THE EFFECT OF USING HERRINGBONE TECHNIQUE ON STUDENTS ACHIEVEMENT IN READING NARRATIVE TEXT.

i

ABSTRACT

Sinambela, Novalia Verdiana. 2103321025. The Effect of Using Herringbone Technique on Students’ Achievement in Reading Narrative Text. A Thesis. English Department. Faculty of Languages and Arts. States University of Medan. 2015.

This study was aimed at finding out the effect of using Herringbone Technique on the students’ achievement in reading narrative text. This study was an experimental research design. The population of this study was grade VIII students of SMP Negeri 14 Medan with the total number of students was 60 as samples and all of the students was taken by using lottery technique. The students were divided into two groups, namely experimental and control group. The experimental group was taught by using Herringbone Technique, while the control group was taught by using Direct Instruction. The instrument of collecting data was multiple choice tests which then divided into pre-test and post-test. To obtain the result of the reliability of the test, the researcher used the Kuder Richardson formula (KR-21). The result of the calculation showed that the reliability of the test was 0.80, which means that the reliability of the test is high. The data were analyzed by using t-test formula. The result of the analysis showed that tvalue is higher than ttable (3.27 > 2.00) at the level of significance 0.05 with the degree of freedom (df) 58. It means that there is a significant effect of using Herringbone Technique on the students’ achievement in reading narrative text. .

ACKNOWLEDGEMENT

The writer would like to acknowledge her countless thanks to the Most Gracious and the Most Merciful,the almighty God,Jesus Christfor the love and blessing so the writer has finally completed this thesis.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 SarjanaPendidikan.

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. IbnuHajarDamanik, M.Si.,Rector of State University of Medan.

 Dr. IsdaPramuniati, M.Hum., the Dean of Languages and Arts Faculty.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and Dra. Meisuri, M.A., as the Secretary of English department.

 Dra. MasitowarniSiregar, M.Ed.,as the Head of English Education Study Program.

 Drs. Willem Saragih, Dipl. Appl., M.Pd., her Thesis Consultant.  All Lecturers who have taught her in this English Department.

 Drs. Hasbullah., the Principal of SMP Negeri14Medan and the English Teacher for giving permission and helping the writer to conduct this research.

 Drs. G.F. Sinambela and Maryati Napitupulu, her beloved parents, who always give her everlasting love, affection, prays and hard worksand also her big sisters and a little brothers, Kak Fenny, KakWiwit, Kak Iin and Nuel who always supported the writer to be hard working to finish her study in Faculty of Languages and Arts, State University of Medan.

 Her beloved friends,the students of English Department, Yaya, misida, Rizka, Rafiqa, Puput, Dika, Icha, Adi, Desi Sari, Desi Fortin, Lindaand also the other students in Extension A, B, C 2010. Her beloved close friends Natika Manurung and Muliadi Pakpahan.

 Her nicest students of SMPN 14Medan.

The writer hopes this thesis will be useful for those who read it, especially for the student of English Department.

Medan, September 2014 The Researcher,

Novalia Verdiana Sinambela Reg. No.2103321025

TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT...i

ABSTRACT...iii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF FIGURE ... vii

LIST OF APPENDICES ... viii

CHAPTER I: INTRODUCTION ... 1

A. The Background of Study ... 1

B. The Problem of Study ... 4

C. The Objective of Study ... 5

D. The Scope of Study ... 5

E. The Significance of Study ... 5

CHAPTER II: REVIEW OF LITERATURE ... 6

A. Theoretical Framework ... 6

1. The Students’ Achievement ... 6

2. Reading Comprehension ... ₈

3. The Purpose of Reading……….10

4. Levels of Comprehension ... 12

5. The Assesment of Reading Comprehension………..13

6. Genre of Text ... 14

a. Narrative Text………14

7. Graphics Organizers ... 16

8. Herringbone Technique ... 16

a. Definition of Herringbone Technique…………...16

b. Procedures of Herringbone Technique ... 20

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9. Previous Research on Herringbone Technique ... 22

B. Conceptual Framework ... 23

C. Hypothesis ... 27

CHAPTER III: METHODOLOGY OF RESEARCH ... 28

A. Research Design ... 28

B. Population and Sample ... 28

C. The Instruments of Collecting Data ... 28

D. The Procedure of Research ... 30

E. The Scoring System ... 34

F. The Validity and Reliability of The Test ... 34

G. Technique for Analyzing Data ... 35

H. Statistical Hypothesis ... 36

CHAPTER IV: DATA ANALYSIS AND DISCUSSION ... 37

A. The Data ... 37

B. Data Analysis ... 38

C. Testing Hypothesis ... 41

D. Research Findings ... 42

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 43

A. Conclusions ... 43

B. Suggestions ... 43

LIST OF TABLES

Table 2.1 The Example of Narrative Text ... 16

Tabe 2.2 The Advantages and Disadvantages of Herringbone………..25

Table 3.1 Research Design ... 28

Table 3.2 Table of Specification ... 30

Table 3.3 Treatment for Experimental Group ... 31

Table 3.4 Treatment for Control Group ... 33

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LIST OF FIGURES

LIST OF APPENDICES

Appendix A The Score of Pre-Test and Post-Test of Experimental Group ... 47

Appendix B The Score of Pre-Test and Post-Test of Control Group ... 48

Appendix C The Score of the Reliability of the Test ... 49

Appendix D Test for Homogeneity of Variance...51

Appendix E The Calculation of T-test ... 55

Appendix F T-table Distribution ... 58

Appendix G Reading Test ... 59

1

CHAPTER I

INTRODUCTION

A. Background of The Study

In English, there are four skills namely listening, speaking, reading, and writing. In learning English, reading is one of the skills which has important role to give information to the reader. According to Grabe and Stoller (2002: 9) reading is the ability to draw meaning from the printed page and to interpret this information appropriately. In reading, students do not only read the text but also understand the text. The main purpose for reading is to comprehend the ideas in the material. Without comprehension, reading would be empty and meaningless.

In reading comprehension, the readers are expected to be able to construct meaning from a text and to interpret the information well. As reading is an important skill that must be achieved by the students, reading has already been taught from the elementary level up to university level, because of this situation, the students are expected to be able to comprehend the reading text easily. Although reading is very important competence for students, they still have difficulties in learning reading. The teacher usually orients students with English book, and asks the students to read the text and answer the questions. These monotonous activities don’t give enough contribution for the students’ reading comprehension. Therefore the students become passive learners and they cannot improve their reading comprehension.

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Based on the writer’s interview with the English teacher of SMP Negeri 14 Medan , the writer found that most of students still had low comprehension in reading. There were some reasons for such a case, such as the lack of students’ interest to read the text, the lack of students’ knowledge about the reading text and the ineffective technique which was applied by the teacher such as the English teachers in Junior High School generally taught the students using direct instruction. This method made the students more passive. The relationship was not happened among the students. Direct instruction was just happened between the teacher and the students. In addition, this method made the students bored and it was not interesting to learn.

The ability to comprehend story seems so low with that learning style. The writer attaches the students’ score in two semesters, academic year 2013-2014 below. The Minimum Criteria Mastery (Kriteria Ketuntasan Minimum/KKM) is 70.

Semester Score Students Percentage Mean 1st Semester 2013/2014 <70 22 Students 73.33 %

51.92 ≥ 70 8 Students 26.67 %

2ndSemester2013/2014 <70 17 Students 56.67 % 61.64 ≥ 70 13 Students 43.33 %

Source: Students’ Accumulated Score of Grade VIII-2 of SMP14 Medan academic year 2013/2014

This finding really proved that the students’ achievement in reading was bad. From the facts above, the writer decided to use a method which would help the students to enable the students to achieve much in reading text. The method was related to graphic organizer.

3

Teaching with graphic organizer is teaching technique to increase students’ motivation in learning English. Graphic organizers are important and effective pedagogical tools for organizing content and ideas, and facilitating learner’s comprehension of newly acquired information (McKnight, 2010: 1).

The one of graphic organizers is Herringbone Technique. Herringbone Technique is graphic organizers which represent visual information and concepts in teaching learning process. McKnight (2010: 50) states that Herringbone Technique is used for establishing supporting details for a main idea. In addition, Herringbone Technique helps students understand the connections between supporting details to identify a main idea.

There are many researches conducted by using Herringbone Technique. Rafain (2013) conducted a research at second grade of SMPN 2 Enam Lingkung Padang Pariaman in purpose to find the effect of using Herringbone Technique in reading recount text . The result showed that the use of Herringbone Technique and conventional reading activities are significantly different. It means that the Herringbone Technique is effective to improve students’ reading comprehension in recount text. Saputra (2012) investigated the effectiveness of Herringbone Technique in reading comprehension. He compared two techniques of teaching on two diffrent classes, one of them was taught by using Herringbone Technique while the other one was taught by using Thin-

4

Pair- Share Technique. As the result, he found that Herringbone Technique was more effective in teaching reading than Think- Pair- Share Technique. It also helps the teacher to improve the students’ reading ability and made them more active in English class

Another research was conducted by Suriani (2013) who discussed the increased students’ ability in reading comprehension by using Herringbone Technique. The result showed that Herringbone Technique is an effective way to increase the students’ ability in reading comprehension.

Therefore, the writer would like to introduce Herringbone Technique as a technique in teaching English especially in reading. Herringbone Technique makes the students more active and motivated to learn. But most of the teacher uses Direct Instruction method in teaching learning process. So, the writer was going to introduce Herringbone Technique in the real learning process. _{Based on the explanation above,} the writer would find out whether this method effectively used in teaching reading comprehension and to improve the students’ achievement in reading narrative text.

B. The Problem of the Study

Based on the background of this study, the problem of this study is formulated as follows: “ Is the students’ achievement in reading narrative

5

text taught by using Herringbone Technique higher than the students’ achievement taught by using Direct Instruction?”

C. The Objective of the Study

In this study intends to find out the effect of using Herringbone Technique on students’ achievement in reading narrative text.

D. The Scope of the Study

The study s focused on the effect of using Herringbone Technique in reading comprehension. This study is limited only on reading narrative text.

E. The Significance of the Study

The results of this study are expected to give some useful information for: 1) English teachers who are expected to improve the English teaching

quality in teaching learning process.

2) The students help them in comprehending the text easily and to help students sharing ideas or opinion related to the text.

3) The researchers who are supposed to update their knowledge or information about how to improve reading skills.

43

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the result of the data analysis and discussion, the researcher concludes that using Herringbone Technique significantly affects the students’ achievement in reading narrative, since students’ achievement in reading narrative text who taught by using Herringbone Technique is higher than taught by using Direct Instruction. Therefore, the formulated hypothesis as

“The students’ achievement taught by using Herringbone Technique in reading

narrative text is higher than those taught by Direct instruction” is accepted. This supported by the data analysis results in which the t-observed (3.27) is higher than the t-table (2.00) at the significant level of (0.05).

B. Suggestions

Based on the conclusion above, the researcher gives some suggestions for those who are interested in teaching reading as follows:

1. English teachers are suggested to use Herringbone Technique in their teaching learning process in order to improve their students’ achievement in reading narrative text.

2. Students follow the steps on Herringbone Technique to improve their achievement in reading comprehension particularly in reading narrative text.

44

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.

REFERENCES

Ary, Donald., Jacobs, L.C., & Rezaiah, Asghar. 1979. Introduction to Research in Education. Belmont: Library of Congress Cataloging.

Balajthy, Ernest and Sally Lipa-Wade. 2003. Struggling Readers: Assessment and Instruction in Grades K-6. New York: Guilford Press.

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 forTeachersand Coaches (2nd edition). New York: TheGuilford Press

Gallant, Janet A. 2008. New York State Grade 3 Elementary-Level English Language Arts Test. New York: Barrons Educational Series.

Grabe,W and F.L.Stoller. 2002. Teaching and Researching Reading. London: Pearson Education.

Keir, June. 2009. Imaginative Narratives: Perfecting the Art of Writing Stories. Greenwood: Ready-Ed Publications.

Klingner, J.K., Vaughn, Sharon. & Boardman, Alison. 2007. Teaching Reading Comprehension to Students with Learning Difficulties. New York: The Guilford Press.

McKnight, Katherine S. 2010. The Teacher’s Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas. San Francisco: Jossey-Bass.

Ott, Lyman R. and Michael T. Longnecker. 2010. An Introduction to Statistical Methods and Data Analysis. Belmont: Brooks/Cole Cengage Learning. Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta:

Penerbit Andi.

Rafain, Desima and Zainudin Amir. 2012. 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.

46

46

Saputra, Benni. 2012. The Effect of Herringbone Technique Toward Students’ Reading Comprehension For Tenth Grade at SMK Negeri 1 Lubuk Sikaping. Pelangi: Bidang Penelitian dan Pengembangan Pendidikan, November, Vol. 1, No.4

Suriani, Chyka and Jufri. 2013. Teaching Reading by Using Herringbone Technique at Junior High School. Journal of English Teaching, September, Vol. A, No.1

T. Linse, Caroline, and Nunan, David. 2005. Practical English Language Teaching: Young Learners. New York: McGraw-Hill Companies, Inc. Thaler, Engelbert. 2008. Teaching English Literature. Paderborn: Verlag

Ferdinand Schöningh GmbH & Co. KG.

Westwood, Peter. 2001. Reading and Learning Difficulties: Approaches To Teaching and Assessment. Victoria: Acer Press

Pair- Share Technique. As the result, he found that Herringbone Technique was more effective in teaching reading than Think- Pair- Share Technique. It also helps the teacher to improve the students’ reading ability and made them more active in English class

Another research was conducted by Suriani (2013) who discussed the increased students’ ability in reading comprehension by using Herringbone Technique. The result showed that Herringbone Technique is an effective way to increase the students’ ability in reading comprehension.

Therefore, the writer would like to introduce Herringbone Technique as a technique in teaching English especially in reading. Herringbone Technique makes the students more active and motivated to learn. But most of the teacher uses Direct Instruction method in teaching learning process. So, the writer was going to introduce Herringbone Technique in the real learning process. _{Based on the explanation above,} the writer would find out whether this method effectively used in teaching reading comprehension and to improve the students’ achievement in reading narrative text.

B. The Problem of the Study

Based on the background of this study, the problem of this study is formulated as follows: “ Is the students’ achievement in reading narrative

5

text taught by using Herringbone Technique higher than the students’ achievement taught by using Direct Instruction?”

C. The Objective of the Study

In this study intends to find out the effect of using Herringbone Technique on students’ achievement in reading narrative text.

D. The Scope of the Study

The study s focused on the effect of using Herringbone Technique in reading comprehension. This study is limited only on reading narrative text.

E. The Significance of the Study

The results of this study are expected to give some useful information for: 1) English teachers who are expected to improve the English teaching

quality in teaching learning process.

2) The students help them in comprehending the text easily and to help students sharing ideas or opinion related to the text.

3) The researchers who are supposed to update their knowledge or information about how to improve reading skills.

43

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the result of the data analysis and discussion, the researcher concludes that using Herringbone Technique significantly affects the students’

achievement in reading narrative, since students’ achievement in reading

narrative text who taught by using Herringbone Technique is higher than taught by using Direct Instruction. Therefore, the formulated hypothesis as

“The students’ achievement taught by using Herringbone Technique in reading narrative text is higher than those taught by Direct instruction” is accepted. This supported by the data analysis results in which the t-observed (3.27) is higher than the t-table (2.00) at the significant level of (0.05).

B. Suggestions

Based on the conclusion above, the researcher gives some suggestions for those who are interested in teaching reading as follows:

1. English teachers are suggested to use Herringbone Technique in their

teaching learning process in order to improve their students’

achievement in reading narrative text.

2. Students follow the steps on Herringbone Technique to improve their achievement in reading comprehension particularly in reading narrative text.

44

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.

45

Instruction in Grades K-6. New York: Guilford Press.

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 forTeachersand

Coaches (2nd edition). New York: The Guilford Press

Gallant, Janet A. 2008. New York State Grade 3 Elementary-Level English Language Arts Test. New York: Barrons Educational Series.

Grabe,W and F.L.Stoller. 2002. Teaching and Researching Reading. London: Pearson Education.

Keir, June. 2009. Imaginative Narratives: Perfecting the Art of Writing Stories. Greenwood: Ready-Ed Publications.

Klingner, J.K., Vaughn, Sharon. & Boardman, Alison. 2007. Teaching Reading Comprehension to Students with Learning Difficulties. New York: The Guilford Press.

McKnight, Katherine S. 2010. The Teacher’s Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas. San Francisco: Jossey-Bass.

Ott, Lyman R. and Michael T. Longnecker. 2010. An Introduction to Statistical Methods and Data Analysis. Belmont: Brooks/Cole Cengage Learning. Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta:

Penerbit Andi.

Rafain, Desima and Zainudin Amir. 2012. 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.

46

46

Saputra, Benni. 2012. The Effect of Herringbone Technique Toward Students’ Reading Comprehension For Tenth Grade at SMK Negeri 1 Lubuk Sikaping. Pelangi: Bidang Penelitian dan Pengembangan Pendidikan, November, Vol. 1, No.4

Suriani, Chyka and Jufri. 2013. Teaching Reading by Using Herringbone Technique at Junior High School. Journal of English Teaching, September, Vol. A, No.1

T. Linse, Caroline, and Nunan, David. 2005. Practical English Language Teaching: Young Learners. New York: McGraw-Hill Companies, Inc. Thaler, Engelbert. 2008. Teaching English Literature. Paderborn: Verlag

Ferdinand Schöningh GmbH & Co. KG.

Westwood, Peter. 2001. Reading and Learning Difficulties: Approaches To Teaching and Assessment. Victoria: Acer Press