learning process could attract their interest. It means that most of the students dislike with the texts that used in teaching and learning process.
Referring to the date number seven, there were 94 students had problem in speed reading. While 6 did not have problem in speed reading. It can be
concluded that most of them had problem in speed of reading; they had habit of slow reading.
Based on the date number eight, there were 76 students had problem to memorize word, sentence and the text that they had been discussed before, 24
students did not have problem to memorize word, sentence and the text that they had been discussed before. It mean that most of student had difficulties in working
memory of the text from the result of the questionnaire number nine, it showed that only 30 students practice to read English text at outside of the school.
Beside 70 did not practice to read English text. It means that that they had low motivation to learning English more to practice their reading skill.
B. Data Conclusion
Conclusion drawingverification is the third level in model of qualitative data analysis of Sugiono theory. In this part, the data explained in data display were
going to be discussed deeply in order to make a finding of the research. In this case, the discussion and findings were divided into three parts: the process, the
teacher’s problems, and the students’ problems in teaching and learning reading comprehension by using herringbone.
During the observation of teaching and learning reading comprehension by using herringbone in the first and second meeting, the researcher found the problems as
follow: a.
The students did not have motivation. They did not pay attention to the teacher, to read the text and to discuss the material. Many of the students
made noisy by themselves such as chatting with other friends. b.
The teacher had difficulty to present and to explain the material to students, there were many words in the text that she could not translate or translated
incorrectly. It indicated that teachers did not understand the text well. c.
The students read the text very slowly as if they want to understand the text or even to decode and understand the meaning of the words that they had never
seen before. They looked up word by word in dictionary or asked to the teacher, so that the reading was very slowly.
d. Some of the students were passive, they looked did not interest in teaching
learning process. The teacher seemed difficult to engage theirs’ motivation. e.
The students had forgotten the material that had been discussed before. It indicated that the students had problem in working memory, to memorize the
text that they had discussed before.
f. Many of the students still could not comprehend the text well, not to make
inference of the text. It was shown by their answer of the questions from the teacher; most of them could not answer correctly.
g. There were many of the students mentioned in the class that the text was so
boring. While, many of them mentioned that the text was difficult to be understood.
h. The teacher rushed to conduct discussion session with the students because
the times were almost end. i.
The students felt shy, did not have confidence and afraid if they made mistake.
j. The teacher did not give feedback nor did reflection, because the time ended.
k. From fifth teen the steps that have to applied in teaching reading
comprehension through herringbone there are four steps which did not applied such as: the teacher does not ask some questions to the students in order to
make good relationship among them or to create a good atmosphere in the class, After the teacher explained, she gave the text and asked them to read the
text only but she does not asked the students to write important information, The teacher does not rotate the groups’ leadership roles regularly, The teacher
does not supervise the discussion in the groups so as to encourage and help pupils in difficulty.
l. The English made the lesson plan but in the process of teaching and learning
reading through herringbone did not based on the lesson plan.
C. Discussion
In this part, the researcher would like to discuss about the finding of the process of teaching and learning reading comprehension by using herringbone as the first
formulation of the problem this research. Beside the process of teaching and learning, the researcher discussed the teacher’s and the students’ problems in
teaching and learning reading comprehension by using herringbone as the second and the third formulation of the problem. This research was produced by the
participants of the research; they were the English teacher and the students of XI IPA1 in the first semester in academic year 20162017 that had been observed.
1. Process of Teaching and Learning Reading Comprehension by using
Herringbone
Teaching reading comprehension by using herringbone was assumed to be able to help the students in learning reading comprehension. But, in this research the
teaching learning process by using herringbone was still less effective and not maximal. In this research the researcher expected to see the teaching and learning
process and the problems in teaching learning reading comprehension by using herringbone.
In this research, the research observed the teaching and learning reading comprehension through herringbone process that was done by the teacher in two
meetings. Based on the notes which were taken by the researcher, the teacher
