CHAPTER I

INTRODUCTION

A. Background

The teaching of English consists of four language skills. They are

listening, speaking, reading and writing. Reading as one of the four language

skills is very important in teaching and learning process in the class. In this case,

reading skill is used to get or find out some information from the written text. In

reading, the students must comprehend all the contents and also the information of

the text clearly.

Although comprehension is important in reading, it is not sufficient. The

students might have a flawless understanding of what they read as they read it, but

forget much the information soon after. Therefore, they must also remember the

material (Gunning, 1992:306).

Since reading involves a number of abilities, it is possible for the students

to have difficulties in comprehending the reading materials, especially to get the

content of reading materials, such as history, geography, sociology, etc. because

for many students the quantity of information contained within content reading

materials can be overwhelming (Tierney, et.al., 1980:82). Consequently, it is hard

for them to comprehend and remember the important information within the text.

So, teachers must help the students to understand and remember the important

information in content reading materials by teaching comprehension skill or

strategy that they feel their students need.

1
 Various techniques are possible to be applied in helping students getting

better understanding and remembering information in content reading materials.

Various methods are used to improve reading comprehension that include training

the ability to self assess comprehension, actively test comprehension using a set of

questions (Pakhare, 2010:1). And one of the techniques that can used to improve

reading comprehension is Herringbone Technique (HT).

The Herringbone Technique is a structured outlining procedure designed

to help students organize and remember important information in a text. The

Herringbone Technique suggests that the important information can be obtained

by asking six very basic comprehension questions: Who? What? When? Where?

How? and Why? By providing a form to record information, the teacher provides

the structure for note taking and for later study of the recorded information

(Tierney, et.al., 1980:82).

Tierney, et.al., (1980:82) state that “The Herringbone strategy is intended

for use with children in the fourth through twelve grade levels and is most

beneficial to students who are experiencing difficulty with organizing material.”

Therefore, the writer believes that by using Herringbone Technique, it

would be easy for the students to organize the information in content reading

material, and it would help students comprehend and remember the information

easily. Moreover, “organizing” is one of the comprehension strategies whereby

the readers construct relationship among ideas in the text, between the main idea

and supporting details (Gunning, 1992:190). Because of those ideas, it can be said

2
that HT is the appropriate study technique which can be used to help students to

develop their comprehension skill in content areas.

Based on the result of the English subject in the academic year 2009/2010

in the first semester of eighth grade students of SMP Negeri 13 Lubuklinggau, it

showed that some of the students got the low score that did not achieve the

standard score. They only got 55, so the writer did the research at SMP Negeri 13

Lubuklinggau. That was the reason why the writer was interested in doing a study

about “Teaching Reading Comprehension by Using Herringbone Technique to the

Eighth Year Students at SMP Negeri 13 Lubuklinggau”.

B. Problem of the Study

The problems of this study are limited as follows:

1. The subject of this research referred to the eighth year students at SMP Negeri

13 Lubuklinggau in the academic year of 2009/ 2010.

2. The technique of this teaching reading comprehension was by using

Herringbone Technique.

3. The text was only limited on the narrative text.

4. The topic of this research was limited on the sub themes of “The Mouse and

The Lion”, “The Ants”, and “A Man Who Missed a Train”.

C. Formulation of the Problem

Based on the background above, the formulation of the problem can be

stated in the following question “Is it effective to use Herringbone Technique in

3
teaching reading comprehension to the eighth year students at SMP Negeri 13

Lubuklinggau in the academic year of 2009/2010?”

D. Objective of the Study

Based on the problem above, the objective of this research was to find out

whether or not it is effective to use Herringbone Technique in teaching reading

comprehension to the eighth year students at SMP Negeri 13 Lubuklinggau in the

academic year of 2009/2010.

E. Significance of the Study

The result of this research was expected to contribute something for the

development of English teaching and learning process, especially to the students,

the teacher of English and the writer himself. They are as follows:

1. The students can develop their reading comprehension by using Herringbone

Technique.

2. The teacher of English will get valuable information of the effectiveness of

teaching reading comprehension by using Herringbone Technique.

3. The writer will get more knowledge and experience in doing this research,

especially about teaching reading comprehension by using Herringbone

Technique.

4
F. Operational Definitions

In this part, the writer described the important terms that used in this

research to avoid the reader’s misunderstanding. The terms are:

a. Teaching

Teaching is the activity that is implemented by the teacher in giving or

transferring the knowledge to the students. Where in this activity there is a teacher

and students interaction. Teaching in this study refers to teaching reading

comprehension through Herringbone Technique.

b. Reading Comprehension

Reading comprehension is a process of understanding the written text in

order to know all the contents of it. In this study, reading comprehension means

the students understanding in reading text in the sub themes of “The Mouse and

The Lion”, “The Ants”, and “A Man Who Missed a Train”.

c. Herringbone Technique (HT)

Herringbone Technique is one of techniques that can be used for teaching.

In this study, Herringbone Technique is used in teaching reading comprehension

of narrative text.

5
 CHAPTER II
LITERATURE REVIEW

A. Theoretical Framework

1. The Description of Teaching

Teaching is a profession that conducted by using combination of art,

science, and skill. It is an art because it relies on the teacher’s creative provision

of the best possible learning environment and activities for himself or herself.

According to Page (2002:1-2) teaching is relationship between teacher and

learner. The learner gets the benefit of the learning, while the teacher gets credit

for the teaching. Teaching is what we are. What we learn is what we experience.

Teaching is introducing, providing and mediating experiences. Teaching is

helping students make sense out of their experiences and helping them to

harmonize, analyze, synthesize, discuss, compare, contrast, and discover personal

meaning in the experiences. Teaching is also a communication procedure. It is our

responsibility to communicate history to our history students.

2. The Concept of Reading Comprehension

Effective reading comprehension is the culmination of mastering

vocabulary, phonics, fluency, and reading comprehension skills. Person having

good comprehension skills is considered as active reader, with an ability to

interact with the words by understanding its complete meaning and the concept

behind it. Thus skill of reading comprehension distinguishes an active reader from

a passive reader who just read the text without getting its meaning (Pakhare,

6
2010:1). Meanwhile, Hornby (1985:967) states that reading is to look at and

understand the meaning of written or printed words or symbols.

a. Reading Comprehension Strategies

According to Pakhare (2010:1) reading comprehension teaching aims at-

1) To let better grasping of the context, sequence and the characters narrated in

text.

2) Certain parts of the text can confuse readers. Reading comprehension skills

works on this aspect to get the clear idea of the meaning of the text.

3) Helps to create the questionnaire based on the text about its theme or idea. It

often helps in better understanding of the said paragraph.

4) It helps to link the event of narration with our previous experiences and predict

the next probable event in the course based on the information given in the

narration.

b. Teaching Reading Comprehension

Pilgrim (2010:1-2) explains some tips on teaching reading comprehension,

they are:

1) Develop Vocabulary Powers

Without knowing what words mean, comprehension is impossible. So, we must

focus on developing the word power of children. Teaching students to look for

word meanings in the dictionary is important. A good practice is, to make

children underline words, that they do not understand in the first reading and

then discuss them in class.

7
2) Do Not Proceed Without Understanding

One good rule to follow in class is teaching children not to continue reading

without understanding. Every sentence must be understood before they go for

the next one. Make students feel free to ask their doubts if they don't

understand.

3) Grasping the Heart of the Matter

Teach them how reading is made simpler when you understand the heart of the

matter or the central idea of a passage. That way, they can easily connect and

understand what binds all the sentences together and what is really being talked

about.

4) Using Contextual Clues

One thing to teach students is that reading is a lot like detective work. You

need to figure out the meanings of sentences through the context in which they

are used. Teach them to question every line until the meaning is made clear,

relevant to the context. It is all a matter of practice.

5) Visualizing What is Written

One of the simplest ways of mastering reading comprehension is visualizing

what you read. Encourage students to visualize what they are reading.

Especially, when you have given a story reading assignment, encourage

children to visualize as they read. It is all about teaching reading strategies that

help them to look beyond those black words printed on white and see the

thoughts, images and ideas they represent.

8
3. The Concept of Narrative Text

According to Wardiman, et.al., (2008:97-98), narrative is to amuse,

entertain and to deal with an actual or vicarious experience in different ways.

Narrative deals with problematic events which lead to a crisis or turning point of

some kind, which in turn finds a resolution. A narrative text is also an imaginative

story to entertain people. Let’s see the following narrative text:

9
Adapted from: English in Focus for Grade VIII: Junior High School, 2008

There are three characteristics of narrative text, they are:

a. Orientation

It is about the opening paragraph where the characters of the story are

introduced.

Example: Little Mantu lived in a village deep in the jungle where elephants

helped the men with their work.

b. Complication

Where the problems in the story developed.

Example: Now, Mantu had an elephant of his very own. His name was Opie.

c. Resolution

Where the problems in the story is solved.

Example: Mantu then climbed upon his little friend’s back and went home to the

village.

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4. The Concept of Herringbone Technique (HT)

Tierney, et.al., (1980:82) state that HT is a structured outlining procedure

designed to help students organize and remember important information in a text

by using a Herringbone format. The Herringbone format can facilitate the students

to obtain the important information by asking six very basic comprehension

questions: Who? What? When? Where? How? and Why?

Furthermore, Tierney, et.al., (1980:82) state that the HT is intended for use

with children in the fourth through twelve grade levels and is most beneficial to

students who are experiencing difficulty with organizing material. Organizing is

one of the comprehension strategies whereby the readers construct relationships

among ideas in the text, between the main idea and supporting details (Gunning,

1992:190). Muth and Alvermann (1992:305) state that organizational strategies

are strategies that convert new information into a meaningful arrangement that is

easier for students to understand and remember. Moreover, they add,

organizational strategies are effective for at least two reasons. First, when students

use organizational strategies, they are actively involved in the process of

converting the information into a new arrangement. Being actively involved in

learning tends to increase learning. Second, the new arrangement that results from

using organizational strategies makes information easier to remember.

a. Introduction of Format

The Herringbone Format, which can be copied in large quantities on

standard 8.5” x 11” paper, appears in Chart 1.

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 CHART 1
HERRINGBONE FORMAT
Terms: 1 1 1

Who? 2 What? 2 When? 2

3 Main Idea 3 3

1 1 1

Where? 2 How? 2 Why? 2

` 3 3 3

Source: Tierney, et.al., (1980:83).

The students are instructed that they will be seeking the answers to these

questions and will be recording their answers on the Herringbone format as they

read the text.

b. Using the Format

After the students understand the structure of the form and after they have

been prepared enough for learning the information within the text, they are ready

to begin the process of reading and recording. The students are advised to read the

information seeking answers to the questions that have expanded. For example:

1) Who was involved?

2) What did the person or group do?

3) When was it done?

4) Where was it done?

5) How was it accomplished?

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6) Why did it happen?

As students work through this procedure and record their answer, they should find

out the important relationship within this information.

The teachers instruct them to record the unfamiliar terms on the left- hand

column of the format so that the teachers know the terms that are confusing to the

students and therefore, need to be taught, retaught, emphasized, and reinforced.

Finally, there is the term “Main idea” on the mid- line of Herringbone

Format (see chart 1). After the students have completed the text and their outline,

they are asked to make a statement that would represent the main idea of the text.

5. Teaching Reading Comprehension by Using Herringbone Technique

The following procedure of teaching Reading Comprehension by using

HT in class: On the theme of narrative text.

Step 1: The teacher gives the Herringbone Format which has been copied in

large quantities on standard 8.5” x 11” paper. The students are instructed

that they will be seeking the answers to these questions and will be

recording their answers on the Herringbone format as they read the text

Step 2: After the students understand the structure of the form and after they

have been prepared enough for learning the information within the text,

they are ready to begin the process of reading and recording

Step 3: The students are advised to read the information seeking answers to the

questions that they have expanded. For example: Who was involved?

What did the person or group do? When was it done? Where was it

13
 done? How was it accomplished? and Why did it happen?. As students

work through this procedure and record their answer, they should find

out the important relationship within this information.

Step 4: The teachers instruct them to record the unfamiliar terms on the left-

hand column of the format so that the teachers know the terms that are

confusing to the students and therefore, need to be taught, retaught,

emphasized, and reinforced.

Step 5: After the students have completed the text and their outline, there is the

term “Main idea” on the mid- line of Herringbone Format, they are

asked to make a statement that would represent the main idea of the text.

This step is similar to the final step in the procedure of teaching Reading

Comprehension by using HT in class.

B. The Relevant Research Result

In this part, the relevant research result was written by Mizan Adli, a

student of the English education study program at STKIP PGRI Lubuklinggau in

2008. His thesis is “Teaching Reading Comprehension through Guided Reading

Procedure (GRP) to the Eighth Year Students of SMP Negeri 1 Lubuklinggau.”

Adli’s thesis has similarities and differences from the writer’s research.

There are two similarities. First, both of the investigations are discussing about

teaching reading comprehension. Second, the subject of the investigations is the

eighth year students of junior high school. There are also two differences here.

First is about the technique, Mizan’s thesis used GRP Technique in teaching

reading comprehension, but the writer used Herringbone Technique. Second, in

14
his thesis, the population had been taken from SMP Negeri 1 Lubuklinggau, and

the writer’s population had been taken from SMP Negeri 13 Lubuklinggau.

The result of Mizan’s thesis showed that GRP technique was effective in

teaching reading comprehension. The result of the matched t-test was 7.5 while t-

tab was 1.684. It means that the null hypothesis (Ho) was rejected and the

alternative hypothesis (Ha) was accepted. So it was significantly effective to use

GRP in teaching reading comprehension in the theme of “Mass Media” to the

eighth year students of SMP Negeri 1 Lubuklinggau in the academic year of

2007/2008.

C. Hypotheses

According to Hornby (1985:419), a hypothesis is an idea that is suggested

as a possible explanation of facts. In relation to the objective of the research

above, the writer formulates the following hypothesis named null hypothesis (Ho)

and alternative hypothesis (Ha). The hypotheses are as follows:

1. The null hypothesis (Ho) states that it is not effective to use Herringbone

Technique in teaching reading comprehension to the eighth year students at

SMP Negeri 13 Lubuklinggau in the academic year of 2009/2010.

2. The alternative hypothesis (Ha) states that it is effective to use Herringbone

Technique in teaching reading comprehension to the eighth year students at

SMP Negeri 13 Lubuklinggau in the academic year of 2009/2010.

15
D. The Criteria of Testing the Hypotheses

The hypotheses were tested based on the empirical data. For the testing the

hypotheses, the writer used the t-table (t-tab). The significance level is 95% for

one tailed testing (0,05) with df-1 = 38, the writer took 39 students as the sample,

so the t-critical value in the t- table is 1.684 (See Hatch and Farhady, 1982:272).

Based on the number of the students as the sample and the level of significance,

the critical values of this research are: if the t- obtained is less than 1.684,

consequently the null hypothesis is accepted, and if the t- obtained is equals or

exceeds 1.684, the null hypothesis is rejected and consequently the alternative

hypothesis is accepted.

16
 CHAPTER III
RESEARCH METHODOLOGY

A. Research Design

In this research, the writer applied a quasi-experimental method through

one-group pretest posttest design. According to Hatch and Farhady (1982:24) by

using quasi-experimental design, we control as many variables as we can and also

limit the kinds of interpretations we make about cause-effect relationships and

hedge the power of our generalization statements. In this design, a pretest was

given before instruction (or treatment) begins and post-test was given after

treatment begins. Let’s see chart 2 below:

CHART 2
QUASI EXPERIMENTAL DESIGN
Groups Pre- test Treatment Post- test
Experimental T1 X T2

In Which:

T1 : Pre- test

X: Treatment

T2: Post- test

Based on this method, the study was conducted through three stages,

namely: (1) pre-test, (2) treatment, and (3) post-test. This method was done to one

group of the students.

In doing research, the writer took the following steps:

1) Surveying literature relating to the topic to be investigated;

2) Identifying the research problems;

17
3) Formulating research hypotheses;

4) Constructing the experiments plan;

5) Standardizing the quality of the instrument, and then giving the pre-test to the

students;

6) Conducting the experiment by applying Herringbone Technique;

7) Collecting the data by giving the post-test to the students;

8) Analyzing the collected data;

9) Drawing conclusions and giving suggestions; and

10) Writing the research report.

Sugiyono (2008:60) states that research variable is anything to learn that

has decided by the researcher, so that he/ she get the information and can make a

conclusion about it. Two kinds of research variables are independent and

dependent variable.

a. Independent variable is the variable that influences other variable. It is the

variable that is selected to manipulate and measure their possible effect(s) on

one or more other variables (Hatch and Farhady, 1982:15). In this study the

independent variable was Herringbone Technique which was applied to the

students after the pretest.

b. Dependent variable is the response being measured to determine the effect of

the study. Hatch and Farhady (1982:15) define that dependent variable is the

variable which you observe or measure to determine the effect of the

independent variable. The dependent variable of this research was the students’

18
 achievement in reading comprehension, because it would be influenced by

Herringbone Technique as the independent variable. Let’s see chart 3.

CHART 3
RESEARCH VARIABLES

Students’ Achievement
Herringbone Technique in
Reading Comprehension

Independent Variable (X) Dependent Variable (Y)

B. Population and Sample

1. Population

Richards, et.al., (2002:406) state that population is any set of items,

individuals, etc. that share some common and observable characteristics and from

which a sample can be taken.

The population in this research was all of the eighth year students of SMP

Negeri 13 Lubuklinggau in the academic year of 2009/2010. There are 116

students coming from three classes as the population of the study. The population

of the investigation is described in the following table:

TABLE 1
POPULATION OF THE RESEARCH
NO Class Number of the Students
1 VIII 1 39
2 VIII 2 38
3 VIII 3 39
Total 116

(Source: SMP Negeri 13 Lubuklinggaui in the academic year of 2009/2010)

19
2. Sample

Richards, et.al., (2002:465) state that sample is any group of individuals

that is selected to represent a population. Because the writer applied quasi-

experimental method through one-group pretest posttest design, so the writer took

one class as the sample, and to choose the sample, the writer used cluster random

sampling. In doing this technique, the writer wrote the names of the three classes

in three small pieces of paper then put them into a glass and took one of them

randomly. As the result, the writer got class VIII.1 as the sample of this research

that consisted of 39 students.

C. Technique for Collecting the Data

In collecting the data, the writer used tests. The tests given twice, pre-test

which was given in the first meeting as the starting point of this study and post-

test which was given to know the students’ reading comprehension after

treatment. The writer used the same material in the pre-test and those in the post-

test. Hornby (1985:892) states that test is examination or trial, to find its quality,

value, composition, etc. In this research, the test consisted of 20 items in the form

of multiple choices, and 60 minutes was allocated to the students to do the test. To

have a good test, the writer measured the validity and reliability of the text.

D. Tryout of Research Instrument

1. Validity

The validity of the test materials was checked through the content validity.

Hatch and Farhady (1982:251) state that content validity is the extent to which a

20
test measures a representative sample of the subject matter content. In order to

make the test materials have high content validity, the writer checked the material

of the test in the English curriculum 2006 for SMP students. Besides, the writer

also consulted them to the two advisors in conducting the test items.

Therefore, each item of the test was measured by using item analysis. This

item analysis was done before holding the try-out test to the students. The

following table 2 shows the specification of test items.

TABLE 2
TEST SPECIFICATION
Number
Objective Indicator Test Type Materials Items
of items
The Students The Students Multiple Who 3, 20 2
What 1, 2, 5, 8, 11, 8
are able to answer the Choice
14, 15, 19
answer the questions
When 7, 18 2
questions based on the Where 6, 9, 13, 17 4
correctly questions How 4, 12, 16 3
Why 10 1
based on the forms
Total Items 20
text

b. Reliability

Reliability means the stability of test score; a test cannot measure anything

well unless it measures consistently. To know the reliability of the test items of

this research, the writer did the try out test to class VIII.2 of SMP Negeri 13

Lubuklinggau which consists of 38 students which deputized by 35 students

caused by 3 students absentee.

According to Fraenkel and Wallen (1991:99) for research purposes, the

coefficient of reliability should be at least 0.70.

21
 The writer used the Kurder Richarderson method to assess the reliability

coefficient of the test. The following is the Kurder Richarderson 21 (KR-21)

formula:

K M ( K−M )
KR- 21 =
K −1 [
1−
K (SD )2 ]
In which:

KR-21 : Reliability Coefficient

K : Number of Test Items

M : Mean of the student’s Correct Answers

SD : Standard Deviation

1 : Constant Number

Before the writer applied the KR-21 Formula, the writer had calculated the

Standard Deviation (SD). The standard deviation is as follows:

2
√ ∑ x −[ ( ∑ x ) / N ]
2

SD = N−1
In Which:

SD : Standard Deviation

∑x : Total Number of Correct Answers

N : Number of Test Items

1 : Constant Number

The result of the calculation of the tryout test would be compared to 0.70.

It means that if the result of the calculation is equals or higher than 0.70, the test is

22
reliable. On the other hand, the test is not reliable if the result of the calculation is

lower than 0.70 (See Fraenkel and Wallen, 1991:99).

The students’ test result in the tryout test given by the writer was presented

into table form (see appendices 5 and 6). To know the result of the calculation of

the tryout test, the writer had calculated mean of the student’s correct answers

first.

M=
∑X
N

391
=
35

=11.17
Then, the writer calculated the standard deviation (SD), the result was

presented below:

2
∑ X 2−( ∑ X ) / N
SD =
√ N−1

5411−( 391 )2 /35

=
√35−1

5411−( 152881 ) /35

=
√ 35−1

5329−4368
=
√ 34

961
=
√34

=√ 28.26
= 5.3

23
 After having the SD (Standard Deviation) as stated 5.3, then the writer

calculated the reliability of the test. The following was the process:

K M ( K−M )
KR21 =
K −1 [
1−
K (SD )2 ]
20 11.17 (20−11. 17)
=
20−1
1−
[
20(5 .3 )2 ]
20 11.17 (8. 83 )
= 20−1
1− [
20(28 . 09) ]
20 98. 6311
= 19
1− [
561 . 8 ]
= 1.052 [ 1−0.175 ]

=1.052(0.825)

= 0.86

Based on the result of the calculation, it was found that the reliability

coefficient was 0.86. It was higher than 0.70. It means that the test items were

“reliable”.

E. Technique for Analyzing the Data

In analyzing the data from the test, the writer used three techniques. They

were: 1) individual score, 2) conversion of score range, and 3) the matched t-test

formula.

1. Individual Score

The technique of data analysis which was used to find out the individual

scores of sample students is as follows:

24
 R
×10
Is = N 0

In Which:

IS : Students’ Individual Score

R : Number of Correct Answers

N : Number of Test Items

2. Conversion of Score Range

The writer applied the conversion of score range, they are as follows:

TABLE 3
SCORE RANGE
Percentage Range Qualification
91 – 100 Excellent
81 – 90 Very Good
71 – 80 Good
61 – 70 Moderate
51 – 60 Enough
41 – 50 Low
00 – 40 Poor
(Source: Students’ Report Books)

3. Matched t- test

In analyzing the data, the writer calculated the mean of scores from pre-

test and post-test in experimental group to find out the effectiveness of

Herringbone Technique in teaching reading comprehension. The writer started to

analyze them by using matched t- test. The formula of the matched t- test is as

follows:

X́ 1− X́ 2
tobt =
S D́

25
In which:

tobt : t obtained

Χ2 : The Students’ Mean Score in the Pre- test

Χ1 : The Students’ Mean Score in the Post- test

S D́ : The Standard Error of Differences between Two Means

(Hatch & Farhady, 1982:116)

S D́ was calculated by using the following formula:

SD
S D́ =
√n
SD : Standard Deviation

n : Number of students

To find the calculation of S D́, the writer had calculated SD before. The
formula is presented below:
2
∑ D2−( 1/n ) (∑ D )
In which:
SD=
√ n−1

SD : Standard Deviation

D : Mean of the students’ score

n : number of students

(Hatch and Farhady, 1982: 116)

26
 CHAPTER IV
RESEARCH RESULT AND DISCUSSION

A. Research Result

Teaching reading comprehension by using herringbone technique to the

eighth year students at SMP Negeri 13 Lubuklinggau was effective. It was found

that the students’ average score in the pre- test was 61.15 and in the post-test was

71.28. It meant that the average score in the post-test was higher than the students’

average score in the pre-test. Then the writer also found that the result of the

matched t-test calculation was 3.99, meanwhile the critical value was 1.684. It

meant that the Ho was rejected and automatically the Ha was accepted. It was

effective to use herringbone technique in teaching reading comprehension to the

eighth year students of SMP Negeri 13 Lubuklinggau.

It encouraged all of the students in comprehending the reading text and it

is also useful for students to understand the lesson easily they became more active

and interested in learning teaching reading by using herringbone technique.

There are three research results that would be presented in this study. They

are: 1) the student’s scores in the pre-test of reading comprehension, 2) the

students’ score in the post-test of reading comprehension, and 3) the result of the

matched t-test calculation between the students’ score in the pre-test and those in

the post-test. The following grade shows the result of pre-test and post-test (see

chart 4)

27
 CHART 4
THE RESULT OF PRE-TEST AND POST-TEST
100
90
80
70
60
SCORES

50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39

STUDENTS Post-Test
Pre-Test

The following are some findings that the writer found in doing this study,

they are: the students’ scores in the pre-test, the students’ score in the post-test,

and the result of matched t-test calculation.

1. The Students’ Score in the Pre-Test

The table below described the students’ score in the pre-test:

TABLE 4
THE STUDENTS’ CATEGORIES SCORE IN THE PRE-TEST
Students’ Number Total Score Individual Score Students’ Categories
1 10 50 Low
2 16 80 Good
3 14 70 Moderate
4 9 45 Low
5 14 70 Moderate
6 11 55 Enough
7 14 70 Moderate
8 13 65 Moderate
9 17 85 Very Good
10 8 40 Poor
11 13 65 Moderate
12 10 50 Low
13 13 65 Moderate
14 13 65 Moderate
15 11 55 Enough
16 8 40 Poor

28
 17 14 70 Moderate
18 11 55 Enough
19 11 55 Enough
20 15 75 Good
21 14 70 Moderate
22 13 65 Moderate
23 14 70 Moderate
24 13 65 Moderate
25 15 75 Good
26 9 45 Low
27 14 70 Moderate
28 7 35 Poor
29 14 70 Moderate
30 11 55 Enough
31 14 70 Moderate
32 13 65 Moderate
33 13 65 Moderate
34 13 65 Moderate
35 12 60 Enough
36 12 60 Enough
37 13 65 Moderate
38 9 45 Low
39 9 45 Low
∑ 2385
The Highest Score 85
The Lowest Score 35
Average 61.15

The pre-test was given before the treatment. It consisted of 20 items, the

students answered the questions from the text in the sub themes of “The Mouse

and The Lion”, “The Ants”, and “A Man Who Missed a Train”.

The number of the students who took the pre-test was 39 students. After

tabulating the score, and the lowest score was 35.The writer found that the highest

score was 85. The average of the students’ scores in pre-test is 61.15. It means

that the students’ reading comprehension was in “moderate” qualification. This

29
was obtained by dividing the total number of individual score (2385) by the

number of students (39) that was 2385:39= 61.15.

CHART 5
THE PERCENTAGE OF THE STUDENTS’ CATEGORIES IN THE PRE-TEST
3%
8% 8%

15%
Poor Low

Enough Moderate

18% Good Very Good

49%

The chart 5 shows that there were 3 students or 7.69% who were in the

“poor” category, 6 students or 15.38% in the “Low” category, 7 students or

17.95% in the “enough” category, 19 students or 48.72% in the “moderate”

category, 3 students or 7.69% in the “good” category, and 1 students or 2.56% in

the “very good” category.

2. The Students’ Score in the Post-Test

The table below describes the students’ score in the post-test

TABLE 5
THE STUDENTS’ CATEGORIES IN THE POST TEST
Students’ Number Total Score Individual Score Students’ Categories
1 12 60 Enough
2 20 100 Excellent
3 16 80 Good
4 12 60 Enough
5 15 75 Good
6 13 65 Moderate
7 15 75 Good
8 14 70 Moderate

30
 9 18 90 Very Good
10 13 65 Moderate
11 15 75 Good
12 13 65 Moderate
13 14 70 Moderate
14 14 70 Moderate
15 12 60 Enough
16 10 50 Low
17 15 75 Good
18 12 60 Enough
19 12 60 Enough
20 19 95 Excellent
21 15 75 Good
22 15 75 Good
23 15 75 Good
24 15 75 Good
25 16 80 Good
26 10 50 Low
27 16 80 Good
28 10 50 Low
29 15 75 Good
30 14 70 Moderate
31 17 85 Very Good
32 15 75 Good
33 15 75 Good
34 15 75 Good
35 13 65 Moderate
36 13 65 Moderate
37 15 75 Good
38 14 70 Moderate
39 14 70 Moderate
∑ 2780
The Highest Score 100
The Lowest Score 50
Average 71.28

The post-test was given after the treatment. The number of the students

who were given post-test is 39 students.

31
 The writer found that the highest score was 100 and the lowest score was

50. The students’ average score in the post-test was 71.28. It meant that the

students’ reading comprehension was in “good” category. The category also

increased from “moderate” to “good” category. This was obtained by dividing the

total number of individual score (2780) by the number of students (39), that was

2780:39= 71.28. This average score indicated that there was a progress in the

students’ reading comprehension, from 61.15 to 71.28 levels.

CHART 6
THE PERCENTAGE OF THE STUDENTS’ CATEGORIES IN THE POST-TEST

5% 8%
5%
Poor Low
13%

Enough Moderate

Good Very Good

41%
28%
Excellent

From the chart 6, it can be seen that there was no student or 0% who was

in the “poor” category, 3 student or 7.69% in the “low” category, 5 students or

12.82% in the “enough” category, 11 students or 28.21% in the “moderate”

category, 16 students or 41.03% in the “good” category, 2 students or 5.13% in

the “very good” category, and 2 student or 5.13% in the “excellent” category.

32
3. The Result of Matched T-test Calculation

Based on the students’ score obtained both in the pre-test and those in the

post-test, the writer applied the matched t-test formula to see the difference

between the two scores and to find out whether or not the herringbone technique

is effective to be used in teaching reading comprehension to the eighth year

students at SMP Negeri 13 Lubuklinggau.

The table below made the calculation of the match t-test easier.

TABLE 6
THE RESULT OF MATCHED T-TEST CALCULATION

Students’ Post-Test Pre-Test D D2

Number (X2) (X1)
1 60 50 10 100
2 100 80 20 400
3 80 70 10 100
4 60 45 15 225
5 75 70 5 25
6 65 55 10 100
7 75 70 5 25
8 70 65 5 25
9 90 85 5 25
10 65 40 25 625
11 75 65 10 100
12 65 50 5 25
13 70 65 5 25
14 70 65 5 25
15 60 55 5 25
16 50 40 10 00
17 75 70 5 25
18 60 55 5 25
19 60 55 5 25
20 95 75 20 400
21 75 70 5 25
22 75 65 10 100
23 75 70 5 25
24 75 65 10 100
25 80 75 15 225
26 50 45 5 25

33
 27 80 70 10 100
28 50 35 15 225
29 75 70 5 25
30 70 55 15 225
31 85 70 15 225
32 75 65 10 100
33 75 65 10 100
34 75 65 10 100
35 65 60 5 25
36 65 60 5 25
37 75 65 10 100
38 70 45 25 625
39 70 45 25 625
∑ 2780 2385 395 5425
Average 71.28 61.15

By using the herringbone technique, all of the students got the scores in

the pre-test and those in the post-test. The writer found that the result of matched

t-test calculation indicated that the tobt 3.99. This score was much higher than the

critical value; that was 1.684. The table above shows the calculation between

students’ score in the pre-test and post-test.

From the table 6 (see page 33), it was found that the number of the subject

(N) is 39, the sum of the difference is 395, and the squared sum of the difference

is 5425, the process of the calculation of the matched t-test is as follows:

First, the writer calculated the SD (Standard Deviation) as follow:

2
∑ D2−( 1/n ) (∑ D )
SD=
√ n−1

5425−( 1/39 ) ( 395 )2

=
√
39−1

5425−( 0 . 025 ) ( 156025 )

=
√38

34
 13475−3900 , 625
=
√ 38

9574 , 375
=
√ 38

=√ 251,96
SD = 15,87

From the calculation above, it was found out that SD (Standard Deviation)

was 15.87. After that, the writer continued to calculate S D́ (Standard Error of

Differences Between Two Means). The Process was as follows:

SD
S D́ =
√n
15.87
=
√ 39
15.87
=
6.24

S D́ = 2.54

After getting S D́ as stated 2,54, then the writer calculate match t-test or calculated

t-obtain. The following is the process:

X́ 1− X́ 2
tobt =
S D́

71.28−61.15
= 2.54

10.13
= 2.54

= 3.99

35
 Based on the calculation above, it found out that t- obt was 3.99 it was much higher

than t-table which was 1.684. It means that Ho was rejected and Ha was accepted.

So, it showed that teaching reading comprehension through herringbone

technique to the eighth year students at SMP Negeri 13 Lubuklinggau was

effective.

B. Research Discussion

Based on the research result, the writer interpreted that after doing this

research by using herringbone technique in teaching reading comprehension in the

sub themes of “The Mouse and The Lion”, “The Ants”, and “A Man Who Missed

a Train”, the students’ reading comprehension got increased. It could be seen from

the difference between the students’ average score before and after the treatment.

Before the treatment, the students’ average score was 61.15. The students’

average score in the post-test was 71.28. It could be seen that the students’

average scores increased after the treatment. So, herringbone technique could

improve the students’ comprehension on reading comprehension of narrative text.

The effectiveness of herringbone technique in teaching reading

comprehension could also be proved from the result of t-test calculation. The pre-

test and the other one is in the post-test. In the pre-test, the students’ average score

was 61.15. It meant before being taught, their average reading text was in

“moderate” qualification. On the other hand, in the post-test, their average score

increased to be 71.28, it meant that after being taught, their average ability

increased to be “good” qualification. The highest score of pre-test was 85 and

lowest was 35. Meanwhile, the highest score in the post-test was 100 and lowest

36
was 50. So, it was obvious that in the post-test most of students could make better

achievement than in the pre-test.

Then in addition, the result of the matched t-test calculation showed that

the tobt was much higher than the t-table. The tobt was 3.99, while the t-table was

1.684. It meant that the null hypothesis (Ho) was rejected and automatically the

alternative hypothesis (Ha) was accepted. This indicated that it was effective to

used herringbone technique in teaching reading comprehension to the eighth year

students at SMP Negeri 13 Lubuklinggau in the academic year of 2009/2010.

If the writer compared this research entitled of “Teaching Reading

Comprehension by Using Herringbone Technique to the Eighth Year Students at

SMP Negeri 13 Lubuklinggau” with the previous research entitled of “Teaching

Reading Comprehension through Guided Reading Procedure (GRP) to the Eighth

Year Students of SMP Negeri 1 Lubuklinggau.”, both of studies was indicated

effective.

37
 CHAPTER V
CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the result of the study which was discussed in chapter IV, the

writer concludes that the teaching reading comprehension by using herringbone

technique to the eighth year students at SMP Negeri 13 Lubuklinggau was

effective.

It could be proved by the result of the test and the differences between the

two means of score in the pre-test and in the post-test which was calculated by

using the matched t-test formula. According to this analysis, as described earlier

the writer found that the alternative hypothesis (Ha) was accepted and the null

hypothesis (Ho) was rejected since the result of the calculation of matched t-test

was higher than the critical value. Furthermore, the writer could conclude that the

herringbone technique is one of the effective methods in teaching reading

comprehension.

B. Suggestions

Based on the conclusions, the writer would like to give some suggestions

to the teacher of English, the students and the other researcher.

1. For the Teacher of English

The result of this research shows that herringbone technique was effective

method especially in teaching reading comprehension of narrative text in the sub

themes of “The Mouse and The Lion”, “The Ants”, and “A Man Who Missed a

38
Train”. So, the writer suggests the teacher of English to apply it as one of the

techniques in their teaching and learning activities.

2. For the Students

In teaching and learning reading comprehension process, the students are

hopefully expected to pay attention when the teacher is explaining the English

materials, and they are suggested to be more creative during the teaching and

learning process. Besides that, the students are also advised to study and review

the lesson they got at school or take an English course to help them master

English better day after day.

3. For the other Researcher

Herringbone technique is one of the ways that can be applied in teaching

reading comprehension. The writer suggests to the other researchers to do other

researches on the difference topics by using herringbone technique.

39
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