THE EFFECT OF USING HERRINGBONE TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEX.
THE EFFECTOF USINGHERRINGBONE TECHNIQUE
ONSTUDENTS’ACHIEVEMENTIN READING
NARRATIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
WARDANA HASIHOLAN SIHOTANG
REGISTRATION NUMBER 2103121050
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Wardana Hasiholan Sihotang, 2103121050. The Effect of Using Herringbone
Technique on Students’ Achievement in Reading Narrative Text. A Thesis.
Faculty of Languages and Arts, State University of Medan. 2016.
This study deals with the effect of Herringbone Technique on students’
achievement in reading narrative text. The objective of the study is to find out
whether this technique significantly affects the students’ achievement in reading
narrative text or not. This study was conducting by using experimental design.
The population of the study was the students of grade XI of SMA YPK Andreas
Sunggal in the academic year 2015/2016, where there were 2 classes of XI
Science, they are XI IPA1 (the experimental group) and XI IPA2 (the control
group). The experimental group (XI IPA1) was taught by using herringbone
technique and the control group (XI IPA2) was taught by the conventional
method. The data of the study were obtained from the students’ score of reading
test. To determine the data, the researcher used Kuder Richardson formula
(KR20). There are two data that used in this research, they are pre-test and posttest. The data were analyzed by applying t-test formula. After analyzing the data,
the result of the study showed that t-observed was higher than t-table. It can
concluded that herringbone technique significantly affects on the students’
achievement in reading narrative text or in other words the hypothesis is accepted.
Key words : Herringbone technique, Narrative text, Reading achievement.
i
ACKNOWLEDGEMENTS
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan.
During the process of completing this thesis the researcher has worked
with a great number of people, through their guidance, suggestions, and comments
for which the researcher would like to extend her sincere gratitude and special
thanks to:
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and his
Thesis Examiner, Nora Ronita Dewi, S.S, M.Hum, Head of English
Education Study Program
Dr. Anni Holila Pulngan, M.Hum, his Thesis Consultant
Dr. Rahmad Husein, M.Ed, Prof. Dr. Berlin Sibarani, M.Pd his Thesis
Examiners.
All Lecturers who have taught his in this English Department,for
giving knowledge, advices and amazing study experiences.
Drs. Saleman P. Sianipar, M.Pd, the Principal of SMA YPK Andreas
Sunggal and the the English Teacher for giving permission and helping
the writer to do this research.
Sabam W. Sihotang and Lisda Tumanggor, his beloved parents,
Walfrindo Sihotang and Ayu Sihotang, his lovable siblings, and his big
family who always supported the writer to be hard working to finish
his study in Faculty of Languages and Arts, State University of Medan.
His beloved friends,the students of English Department, Misida,
Handika, David, Afdi, Jaka, Ucha, Dhina and also the other students in
Extension, Regular, and Literature A, B, C 2010 for always be there
when he needed their support and motivation.
Last but not least, the researcher resizes that his thesis still has some
weakness and mistakes. Thus, he would be grateful to accept any suggestion and
correction from anyone for the better writing.
Medan, March 2016
The Researcher,
Wardana Hasiholan Sihotang
Reg. Number 2103121050
ii
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................i
ACKNOWLEDGEMENTS .......................................................................... ii
TABLE OF CONTENTS..............................................................................iii
LIST OF TABLES ........................................................................................ v
LIST OF FIGURES ......................................................................................vi
CHAPTER I: INTRODUCTION ................................................................ 1
A. The Background of Study ................................................. 1
B. The Problem of Study ....................................................... 3
C. The Objective of Study ..................................................... 3
D. The Scope of Study ........................................................... 3
E. The Significance of Study ................................................. 3
CHAPTER II: REVIEW OF LITERATURE ............................................ 5
A. Theoretical Framework ..................................................... 5
1. Reading ....................................................................... 5
2. Reading Comprehension ............................................. 6
3. Levels of Comprehension ............................................... 9
a. Literal Level ............................................................... 9
b. Interpretative Level ................................................... 9
c. Critical Level ........................................................ 10
d. Creative Level ...................................................... 10
4. Genre .......................................................................... 10
5. Narrative Text ............................................................ 11
6. Herringbone Technique .............................................. 14
a. Procedures of Herringbone Technique ................... 15
b.The Advantages of Herringbone Technique ........... 18
iii
B. Relevant Studies ............................................................... 19
C. Conceptual Framework .................................................... 20
D. Hypothesis .............................................................................. 21
CHAPTER III: METHODOLOGY OF RESEARCH ............................. 22
A. Research Design ............................................................... 22
B. Population and Sample..................................................... 22
1. Population ........................................................................ 22
2. Sample .............................................................................. 23
C. The Source of Collecting Data ......................................... 23
D. The Instrument of Collecting Data ................................... 23
E. The Procedure of Collecting Data .................................... 24
1. Pre-test .............................................................................. 24
2. Treatment ......................................................................... 24
3. Post-test ............................................................................ 26
F. Scoring the Test................................................................ 27
G. Validity and Realibility of The Test................................. 27
1. Validity of The Test ........................................................ 27
2. The Realibility of The Test ............................................ 28
H. The Technique of Analyzing Data ................................... 29
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ...... 30
A. Data .................................................................................. 30
B. Data Analysis ................................................................... 33
C. Testing Hypothesis ........................................................... 37
D. Research Findings ............................................................ 37
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ......................... 39
A. Conclusions ...................................................................... 39
B. Suggestions ...................................................................... 39
REFERENCES ............................................................................................. 41
iv
LIST OF TABLES
Table 2.1 The Example of Narrative Text ..................................................... 13
Table 3.1 Research Design ............................................................................. 22
Table 3.2 Treatment of Experimental Group ................................................. 25
Table 3.4 Treatment of Control Group .......................................................... 26
Table 4.1 The Result of Pre-Test and Post-Test of Experimental Group ..... 31
Table 4.2 The Result of Pre-Test and Post-Test of Control Group ................ 32
Table 4.3 The Mean Score of Experimental Group ....................................... 34
Table 4.4 The Mean Score of Control Group ................................................ 35
v
LIST OF FIGURE
Figure 2.1 Diagram of Herrigbone Technique ............................................... 16
vi
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading has a great position in learning English in the class. It shown by
the quantity of test that faced by the students in the National Examination in
Indonesia. English National Examination in Indonesia has included 20 listening
questions and 40 reading questions.
Reading is a foundation skill for learning, personal growth, and
enjoyment. Students must be able to read and understand text in all formats (e.g.
picture, video, and print) and all contexts is a key indicator to success in school
and life. By reading comprehension, the students are able to gain information
and to improve their knowledge. The goal of learning English is to enable the
students in understanding the idea and meaning of the passage. Nunan (2003:
68) states that reading is a fluent process of readers combining information from
a text and their own background knowledge and to build meaning.
According to Grabe & Stoller (2002: 9), reading is the ability to draw
meaning from printed page and interpret this information appropriately. It means
useless without both comprehending and interpreting any ideas of the text.
Students are expected to get knowledge and understand about the context that
has explained in the text. It means that students need to learn a considerable
amount of information from a text.
1
2
Most of the students get difficulties in learning reading comprehension.
Based on the researcher’s observation in SMA YPK Andreas on grade XI, the
researcher found that the students cannot comprehend a text because they are lack
of vocabulary knowledge and they lack of a direct tool to help them in
comprehending the text. The problems are most of the students still have
problems in comprehending the text and getting the main idea of the text. In order
to solve the problem, a good technique should be used. Does in this study it is
determined to conduct a research by applying herringbone technique to improve
the students’ reading comprehension.
Most of the students get the score below Minimal Completeness Criteria
(KKM) of English lesson for Senior High School. The score of reading test from
the students can be seen in table 1.1.
Table 1.1 The Eleventh Grade (XI) Students’ Score of Reading Test
Semester
1st Semester 2013/2014
nd
2 semester 2013/2014
Score
Students
Percentage
25
65,7
13
20
34,2
52,6
18
47,3
(source: SMA Y.P.K. Andreas)
The Minimal Completeness Criteria (KKM) applied for the eleventh grade
(XI) by school is 70. From the data above it can be fulfill that the students’ ability
in reading in that class is still low. It can be seen from the mean of the students’
score where the mean is still under the Minimal Completeness Criteria (KKM).
3
Bouchard (2005: 54) stated that herringbone technique is a teaching
technique which provides a framework upon which the who, what, when, where,
why, and how questions to getting the details idea or the main idea of a passage.
By applying herringbone technique it is expected that the students will easily
comprehend the text. Another benefit of using herringbone technique is to help
the students organize the information and write a summary paragraph.
B. The Problem of the Study
Based on the background of the study, the problem of this study is
formulated as the following: “does applying herringbone technique significantly
affects the students’ reading comprehension in reading narrative text?”
C. The Objective of the Study
The objective of the study is to find out whether herringbone technique
significantly affects the students’ reading comprehension in reading narrative text.
D. The Scope of the Study
Based on the background above, this study will be limited to the
effectiveness using herringbone technique in teaching reading comprehension on
grade XI at SMA YPK Andreas Sunggal.
E. The Significance of the Study
As the study concerns with the used of herringbone technique to affect the
students’ reading comprehension, the finding of this study are expected to be
useful as:
4
1. Theoretically, for the teacher to improve the quality of the students’
reading comprehension and for the researchers to use this study as
reference for next researchers.
2. Practically, to improve the students’ reading comprehesion and widen
their horizon about the function of herringbone technique in affect their
reading comprehension.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
After analyzed the data, it was found that Herringbone Technique affected
students’ reading comprehension. Based on the calculation of t-test which showed
that ttable at level significance of 0.05 with (df) 38, or 3.93>1.686 at level
significance of 0.05 with (df) 38. The students could improve their ability in
comprehending the text when they were taught by using Herringbone Technique.
Due to the research finding of this study, it is obtained that the students
who are taught reading narrative text by using Herringbone Technique have
higher achievement than the students who are taught by using conventional
method.It means that the hypothesis states that Herringbone Technique gives
significant effect on the students’ reading achievement in reading narrative text is
accepted.
B. Suggestions
Since teaching reading comprehension by using Herringbone Technique
has a significant effect to improve students’ achievement in reading narrative text,
it is suggested that:
1. English teachers to apply the Herringbone Technique in teaching reading
comprehension particularly in reading narrative text.
2. Students follow the steps on Herringbone Technique to improve their
achievement in reading comprehension particularly in reading narrative
text.
39
40
3. Other researchers who may apply Herringbone Technique for further
research. It is suggested for them to manage the sufficient time when
applying the cooperative learning group in Herringbone Technique, as it
needs more time to be managed.
41
REFERENCES
Arikunto, S. 2003. ProsedurPenelitian. Jakarta: RinekaCipta.
Ary, D., Jacobs, L.C. & Sorensen, C. 2010. Introduction to Research in Education
(8th edition). Canada: Cengage Learning.
Bouchard, Margareth. 2005. Comprehension Strategies for English Language
Learner. New York : Scholastic.
Brown, H. Douglas. 2003. Teaching by Principles: An Interactive Approach to
Language Pedagogy Second Edition. London : Longman
Caldwell, J. Schudt. 2008. Reading Assessment: A primer for Teachers and
Coachers (2nd edition). New York: The Gailfard Press
Grabe, W and F.L. Stoller. 2002. Teaching and Researching Reading. London:
Pearson Education.
Harmer, Jeremy. 2004. How to Teach Writing. London: Pearson Education.
Harmer, Jeremy. 2003. The Practice of English Language Teaching. New York:
Longman.
Klingner, Janette K., Vaughn, Sharon and Boardman, Alison. 2007. Teaching
Reading Comprehension to Students with Learning Difficulties. London :
The Guildford Press
Knapp, Peter., and Watkins, Megan. 2005. Genre, Text, Grammar. Sydney:
University of New South Wales Press Ltd
Linse, Caroline T., and Nunan, David. 2005. Practical English Language
Teaching: Young Learners.New York : McGraw-Hill
Nunan, D. 2003. Practical English Language Teaching. New York : McGraw-Hill
Pardiyono.2007. PastiBisa! Teaching Genre-Based Writing: MetodeMengajar
Writing Berbasis Genre SecaraEfektif. Yogyakarta: AndiPress
Patel, M.F., Jain, Praveen M. 2008. English Language Teaching: Methods, Tools,
& Techniques. Jaipur : Sunrise Publishers and Distributors.
Rafain, Desima and Zainudin Amir. 2013. The Effect of Herringbone Technique
on Students’ Reading Comprehension in Recount Text at Second Grade of
SMPN 2 Enam Lingkung Padang Pariaman. Journal of English Language
Teaching. September, Vol.2, No.1(Unpublished Thesis)
42
Rahmi, Eka Putri., and Isyam, Amri. 2013. Teaching Reading an Analytical
Exposition Text through Herringbone Technique to Senior High School
Students. Journal of English Language Teaching, September, Vol.2,
No.1(Unpublished Thesis)
Saputra, Benni. 2012. The Effect of Herringbone Technique Toward Students’
Reading Comprehension For Tenth Grade of SMK Negeri 1 Lubuk
Sikaping. Pelangi: Penelitian dan Pengembangan Pendidikan, November,
Vol.1, No.4(Unpublished Thesis)
Snow, Catherine E. 2002. Reading for Understanding: Toward a Research and
Development Program in Reading Comprehension. RAND
Westwood, Peter. 2001. Reading and Learning Difficulties: Approaches to
Teaching and Assessment. Victoria : Acer Press
ONSTUDENTS’ACHIEVEMENTIN READING
NARRATIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
WARDANA HASIHOLAN SIHOTANG
REGISTRATION NUMBER 2103121050
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Wardana Hasiholan Sihotang, 2103121050. The Effect of Using Herringbone
Technique on Students’ Achievement in Reading Narrative Text. A Thesis.
Faculty of Languages and Arts, State University of Medan. 2016.
This study deals with the effect of Herringbone Technique on students’
achievement in reading narrative text. The objective of the study is to find out
whether this technique significantly affects the students’ achievement in reading
narrative text or not. This study was conducting by using experimental design.
The population of the study was the students of grade XI of SMA YPK Andreas
Sunggal in the academic year 2015/2016, where there were 2 classes of XI
Science, they are XI IPA1 (the experimental group) and XI IPA2 (the control
group). The experimental group (XI IPA1) was taught by using herringbone
technique and the control group (XI IPA2) was taught by the conventional
method. The data of the study were obtained from the students’ score of reading
test. To determine the data, the researcher used Kuder Richardson formula
(KR20). There are two data that used in this research, they are pre-test and posttest. The data were analyzed by applying t-test formula. After analyzing the data,
the result of the study showed that t-observed was higher than t-table. It can
concluded that herringbone technique significantly affects on the students’
achievement in reading narrative text or in other words the hypothesis is accepted.
Key words : Herringbone technique, Narrative text, Reading achievement.
i
ACKNOWLEDGEMENTS
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan.
During the process of completing this thesis the researcher has worked
with a great number of people, through their guidance, suggestions, and comments
for which the researcher would like to extend her sincere gratitude and special
thanks to:
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and his
Thesis Examiner, Nora Ronita Dewi, S.S, M.Hum, Head of English
Education Study Program
Dr. Anni Holila Pulngan, M.Hum, his Thesis Consultant
Dr. Rahmad Husein, M.Ed, Prof. Dr. Berlin Sibarani, M.Pd his Thesis
Examiners.
All Lecturers who have taught his in this English Department,for
giving knowledge, advices and amazing study experiences.
Drs. Saleman P. Sianipar, M.Pd, the Principal of SMA YPK Andreas
Sunggal and the the English Teacher for giving permission and helping
the writer to do this research.
Sabam W. Sihotang and Lisda Tumanggor, his beloved parents,
Walfrindo Sihotang and Ayu Sihotang, his lovable siblings, and his big
family who always supported the writer to be hard working to finish
his study in Faculty of Languages and Arts, State University of Medan.
His beloved friends,the students of English Department, Misida,
Handika, David, Afdi, Jaka, Ucha, Dhina and also the other students in
Extension, Regular, and Literature A, B, C 2010 for always be there
when he needed their support and motivation.
Last but not least, the researcher resizes that his thesis still has some
weakness and mistakes. Thus, he would be grateful to accept any suggestion and
correction from anyone for the better writing.
Medan, March 2016
The Researcher,
Wardana Hasiholan Sihotang
Reg. Number 2103121050
ii
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................i
ACKNOWLEDGEMENTS .......................................................................... ii
TABLE OF CONTENTS..............................................................................iii
LIST OF TABLES ........................................................................................ v
LIST OF FIGURES ......................................................................................vi
CHAPTER I: INTRODUCTION ................................................................ 1
A. The Background of Study ................................................. 1
B. The Problem of Study ....................................................... 3
C. The Objective of Study ..................................................... 3
D. The Scope of Study ........................................................... 3
E. The Significance of Study ................................................. 3
CHAPTER II: REVIEW OF LITERATURE ............................................ 5
A. Theoretical Framework ..................................................... 5
1. Reading ....................................................................... 5
2. Reading Comprehension ............................................. 6
3. Levels of Comprehension ............................................... 9
a. Literal Level ............................................................... 9
b. Interpretative Level ................................................... 9
c. Critical Level ........................................................ 10
d. Creative Level ...................................................... 10
4. Genre .......................................................................... 10
5. Narrative Text ............................................................ 11
6. Herringbone Technique .............................................. 14
a. Procedures of Herringbone Technique ................... 15
b.The Advantages of Herringbone Technique ........... 18
iii
B. Relevant Studies ............................................................... 19
C. Conceptual Framework .................................................... 20
D. Hypothesis .............................................................................. 21
CHAPTER III: METHODOLOGY OF RESEARCH ............................. 22
A. Research Design ............................................................... 22
B. Population and Sample..................................................... 22
1. Population ........................................................................ 22
2. Sample .............................................................................. 23
C. The Source of Collecting Data ......................................... 23
D. The Instrument of Collecting Data ................................... 23
E. The Procedure of Collecting Data .................................... 24
1. Pre-test .............................................................................. 24
2. Treatment ......................................................................... 24
3. Post-test ............................................................................ 26
F. Scoring the Test................................................................ 27
G. Validity and Realibility of The Test................................. 27
1. Validity of The Test ........................................................ 27
2. The Realibility of The Test ............................................ 28
H. The Technique of Analyzing Data ................................... 29
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ...... 30
A. Data .................................................................................. 30
B. Data Analysis ................................................................... 33
C. Testing Hypothesis ........................................................... 37
D. Research Findings ............................................................ 37
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ......................... 39
A. Conclusions ...................................................................... 39
B. Suggestions ...................................................................... 39
REFERENCES ............................................................................................. 41
iv
LIST OF TABLES
Table 2.1 The Example of Narrative Text ..................................................... 13
Table 3.1 Research Design ............................................................................. 22
Table 3.2 Treatment of Experimental Group ................................................. 25
Table 3.4 Treatment of Control Group .......................................................... 26
Table 4.1 The Result of Pre-Test and Post-Test of Experimental Group ..... 31
Table 4.2 The Result of Pre-Test and Post-Test of Control Group ................ 32
Table 4.3 The Mean Score of Experimental Group ....................................... 34
Table 4.4 The Mean Score of Control Group ................................................ 35
v
LIST OF FIGURE
Figure 2.1 Diagram of Herrigbone Technique ............................................... 16
vi
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading has a great position in learning English in the class. It shown by
the quantity of test that faced by the students in the National Examination in
Indonesia. English National Examination in Indonesia has included 20 listening
questions and 40 reading questions.
Reading is a foundation skill for learning, personal growth, and
enjoyment. Students must be able to read and understand text in all formats (e.g.
picture, video, and print) and all contexts is a key indicator to success in school
and life. By reading comprehension, the students are able to gain information
and to improve their knowledge. The goal of learning English is to enable the
students in understanding the idea and meaning of the passage. Nunan (2003:
68) states that reading is a fluent process of readers combining information from
a text and their own background knowledge and to build meaning.
According to Grabe & Stoller (2002: 9), reading is the ability to draw
meaning from printed page and interpret this information appropriately. It means
useless without both comprehending and interpreting any ideas of the text.
Students are expected to get knowledge and understand about the context that
has explained in the text. It means that students need to learn a considerable
amount of information from a text.
1
2
Most of the students get difficulties in learning reading comprehension.
Based on the researcher’s observation in SMA YPK Andreas on grade XI, the
researcher found that the students cannot comprehend a text because they are lack
of vocabulary knowledge and they lack of a direct tool to help them in
comprehending the text. The problems are most of the students still have
problems in comprehending the text and getting the main idea of the text. In order
to solve the problem, a good technique should be used. Does in this study it is
determined to conduct a research by applying herringbone technique to improve
the students’ reading comprehension.
Most of the students get the score below Minimal Completeness Criteria
(KKM) of English lesson for Senior High School. The score of reading test from
the students can be seen in table 1.1.
Table 1.1 The Eleventh Grade (XI) Students’ Score of Reading Test
Semester
1st Semester 2013/2014
nd
2 semester 2013/2014
Score
Students
Percentage
25
65,7
13
20
34,2
52,6
18
47,3
(source: SMA Y.P.K. Andreas)
The Minimal Completeness Criteria (KKM) applied for the eleventh grade
(XI) by school is 70. From the data above it can be fulfill that the students’ ability
in reading in that class is still low. It can be seen from the mean of the students’
score where the mean is still under the Minimal Completeness Criteria (KKM).
3
Bouchard (2005: 54) stated that herringbone technique is a teaching
technique which provides a framework upon which the who, what, when, where,
why, and how questions to getting the details idea or the main idea of a passage.
By applying herringbone technique it is expected that the students will easily
comprehend the text. Another benefit of using herringbone technique is to help
the students organize the information and write a summary paragraph.
B. The Problem of the Study
Based on the background of the study, the problem of this study is
formulated as the following: “does applying herringbone technique significantly
affects the students’ reading comprehension in reading narrative text?”
C. The Objective of the Study
The objective of the study is to find out whether herringbone technique
significantly affects the students’ reading comprehension in reading narrative text.
D. The Scope of the Study
Based on the background above, this study will be limited to the
effectiveness using herringbone technique in teaching reading comprehension on
grade XI at SMA YPK Andreas Sunggal.
E. The Significance of the Study
As the study concerns with the used of herringbone technique to affect the
students’ reading comprehension, the finding of this study are expected to be
useful as:
4
1. Theoretically, for the teacher to improve the quality of the students’
reading comprehension and for the researchers to use this study as
reference for next researchers.
2. Practically, to improve the students’ reading comprehesion and widen
their horizon about the function of herringbone technique in affect their
reading comprehension.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
After analyzed the data, it was found that Herringbone Technique affected
students’ reading comprehension. Based on the calculation of t-test which showed
that ttable at level significance of 0.05 with (df) 38, or 3.93>1.686 at level
significance of 0.05 with (df) 38. The students could improve their ability in
comprehending the text when they were taught by using Herringbone Technique.
Due to the research finding of this study, it is obtained that the students
who are taught reading narrative text by using Herringbone Technique have
higher achievement than the students who are taught by using conventional
method.It means that the hypothesis states that Herringbone Technique gives
significant effect on the students’ reading achievement in reading narrative text is
accepted.
B. Suggestions
Since teaching reading comprehension by using Herringbone Technique
has a significant effect to improve students’ achievement in reading narrative text,
it is suggested that:
1. English teachers to apply the Herringbone Technique in teaching reading
comprehension particularly in reading narrative text.
2. Students follow the steps on Herringbone Technique to improve their
achievement in reading comprehension particularly in reading narrative
text.
39
40
3. Other researchers who may apply Herringbone Technique for further
research. It is suggested for them to manage the sufficient time when
applying the cooperative learning group in Herringbone Technique, as it
needs more time to be managed.
41
REFERENCES
Arikunto, S. 2003. ProsedurPenelitian. Jakarta: RinekaCipta.
Ary, D., Jacobs, L.C. & Sorensen, C. 2010. Introduction to Research in Education
(8th edition). Canada: Cengage Learning.
Bouchard, Margareth. 2005. Comprehension Strategies for English Language
Learner. New York : Scholastic.
Brown, H. Douglas. 2003. Teaching by Principles: An Interactive Approach to
Language Pedagogy Second Edition. London : Longman
Caldwell, J. Schudt. 2008. Reading Assessment: A primer for Teachers and
Coachers (2nd edition). New York: The Gailfard Press
Grabe, W and F.L. Stoller. 2002. Teaching and Researching Reading. London:
Pearson Education.
Harmer, Jeremy. 2004. How to Teach Writing. London: Pearson Education.
Harmer, Jeremy. 2003. The Practice of English Language Teaching. New York:
Longman.
Klingner, Janette K., Vaughn, Sharon and Boardman, Alison. 2007. Teaching
Reading Comprehension to Students with Learning Difficulties. London :
The Guildford Press
Knapp, Peter., and Watkins, Megan. 2005. Genre, Text, Grammar. Sydney:
University of New South Wales Press Ltd
Linse, Caroline T., and Nunan, David. 2005. Practical English Language
Teaching: Young Learners.New York : McGraw-Hill
Nunan, D. 2003. Practical English Language Teaching. New York : McGraw-Hill
Pardiyono.2007. PastiBisa! Teaching Genre-Based Writing: MetodeMengajar
Writing Berbasis Genre SecaraEfektif. Yogyakarta: AndiPress
Patel, M.F., Jain, Praveen M. 2008. English Language Teaching: Methods, Tools,
& Techniques. Jaipur : Sunrise Publishers and Distributors.
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