X

TOKR C class with total number 30 as the sample of this research.

F. Technique of Collecting Data

1. Pre-test

Pretest provides a measure on some attribute or characteristics

that you assess for participants in an experiment before they receive a

treatment Creswell (2012: 297). This test was conducted at the

beginning of the research, at the first meeting of the research. It was

done to know the students ability before they get treatments. The test

contained makes a narrative text, and the time was 60 minutes to finish

the test.

2. Treatment

Treatment was conducted by the researcher at the tenth grade of

SMK Pancasila 1 Kutoarjo. The researcher given a treatment by using

a media. The media is namely “Humor Text”. There are some that was

done by the researcher when conducting a treatment:

a. The researcher given sample of humor text to students

b. The student observe various texts humor given to teacher and

students learn to identify the main idea and specific information

from the text humor

39

c. With the direction of student researchers questioned about the

difference humor text with other text

d. The researcher gives command the student to explore some humor

text of researchers

e. The researcher gives command the students make a humor text

according to the topic

f. The researcher gives command the students tells in front of the

class.

3. Post-test

Post-test is a measure on some attribute or characteristic that is

assessed for participants in an experiment after a treatment Creswell

(2012: 297). This test was conducted after the treatments were done or

at the end of the research. By giving the posttest, the researcher knew

the result of the research and it showed whether there was a significant

difference between before and after the use humor text applied or not.

The test was aimed to make student speaking individually. The

technique of scoring in the test was the same as the pretest.

4. Scoring

In scoring the objectives test, the researcher used some criteria

to assess the students’ speaking skill. According to Brown (2001:406),

test scoring categories consist of some aspects. They are grammar,

vocabulary, comprehension, fluency, pronunciation.

40

Table 3.4 Oral Proficiency Test Scoring Categories.

No Aspect Score

1 Grammar

Errors in grammar are frequent, but speaker can

be understood by native speaker used to dealing

with foreigners attempting to speak his/her

language

Can usually handle elementary construction quite

accurately but does not have thorough or

confident control of the grammar

Control of grammar is good. Be able to speak the

language with sufficient structural accuracy to

participate effectively in most formal and informal

conversation on practical, social, and professional

topics

Be able to use the language accurately on all

levels normally pertinent to professional needs.

Error in grammar are quite rare

Equivalent to that of an educated native speaker

1 – 4

5 – 8

9 – 12

13 – 16

17 – 20

2 Vocabulary

Speaking vocabulary inadequate to express

anything but the most elementary needs

Has speaking vocabulary sufficient to express

1 – 4

5 – 8

41

himself simply with sum circumlocutions

Be able to speak the language with sufficient to

vocabulary participate effectively in most formal

and informal conversations on practical, social,

and professional topics. Vocabulary is broad

enough that he rarely has to grope for word

Can understand and participate in any

conversation within the range of his experience

with a high degree of precision of vocabulary

Speech on all level is fully accepted by educated

native speakers, in all its features, including

breadth of vocabulary and idioms, colloquialism,

and pertinent cultural references

9 – 12

13 – 16

17 – 20

3 Comprehension

Within the scope of his very limited language

experience, can understand simple questions and

statement if delivered with slowed speech,

repetition, or paraphrase

Can get the gist of most conversation of non

technical subjects (i.e. topics that require no

specialized knowledge)

Comprehension is quite complete at a normal rate

of speech

1 – 4

5 – 8

9 – 12

42

Can understand any conversation within the range

of his experience

Equivalent to that of an educated native speaker

13 – 16

17 – 20

4 Fluency

No specific fluency description refer to other four

language areas for implied level of fluency

Can handle with confidence but not with facility

most social situations, including introductions and

casual conversations about current events, as well

as work, family, and autobiographical information

Can discuss particular interest of competence with

reasonable ease. Rarely has to grope for words

Be able to use the language fluently on all levels

normally pertinent to professional needs. Can

participate in any conversation within the range of

this experience with a high degree of fluency

Has complete fluency in the language such that

his speech is fully accepted by educated native

speakers

1 – 4

5 – 8

9 – 12

13 – 16

17 – 20

5 Pronunciation

Errors in pronunciation are frequent, but can be

understood by a native speaker used to dealing

1 – 4

5 – 8

43

with foreigner attempting to speak his language

Accent in intelligible though often quite faulty

Errors never interface with understanding and

rarely disturb the native speaker. Accent may be

obviously foreign

Errors in pronunciation are quite rare

Equivalent to and fully accepted by educated

native speakers

9 – 12

13 – 16

17 – 20

Scoring:

Grammar : 20

Vocabulary : 20

Comprehension : 20

Fluency : 20

Pronunciation : 20

Total Score : 100

44

Table 3.5 Classification of Students’ Speaking Skill

Value Grade Level of achievement

80 – 100 A Excellent

66 – 79 B Good

56 – 65 C Sufficient

40 – 55 D Fairly Sufficient

30-39 E Poor

The level of ability shown in the table is defined based on the

criterion references scales (Arikunto, 2012: 281).

G. Research Instrument

To get the data that the researcher needs, she used instrument as

away to gather the data. Creswell, (2012:151) says that research

instrument is a tool for measuring, observing, or documenting quantitative

data. Identified before the researchers collect data, the instrument may be a

test, questionnaire, tally sheet, log, observational checklist, inventory, or

assessment instrument. Arikunto, (2013:160) states that instrument is the

tools used by the researcher when conducting a research method. Some

kinds of instrument are test, questionnaires, interview, observation, rating

scale, and documentation.

45

H. Technique of Analyzing the Data

This research is an experimental quantitative research and it means

that the researcher needs data analysis after the data have been collected.

The analysis is related to the computation in answering the problem

statement and the hypothesis.

According to Sugiyono (2015: 207), there are two kinds of

statistics which is used to analyze the data in a research. They are

descriptive statistic and inferential statistic.

1. Descriptive Statistic

Sugiyono said that descriptive statistic is the statistic that be used

to analyze the data by describing the data collection to make a general

conclusion. Descriptive statistic can be used if the researcher just want

to describe the sample data and do not make a conclusion where the

sample of population is taken.

a. Mean

Mean is average of a set of scores, obtained by adding the

scores together and divided by the total number of scores

(Sugiyono, 2012: 49).

The formula is:

Where :

= The mean score

∑ X = The sum of the scores

46

n = The total number of students

b. Median (Me)

Median is one of explanation techniques based on the

middle value of the data which have been organized from the

lowest to the highest or from the highest to the lowest (Sugiyono,

2012: 48).

c. Mode

Mode is a technique to explain based on the value which is

popular or which is often being found (Sugiyono, 2012: 47).

d. Standard Deviation

Standard deviation is a measure of the dispersion of scores

from the mean of scores. It is calculated by obtaining the square

root of the variance of a set of scores (Sugiyono, 2012: 58).

The formula is:

Where:

SD = The square of the deviation standard

= The square of each score subtracted by mean

score

n = The total number of the students

47

2. Inferential Statistic

The inferential analysis is directed to provide the answer if there

is a significant difference before and after the use pictures applied on

the tenth grade students of SMK Pancasila 1 Kutoarjo in the

academic year 2015/2016. The inferential analysis includes the

following points:

a. Test of normality

This test is intended to determine the distribution of the

maximum and minimum values as well as the variability of

research data. Test is usually carried out by using the test for

normality distribution with the chi square technique (x). As the

formula to test the normality of the data with chi square

(Sugiyono, 2012: 193) is:

X² = ( )

o h

h

f ff ²

In which:

X2 = the chi square value

f0 = the observed frequency

fh = the expected frequency

Then, to know that the data have normal distribution or

not, Researcher then compares the Chi-Square obtained

with the Chi- Square table considering the level of error 5%.

48

When the value of X2obtained is lower than X 2

table, it means

that the data have normal distribution and vice versa.

b. Test of hypothesis

This hypothesis test is used by the researcher to know

whether Humor text is effective or not in teaching speaking at the

tenth grade students of SMK Pancasila 1 Kutoarjo in the

Academic Year of 2015/ 2016. In other words, it is used to decide

the hypothesis will be accepted or rejected.

When the data is abnormal, however, it uses non parametric

statistic, for example using Wilcoxon Match Pair Test formula.

The formula is as follow:

In which:

T = the number of small rank

n = the number of sample

(Sugiyono, 2012: 137)

49

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Data Description

Before the researcher describes the research finding, the researcher

would like to describe the condition of the sample. The researcher took the

data from the tenth grade students of SMK Pancasila 1 Kutoarjo as the

sample of the research. The tenth grade class consists of 33 students, but

the students who were taken their data were 30 students because 3 students

were absent when the researcher conducted pre-test, post-test and

treatment.

By using the test, the researcher investigated some data concerning

the test result. To compare the students’ achievement based on the test

result, the score was based on criteria of scoring. According to Arikunto

(2012: 281), there were criteria of certain data based on the criterion

referenced scales. They were as follow:

49

50

Table 4.1 Classification of Students’ Speaking Skill

Value Grade Level of achievement

80 – 100 A Excellent

66 – 79 B Good

56 – 65 C Sufficient

40 – 55 D Fairly Sufficient

30-39 E Poor

The test result of students in pre-test and post-test are

described in the following:

a. The result of Pre-Test

The data were taken on April 23rd 2016. Here the result of pre-test.

Table 4.2 The Result of Pre-test

Name Pre-test

Sample 1 67

Sample 2 67

Sample 3 70

Sample 4 64

Sample 5 50

Sample 6 68

Sample 7 63

Sample 8 61

51

Sample 9 64

Sample 10 55

Sample 11 69

Sample 12 66

Sample 13 67

Sample 14 64

Sample 15 68

Sample 16 70

Sample 17 64

Sample 18 56

Sample 19 69

Sample 20 71

Sample 21 59

Sample 22 66

Sample 23 61

Sample 24 67

Sample 25 65

Sample 26 63

Sample 27 69

Sample 28 68

Sample 29 54

Sample 30 59

Total 1924

Mean 64.13

52

0

2

4

6

8

10

12

14

A B C D E

Median 65.50

Mode 64

Standard Deviation 5.25

Highest Score 71

Lowest Score 50

Range 21

Variance 27.56

From the pre-test result table, the highest score is 71, the lowest

score is 50, the mode is 64, the median is 65.50, the range is 21, the mean

is 64.13, the and the total score is 1924.

Chart. 4.1 The Chart of Pre-test Speaking

This chart shows the pre-test result of speaking. There are 4

students get score A (0%), 15 students get score B (50%), 12

53

students get score C (40%), 3 student gets D (10%), and no one

gets E (0%).

b. The Result of Post-test

The data were taken on May 12th 2016. Here is the result of post-test.

Table 4.3 The Result of Post-test

Name Post-test

Sample 1 77

Sample 2 76

Sample 3 81

Sample 4 73

Sample 5 65

Sample 6 71

Sample 7 74

Sample 8 73

Sample 9 73

Sample 10 70

Sample 11 76

Sample 12 72

Sample 13 75

Sample 14 69

Sample 15 72

Sample 16 82

Sample 17 72

54

Sample 18 68

Sample 19 71

Sample 20 85

Sample 21 70

Sample 22 73

Sample 23 70

Sample 24 74

Sample 25 69

Sample 26 68

Sample 27 73

Sample 28 72

Sample 29 68

Sample 30 64

Total 2176

Mean 72.13

Median 72

Mode 73

Standard Deviation 4.60

Highest Score 85

Lowest Score 64

Range 21

Variance 21.15

55

0

5

10

15

20

25

A B C D E

From the pre-test result table, the highest score is 85, the lowest

score is 64, the mode is 73, the median is 72, the range is 21, the mean is 72.53,

the and the total score is 2176.

Chart. 4.2 The Chart of Post-test Speaking

This chart shows the post-test result of speaking. There are

3 students get score A (10%), 25 students get score B (83.33%), 2

students get score C (6.70%), and there are no student gets score D

and E.

56

c. The Result of Pre-test and Post-test

Table 4.4 The Descriptive Analysis of Pre-test and Post-test

Score H L R Me Mo T M SD2 SD

Pre-test

71 50 21 65.5 67 1924 64.13 27.57 5.25

Post-test

85 64 21 72 73 2176 72.53 21.15 4.50

Note:

H : the highest score T : the total score of the students

L : the lowest score M : the mean

R : the range SD2 : the variance

Me : the median SD : the standard deviation

Mo : the mode

57

Table 4.5 Frequency and Percentage for Both Pre-test and Post-test

Score Grade Frequency Percentage

Pre-test Post-test Pre-test Post-test

80 – 100 A - 3 - 10%

66 – 79 B 15 25 50% 83.33%

56 – 65 C 12 2 40% 6.70%

40 – 55 D 3 - 10% -

< 39 E - - - -

TOTAL 30 30 100% 100%

Chart 4.3 The Chart of Speaking Ability Result of Pre-test and Post-test

This chart shows the significant effect between pre-test and post-

test. So, it can be concluded that the use humor text in teaching

0

5

10

15

20

25

A B C D E

Pre-tes

Post-tes

58

speaking skill at the tenth grade students of SMK Pancasila 1 Kutoarjo

is effective.

B. Data Analysis

1. Descriptive Analysis

a. The Result of Pre-test

Mean

The mean score can be calculated as follow:

푋 =∑푋푛

푋 =1924

30

푋 = 64.13

Standard Deviation (SD):

푆퐷 =∑(푥 − 푥̅)푛 − 1

푆퐷 =799.45

29

푆퐷 = √27.57

푆퐷 = 5.25

59

Variance (SD2):

푆퐷 =∑(푥 − 푥̅)푛 − 1

푆퐷 =799.45

29

푆퐷 = 27.56

b. The Result of Post-test

Mean

푋 =∑푋푛

푋 =2176

30

푋 = 72.53

Standard Deviation (SD)

푆퐷 =∑(푥 − 푥̅)푛 − 1

푆퐷 =613.47

29

푆퐷 = √21.15

푆퐷 = 4.60

Variance (SD2):

푆퐷 =∑(푥 − 푥̅)푛 − 1

60

푆퐷 =613.47

29

푆퐷 = 21.15

Take more clearly and to ensure that the result of manual computation

is correct, the researcher encloses the computation SPSS. The table

below will show the result of SPSS

Table 4.6 The Descriptive Analysis Based on the Computation of SPSS

2. Inferential Analysis

a. Pre-requisite Test

The researcher employed the statistical analysis in this case

is Wilcoxon Match Pair Test to analyze the data. Before analyze

the statistical analysis, the researcher mainly applied pre-requisite

test analysis to test the normality.

61

Normality Test

To check the rate of normality of speaking mastery score in

pre-test and post-test, the researcher used chi-square. This

technique is done by using Ms. Excel. A data could be concluded

normal if the Chi Value was lower than Chi Square table with six

intervals.

Table 4.7 The Normality Test of Pre-test

NILAI MAX 71

NILAI MIN 50

CLASS INTERVAL 3.5

OVERALL TO 4

INTERVAL Fo fh fo – fh (fo – fh)2 (fo – fh)2/fh

50 – 54 2 1 1.19 1.42 1.75

55 - 59 4 4 -0.06 0.00 0.00

60 – 64 8 10 -2.24 5.01 0.49

65 – 69 13 10 2.76 7.61 0.74

70 – 74 3 4 -1.06 1.12 0.26

75 – 79 0 1 -0.81 0.66 0.81

30 30 -0.22 15.83 3.53

The value of fh is calculated from: 2.7% x 30 = 0.81

(integrated to 1); 13.53% x 30 = 4.06 (integrated to 4); 34.13% x

30 = 10.24 (integrated to 10); 34.13% x 30 = 10.24 (integrated to

62

10); 13.53% x 30 = 4.06 (integrated to 4); 2.7% x 30 = 0.81

(integrated to 1).

From the table, the Chi Square value is 3.53. Then, it is

compare with the value of Chi Square table with the df (degree of

freedom) 5. Based on the table of Chi Square value on significant

level 0.05 is 11.07. Since Chi Square obtained is lower than the

value of Chi Square table (3.53 < 11.07), it means that the

distribution of the data of pre-test is normal.

Table 4.8 The normality test of post-test

NILAI MAX 85

NILAI MIN 64

CLASS INTERVAL 3.5

OVERALL TO 4

INTERVAL Fo Fh fo – fh (fo – fh)2 (fo – fh)2/fh

64 – 68 5 1 4.19 17.56 21.67

69 – 74 18 4 13.94 194.35 47.88

75 – 79 4 10 -6.36 40.44 3.90

80 – 84 2 10 -8.24 67.88 6.63

85 – 89 1 4 -3.06 9.33 2.31

90 – 94 0 1 -0.81 0.66 0.81

30 30 -0.34 330.24 83.20

63

The value of fh is calculated from: 2.7% x 30 = 0.81

(integrated to 1); 13.53% x 30 = 4.06 (integrated to 4); 34.13% x

30 = 10.24 (integrated to 10); 34.13% x 30 = 10.24 (integrated to

10); 13.53% x 30 = 4.06 (integrated to 4); 2.7% x 30 = 0.81

(integrated to 1).

From the table, the Chi Square value is 83.20. Then, it is

compare with the value of Chi Square table with the df (degree of

freedom) 5. Based on the table of Chi Square value on significant

level 0.05 is 11.07. Since Chi Square obtained is higher than the

value of Chi Square table (83.20 > 11.07), it means that the

distribution of the data of post-test is abnormal.

b. Pre-test and Post-test Finding

The calculation of the mean score of pre-test and post-test

was 64.13 and 72.53. If we compare the two means, it was clear

that the mean of the post-test is higher than the mean of pre-test.

The difference between the two means is 8.40. It is indicates that

the treatment is effective. In case the post-test has abnormal

distribution, the researcher uses Wilcoxon Matched Paired Test to

test the hypothesis:

z =푇 − n(n + 1)

4n(n + 1)(2n + 1)

24

64

z =465− 30(30 + 1)

430(30 + 1)(2x30 + 1)

24

z =465− 930

4930(61)

24

z =465− 232.5

5673024

z =−232.5√2363.75

z =−232.548.62

z = −4.782

The value of Wilcoxon Matched Paired Test is compared with

Spearman table (rho table). The result is gotten from that comparison.

If z value > z table, then Ho is rejected and Ha is accepted. If z value <

z table, Ho is accepted and Ha is rejected.

From the calculation, the researcher got the z value. From

calculating, z table = Z a / 2 = 0.05 / 2 = Z 0.025 = 1.960, z value is

higher that z table (4.872 > 1.960). It indicates that Ho is rejected and

Ha is accepted. Rho table can be seen in the appendixes.

65

Take more clearly and to ensure that the result of manual

computation is correct, the researcher encloses the computation SPSS.

The table below will show the result of SPSS.

Table 4.9 The Wilcoxon Paired Test Based on the Computation of SPSS

c. Test of Hypothesis

There are three points involved in testing hypothesis. There

are levels of significance, null hypothesis and test of experimental

significance. The three points above are presented in the following:

66

1. Level of Significant

In hypothesis testing, the researcher used the level of

significance to minimize the false conclusion of the research.

This is applied to reject the hypothesis in order to gain the

objective conclusion. Generally, the level used in any research

is 5%. In this research, the researcher uses level of significance

5% level. It means that the falseness of conclusion is 5% and

the truth of conclusion is 95%.

2. The Null Hypothesis

In testing hypothesis, the researcher commonly faces

with the null hypothesis. By using the null hypothesis, the

hypothesis will easier to be proved. The research hypothesis

(Ha) says that using humor text is effective in teaching

speaking at the tenth grade students of SMK Pancasila 1

Kutoarjo in the academic year of 2015/ 2016.

To prove whether the hypothesis is rejected or accepted, the

researcher changes the research hypothesis into null hypothesis.

Therefore, the null hypothesis (Ho) says using humor text is not

effective in teaching speaking at the tenth grade students of SMK

Pancasila 1 Kutoarjo in the academic year of 2015/ 2016.

67

3. Test of Experimental Significant

After getting the z value, the researcher consults the

critical value on the Z table to check whether the difference is

significance or not. Before the experiment is conducted, the

level significance to use is divided.

The researcher uses the 5% (1.960) in degree level and

1% (4.872) in significance level. The number of subject in this

research is 30 students.

From the explanation above, it can be concluded that, the

obtained rho value is 4.872. So, the rho value is higher that the

critical value on table (4.872> 1.960).

Based on the hypothesis above, it is concluded that Ho is

rejected and Ha is accepted. Therefore, the hypothesis of this

study which says “using humor text is effective in teaching

speaking at the tenth grade students of SMK Pancasila 1

Kutoarjo in the academic year of 2015/ 2016”.

C. Discussion

In this section, the researcher was going to describe the

interpretation of research result about descriptive analysis and inferential

analysis. The following are the details:

68

1. Descriptive Analysis Interpretation

After describing the analysis in the previous section, the

researcher was discuss more about the interpretation of the speaking

ability result of pre-test and post-test.

a. The Speaking Ability Result of Pre-Test

The highest score of the students pre-test result was 71 and

the lowest one was 50. The mean of pre-test was 64.13 and the

standard deviation of it was 5.25. It means that the students pre-test

result have good result on their writing ability. From 30 samples,

there is no student (0%) categorized poor, 3 student (10%)

categorized fairly sufficient, 12 students (40%) categorized

sufficient, 15 students (50%) categorized good, and there is no

students (0%) categorized excellent.

b. The Speaking Ability Result of Post-Test

The highest score of the students post-test result was 85 and

the lowest one was 64. The mean of post-test was 72.53 and the

standard deviation of it was 4.60. It means that the students post-

test have good result on their writing ability. From 30 samples,

there is no student (0%) categorized poor, no student (0%)

categorized fairly sufficient, 2 students (6.70%) categorized

sufficient, 25 students (83.33%) categorized good and 3 students

(10%) categorized excellent.

69

2. Inferential Interpretation

In this section, the researcher would interpret the hypothesis

testing. As method above, the hypothesis of this research says “using

humor text is effective in teaching speaking at the tenth grade students

of SMK Pancasila 1 Kutoarjo in the academic year of 2015/ 2016.”

From the previous analysis, it shows that with the number of

the sample (n=30) and the degree level was 5%, the level of

significance was 1%, the result of the computation of Z value is higher

that the Z table that was (4.872 > 1.960).

Thus, the hypothesis was accepted. It means that using humor

text in teaching speaking at the tenth grade students of SMK Pancasila

1 Kutoarjo in the academic year of 2015/2016 is effective.

After computing the Z value and after knowing that the

hypothesis is accepted, the theory meets the fact in this case. Then,

from the computation exists in the previous section; the researcher

concludes that teaching speaking using humor text is effective at tenth

grade students of SMK Pancasila 1 Kutoarjo in the academic year of

2015/2016.

Speaking ability of students at tenth grade of SMK Pancasila 1

Kutoarjo is better than before they were given the treatment. In pre-

test, the students’ speaking ability is in good category with 64.13 and

in post-test, the students’ speaking ability was higher with 72.53.

70

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the previous analysis of the data, the previous hypothesis

testing, and the discussion in previous chapter, the conclusion is there is

effectiveness of using humor text in teaching speaking at the tenth grade

students of SMK Pancasila 1 Kutoarjo in the academic year of 2015/2016.

Based on the calculating result presented in the previous

discussion, there are some conclusions which can be drawn as follows:

1. The mean of the post-test is 72.53, and the mean of pre-test is 64.13. It

shows that humor text in teaching speaking at the tenth grade students

of SMK Pancasila 1 Kutoarjo in the academic year of 2015/2016 is

effective.

2. In addition, the result of rho value is 4.872. Then, researcher consulted

the critical value on the rho table using 5% (0.05) level significance

and the 30 degree of freedom was 4.872. Since rho value was higher

than critical value on the rho table, the hypothesis is accepted and the

effect was significant. It means that humor text in teaching speaking at

the tenth grade students of SMK Pancasila 1 Kutoarjo in the academic

year of 2015/2016 is effective.

70

71

B. Suggestion

After conducting the research, the researcher gives several

recommendations for English teacher, the students, and other researchers.

They are presented as follow:

1. For the Teachers

a. The teacher should make conductive and make comfortable in the

class. It is good for teacher to introduce the topic to be discussed to

student

b. The English teachers should determine the technique which is able

to make students practice their speaking in meaningful context

c. The teacher should media such as laptop, LCD, text or pictures and

another

d. The teacher should structure and plan this technique or media

carefully before teaching

e. The teacher should be able to manage the class and the time in

order to make students be more active and involve to the activity in

and make it runs well

f. The teacher should keep monitoring during the stages

2. For the Students

a. The student should ask the teacher for clearer explanation.

b. The students should be active in participating during the lesson

c. The students should remind their friends to keep speaking English

72

d. The students should improving the speaking ability by speaking in

daily activities using humor text or another material

e. Use the facilitation, like library or dictionary to finds new words to

enrichment vocabulary

f. Practice all time to make progress for pronunciation

3. For the Institution

a. The institution should provide facilities that support the students

activities in learning English

b. The institution should maximize the function of the library as a

medium for learning

c. The institution should make some program in English Study to

make progress in speaking ability at school

d. The institution should make cooperate with English course

institution to build up competition for students

e. The institution should create the good relationship among the

students, teachers, staffs, and the headmaster.

4. For other Researcher

Other researcher are recommended to be able to conduct

research using the factors that influence learning English in the similar

topics. Hopefully, the result will be more useful for teaching learning

process in improving the English Learning.

73

REFERENCES

Arikunto, Suharsimi. 2012. Prosedur Penelitian Suatu Pendidikan Praktik. Jakarta: Rineka Cipta.

________________. 2013. Prosedur Penelitian Suatu Pendidikan Praktik. Jakarta: Rineka Cipta.

Brown, H. Douglas. 2007. Principle of Language Learning and Teaching. New York : Longman.

________________. 2000. Language Assessment Principle and Classroom. New

York : Longman. ________________. 2001. Language Assessment Principle and Classroom. New

York : Longman.

________________. 2004. Language Assessment Principle and Classroom. New York : Longman

Creswell, J.W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson Education, Inc.

Harmer, Jeremy. 2001. How to Teach English. England: Pearson Education

Limited.

Hartono, Rudi.2005. Genre Based of Writing. Unnes : Semarang Knapp.2005. Genre, Text, Grammar :Technologies for Teaching and Assessing

Writing. Australia Sugiyono. 2009. Statistika Untuk Penelitian. Bandung: Alfabeta. ________. 2010. Metode Penelitian Pendidikan: Pendekatan Kuantitatif,

Kualitatif,dan R & D. Bandung: Alfabeta. ________. 2012. Dasar-Dasar Evaluasi Pendidikan. Bandung: Alfabeta

________. 2015. Metode Penelitian Pendidikan. Bandung: Alfabeta. Thornbury, Scott. 2005. How to Teach Speaking. Longman.

74

Analyzing Students Narrative Writing Used by the First PGrade. http://ijee.org/yahoo_site_admin/assets/docs/7.83201429.pdf in accessed on 27 March 2016 04:00 AM.

Journal of Language Teaching and Research. Volume 2, Number 4, July 2011

from http://www.academypublisher.com in accessed on 5 March 2016 02:45 AM.

Teaching the Humorous Texts Inenglish As A Foreign Language (Efl) Classroom.

http://digilib.unipasby.ac.id in accessed on 6 March 2016 03:30 AM. The Use of Humourous Texts in Improving ESL Learners’ Vocabulary

Comprehension and Retention. Online Published: August 11,2015 from http://www.ccsenet.org in accessed on 5 March 2016 03:30 AM.

APPENDICES

Appendix I. Lesson Plan

RENCANA PELAKSANAAN PEMBELAJARAN

Rencana Pelaksanaan Pembelajaran (RPP)

Sekolah :

Mata Pelajaran :

Kelas/Semester :

Materi Pokok :

Alokasi waktu :

SMK PANCASILA 1 KUTOARJO

Bahasa Inggris

X (sepuluh) / 1

Humor text

4 Jam Pelajaran

A. Kompetensi Inti (KI)

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli

(gotong-royong, kerja sama, toleran, damai), santun, responsif dan proaktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia

KI 3 : Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, dan sprosedural, berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian dalam bidang kerja yang spesifik untuk memecahkan masalah..

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu melaksanakan tugas spesifik di bawah pengawasan langsung.

B. Kompetensi Dasar dan Indikator

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar.

2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai. 3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks

deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah

terkenal, sesuai dengan konteks penggunaannya.

4.3. Siswa selalu menerapkan dalam setiap pekerjaan

1. Work habit 2. Basic mentality 3. 5 S 4. KYT ( K : Kikin : bahaya, Y : Yoshi : duga, T : Training : latihan) 5. APD ( A : Alat, P : pelindung, D : Diri) 6. JI (Job Instruksion) 7. QCC (Quality Control Circle) atau GKM (Gugus Kendali Mutu) 8. Sheet Report 9. Horenso (Hokoku : Melapor, Renraku : Menghubungi, Sodan : Meminta

nasehat) 10. KAIZEN (KAI : Perubahan, ZEN : Baik) 11. Presentasi Skill

INDIKATOR

1. Menyebutkan fungsi sosial dari teks humor sederhana.

2. Menunjukkkan struktur teks dan unsur kebahasaan pada teks humorsederhana.

3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks humor sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya.

INDIKATOR

1. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks humor

sederhana tentang cerita humor.

2. Mendapatkan informasi rinci tersurat dari teks humor.

3. Mendapatkan informasi rinci tersirat dari teks humor.

4.15 Menangkap makna teks naratif lisan dan tulis berbentuk legenda sederhana

INDIKATOR

1. Menyunting teks humor tulis sederhana tentang pengalamannya sendiri dengan

memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan

sesuai konteks

2. Menyusun teks humor lisan dan tulis sederhana tentang pengalamannya sendiri

dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang

benar dan sesuai konteks

3. Mengkomunikasikan teks humor lisan dan tulis sederhana tentang pengalamannya

sendiri dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan

yang benar dan sesuai konteks

C. Tujuan Pembelajaran

1. Mensyukuri anugerah Tuhan mendapat kesempatan mempelajari bahasa Inggris

sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam

semangat belajar.

2. Menunjukkan perilaku tanggung jawab, peduli,kerjasama dan cinta damai dalam

melaksanakan komunikasi fungsional.

3. Menyebutkan fungsi sosial dari teks humor sederhana secara santun.

4. Menunjukkan struktur teks dan unsur kebahasaan pada teks humor sederhana.

5. Menemukan gagasan pokok ,informasi rinci dan informasi tertentu dari teks humor.

6. Merespon makna teks humor.

D. Materi Pembelajaran (rincian dari Materi Pokok)

a. Teks humor text lisan dan tulis sederhana tentang orang, tempat wisata dan

bangunan bersejarah terkenal

Three friends were stranded on a desert island.Suddenly, a bottle floated into the shore and a genie popped out. She said “I have three wishes to grant. Each of you can make one wish.” Friend number one got excited. He said “I wish I was in holiday at Bali” Instantly he was gone, his wish granted. Friend number two smiled and said, “I wish I was back home and meet my family.” Just like that, he disappeared. The genie asked the remaining man, “And what do you wish for?” He answered, “Gee, I wish I had my buddies back to help me decide…” b. Kata terkait dengan nama, sifat dan tindakan dari orang, pengalamannya sendiri,

dan bangunan bersejarah terkenal dan hal yang lucu.

c. Kata kerja dalam past tense

d. Kata benda yang terkait dengan orang, pengalamannya sendiri dan hal-hal yang

lucu

e. Kata sifat yang terkait dengan orang, pengalamannya sendiri dan hal-hal yang lucu

E. Metode Pembelajaran (Rincian dari Kegiatan Pembelajaran)

Metode pembelajaran

a. Pendekatan : Scientific Approach b. Model : Project Based Learning c.Metode Pembelajaran : Diskusi, Tanya jawab, Penugasan

F. Media, Alat, dan Sumber Pembelajaran

1. Media

LCD Proyektor

Lembar Kerja Siswa

Gambar dan text humor

2. Alat/Bahan

Kertas

Papan tulis

Boardmaker

Penghapus

3. Sumber Belajar

• Buku siswa bahasa inggris kelas X semester 1

• Suara Guru

• www.dailyenglish.com

• http://americanenglish.state.gov/files/ae/resource_files

http://learnenglish.britishcouncil.org/en/

G. Langkah-langkah Kegiatan Pembelajaran

1. Pertemuan Kesatu :

a. Pendahuluan/Kegiatan Awal (10 menit )

Siswa menjawab sapaan guru, berdoa, dan mengondisikan diri siap belajar.

Guru menyampaikan tujuan pembelajaran pada hari itu.

b. Kegiatan Inti (70 menit)

1. Mengamati Siswa menyimak berbagai contoh teks humor yang diberikan/

diperdengarkan guru Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya Siswa mengamati keteladanan dari cerita humor Siswa belajar menemukan gagasan utama, informasi rinci dan informasi

tertentu dari teks humor 2. Menanya

Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain

perbedaan antar berbagai teks humor yang ada dalam bahasa Inggris,

perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa

Indonesia.

Siswa mempertanyakan gagasan utama, informasi rinci dan informasi

tertentu

3. Mengumpulkan Informasi / Eksperimen/mengekplorasi Siswa membaca beberapa text humor dari berbagai sumber. Siswa berlatih menemukan gagasan utama, informasi rinci dan informasi

tertentu Siswa melengkapi rumpang dari beeberapa teks humor sederhana Siswa secara berkelompok menuliskan /menyalin teks humor dengan

memperhatikan fungsi sosial, struktur, dan unsur kebahasaan dengan runtut

Siswa membacakan teks humor kepada teman dengan menggunakan unsur kebahasaan yang tepat

4. Mengasosiasi Secara berpasangan siswa menganalisis beberapa teks humor dengan

fokus pada fungsi sosial, struktur, dan unsur kebahasaan Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil

analisis yang disampaikan dalam kerja kelompok. 5. Mengkomunikasikan

Siswa menyampaikan informasi fungsi social, struktur, dan unsur kebahasanyang ditemukan setelah membaca teks humor.

Siswa menceritakan kembali tekshumor sederhana yang dibaca dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.

Siswa membuat teks humor dengan sesuai dengan topic yang sudah diberikan oleh guru.

Siswa membuat ‘learning journal’

c. Penutup (10 menit )

Siswa menyimpulkan materi pembelajaran yang telah dipelajari.

Siswa merefleksi penguasaan materi yang telah dipelajari dengan membuat

catatan penguasaan materi.

Siswa mengerjakan evaluasi.

Siswa saling memberikan umpan balik hasil evaluasi pembelajaran yang telah

dicapai.

Siswa menyepakati tugas yang harus dilakukan berkaitan dengan

membandingkan struktur dan kaidah bahasa dalam memaparkan jati diri.

2. Pertemuan Kedua :

a. Pendahuluan/Kegiatan Awal (10 menit)

Siswa menjawab sapaan guru, berdoa, dan mengondisikan diri siap belajar

Guru menyampaikan tujuan pembelajaran pada hari itu.

b. Kegiatan Inti ( 70 menit )

1. Mengamati Siswa menyimak berbagai contoh teks humor yang diberikan/

diperdengarkan guru

Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya

Siswa mengamati keteladanan dari cerita humor

Siswa belajar menemukan gagasan utama, informasi rinci dan informasi

tertentu dari teks humor

2. Menanya Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain

perbedaan antar berbagai teks humor yang ada dalam bahasa Inggris,

perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa

Indonesia.

Siswa mempertanyakan gagasan utama, informasi rinci dan informasi

tertentu

3. Mengumpulkan Informasi / Eksperimen/mengekplorasi

Siswa membaca beberapa text humor dari berbagai sumber.

Siswa berlatih menemukan gagasan utama, informasi rinci dan informasi

tertentu

Siswa melengkapi rumpang dari beeberapa teks humor sederhana

Siswa secara berkelompok menuliskan /menyalin teks humor dengan

memperhatikan fungsi sosial, struktur, dan unsur kebahasaan dengan runtut

Siswa membacakan teks humor kepada teman dengan menggunakan unsur

kebahasaan yang tepat

4. Mengasosiasi Secara berpasangan siswa menganalisis beberapa teks humor dengan fokus

pada fungsi sosial, struktur, dan unsur kebahasaan

Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil

analisis yang disampaikan dalam kerja kelompok.

5. Mengkomunikasikan Siswa menyampaikan informasi fungsi social, struktur, dan unsur

kebahasanyang ditemukan setelah membaca teks humor.

Siswa menceritakan kembali tekshumor sederhana yang dibaca dengan

memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.

Siswa membuat teks humor dengan sesuai dengan topic yang sudah

diberikan oleh guru.

Siswa membuat ‘learning journal’

c. Penutup ( 10 menit ), dan seterusnya.

Siswa menyimpulkan materi pembelajaran yang telah dipelajari.

Siswa merefleksi penguasaan materi yang telah dipelajari dengan membuat

catatan penguasaan materi.

Siswa saling memberikan umpan balik hasil evaluasi pembelajaran yang

telah dicapai.

Siswa menyepakati tugas yang harus dilakukan berkaitan dengan

membandingkan struktur dan kaidah bahasa dalam memaparkan jati diri.

H. Penilaian

1. Teknik : Tertulis dan lisan

2. Bentuk : Text

3. Instrumen : Soal, rubrik penilaian

4. Pedoman Penskoran

a. N < 7,5 = Belum Tuntas

b. N ≥ 7,5 = Tuntas

Guru Pembimbing

Sulistyowati, S.Pd NIP.-----------------

Kutoarjo, 31 Juli 2015 Mahasiswa Peneliti,

Ani Purwasih NIM. 122120002

Mengetahui, Kepala sekolah

Kapti Linggapury NIP.- - - - - - -

RUBIK PENILAIAN

No Aspect Score

1 Grammar

Errors in grammar are frequent, but speaker can

be understood by native speaker used to dealing

with foreigners attempting to speak his/her

language

Can usually handle elementary construction quite

accurately but does not have thorough or

confident control of the grammar

Control of grammar is good. Be able to speak the

language with sufficient structural accuracy to

participate effectively in most formal and informal

conversation on practical, social, and professional

topics

Be able to use the language accurately on all

levels normally pertinent to professional needs.

Error in grammar are quite rare

Equivalent to that of an educated native speaker

1 – 4

5 – 8

9 – 12

13 – 16

17 – 20

2 Vocabulary

Speaking vocabulary inadequate to express

anything but the most elementary needs

Has speaking vocabulary sufficient to express

himself simply with sum circumlocutions

Be able to speak the language with sufficient to

vocabulary participate effectively in most formal

and informal conversations on practical, social,

and professional topics. Vocabulary is broad

enough that he rarely has to grope for word

1 – 4

5 – 8

9 – 12

Can understand and participate in any

conversation within the range of his experience

with a high degree of precision of vocabulary

Speech on all level is fully accepted by educated

native speakers, in all its features, including

breadth of vocabulary and idioms, colloquialism,

and pertinent cultural references

13 – 16

17 – 20

3 Comprehension

Within the scope of his very limited language

experience, can understand simple questions and

statement if delivered with slowed speech,

repetition, or paraphrase

Can get the gist of most conversation of non

technical subjects (i.e. topics that require no

specialized knowledge)

Comprehension is quite complete at a normal rate

of speech

Can understand any conversation within the range

of his experience

Equivalent to that of an educated native speaker

1 – 4

5 – 8

9 – 12

13 – 16

17 – 20

4 Fluency

No specific fluency description refer to other four

language areas for implied level of fluency

Can handle with confidence but not with facility

most social situations, including introductions and

casual conversations about current events, as well

as work, family, and autobiographical information

Can discuss particular interest of competence with

reasonable ease. Rarely has to grope for words

Be able to use the language fluently on all levels

1 – 4

5 – 8

9 – 12

13 – 16

normally pertinent to professional needs. Can

participate in any conversation within the range of

this experience with a high degree of fluency

Has complete fluency in the language such that

his speech is fully accepted by educated native

speakers

17 – 20

5 Pronunciation

Errors in pronunciation are frequent, but can be

understood by a native speaker used to dealing

with foreigner attempting to speak his language

Accent in intelligible though often quite faulty

Errors never interface with understanding and

rarely disturb the native speaker. Accent may be

obviously foreign

Errors in pronunciation are quite rare

Equivalent to and fully accepted by educated

native speakers

1 – 4

5 – 8

9 – 12

13 – 16

17 – 20

Scoring:

Grammar : 20

Vocabulary : 20

Comprehension : 20

Fluency : 20

Pronunciation : 20

Total Score : 100

Brown (2001:406)

Appendix II. Instrument Pre-Test

Let’s speak up! Make a narrative text then perform it in front of the class. You can choose one of these topics: Topic : You make narrative text about fable, but there is different opinion

between you and your friends. Make narrative text of minimal 10 sentences in pairs. Generic Structure of Narrative Text

1. Orientation: First information of the participants inside the story. 2. Complication: What happens next among the participants of the story.

This phase introduce a problem existing between or among the participants.

3. Resolution: The way a writer ends his story plot. It can be successful ending or failure one which leads to sad ending story. Example: In a field one summer’s day a grasshopper was hopping about, chirping and singing heart’s content. An ant passed by, bearing along with great toil an ear of corn he was talking to the nest. “Why not come and chat with me,” said the grasshopper, “instead of toiling and moiling in that way”? “ I am helping to lay up food for the winter,” said the ant, “and recommend you to do the same.” “Why brother about winter?” said the grasshopper; we have got plenty of food at present.” The Ant went on its way and continued its toil. When the winter came the grasshopper found itself dying of hunger while it saw the ants distributing, everyday, corn and grain from the stores they had collected in the summer.

Appendix III. Instrument Post-Test

Post-Test

Let’s speak up! Make a humor text then perform it in front of the class. You can choose one of these topics: Topic : You make humor text about animals, friend or itself etc. Make narrative text of minimal 10 sentences in pairs. Generic Structure of Humor Text

Orientation : the narrator tells the funny characters names in unusual

setting.

Complication : in this part, something crazy happen.

Sequence of event : there are many imaginative ideas here funny things said

by characters and extraordinary things happening to

ordinary people.

Resolution : all’s well that end well.

Example:

Three friends were stranded on a desert Island. Suddenly, a bottle floated into the shore and a genie popped out. She said “I have three wishes to grant. Each of you can make one wish.”

Friend number one got excited. He said “I wish I was in holiday at Bali” Instantly he was gone, his wish granted.

Friend number two smiled and said, “I wish I was back home and meet my family.” Just like that, he disappeared.

The genie asked the remaining man, “And what do you wish for?”

He answered, “Gee, I wish I had my buddies back to help me decide…”

Appendix IV. Sample of Humor Text

Three Birds on a Wire

A teacher was helping her third-grade students with a math problem.

After choosing a student in particular, she recited the following

story:

"Billy, there are three birds sitting on a telephone wire. A man with a gun shoots

one of the birds. How many birds are left on the wire?" The boy pauses. "None,"

he replied thoughtfully."No, no, no. Let's try again, maybe you didn't hear me

correctly, "the teacher says patiently. She holds up three fingers.

"There are three birds sitting on a wire. A man with a gun shoots one," she puts

down one finger, "how many birds are left on the

wire?" "None," the boy says with authority. The teacher sighs. "Tell me how you

came up with that." "It's simple," says the boy, "after the man shot one bird, the

noise from the gun scared the other two away."

"Well," she says, "that's not technically correct, but I like the way you think."

"Thanks," chimes the boy, "now let me ask you a question." "Okay," she said

guardedly.

"There are three women sitting on a bench eating popsicles. One woman is

licking the Popsicle, one woman is biting the Popsicle, and one is sucking the

popsicle. Which one is married?" he asked innocently.

The teacher looked at the boy's angelic face and writhed in agony, turning three

shades of red.

"C'mon," the boy said impatiently, "which one is it, the one licking the Popsicle,

the one biting it, or the one sucking it? Which one is married?"

"Well, uh," she gulped and in a barely audible whisper replied, "the one who's

sucking?"

"Naw," he says with surprise, "the one with the wedding ring. But I like the way

you think."

Appendix V. Transcript Pre-test and Post-test

1. Pre-Test

Name : Ridwan Primandhani Class : X TOKR C One day, I and my family go to Yogyakarta at 08.00 pm and we arrived in Yogyakarta at 10.00 pm. In there we were going to Malioboro, kraton and Taman Pintar. At in the zoo, I separate with my family and I confuse to find them. After I was get around in the zoo finally I met with my Family. Yogyakarta was country that very crowded and many tourists in there. After I and my family was feeling tired, we go to restaurant to eat and rest in restaurant. And then we bought shirt, batik and food from Yogyakarta. After long time in Yogyakarta I and my family go home and I was very happy in Yogyakarta.

Name : Iqbal Arif M.

Class : TOKR C

One day, I am and my friend played snake. At that time the afternoon at a friend house. When doing the attractions snake accidentally bitten my friend in the leg. My friend immediately releases the snake bite after take a bitten mark was give medications by my friend. Lucky, it was not venomous snake bite and my friend was able to overcome all snake bite my friend directly the cage again and we all continue to play with snakes to feed the snakes.

Name : Arif Alfian

Class : X TOKR C

One day I and best friend I went alun-alun kemiri for…… Monday morning I am and best friend go with from house time 08.00 am. And I give Punishment because not bring time and give Rp.83.000.

2. Post-Test

Name: Ridwan Primandani Class : X TOKR C One day, I and my brother doing streets and looked mango tree. My brother was give idea to climbing a mango tree, about to steal mango. Suddenly, I spotted the same that have a tree. And the owner asked me “ Hey, what are you doing there?. Then I answered “ so sir. I found a mango in above tree. What for? Said the owner. I and my brother answered “ the mango to made salad sir hahahahahahahahaha.

Name : Tri Ululiyah Class : X TOKR C Yesterday, I and my friend streets to buy books. There I was looking for books I want, and eventually I found a book that I want. After returning from a book character my friend said it was the textbook for parents? and I answered questions my friend,, hahahahahah. You don’t know this is a book for all ages. This book contains a lot of into about slang. Then my friend said: but book was old scool, very clear for parents. Title may as parents or young children but it really and amazing book.

Name : Yulianto Sudiman Class : X TOKR C One day, at school there was my friend, he asked the teacher, would be punished if there is someone who has not made mistakes mom? Of course not. That person may be punished only if you have made mistake. Thanks mom, I am not doing home work.

Appendix VI. The Result of Pretest Score

NO Nama G V C F P Score 1 ABDUL GHOFAR 13 15 16 12 11 67 2 AGUS WIDODO 13 15 16 13 10 67 3 AHMAT MUTAKIN 13 15 15 14 13 70 4 AIRLANGGA PANDU I. 13 14 15 13 10 64 5 AJIS SUKMAAJI 12 15 15 14 12 68 6 ARIF ALFIAN 9 11 11 11 8 50 7 ARIF PRABOWO 13 14 14 14 8 63 8 BUDI ARIF SUPRIYANTO 11 13 14 12 10 61 9 BUDI PRASETYO 13 14 14 13 10 64

10 FAJRUDIN 11 12 12 11 9 55 11 FALAHUDIN 13 15 15 14 12 69 12 FREDY BINTAR R. 14 15 15 12 10 66 13 FUAT ZAIN 15 16 16 12 11 70 14 GAVIN YUDITYA 13 15 14 12 10 64 15 HERNO PANGESTU P. 14 14 15 13 12 68 16 IQBAL ARIF M. 13 14 15 14 11 67 17 MUHAMAD ARIFIN 12 15 15 12 10 64 18 MUHAMMAD JANUAR R. 10 12 13 12 9 56 19 NUR RIZKI ARFIAN 15 17 16 11 10 69 20 RIDWAN PRIMANDHANI 15 15 16 13 12 71 21 RIFQI WIDIYANTO 12 13 13 11 10 64 22 RIZAL FAUZI 13 15 15 12 11 66 23 SUJATMOKO H. 12 14 14 11 10 61 24 TRI ULULIYAH 14 17 16 11 9 67 25 URIPTO WIJAYA 13 15 14 12 11 65 26 WAHYU SETIAWAN 11 13 14 12 10 63 27 WAHYU TRI HARTATI 13 16 16 14 12 69 28 WISNU CAHYO W. 13 15 16 12 12 68 29 YUDHISTIRA BAYU W. 10 11 13 11 9 54 30 YULIANTO SUDIMAN 10 13 14 12 10 56

Appendix VII. The Result of Posttest Score

NO Nama G V C F P Score 1 ABDUL GHOFAR 17 18 18 12 12 77 2 AGUS WIDODO 15 17 17 14 13 76 3 AHMAT MUTAKIN 16 19 19 14 13 81 4 AIRLANGGA PANDU I. 15 17 17 13 11 73 5 AJIS SUKMAAJI 13 15 14 12 11 65 6 ARIF ALFIAN 14 16 16 13 12 71 7 ARIF PRABOWO 15 16 18 13 12 74 8 BUDI ARIF SUPRIYANTO 16 16 16 13 13 74 9 BUDI PRASETYO 14 17 17 14 11 73

10 FAJRUDIN 14 15 16 13 12 70 11 FALAHUDIN 16 17 17 14 12 76 12 FREDY BINTAR R. 14 16 16 13 13 72 13 FUAT ZAIN 15 18 18 11 13 75 14 GAVIN YUDITYA 15 16 15 12 11 69 15 HERNO PANGESTU P. 15 16 16 12 13 72 16 IQBAL ARIF M. 18 19 19 13 13 82 17 MUHAMAD ARIFIN 16 16 17 13 10 72 18 MUHAMMAD JANUAR R. 14 15 16 12 11 68 19 NUR RIZKI ARFIAN 14 16 17 12 12 71 20 RIDWAN PRIMANDHANI 18 19 19 15 14 85 21 RIFQI WIDIYANTO 15 15 16 12 12 70 22 RIZAL FAUZI 14 17 16 14 12 73 23 SUJATMOKO H. 14 15 16 13 12 70 24 TRI ULULIYAH 15 16 16 14 12 73 25 URIPTO WIJAYA 13 15 16 12 12 69 26 WAHYU SETIAWAN 13 16 15 12 12 68 27 WAHYU TRI HARTATI 15 17 17 14 10 73 28 WISNU CAHYO W. 15 16 16 13 12 72 29 YUDHISTIRA BAYU W. 13 16 16 12 11 68 30 YULIANTO SUDIMAN 12 13 14 11 10 64

Appendix VIII. The computation of descriptive statistics

1. The result of manual computation (Ms. Excel)

Description Score Pre-Test Post-Test

MEAN 64.13 72.53 MEDIAN 65.5 72 MODE 67 73 SD 5.25 4.60 MAX 71 85 MIN 50 64 VARIANS 27.57 21.51

2. The result of SPSS computation

Appendix IX. The Computation Test of Hypothesis

1. The result of manual computation (Ms. Excel)

No. Abesnt

Pre-test (XA1)

Post-test (XB2)

Different Mark Level XA1-XB2 Level + -

1 67 77 10 1.5 1.5 0 2 67 76 9 1.5 1.5 0 3 70 81 11 3.5 3.5 0 4 64 73 9 3.5 3.5 0 5 50 65 15 6 6 0 6 68 71 3 6 6 0 7 63 74 11 6 6 0 8 61 73 12 9 9 0 9 64 73 9 9 9 0 10 55 70 15 9 9 0 11 69 76 7 11 11 0 12 66 72 6 13.5 13.5 0 13 67 75 8 13.5 13.5 0 14 64 69 5 13.5 13.5 0 15 68 72 4 13.5 13.5 0 16 70 82 12 16.5 16.5 0 17 64 72 8 16.5 16.5 0 18 56 68 12 19 19 0 19 69 71 2 19 19 0 20 71 85 14 19 19 0 21 59 70 11 21 21 0 22 66 73 7 23 23 0 23 61 70 9 23 23 0 24 67 74 7 23 23 0 25 65 69 4 26.5 26.5 0 26 63 68 5 26.5 26.5 0 27 69 73 4 26.5 26.5 0 28 68 72 4 26.5 26.5 0 29 54 68 14 29 29 0 30 59 64 5 30 30 0

Total 465 0

2. The result of SPSS computation

PICTURES OF RESEARCH