This thesis present the research about improving the students’ reading comprehension by using humor story at the seventh grade of MTs Ma’had Hadits Al-Junaidiyah Biru Kab. Bone. This research uses Quantitative method by using pre-experimental design. In this thesis the writer uses cluster sampling. The researcher choose VII D class that consist of 20 students. The researcher collect the data in form of number, which aim to analyze and describe the collected data on the students’ work by compare the students’ pre-test and post-test result to determine the successed of the treatment.
The data analysis shows the result of sig. (2-tailed) of paired sample t test (0,000) is smaller than 0,05. It mean there is a significant improving in students’ reading comprehension result after applying humor story.
In addition, based on the the result of the questionnaire, students’ interest of humor story is very high. It shows that there are 10 (50% ) students’ choose very high category, 9 (45%) students’ choose high category and only 1 (5%) students’ choose low category. None of them choose moderate and very low category. Based on the findings above, it could be concluded that humor story can improve the students’ reading comprehension.
A. Conclussion
Based on the findings and the data analyzing that have explained in the chapter 3, the researcher concludes that the students’ reading comprehension can improve by using humor story at the seventh grade of MTs Ma’had Hadits Al-Junaidiyah Biru Kab. Bone. The data showed that the reading comprehension ability of the seventh grade students of MTs Ma’had Hadits Al-Junaidiyah Biru Kab. Bone before applying humor story is still low but it improving after applying the humor story. It can be proved by the mean score of pre-test in post-test. The mean score of students’ pre-test was 50,50 and in post-test was 74,50. The students’ standard deviation of pre-test was 6,863 and the post-test was 8,870. It shows that the mean score of post-test was higher than the mean score in pre-test (74,50 > 50,50). So, it can be said that there was improving in students’ reading comprehension achievement after applying humor story in the teaching-learning reading process.
In additional, the result of questionnaire which have been distributed shows that are number of students was classified as low category only 1 (5%) student, 9 (45%) students were classified as high category and 10 (50%) students were classified as very high category, but none of them were classified as very low and moderate category. So, it can be concluded the humor story is highly interesting for students’ reading comprehension.

B. Suggestion
In order to improving the students’ reading comprehension, the researcher gives suggestion to all readers, especially to English teacher and to the students as follows :
1. The English teacher should be apply an appropriate technique in teaching-learning process that effectively can improving students’ reading comprehension. So, the humor story is highly recommended.
2. The English teacher should be creative to manage the teaching material and the classroom and do not use monotonous way in teaching reading so that the students more interested in learning reading English text.
3. The students are expected to increase their interest and ability in learning reading English text. They can use the humor story to facilitate them in learning reading because this technique gives many benefits as explained previously.

ST20170118

118/2017

Perpustakaan Pusat

Tersedia