CHAPTER I INTRODUCTION INTRODUCTION
B. Related Study
Related research requires some previous researches conducted by other researchers in which they are relevant to this research itself.
Besides, the related research have to analyze what the point that focuses on, informs the design, and find the conclusion of the previous researches, as follows:
1. Kurniawan (2016) did a study entitled “The effectiveness of herringbone strategy to teach reading of narrative text”. His study tried to find out the effectiveness to teach reading of narrative text.
It experimental research. The population of the study was the 8th grade students of SMPN 24 Semarang in academic year 2015/2016.
The finding of the study was the activity in the class more intresting
by using of herringbone strategy in reading comprehension. The students were active also more enthusiastic.
2. Vitalosi (2020) did a study that stated Herringbone technique which was proposed by Deegan (2006). The aim of the research was to know whether Herringbone technique was effective to be applied on students‟ reading comprehension through narrative text. The sample of the research was grade VIII-E students which consisted of 31 students at MTs PAB 1 Helvetia, Medan. The data of her research was students‟ reading comprehension score on pre-test and post-test. The data was analyzed by using Paired Sample T-Test formula which was calculated by SPSS 2.2. From the data analysis, it was found that the T-Test value was higher than the T-Table value (10,085 > 2,042). It showed that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It also showed that there was a significance effect after applying Herringbone technique on students‟
reading comprehension through narrative text at MTs PAB 1 Helvetia, Medan. To sum up, Herringbone technique is one of essential alternative for the success of reading comprehension for students.
3. Ramadhani and Harputra (2012) did a study entitled A Comparative Study Between Teaching reading comprehension of Narrative Text By Using The Herringbone Technique (HT) And The Context Clues Strategy To The Eighth Grade students of SMP Negeri 3 Padang sidimpuan In 2011-2012 Academic year. Their study is about
to find out whether there is a significant difference between teaching reading comprehension of narrative text by using the Herringbone Technique (HT) and the Context clues strategy to the eighth grade students of SMP Negeri 3 Padangsidimpuan or not.
And the number of sample in this research is 70 students. They are divided into 35 students who are taught by using the Herringbone Technique and 35 students are taught by using the Context clues strategyy. In order to get the needed data, the writer applies the library and field research. And as the instrument for collecting the data from the field the writer uses the written test. After getting the data, the next step which is done by the writer is analyzing it by using the statistical analysis which is the formulation of t-test.
4. Nurlinda (2018) did a study entitled The Influence of Using Herringbone Tecchnique toward Students‟ Reading Comprehension in Recount Text at The First Semester of The Eight Grade at SMP N 17 Bandar Lampung in The Academic Year 2017-2018. The research design was quasi experimental design. The sample of the research was 64 students taken from eight grade of SMP N 17 Bandar Lampung which was chosen through cluster random sampling technique. The sample of the research was two classes consisting of 32 students for experimental class and 32 students for control class. In the experimental class, the researcher used herringbone technique and in control class the researcher used lecturing technique to teach students.
The treatments were held in 3 meetings in which 2 x 40 minutes for each class. In collecting the data, the researcher conducted pre-test and post-test by serving a multiple choice test which consists of 20 items for each test. The data were analyzed by using SPSS to compute independent sample t-test. The result of statistical calculation, the mean score of pre-test in experimental class is 55.47 and 75.16 for post-test. Meanwhile, the mean score of pre-test in control class is 51.88 and 60.47 for posttest. Moreover, in the table of hypothetical test, it can be seen that Sig = 0.000 and α = 0.05. It proved that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted because Sig < α = 0.000. In the other words, herringbone technique could significantly improve students‟ reading comprehension of recount text at eighth grade student of SMP N 17 Bandar Lampung in the academic year of 2017/2018.
5. Nurqomariyah (2015) did a study entitled Herringbone Technique is appropriate technique because Herringbone TechniquE helps students understand the connections between supporting details to identify a main idea. Herringbone is like fishbone. Herringbone Technique gives some of questions such as What,Who, Why, When, Where, and How.
These questions supporting to find main Idea in the text. After students were given tretment twice, the result shows that t-score was 5,109 at the degree of freedom of 12, t-table was 3,065 at the level of significance of 5%. So, it means that tscore (5,109) > t-table at the
level of significance of 5%. So, the Null Hypothesis (Ho) was rejected and the Alternative Hypothesis (Ha) was accepted. Based on the result of t-test, it can be concluded that Herringbone technique has significant influence.
6. Habibah (2020) did a study entitled The Effect of Herringbone Technique to Improve Reading Comprehension of Narrative Text. (A Quasi-Experimental Study at the tenth Grade Students of MA Al Falah Jakarta in Academic Year 2020/2021). The population of this research was the tenth-grade students of MA Al Falah Jakarta in academic year 2020/2021. The method used is a quantitative method which adopted a quasi-experimental design. The researcher used purposive sampling technique to select the sample of this research.
The sample consisted of 48 students. The researcher distributed in two groups to collect the data: X IIS-1 as an experimental class while X IIS-2 as a controlled class. The instrument of this research used is a pre-test and post-test. The result of this research presented the difference between the two classes in the mean score of post-test of the experimental class was 70.17, meanwhile the post-test mean score of controlled class was 60.33. It meant the mean score of post-test of the experimental class got higher score than controlled class. The test of hypothesis presented that sig. 2 tailed (p) was 0.027 while alpha (ɑ) was 0.05, means that 0.027 < 0.05. It can be stated that Ho (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was
accepted. Thus, it proved herringbone technique was effective at a moderate level on student‟s reading comprehension of narrative text at tenth grade of MA Al Falah Jakarta in academic year 2020/2021.
7. Asnita (2013) did a study entitled Using Herringbone Technique to Improve the Reading Comprehension Ability of the Students of SMU Bhakti Ibu 1 Palembang. The study was conducted to find out whether there was a significant difference between reading comprehension ability of students who were taught by using Herringbone technique and those who were taught by using the traditional approach. The method used was experimental method. The instrument for collecting the data was a reading comprehension test. It was given to subjects before and after the experiment. The subjects chosen for the study were 40 second year students of SMU Bhakti Ibu 1 Palembang. They were divided into two groups : experimental and control group. Based on the findings, the results of t-test and interpretations, the following conclusions were drawn : (1) Herringbone technique was applicable to improve students‟ ability in reading comprehension, and (2) there was a significant difference between reading comprehension ability of students who were taught by using Herringbone technique and those who were taught by using the traditional approach. It was evidenced by the calculation of t-test.
8. Felli, Zaim and Amri (2018) did a study entitled “The Effect of Herringbone. Technique and Students' Reading Interest on Students'
Reading Comprehension that the research aimed to test the effect of herringbone technique and students‟ reading interest on students‟
reading comprehension. It is a kind of experimental research with quasi and 2x2 factorial designs. The reading comprehension test and reading interest questionnaire were used to collect the data of the research. The data were analyzed by using Chi-square test for normality testing, variance test for homogeneity testing, t-test and ANOVA for hypotheses testing. The result of data analysis showed that; (1) herringbone technique produced higher reading comprehension of students than small group discussion; (2) herringbone technique produced higher reading comprehension of students with high reading interest than small group discussion; (3) herringbone technique did not produce higher reading comprehension of students with low reading interest than small group discussion; (4) there was an interaction between technique and students‟ reading interest to students‟ reading comprehension. Based on the findings, it is concluded that herringbone technique is an effective technique for students‟ reading comprehension.
9. Handayani, Suparman and Flora did Their study was intended to find out whether there was a statistically significant difference of the students‟ reading comprehension achievement after being taught through buzz group technique and herringbone technique. The subjects were 37 students of SMA Utama 2 Bandar Lampung. The
result showed that there was a statistically significant difference of students‟ reading comprehension achievement between buzz group technique and herringbone technique with the significant level 0.000<0.05. This suggested that buzz group technique facilitates the students to improve their reading comprehension achievement in learning English.
10. Rizqoh, (2022) did a study entitled The Effect of Using Herringbone Technique on Student‟s Reading Comprehension at the Tenth Grade of Senior High School 1 Kampar Utara. The objectives of the research were to investigate the students‟ reading comprehension of narrative text taught without using the Herringbone technique, to investigate the students‟ reading comprehension of narrative text taught by using the Herringbone technique and to investigate whether there is a significance effect on students‟ reading comprehension of narrative text taught by using Herringbone technique to compared to the students in the control group. In this research, the research design was an quasi-experimental research. The population of the research was the tenth grade students of Senior High School 1 Kampar Utara in academic year 2021/2022. The total number of population was 102 students. The sample researcher taken from two classes (X IPAI 20 students and X IPA2 20 students). In this research, the researcher used pre-test and post-test to collect the data to find out the students‟
reading comprehension of narrative text. The technique of analyzing
data was an independent sample T-test through SPSS version 23 and eta square formula. The researcher found that sig (2 tailed) was 0.000 less than 0.05. It means that Ha is accepted and Ho is rejected. In other words, there is a significant effect in students‟ reading comprehension of narrative text between taught without and by using Herringbone Technique at the tenth grade students of Senior High School 1 Kampar Utara.
11. Milaningrum, (2013) did a study that has aimed at finding out whether: (1) Buzz Groups Method is more effective than Direct Instruction Method to teach reading comprehension; (2) the students who have high motivation have better reading comprehension than those who have low motivation; and (3) there is an interaction between teaching methods in reading comprehension. The method which was applied in this research was experimental study. It was conducted at SMPN 1 Jaten, Karanganyar in the 2012/ 2013 academic year. The population of the research is the eighth grade students of SMPN 1 Jaten, Karanganyar in the 2012/ 2013 academic year. The samples were two classes. In taking the sample, cluster random sampling technique was used. Each class was divided into two groups (the students who have high and low motivation). The data were analyzed by using multifactor analysis of ANOVA 2x2 and tukey test.
Based on the results of the analysis, there are some research findings that can be taken: (1) Buzz Groups Method is significantly different
from Direct Instruction Method to teach reading comprehension because Fo>Ft and qo between columns (C1 and C2) > qt and Buzz Groups Method is more effective than Direct Instruction Method to teach reading comprehension because the mean of C1> C2; (2) The reading comprehension of the students who have high motivation is significantly different from that of those who have low motivation because Fo>Ft and qo between rows (R1 and R2) >qt and the students who have high motivation have better reading comprehension than those who have low motivation because the mean of R1> R2; and motivation for teaching reading comprehension because Fo>Ft: (a) for the students who have high motivation, Buzz Groups Method is significantly different from Direct Instruction Method to teach reading comprehension because qo between cells (A1B1 and A2B1) > qt and Buzz Groups Method is more effective than Direct Instruction Method to teach reading comprehension because the mean of A1B1 and A2B1> qt; and (b) for the students who have low motivation, Direct Instruction Method is significantly different from Buzz Groups Method to teach reading comprehension because qo between cells (A2B2 and A1B2) >qt and Direct Instruction Method is more effective than Buzz Groups Method to teach reading comprehension for the students who have low motivation because the mean of A2B2 >
A1B2.
12. Ni mah (2015) conducted a study related to the buzz group technique, the use of buzz group technique to enhance students activeness and writing skill of hortatory exposition text (a classroom action research with the eleventh grade students of ma al khoiriyyah semarang in the academic year of 2014/2015). In her conclusion, by using buzz group technique, the implementations of buzz group technique that had been done in two cycles in this research can be applied to stimulate and give motivation to students to write hortatory exposition text and to be active in the learning process.
13. Miftahul, 2018 conducted a study related to buzz group technique.
Her study applied quantitative approach and used the quasi-experimental design. It used two classes which were taught two different techniques. The experimental class was taught by Buzz Group technique and control class was taught by lecturing technique.
The population were the tenth grade students of MA Darul Huda Mayak Tonatan Ponorogo consisted of 967 students. The samples were 66 students (31 students of experimental class and also 35 students of control class).Theresearch used cluster random sampling.
The data collection gathered through test and documentation. The research was conducted by following procedures: given the pretest, applied the treatment and given the post-test. After get the score from the test, it was analyzed and processed by used statistic data calculation of T-test formula by using SPSS16.00. the result of this
reasearch was there is significant difference on students‟ reading in narrative text taught by Buzz Group technique. In other word, Buzz Group technique is effective to teaching narrative reading of text in the tenth grade students of MA Darul Huda Mayak Tonatan Ponorogo in Academic Year 2017/2018).
14. Ardayati and Nindian (2000) was conducted a study to answer a question of “ Is it effective using Buzz Group Technique (BGT) in teaching Reading comprehension?” Therefore, this research aimed to find out whether or not it was effective using Buzz Group Technique (BGT) in teaching Reading. The pre – experimental was applied in this research. The population was all the eighth grade students of SMP Negeri H. Wukirsari which consisted of 120 students. The sample was taken through cluster random sampling. There were 26 students from VIII E class as sample. The data were analyzed through four technique; (1) individual score, (2) Conversion of individual score based on Minimum Mastery Criteria (MMC), (3) Normality testing, and 4) Matched t-test. The result of this study were (1) the average score in pre-test was 39.84, (2) the average score in the post-test was 75.23, and (3) the result matched t-test was 8.098, which higher than 1.708 t-table. The critical value of 95% with degree of freedom (df) = 25 (26-1) significant level was 0.05. Therefore, the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted.
Finally, it was effective to use Buzz Group Technique (BGT) in teaching reading comprehension.
15. Maizarah and Purwanti (2020) did a study that the aims to find out the effect of using Herringbone technique on students‟ reading comprehension at the third semester of English Department in Unisi Tembilahan. This study is an experimental research. The data were collected by using test. The results indicate that the pre-test average is 31,06 and in post-test is 41,18. The obtained t-observed is 4,6, whereas the t-table is 2,12 in 5%. The t-observed score is higher than he t-table (4,6>2,12). It means that ha is accepted while ho is rejected.
Since t-observed score is higher than the t-table, Herringbone technique is effective on students‟ reading comprehension at the third semester students of English Department in Unisi Tembilahan. Based on the finding, the researchers assume that Herringbone technique can be used as one of the alternative techniques in the teaching reading comprehension.
16. Fitriyani, Suwandi, and Sutopo (2020) was conducted a study that relate to buzz group and herringbone technique. Their research which is based on the condition that the students often find difficulties in comprehending English text aims to investigate the effectiveness of Herringbone and Buzz Group techniques in teaching reading comprehension to students with high and low reading habits. An experimental research with 2x2 factorial designs
was applied in this study. The samples of this research were the students of X Busana 1 and X Boga 1 of SMK Assa‟idiyah 2 Kudus.
Observation, questionnaires, and tests were the instruments of the research. In analyzing the data were used T-test and ANOVA. The results revealed that there was significant difference of the students‟
participation on the post-test result after being taught by using Herringbone and Buzz group techniques. Then, the result of the significance value (p value) of teaching technique and student reading habit was 0.00 < 0.05. Thus, it can be stated that there is an effective interaction among teaching technique and students reading habits to enhance students‟ reading comprehension.