ii

CHAPTER 1

INTRODUCTION

1.1 Background of The Study

Language isvery important in human life. There are significants effect to

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.

English has been choosen as the first foreign language to be taught as a

compulsary subject from the first year of the junior high school up to the first

year of the collage (Saleh, cited in Mayeni (2012:1).

English as one of supported in process of communicated to develop students

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

four skills, as like as listening, speaking, reading and writing as of paramount

importance. Reading consist of two related processes: word recognition and

comprehension. Word recognition refers to the process of perceiving how written

symbols correspond to one spoken language. Comprehension is the process of

making sense of word, sentences and connected text. Readers typically make use

of background knowledge, vocabulary, grammatical knowledge, experience with

text and other strategies to help them understand written text. Learn to read is an

important educational goal.

According to Gebhard cited in Yuliana (2012:2) ‘As students gain in their

processing abilities, the teacher can do activities to develop their skill to skim,

scan, read for through comprehension, read critically, and read extensively.

1
 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

material in and out of the class.

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

describes the students ‘score’.

Table I

The students Reading comprehension score at tenth garde of

SMA NEGERI 4 KOTA PAGARALAM.

No Score The Total of Students Percentage

1 Less than 77 46 45%
2 More than 77 57 55%
Total 103 100%

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).

Herringbone (reading strategies in action) provides the reader with a

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

2
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

understand the point the writer is attempting to express. Comprehension is

increased when a student can identify the relationship between topics, main ideas

and details (Zygouris et al, 2004).

Furthermore, he states that visual organizers student a framework for making

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

and the related supporting ideas of the lesson, text, or concept.

Based on the description above, the writer would like to conduct a research

endtitled “Teaching Reading Comprehension Through Herringbone Technique To

The Tenth Grade Student SMA Negeri 4 Kota Pagaralam”.

1.2 Statement of The Problem

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

almost the Same scores.

1.3 Research Question

Is there any significant effect of using HT to students' reading comprehension

at tenth grade students of SMA Negeri 4 Kota Pagaralam ?

3
1.4 Limitation of The Problem

The problem of this study is limited on teaching reading comprehension

through Herringbone Technique to tenth grade students of SMA Negeri 4 Kota

Pagaralam.

1.5 Objective of The Study

The objective of this study is to find out whether there is significant effect of

using Herringbone Technique to students' reading comprehension at tenth grade

students of SMA Negeri 4 Kota Pagaralam.

1.6 Significances of The Study

It is expected that the result of this study will give some advantages to the

following parts :

1. For english teacher, it is hopefully useful to develop teaching and

learning process especially in reading skill by using the technique in

teaching reading comprehension.

2. For the students, it is hopefully motivated the students to create

their ability of reading comprehension skill, and make the learning process

more interested and get more understanding from what they read easier.

4
 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

study . and motivated other researcher who are interested in teaching

reading in the classroom.

4. For the writer, it can enlarge her knwoledge and get a set of

experiences in conducting a scientific study.

1.7 Definition of Key Term

An operational definition is the specification on how you will define and

measure the variable in your study (Cresswell,2005).

There were terms that need to be explained in this study in order to avoid

misinterpretation and understanding they were as follow:

1. Reading comprehension is the ability to understand what the text means

and get some information from the text.

2. Heringbone technique is to provide a structured outline to help students

attend to significant information in a text selection.

5
 CHAPTER II

LITERATURE REVIEW

2.1. The Concept of Teaching

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

students. So the students are involved in the activity.

Teaching is a process of transforming information the teacher to the

students (Richard, 2010). Teaching is controlling, guiding, and facilitoring

learning, enabling the learner to learn, setting the condition for learning

(Brown,1994).

2.2 The Concept of Reading

Reading is the good way to catch all of direction between us the reader

with the text.

According to Hamra (2010), reading refers for remembering or studying. It

involves all the activities for meaning. The reading material is not only

comprehensible but also memorible. Furthermore, they states that reading requires

interpretation and thinking. The goal of reading is to comprehend meaning.

Reading need thought and creative activities.

This activity requires knowledge and reading skills which is very important for

readers. These skills are to recognize words, to understand word meaning, to

comprehend the reading material, to organize and memorize, to associate

6
information, and to read aloud. Thus, reading requires the highest pattern of

thought. Reading demand a communication to the message and comprehension at

different levels, starting from lowest level to the highest level of comprehension

or from the literal comprehension to apply reading comprehension.

According to Alshumaimeri (2011:2) reading is a acrucial skill in learning

and coomunication. Current trends in education consider reading lesson to be an

important early step in the development of mental and linguistics abilities.

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.

Reading comprehension can be claasified into different levels ranging

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

pruposed similar level of classification in reading comprehension as follow :

a. Literal comprehension is reading to understand, remember or recall the

information explicitly contained in passage.

b. Interpretation comprehension is reading to find out information which is

not explictly stated in the passage by employing their experiences and

knowledge of the world.

7
 c. Critical or evaluative comprehension is reading to compare information in

a passage with the readers own knowledge and values.

d. Appreciative comprehension is reading to gain emotional of the other

kinds of valued responses from a passage.

According to Hedge (2000:194) several styles of reading and their terminology

has been taken into ELT methodology.

1. Receptive reading – understaken, for example when a reader want to enjoy

a shor tory, follow a line of agreement in a newspaper editorial or

understand the main stages in a textbook description of manufacturing

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

a new line of argument in political text is consistent with opinions

expressed earlier in the same article.

3. Skim reading – used to get a global impression of the content of a text. For

example would be previewing a long magazine article by reading rapidly,

skipping large chunks of information and focusing on headings and first

line of paragraph.

4. Scanning reading – involves searching rapidly through a text to find a

spesific point of information. For example the relevant times on a

timetable, items in a directory or key points in a academic text.

5. Intensive reading – involves looking carefully at a text, as student of

literature would look at a poem to appreciate the choices of words or as a

solicitor would study the precise wording of legal instrument.

8
2.3 The Concept of Reading Comprehension

Reading comprehension is the ability to construct or develop the meaning.

In addition, reading comprehension refers to understanding or comprehending are

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

author’s point of view or are convinced by the aouthor’s argument or position

(Gebhard, 1996).

2.4 The Concept of Herringbone Technique

Herringbone technique is a form of fish’s bone which designed to help the

students in remembering the important of the reading text.

Herringbone pattern is used to help students identify the main idea and the

related supporting ideas of a lesson, text or concept.

The herringbone technique enables student to remember important

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

technique is to provide a structured outline to help student attend to significant

infomation in a text selection and to assist them in organizing a written response

using this information. Herringbone technique is intended for: upper elementary,

intermediate, middle, and secondary students.

9
Using the modified herringbone technique provided moderately strong support for

comprehension of the text. Herringbone technique integrate more ilustrating of

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.

Herringbone technique will be modified by reading and focusing on

comprehension and focus more on what the text was saying and remember it at

the end on the page.

10
HERRINGBONE TECHNIQUE ORGANIZER

11
2.5 Procedure of Using Herringbone Technique In Teaching Reading

Comprehension

Brown (1994) states that teaching and learning activities always proceed

through a format which consist of three major components (three – stage –

technique): (1) pre-activity stage, (2) during activity stage, (3) post-activity stage.

2.6 Related Previous Study

A related previous study relevant to the topic was about teaching reading

comprehension written by ria fajarwati (2012) in her thesis entitle “teaching

reading comprehension through fables to the eight grade student of the state SMP

4 muara sugihan”. It was necessary to notes similarities and differences between

privious study and the present study.

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

comprehension written by Rifdatul Habibah (2020).

The researcher added some previous related study that support and

evidence the herringbone technique on reading comprehension. First, a research

was conducted by Fathia Rosyida and M. Ali Ghufron with the tittle Herringbone

and Tri Focus Steve Snyder Technique: The Technique For Teaching Reading

Comprehension Viewed From students’ Reading Habit (Rosyida, 2018). The

12
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

procedures documentation for balancing test instead of pre-test, questionnaire and

post-test. The result of the research confirmed that the students taught by using

H.T (Herringbone Technique) have a significant difference in reading

comprehension between those taught by using TFSST (Tri Focus Snyder

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

Widyawati with the title Improving Students’ Reading Comprehension Skill

Using Herringbone Technique (Ningrum, 2015). The population of the research

24 students of the eight grade. The research consist of two cycles. Each cycles

consist of two meetings. In cycle1, the students’ scorre in reading comprehension

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

13
eight grade of MTs Al Fatah Badas was qualified to be able to improve the

students’ achievement in reading narrative text.

Based on the previous study above, the researcher decided to conduct a

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

learning process through google meet and google form.

14
 CHAPTER III

RESEARCH METHODOLOGY

1.1 Research Design

In this research, the reseacher will use experimental research. According to

Cresswell (2012:295) experimental research is a test to find out whether the

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

treatment (Sugiyono, 200:64).

Formula of One Group Pretest-Posttest Design :

Y1 X Y2

Information :

1. Y1 = pretest

2. X = treatment

3. Y2 = posttest

1.2 Variables of The Research

Variable is a characteristics or attribute of an individual or an organization

that researchers can measure or observe and varies among individuals or

organitization studied. They are key ideas that researchers seek to collect

information in address the purpose of their study (Creswell, 2005). Furthermore,

he states that understanding (family of variables” requires learning definition of

each type of variable and understanding its role in providing direction for a study.

15
Starting with the most important variables: dependent, independent, and

intervening variables.

There were two kinds of variables in this study: the independent variable

and dependent variable. According to Arikunto (2006:119) independent variable

is called causing variable. And dependent variable is effected variable (Arikunto,

2006:119). The independent of this study was the use of herringbone technique

and the dependent variable was the scores reading comprehension.

1.3 Population and Sample

1.3.1 Population

According to Fraenkel and Wallen (1993,p.80) population is all members

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.

16
 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

According to Fraenkel and Wallen (1993,p.80) a sample is reseacher study

to any group or which information is obtained.

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

of SMA Negeri 4 Kota Pagaralam.

17
 Table 3

Sample of the research

No Class Students Group

1 X.6 35 Experimental
Total 35

1.4 Instrument of The Research

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

questions, 5 questions of comprehension question and 10 questions of true false

type. The sum of all questions were 35 questions. The text used were narrative

texts. See the specification of the test in Appendix 2.

3.5 Technique of Collecting Data

The researcher will following steps in order to get the data :

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

reading comprehension before giving treatment.

2. Post-test

Post-test is the second test. This test will be given to know the results of

students reading comprehension after giving treatment. Before the

reseacher gives the studentss a post-test, the researcher provides guidance

18
 to the class using herringbone technique with activities going to work in

groups. After the researcher gives treatment to students, the researcher

gives a post-test to the class. Before comparing post-test. The test will be

similar to the pre-test.

1.4 Research Procedures

1.4.1 Pre-test

First, the researcher will give a pre-test in class. In the pre-test, the

researcher wants to know the students reading ability.

By asking a few questions about the story of “The Smart Parrot”

(Narrative Text). The pre-test steps are below :

1. Researchers give pre-test using narrative text

2. Students understand the text

3. The researcher asks students to remember the text by answering

the questions asked.

4. The researcher corrects the result of students aswers.

1.4.2 Treatment

After the pre-test is conducted, the researcher provides care by asking

students to read different narrative texts with help of their partners. In

three meetings to class.

(treatment 1 topic : Mouse Deer and Mr. Crocodile)

In treatment 1, the researcher tried strategy for teaching learning used

before in the class. This is to know the difficulties of this strategy or

problems found while try this strategy in the class.

19
 (Treatment 2 topic : The Bear and The Two Friends)

In treatment 2, the researcher will know the difficulties and problem

that researcher found in treatment 1.

(Treatment 3, topic : A Woman and Whe wolves )

In treatment 3, the researcher will know the difficulties and problems

that the researcher found in treatment 1 and 2.

(Treatment 4, topic : SnowWhite)

In treatment 4, the researcher will know the difficulties and problems

that the researcher found in treatment 1, 2, and 3.

The treatment procedures for class were as follow :

1. Researcher come to the class and give the greeting before start the class.

2. After that, the researcher told one technique of reading. There is

herringbone technique explain what it is.

3. The researcher devided into two groups of students according their reading

abilities.

4. The researcher give warming up activities to know each other

5. The researcher instruct the helper to give the question the reader that

mostly begin with “WH” generate ideas.

6. The researcher gives an explanation to students about the steps of reading

rules.

7. The researcher asks the reader to and the corrector about questions based

on the WH questions above.

8. Researcher gather the result of reading

20
 9. Researcher can evaluate students reading and provide comments

10. The reader and the correction can review the comments given by the

researcher then discuss and make corrections

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

smart parrots” (narrative text).

2. Students understand the text.

3. Researcher ask students to Re-read in their own language and assits with

their friends after understanding the text.

4. Reseacher collect students reading after students have finished.

5. Reseacher calculate the result of students answer and get students scores.

6. Researcher found differences in result between tests before treatment using

herringbone technique and test after treatment using herringbone

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.

21
1.5 Technique For Analysing Data

The researcher used the following steps to obtain T-test result:

1. The researcher found out the mean of differentiate pre-test and post-test. It

was supported by Microsoft Excel. The formula is :

∑d
Md :
N

Where:

Md : The mean of differential pre-test and post-test

∑d : Sum of different between post-test and pre-test

N : Total number of students

∑d
Md =
N

Md = 360

35

= 10,28571

2. The researcher found out the total number of quadrate deviation (∑X2 d),

the data formula is:

2
 X d  d 2

d
2

Where:

∑ X 2 d : Total number of quadrate deviation

∑d : Sum of different between post-test and pre-test

N : Number of students

22
 The calculation as follow:

 X 2d   d 2 
 d 2
N

= 8250 – (360)2

35

= 8250 – 129.600

35

= 8250 – 3702,857

= 4547,143

3. Finally, the researcher found out the t-test by using formula:

Md
t count 
 x2d
N N  1

Where:

Md : Mean different of pre-test and post-test

∑ x2 d :
Total of quadrate deviation

N : Number of students

Md
t count 
 x2d
N N  1

4547,143

= 10,28571

23
 1,954771

= 5,261852

1.6 Hypotheses

Hypotheses are statement in quantitative research which the investigator make

a prediction a conjecture about the outcome of a relationship among attributesor

characteristics (Creswell 2005:117). Furthermore, he states that hypotheses

consist of null hypotheses and alternative hypotheses. The hypotheses of this

study are stated below:

A. The null hypotheses (HO) : it is not effective to teach reading

comprehension through Herringbone Technique to tenth gade students of

SMA Negeri 4 kota pagaralam.

B. The alternative hypotheses (HA) : it is effective to teach reading

comprehension through Herringbone Technique to tenth grade

students of SMA Negeri 4 kota pagaralam.

3.7 Hypotheses Testing

The hypotheses is tested by the critical value of the t-distribution table

(hatch et al, 1982:273). According to best et al (1993:11) for the hypotheses to be

test table, the variable must be operationally defined. Since the numbers of the

samples 35 students, so the df (degree of freedom) is 35-2 = 33 in 2 tailed and the

significance level is 5% the critical value is 2.011. it means that if the t-obtained is

24
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

hypotheses (Ho) is rejected.

25
 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter discussed about the finding and discussion of this study. The

finding was the following description:

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

whether there is significant effect of using Herringbone Technique to students'

reading comprehension at tenth grade students of SMA Negeri 4 Kota Pagaralam.

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

describes the statistical analysis of t-test which determines whether there is

significant effect of using Herringbone Technique to students' reading

comprehension at tenth grade students of SMA Negeri 4 Kota Pagaralam.

4.1.1 The Students’ Score in The Pre-Test and Post-Test

The experimental group was given test before and after the treatments were

done. Firstly, there was a pre-test of the experimental group consisted of 35

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

26
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

seen on the following table.

Table 4.1 The students’ scores in the pre-test

No Score Number of Student

1 100 9
2 90 1
3 80 7
4 70 4
5 60 6
6 50 2
7 30 5
8 20 1
Total 35

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

helper partners. There were 4 treatments in three meetings to class. In treatment,

researcher told to students about one technique of reading namely herringbone

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

27
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.

Table 4.2 The students’ scores in the post-test

No Score Number of student

1 100 10
2 85 6
3 80 6
4 70 5
5 60 8
Total 35

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

be got by 10 students on post-test, while on pre-test was 9 students. Then, the

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

improvements with students’ reading comprehension.

Regarding to the improvement, it was supported based on the treatment 1 to

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

treatment 1 to 3. However, on treatment 4, more students got more than 77 score.

28
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

obtain the final result.

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-

test result namely 5.261852. According to the hyphotheses, if the t-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-obtained is equal or

exceded 2.011, the alternative (Ha) is accepted, and consequently the null

hypotheses (Ho) is rejected. As a result, t-obtained is 5.261852, so the t-obtained

is exceded 2.011. It means that the alternative (Ha) is accepted. The alternative

hypotheses (Ha) means that it is effective to teach reading comprehension

through Herringbone Technique to tenth grade students of SMA Negeri 4 Kota

Pagaralam.

According to the previous studies relevant to the topic was about teaching

reading comprehension by Habibah (2020), Rosyida and Gufron (2018), Asnita

(2013), and Ningrum and Widyawati (2015), the result confirmed that the

29
students taught by using H.T (Herringbone Technique) had a significant effect to

improve students’ reading comprehension.

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

students’ reading comprehension after treatment. The students’ score after

treatment was higher than before treatment. The researcher used T-test to ensure

that students got improvements after giving treatment.

4.2 Discussion

This study aimed to know out whether there was significant effect of using

Herringbone Technique to students' reading comprehension at tenth grade

students of SMA Negeri 4 Kota Pagaralam. In conducting the experimental

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

treatment by using herringbone technique to teach reading comprehension.

Last, the researcher gave a post-test to students.

In pre-test, the researcher gave pre-test using narrative text consisiting of

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

herringbone technique to teach reading comprehension. In each treatment, the

30
stage consists of three major components namely (1) pre-activity stage, (2)

during activity stage, (3) post-activity stage.

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

A Woman and The wolves. Treatment 4 topic was SnowWhite.

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

compared their answer and their reason.

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.

They concluded the material together. Researcher evaluated students’reading

and provided comments to correct their mistakes.

After doing the treatment, the researcher gave post-test to the class. The

purpose of giving post-test was to measure students’ ability after treatment.

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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.

Regarding to calculation of statistical analysis, the researcher obtained the

t-test result namely 5,261852. The researcher interpretated the result based on

Hypotheses which are statement in quantitative research to make a prediction

about the outcome. The hypotheses consist of null hypotheses and alternative

hypotheses. The null hypotheses (HO) means that it is not effective to teach

reading comprehension through Herringbone Technique to tenth grade students

of SMA Negeri 4 kota pagaralam. Meanwhile, the alternative hypotheses (HA)

means that it is effective to teach reading comprehension through Herringbone

Technique to tenth grade students of SMA Negeri 4 Kota Pagaralam. If the t-

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-

obtained is equal or exceded 2.011, the alternative (Ha) is accepted, and

consequently the null hypotheses (Ho) is rejected.

In conclusion, the result showed that t-test value was 5,261852. Therefore,

it means that t-obtained is exceded 2.011, so the alternative (Ha) is accepted,

and consequently the null hypotheses (Ho) is rejected. Thus, it is effective to

teach reading comprehension through Herringbone Technique to tenth grade

students of SMA Negeri 4 Kota Pagaralam. The Herringbone technique helps

the students to comprehend the text and makes the students more active to

32
study in the class. The students effectively comprehend the text and improve

their reading ability.

According to the previous studies relevant to the topic was about teaching

reading comprehension by Habibah (2020), Rosyida and Gufron (2018), Asnita

(2013), and Ningrum and Widyawati (2015), the result confirmed that the

students taught by using H.T (Herringbone Technique) had a significant effect

to improve students’ reading comprehension.

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

students’ reading comprehension after treatment. The students’ score after

treatment was higher than before treatment. The researcher used T-test to

ensure that students got improvements after giving treatment.

33
 CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

After presenting the finding and the discussion in the previous

chapter, the researcher takes a conclusion about the teaching reading

comprehension through herringbone technique to tenth grade students’

of SMA Negeri 4 Kota Pagaralam. Based on the data collected from 30

pre-test and post-test questions before and after using herringbone

technique, the researcher aimed to find out whether there is

nsignificant effect of using herringbone technique to teach reading

comprehension. The experimental group was given pre-test and post

test before and after using herringbone technique in teaching reading

comprehension. Based on the pre-test result before using herringbone

technique the students pre-test scores varied namely. The highest

scores was 100 got by 9 students, while the lowest scores was 20 got

by 1 student. And the post-test scores the experimental group, the

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-

test scores, the data were analyzed by using formula supported by

microsoft excel. The researcher found the mean 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

reseracher found oput t-test result namely 5.261852. according to the

hypotheses, if the t-obtained is less than 2.011, the null hypotheses

34
 (ho) is accepted and the alternative hypotheses (ha) is rejected. On the

other hand, if the result of nt-obtained is equal or exceded 2.011, the

alternative (ha) is accepted and the null (ho) is rejected. As a result, t-

obtained is 5.261852, so the t-obtained is exceded 2.011. it means that

the alternative (ha) is accepted. The alternative hypotheses (ha) means

that it is effective to teach reading comprehension through herringbone

technique to tenth grade sttudents’ of SMA Negeri 4 Kota Pagaralam.

5.2 Suggestion

in this study the researcher has some suggestion as follows:

1. for the teacher

this research can be as a source of information and a source of the

new technique to teaching reading to comprehend the students

reading ability.

2. For the further research

This research can be used as references for the further studies

especially the related to the english education study program. Ikt is

recommended to conduct the study with different the data source

and method which can provide detail information.

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