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Skripsi Lilis Sidang
Skripsi Lilis Sidang
CHAPTER 1
INTRODUCTION
express inner thoughts and emotions to learn communication with others, to fulfill
our wants and needs, as well as to establish rules and maintain our culture.
compulsary subject from the first year of the junior high school up to the first
skill in language. According to Brown (1994:218) he states that for almost six
decades now research and practice in english language teaching has identified the
making sense of word, sentences and connected text. Readers typically make use
text and other strategies to help them understand written text. Learn to read is an
processing abilities, the teacher can do activities to develop their skill to skim,
scan, read for through comprehension, read critically, and read extensively.
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Furthermore, he states that succesful readers can also read comprehension. He
also states that is a constant struggle for a teacher to get student attend to read
Reading is one of the four skills which becomes a problem for many students.
It could be proved after the writer did an observation at SMA Negeri 4 Kota
Pagaralam, the reseacher also found that most students at tenth grade students is
equivalent. It means that the students had almost the Same values.
The researcher got the data scores of the tenth grade students. The table below
Table I
The purpose of teaching reading for the students how to get information from
a text, get the instruction how to do to get information from a text (Sri et al,
(2912:2).
framework for recognizing and recording main ideas during and after reading.
The categories include in the diagram are the main idea (the spine of the fish) and
“who, where, what, why, when and how” (the ribs), but they can be altered to fit
the particular text students are reading (Jacoobs, 2010:11). Herringbone pattern,
understanding the main idea or gist of a piece of the text is a sophisticated reading
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task. Textbook, chapters, articles, paragraphs, sentences, or all passage have
topics and main ideas. The topic is the broad, general theme, message or what
some call as subject. The main idea is the “key concept” being expressed, details,
support the main idea by telling how, what, when, where, why, how much or how
many. Locating the topic, main idea and supporting details help the readers
increased when a student can identify the relationship between topics, main ideas
about main ideas and important supporting details in material that they are
reading. The Herringbone pattern is used to help student identify the main idea
Based on the description above, the writer would like to conduct a research
Based on the background above the reseacher had also found that the students
of tenth grade students is not different from the other class. Because the students
of tenth grade of SMA Negeri 4 Kota Pagaralam ia equivalent or the students had
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1.4 Limitation of The Problem
Pagaralam.
The objective of this study is to find out whether there is significant effect of
It is expected that the result of this study will give some advantages to the
following parts :
their ability of reading comprehension skill, and make the learning process
more interested and get more understanding from what they read easier.
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3. For further study, it is hopefully can give useful information for the
students and instituation. They can use this strategy in teaching reading
comprehension or they can get a new ideas that more effective than this
4. For the writer, it can enlarge her knwoledge and get a set of
There were terms that need to be explained in this study in order to avoid
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CHAPTER II
LITERATURE REVIEW
Teaching is facilitating and guiding the students to learn. In doing it, the
teacher not only explaining all knowledge they know but also setting the situation
in the classroom. In order, there is interactive process between the teacher and the
learning, enabling the learner to learn, setting the condition for learning
(Brown,1994).
Reading is the good way to catch all of direction between us the reader
involves all the activities for meaning. The reading material is not only
comprehensible but also memorible. Furthermore, they states that reading requires
This activity requires knowledge and reading skills which is very important for
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information, and to read aloud. Thus, reading requires the highest pattern of
different levels, starting from lowest level to the highest level of comprehension
According towsend (2007) there are three different reading levels for each
person. They are: (1) independent level – a child can read books easily with very
few words which are too difficult for him/her to read. (2) instruction level – a
child can read most of the words, but will be challenged by some words on each
page. She/he can read book while another reader who is more expert is there to
help him/her. (3) frustation level – a child has to stop often and try to decode
words. If she/he tries to read a book at this level, she/he will become frustated.
from to the lowest to the highest, which require different levels of reading and
thinking abilities. Richard et al cited in malelohid (2006) and the others have
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c. Critical or evaluative comprehension is reading to compare information in
process.
2. Reflective reading – involves episode of reading the text and then pausing
to reflect and backtrack. For example when a reader want to check whether
3. Skim reading – used to get a global impression of the content of a text. For
line of paragraph.
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2.3 The Concept of Reading Comprehension
unity.
Successful the reader can also read through comprehension. It means that
they read to understand the totally meaning of a passage. Critical reading requires
that readers evaluate what they read, considering whether or not they share the
(Gebhard, 1996).
Herringbone pattern is used to help students identify the main idea and the
information presented through the use of the following six important question:
who ? what ? when ? where ? why ? and how ? the teacher provides an outline on
which the student can structure their note taking and record this information. The
student can refer to their outlines for future study. The goal of herringbone
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Using the modified herringbone technique provided moderately strong support for
concept in the future to build concrete pictures to reinforce abstract concepts. Use
the herringbone technique with a mixture of both student and teacher reading. And
we need to find out of if the success achieved through the herringbone technique.
comprehension and focus more on what the text was saying and remember it at
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HERRINGBONE TECHNIQUE ORGANIZER
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2.5 Procedure of Using Herringbone Technique In Teaching Reading
Comprehension
Brown (1994) states that teaching and learning activities always proceed
technique): (1) pre-activity stage, (2) during activity stage, (3) post-activity stage.
A related previous study relevant to the topic was about teaching reading
reading comprehension through fables to the eight grade student of the state SMP
The differences between the previous study and the present study were: (1)
sample of the research, (2) the present study used convience sampling and the
previous study used cluster sampling, (3) the differences were in the use of
independent variable, the previous study was through fable and this study through
herringbone technique.
A related previous study relevant to the topic was about teaching reading
The researcher added some previous related study that support and
was conducted by Fathia Rosyida and M. Ali Ghufron with the tittle Herringbone
and Tri Focus Steve Snyder Technique: The Technique For Teaching Reading
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research was conducted by an experimental with ninth grade students in one state
Junior High School In Indonesia. The experimental study designed used two
classes; the experimental class and the control class. The population was 75
students of the ninth grade. The data collected in this study through the following
post-test. The result of the research confirmed that the students taught by using
Technique). Based on the mean score, students who were taught by using H.T
(Herringbone Technique) obtained 77,5; whereas the students who were taught by
using TFSST obtained 68, so it can be concluded that students who were taught
by using H.T are better than the students who were taught by using TFSST.
It can be conclude that (1) herringbone technique was used to improve the
ability of students to understand reading, and (2) there was significant difference
between the ability of students to understand text that was taught using
herringbone technique.
The third research was conducted by Ary Setya Budhi Ningrum and Ika
24 students of the eight grade. The research consist of two cycles. Each cycles
has not reached the criteria of success. So, the reseachers revised the plan and
continued to the next cycle. In cycle 2, the average score of students was
improving. It can be concluded that the herringbone technique applied for the
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eight grade of MTs Al Fatah Badas was qualified to be able to improve the
different way of this reasearch. This research focused on using a narrative text that
is contrary to the previous tsudy. Then, this research was conducted by an online
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CHAPTER III
RESEARCH METHODOLOGY
treatment will be given is influential or not. The research design in this study will
use “One Group Pretest-Posttest Design”, Because, at the end we will know, the
result contained will be nore accurate because we compare it with before give the
Y1 X Y2
Information :
1. Y1 = pretest
2. X = treatment
3. Y2 = posttest
organitization studied. They are key ideas that researchers seek to collect
each type of variable and understanding its role in providing direction for a study.
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Starting with the most important variables: dependent, independent, and
intervening variables.
There were two kinds of variables in this study: the independent variable
2006:119). The independent of this study was the use of herringbone technique
1.3.1 Population
from one or more groups who will be the object of the research by researcher.
Arikunto (2010:173) states that the population all things, people or events those
are the subject of investigation. The population of this research is all of the tenth
grade students of senior high school number 4 kota pagaralam and there are 103
students.
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Table 2
Population of Research
Students
No Class Male Female Total
1 X.1 14 21 35
s2 X.2 11 24 35
3 X.3 12 23 35
4 X.4 13 21 34
5 X.5 11 23 34
6 X.6 13 22 35
7 X.7 16 18 34
8 X.8 17 16 33
9 X.9 16 18 34
10 X.10 17 17 34
Total 140 203 343
(Source : Senior High School of Number 4 Kota Pagaralam in the academic
year of 2021/2022)
1.3.2 Sample
A sample is a sub group of the target population that the research plans to
study for generalizing about the larger the target population (creswell, 2005). The
sample of the research will take 35 students as experimental group because the
class that is used as a sample has the same average value. All of them come from
tenth grade of SMA Negeri 4 Kota Pagaralam. All of them come from tenth grade
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Table 3
The research instrument will be a reading test which were used for both
pre-test and post-test. Pre-test will be given before treatment and post-test will be
given after treatment. The types of the test were multiple choice consisting of 20
type. The sum of all questions were 35 questions. The text used were narrative
1. Pre-test
Pre-test is the first step. At the frist meeting the reseacher give the text for
pre-test to class. Pre-test will be give before giving treatment. The purpose
of giving pre-test is the researcher want to know the ability of the students
2. Post-test
Post-test is the second test. This test will be given to know the results of
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to the class using herringbone technique with activities going to work in
gives a post-test to the class. Before comparing post-test. The test will be
1.4.1 Pre-test
First, the researcher will give a pre-test in class. In the pre-test, the
1.4.2 Treatment
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(Treatment 2 topic : The Bear and The Two Friends)
1. Researcher come to the class and give the greeting before start the class.
3. The researcher devided into two groups of students according their reading
abilities.
5. The researcher instruct the helper to give the question the reader that
rules.
7. The researcher asks the reader to and the corrector about questions based
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9. Researcher can evaluate students reading and provide comments
10. The reader and the correction can review the comments given by the
1.4.3 Post-Test
After giving the pre-test, then the researcher will continue with the
treatments. The reseacrher give post-test to the class. The purpose of giving post-
test is to measured students ability after treatment. From the post-test, researcher
can compare the result before treatment using Herringbone Technique and the test
result after using Herringbone Technique. The post-test steps are below :
1. Researcher give a post-test by asking the students to read the story of “The
3. Researcher ask students to Re-read in their own language and assits with
5. Reseacher calculate the result of students answer and get students scores.
technique. And then the researchers can compare scores between pre-test
and post-test to find out how big the effectivness of using herringbone
technique.
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1.5 Technique For Analysing Data
1. The researcher found out the mean of differentiate pre-test and post-test. It
∑d
Md :
N
Where:
∑d
Md =
N
Md = 360
35
= 10,28571
2. The researcher found out the total number of quadrate deviation (∑X2 d),
2
X d d 2
d
2
Where:
N : Number of students
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The calculation as follow:
X 2d d 2
d 2
N
= 8250 – (360)2
35
= 8250 – 129.600
35
= 8250 – 3702,857
= 4547,143
Md
t count
x2d
N N 1
Where:
∑ x2 d :
Total of quadrate deviation
N : Number of students
Md
t count
x2d
N N 1
4547,143
= 10,28571
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1,954771
= 5,261852
1.6 Hypotheses
test table, the variable must be operationally defined. Since the numbers of the
significance level is 5% the critical value is 2.011. it means that if the t-obtained is
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less than 2.011, the null hyphotheses (Ho) is accepted and alternative hypotheses
(Ha) is rejected. On the other hand, if the result of the t-obtained is equal or
exceded 2.011, the alternative (Ha) is accepted, and consequently the null
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CHAPTER IV
This chapter discussed about the finding and discussion of this study. The
4.1 Findings
Based on the study conducted by the researcher at the tenth grade students of
SMA Negeri 4 Kota Pagaralam. The findings of the research aimed to find out
In this chapter, the researcher compares between the students’ score in the pre-
test and post-test design in the experimental group. After that, the researcher also
The experimental group was given test before and after the treatments were
students where students hadn’t been taught by using herringbone technique yet.
After that, the experimental group had experienced the treatments, where they
were taught by using herringbone technique. After the treatments were done, there
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was a post-test for the experimental group where the students had been taught by
herringbone technique.
Based on the pre-test result, the students’ pre-test scores varied namely 100,
90, 80, 70, 60, 50, 30, and 20. The highest score was 100 got by 9 students, while
the lowest score was 20 got by 1 student. The students’ score in the pre-test can be
After the pre-test was conducted, the researcher did the treatment before post-
test. The researcher asked students to read different narrative texts with their
technique. The resaercher explained what it is. Then, the researcher divided
students into two groups of students according their reading abilities. According
to herringbone technique, the researcher instructed the helper to give the question
to the reader that mostly begin with “WH” generate ideas. The researcher gave an
explanation to students about the steps of reading rules. The researcher asked the
reader to and the corrector about questions based on the WH questions above. In
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the end, the researcher gave feedback such as comment and correction for
students.
In the end of the study, the researcher gave post-test to the experimental
group. Table below shows the result of the students’ scores in the post-test.
Based on data above, in the post-test scores to the experimental group, the
researcher found that the highest scores was 100 achieved by 10 students and the
lowest scores was 60 achieved by 8 students. Thus, compared to the pre-test and
post-test score, it showed that the students got improvement by looking at the
differences of the pre-test and post-test score. The highest score namely 100 can
lowest score on students’ score of pre-test was 20, while there was no 20 score on
post-test. Students got 60 as the lowest score of post-test. It means that there are
4. The researcher also collects the students’ scores during the treatments. The
researcher found that the majority of students got less than 77 scores during
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4.1.2 The Statistical Analysis of T-Test
To conduct the study, firstly, the researcher obtained the pre-test score. Then
after the pre-test, the researcher gave treatments using herringbone technique.
After the treatment, the researcher gave the post-test. After collecting the data
from the test (pre-test and post-test), the data were analyzed by using formula
supported by Microsoft Excel. Finally, the scores of the test were compared to
find out whether there was significant difference. The steps were followed to
First, the researcher found out the mean of differentiate pre-test and post-test,
the result was 10.28571. Then, the researcher found out the total number of
quadrate deviation amounted 4547,143. Finally, the researcher found out the t-
less than 2.011, the null hyphotheses (Ho) is accepted and alternative hypotheses
(Ha) is rejected. On the other hand, if the result of the t-obtained is equal or
exceded 2.011, the alternative (Ha) is accepted, and consequently the null
is exceded 2.011. It means that the alternative (Ha) is accepted. The alternative
Pagaralam.
According to the previous studies relevant to the topic was about teaching
(2013), and Ningrum and Widyawati (2015), the result confirmed that the
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students taught by using H.T (Herringbone Technique) had a significant effect to
The result of the previous study is same as this study. Based on the data
through the test above, the researcher also obtained the improvements of
treatment was higher than before treatment. The researcher used T-test to ensure
4.2 Discussion
This study aimed to know out whether there was significant effect of using
research, there were 3 steps namely pre-test, treatment and post-test. First of
all, the researcher gave a pre-test to students. Second, the researcher gave
some questions. The students answered the questions. The researcher corrects
the result of students’ answers. Finally, the researcher got students’ score of
pre-test. The purpose of giving pre-test was to measure students’ ability before
treatment.
After the pre-test was conducted, the researcher did the treatment by using
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stage consists of three major components namely (1) pre-activity stage, (2)
In Pre-activity stage, the teacher said the greeting. After that, she checked
the students’ attendance list and motivated the student. The teacher stated the
topic of the meeting. Treatment 1 topic was Mouse Deer and Mr. Crocodile.
Treatment 2 topic was The Bear and The Two Friends. Treatment 3 topic was
During activity stage, the teacher presented unfamiliar words. Then, she
distributed the texts based on the topic of each treatment. The students were
asked to read text silently. The teacher drew the herringbone on the whiteboard
by using who ? what ? when ? where ? why ? and how ? and explained how to
fill it. Then the teacher asked the students to fill it on their own paper. They
worked in pairs. The teacher asked the students to read the tittle of the text and
filled in the herringbone. The students wrote a main idea, using the information
from the herringbone diagram. The teacher duplicated sheets with the diagram
and the students completed the diagram on their own. The diagram became a
tool for story discussion. During the discussion, the teacher and the students
In Post-activity stage, the teacher and the students discussed the merits of
using this technique. The teacher encouraged students to use it on their own.
After doing the treatment, the researcher gave post-test to the class. The
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From the post-test, researcher can compare the result before treatment using
Herringbone Technique and the test result after using Herringbone Technique.
The reseacher calculated the result of students’ answer and got the students’
scores.
t-test result namely 5,261852. The researcher interpretated the result based on
about the outcome. The hypotheses consist of null hypotheses and alternative
hypotheses. The null hypotheses (HO) means that it is not effective to teach
obtained is less than 2.011, the null hyphotheses (Ho) is accepted and
alternative hypotheses (Ha) is rejected. On the other hand, if the result of the t-
In conclusion, the result showed that t-test value was 5,261852. Therefore,
the students to comprehend the text and makes the students more active to
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study in the class. The students effectively comprehend the text and improve
According to the previous studies relevant to the topic was about teaching
(2013), and Ningrum and Widyawati (2015), the result confirmed that the
The result of the previous study is same as this study. Based on the data
through the test above, the researcher also obtained the improvements of
treatment was higher than before treatment. The researcher used T-test to
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CHAPTER V
5.1 Conclusion
scores was 100 got by 9 students, while the lowest scores was 20 got
highest scores was 100 got by 100 students and the lowest scores was
60 got by 8 students. After collecting the data from pre-test and post-
and post-test, the result was 10.28571. then, the researcher found out
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(ho) is accepted and the alternative hypotheses (ha) is rejected. On the
5.2 Suggestion
reading ability.
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