TENTH GRADE STUDENTS’ READING

THE EFFECTIVENESS OF HERRINGBONE AND BUZZ GROUP TECHNIQUES TO IMPROVE THE

TENTH GRADE STUDENTS’ READING

COMPREHENSION OF NARRATIVE TEXT AT MAN 2 PADANG LAWAS NORTH SUMATERA

THESIS

Submitted to State Islamic University Sultan Syarif Kasim Riau in partial fulfillment of the requirements for the degree

of Magister in English Education

UIN SUSKA RIAU BY

NURJANNAH NASUTION SRN. 21990125651

POST GRADUATE PROGRAM STATE ISLAMIC UNIVERSITY OF

SULTAN SYARIF KASIM RIAU

1443 H/2022 M

ACKNOWLEDGEMENT

Praise to God, Almighty Allah, the Lord of the Universe, by His guidance and blessing, the researcher can finish and complete this academic requirement.

Then, the researcher says be upon to Prophet Muhammad SAW, his family, his companion and his followers.

This thesis is written and intended to submit in partial of the requirements for the Magister Program in English Education concentration at the Postgraduate Program of State Islamic University Sultan Syarif Kasim Riau. The thesis is entitled “The Effectiveness of Herringbone and Buzz Group Techniques to Improve the Tenth Grade Students’ Reading Comprehension of Narrative Text at MAN 2 Padang Lawas North Sumatera”.

Then, the researcher would like to express gratitude and special thanks to all of the people below who have given the meaningful advice, guidance and assistance to finish this thesis. They are:

1. Prof. Dr. Khairunnas Rajab, M. Ag, the Rector of State Islamic University of Sultan Syarif Kasim Riau

2. Prof. Dr. H. Ilyas Husti, MA, the Director of Postgraduate Program of State Islamic University of Sultan Syarif Kasim Riau

3. Dr. Zaitun, M.Ag, Deputy Director of Postgraduate Program State Islamic University of Sultan Syarif Kasim Riau.

4. Dr. Alwizar, M.Ag, the Chairperson of Islamic Education Study of State Islamic University of Sultan Syarif Kasim Riau and all staffs for the kindness, services and advices during the writer’s accomplishment of this thesis

5. Dr. Kalayo Hasibuan, M.Tesol, as the researcher’s first supervisor. Thank you so much who has given time for the researcher. I am profoundly grateful for his invaluable assistance, guidance, encouragement and valuable suggestion, advice and motivation to me to finish this thesis.

6. Dr. Dodi Settiawan, M.Pd, as the researcher’s second supervisor who had responsibility for his patience in providing careful guidance and correction for this thesis.

7. All lecturers of English Education Department, staff, and friends of Postgraduate Program of State Islamic University of Sultan Syarif Kasim Riau who have not only giving valuable knowledge but also giving insight, values, information, and motivation.

8. Dra. Jumahana As Headmaster of MAN 2 Padang Lawas North Sumatrera, and the Assistants, teachers, and all staffs of MAN 2 Padang Lawas North Sumatera that really helped when the researcher took the data to complete this thesis.

9. Bulan and Dimas as the English teachers of the tenth grade of MAN 2 Padang Lawas North Sumatera.

10. The deepest gratitude for my beloved husband, Abdul Holid Tambunan. My lovely daughter and son, Zilva Luthfi Tambunan and Khaisan Miftah Tambunan. My parents, H. Ali Imron Nasution ans Hj. Maswani Nasution.

My parents in law, Alm. Muda Tambunan and Sabina Siregar. My siblings, Sulhan, Sulman, Abdul Wahidin, Hardiyanto, Masriyani, and Muhammad Ridwan who have given their affection, attention, motivation and taking care of the writer in any kind of situation. Besides, they always support me mentally and financially.

11. My classmates PBI Block System Class, Evi, Juliana, Nondang, Herlinda, Ermina, and Ardi Oktavian.

12. My beloved Survivor friends like Nurmadinah Hasibuan M.Pd and Hanifa Paradifta, M.Pd who have given me motivation and suggestion.

13. All of their participation for their attention, cooperation, and motivation to complete this thesis as soon as possible.

Finally, the researcher realizes that this thesis is still far from the perfection. Therefore, comments, critics, and suggestions will be appreciated.

Hopefully this thesis would be beneficial to everyone.

Pekanbaru, 09 December 2022 Researcher,

NURJANNAH NASUTION 21990125651

LIST OF FIGURE... vi

LIST OF TABLE... vii

TRANSLITERATIONS GUIDELINES ... vii

ABSTRACTS ... xi

CHAPTER I: INTRODUCTION A. Background of the Study ... 1

B. Statement of the Problem ... 6

C. Limitation of the Problem ... 8

D. Formulation of the Problem ... 8

E. Purpose and Objective of the Study ... 9

F. The Rational of the Study ... 10

G. Definition of Terms ... 12

H. Defenitions of Term ... 13

CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoritical of the Review ... 14

1. Reading Comprehension ... 14

a. Defition of Reading ... 14

b. Types of Reading ... 16

c. Kinds of Reading ... 16

d. Purpose of Reading ... 18

2. Herringbone Technique ... 34

a. Definition of Herringbone Technique ... 34

b. Advantages og Herringbone Technique ... 35

c. Procedure of Herringbone Technique ... 36

d. Teaching Reading Comprehension of Narrative Text Using Heringbone Technique...38

3. Buzz Group Technique ... 38

a. Definion of Buzz Group Technique ... 38

b. Advantages and Disadvantages of Buzz Group Technique...41

c. Procedure of Buzz Group Technique ... 42

d. Teaching Reading Comprehension of Narative Text Using Buzz Group Technique...43

4. Narrative Text ... 45

a. Defenition of Narrative Text ... 45

b. Kinds of Narrative Text ... 47

c. Geberic Stucture of Narative Text ... 58

d. Moral Value in Reading Narrative Text ... 61

b. Hypotheses ... 77

CHAPTER III: METHODOLOGY OF RESEARCH A. Research Design... 79

B. The Location and The Time of the Research ... 80

C. Population and Sample ... 80

a. Population... 80

b. Sample ... 81

D. Procedure of the Research ... 83

E. Data Collection ... 85

H. The Technique of Analysis the Data ... 88

CHAPTER 1V: RESULT AND DISCUSSION A. Result ... 95

B. Discussion ... 114

CHAPTER V: CONCLUSION, IMPLICATION AND RECOMMENDATION A. Conclusion ... 118

B. Implication of the Research ... 119

C. Recommendation ... 120 REFERENCES

APPENDIXES

LIST OF TABLES

Table 3.1 Research Design

Table 3.2 The Total of Population of the Tenth Grade Students at MAN 2 Padang Lawas North Sumatera

Table 3.3 The Total Sample of the Research Table 3.4 Design of Research Population

Table 3.5 The Indicators of Reading Comprehension (Pre-test) Table 3.6 The Indicators of Reading Comprehension (Post-test) Table 3.7 Classification of Students’ Score

Table 3.8 The Procedures of Each Meeting

Table 3.9 Normality Test of Experimental Class 1 and Experimental Class 2 by One Way Anova

Table 3.10 Homogenity Test of of Experimental Class 1 and Experimental Class 2 by One Way Anova

Table 3. 11 Effect Size Classification

Table 4.1 Paired Sample T-test of Experimental 1 (Using Herringbone Technique) Table 4.2 Paired Samples Statistics of Experimental Class 1 (Using Herringbone Technique)

Table 4.3 Frequency of Reading Comprehension in Pre-test and Post-test Experimental 1 (Using Herringbone Technique)

Table 4.4 Paired Sample T-test of Experimental 2 (Buzz Group Technique) Table 4.5 Paired Samples Statistics of Experimental Class 2

Table 4.6 Frequency of Reading Comprehension in Pre-test and Post-test Experimental 1 (Using Buzz Group Technique)

Table 4.7 Independent Sample T-test Analysis Experimental Class 1 by Using Herringbone Technique and Experimental Class 2 by Using Buzz Group Technique

Table 4.8 Independent Sample Statistics by Using Herringbone Technique and Buzz Group Technique

Table 4.9 The Analysis of One-Way Anova Test of Using Herringbone Technique on Students’ Reading Comprehension

Table 4.10 The Univariate Analysis of Herringbone Technique Effect on Students’ Reading

Table 4.11 Effect Size Classification

Table 4.12 The Analysis of One-Way Anova Test of Using Buzz Group Technique on Students’ Reading Comprehension

Table 4.13 The Univariate Analysis of Herringbone Technique Effect on Students’ Reading

Table 4.14 The Effect Size Classification

Table 4.15 The Effect Size between Using Herringbone and Buzz Group Techniques on Students’ Reading Comprehension

Table 4.16 Descriptive Statistic of Herringbone and Buzz Group Techniques Post- test (Experimental 1 Class and Experimental Class 2)

Table 4.17 The improvement of Students’ Reading Comprehension Based on the Indicators of Reading Comprehension in Experimental Class 1 and 2

LIST OF CHART

Chart 4.1 The Improvement of the Students’ Reading Comprehension from Pre- test to Post-test in Experimental Class 1 Using Herringbone Technique

Chart 4.2 The Improvement of the Students’ Reading Comprehension from Pre- test to Post-test in Experimental Class 1 Using Buzz Group Technique

Chart .4.3 The improvement of Students’ Reading Comprehension Based on the Indicators of Reading Comprehension in Experimental Class 1 and 2

ﺍ Alif A

ﺏ Ba B

ﺕ Ta T

ﺚ Tsa Ts

ﺝ Jim J

ﺡ Ha H

ﺥ Kha Kh

ﺪ Da D

ﺫ Dzal Dz

ﺭ Ra R

ﺯ Zai Z

ﺱ Sin S

ﺵ Syin Sy

ص Shad Sh

ﻅ Zha Zh

ع ‘Ain ‘

ﻍ Ghain Gh

ﻑ Fa F

ﻕ Qaf Q

ﻙ Kaf K

ﻝ Lam L

ﻡ Mim M

ﻥ Nun N

ﻭ Waw W

ﻩ Ha H

ء Hamzah ‘

ﻱ Ya Y

2. Double Consonant

The double consonant is written double for instance العامه written ɑl-ɑmmah.

zhuluman) 4. Double Vowel

nettirw si وɑw, او is written uw, اۑ is written ɑy, and اۑ is written i.

5. Ta’ Marbuthah

The stopped Ta‟ Marbuthah in the last verseh, for instance الشريعة is written syaria’ah, unless it has been taken into the Indonesian standard, for instance may it. However, when it is read out, it is written t, for instance al-maytatu in Arabic: _{. ت ا}

6. Article Alif Lam

The article Alif Lam followed by Qomariyah and Syamsiah letters is written al, for instance المسلم is written al-Muslimu, unless when it is the name of person followed by the word Allah, for instance, عبدهلل) Abdullah)

7. Capital Letter

The capitalization is adjusted with the enhanced Indonesian spelling.

Students’ Reading Comprehension of Narrative Text at MAN 2 Padang Lawas North Sumatera

The aim of this research was to find out the effectiveness of Herringbone and Buzz Group Techniques to improve the tenth grade students’ reading comprehension of narrative text and to compare the effectiveness between using Herringbone and Buzz Group techniques to improve the tenth grade students’ reading comprehension of narrative text at MAN 2 Padang Lawas Nort Sumatra. This research was a comparative experimental research. It used a quasi-experimental design. The population was 6 classes at the tenth grade students’ that consisted of 201 students. 2 classes were choosen as the sample of this research consisting of 60 students. The research sample was taken by using cluster sampling. The data were collected through Pre-test and Post-test. The data was analyzed by using Paired Sample T-test, Independent Sample T-test, and eta squared by using SPSS program. Based on the data analysis, it was found that: there was a significant difference of the tenth grade students’ reading comprehension of narrative text at MAN 2 Padang Lawas North Sumatera before and after using Herringbone and buzz group technique. Thus, there was a significant difference of the tenth grade students’ reading comprehension of narrative text at MAN 2 Padang Lawas North Sumatera between using herringbone and buzz group techniques. Furtheremore, herringbone and buzz group techniques were significantly effected to improve the tenth grade students’ reading comprehension of narrative text. However, based on the comparison result of the students’ reading comprehension by using both techniques, buzz group technique was more effective to improve the tenth grade students’ reading comprehension of narrative text at MAN 2 Padang Lawas North Sumatera. Therefore, it was highly recommended to be applied in teaching reading comprehension.

Key Word: Herringbone technique, Buzz Group technique, Reading comprehension.

Membaca Siswa Teks Naratif Pada Kelas X di MAN 2 Padang Lawas Sumatera Utara

Tujuan dari penelitian ini adalah untuk mengetahui keefektifan Teknik Herringbone dan Buzz Group untuk meningkatkan pemahaman membaca siswa teks naratif pada kelas X dan untuk membandingkan keefektifan antara penggunaan teknik Herringbone dan Buzz Group untuk meningkatkan pemahaman membaca siswa teks naratif pada kelas X di MAN 2 Padang Lawas Sumatera Utara. Penelitian ini merupakan penelitian eksperimen komparatif. Penelitian ini menggunakan desain kuasi-eksperimental. Populasinya adalah 6 kelas pada siswa kelas X yang terdiri dari 201 siswa. 2 kelas dipilih sebagai sampel penelitian ini yang terdiri dari 60 siswa.

Sampel penelitian diambil dengan menggunakan cluster sampling. Data penelitian ini dikumpulkan melalui Pre-test dan Post-test dan dianalisis dengan menggunakan Paired Sample T-test, Independent Sample T-test, dan eta kuadrat dengan menggunakan program SPSS. Berdasarkan analisis data, ditemukan bahwa: terdapat perbedaan yang signifikan pada pemahaman membaca siswa teks naratif pada kelas X di MAN 2 Padang Lawas Sumatera Utara sebelum dan sesudah menggunakan teknik Herringbone dan buzz group. Kemudian, ada perbedaan yang signifikan pada pemahaman membaca siswa teks naratif pada kelas X di MAN 2 Padang Lawas Sumatera Utara antara menggunakan teknik herringbone dan buzz group.

Selanjutnya, teknik herringbone dan buzz group berpengaruh secara signifikan terhadap peningkatan pemahaman membaca siswa teks narrative. Namun berdasarkan hasil perbandingan pemahaman membaca siswa dengan menggunakan kedua teknik tersebut, teknik buzz group lebih efektif untuk meningkatkan pemahaman membaca siswa teks naratif pada kelas X di MAN 2 Padang Lawas Sumatera Utara. Oleh karena itu, sangat dianjurkan untuk diterapkan dalam pembelajaran pemahaman membaca.

Kata Kunci: Teknik Herringbone, Teknik Buzz Group, Pemahaman membaca

ةءارقلا ىذل ب ط ف لا رش علا ص ل يدرسلا MAN 2

Padang Lawas North Sumatera

ُ م ف ىا

ٍِ

از ثىا ح ش ٍ

ح ى خ ْ ذ Herringbone و

Buzz Group

ِ ى

جءاش ىا ي ى

ب ط ىا ش ىا صْ ى

ٌدش ىا حّس ٍو ح ى ىا

ِ ت

ًا ا خ ْ ذ Herringbone و

Buzz Group

ِ ى

جءاش ىا ي ى ب ط ىا ش ىا . صْ ى

ٌدش ىا MAN 2 Padang Lawas Nort

Sumatra .

ُ م از ثىا جس ث

ِ ت ثَش ذ

ُس ٍ .

ً ا

ذ ث

ثَش ذ .

ُ م د

ُ ن ىا 6

ه ىا ش ىا ى َ

ٍِ

102 ةى ط حثى طو . ذ س ا

ِ حْ ى از ثىا حّ ن ىا

ٍِ

60

ةى ط حثى طو . ذ ز أ حْ

ثىا

ًا ت حْ ىا

حَد ْ ىا . ذ ع خ ّ ثىا

ٍِ

ه س ث ا ث ىا س ث او

ٌ ثىا . ذ ذ خ ّ ثىا

ًا ت س ث ا

حْ ى T ح ود ىا ،

س ث او حْ ى T

ح ىا ، عتشٍو eta

ًا ت

ٍ ّشت .SPSS

ء ْت ذ

خ ّ ثىا ، و

ُأ :

ُ م ك ْ

ف ا

ش ثم جءاش ىا

ب ى

ىا ش ىا صْ ى

ٌدش ىا MAN 2 Padang Lawas North Sumatera

ثق تو

ًا ا ح ْ ذ

Herringbone و

buzz group .

ى ى تو ،

ُ م ك ْ

ف ا

ش ثم جءاشق

ب ط ىا ش ىا صْ ى

ٌدش ىا MAN 2 Padang Lawas North Sumatera

ِ ت

ًا ا خ ْ ذ ح ش ٍ

ح ٍو

ِ ْ ىا .

جو لىر ، ذ ش ىا ن ت ش ثم خ ْ ذ

خ ٍ

ِ ْ ىا ح ش ىاو

ِ ى

جءاش ىا ي ى

ب ط ىا ش ىا صْ ى

ٌدش ىا . عٍو لىر ، اد ْ ا ىإ ح ّ حّس ىا ى جءاش ىا ي ى ب ىا

ًا ت

م

ِ َش ىا ،

ّ م ح ْ ذ Buzz Group ش مأ

ح

ِ ى

جءاشق ب ط ىا ش ىا صْ ى

ٌدش ىا

MAN 2 Padang Lawas North Sumatera .

لىزى ، َ ج ت ث ت

َس ذ ءوش ىا

.

: ح لا كلا

ةينقت

Herringbone : ،

ةينقت

Buzz Group ب إ ،

.جءاش ىا

CHAPTER I INTRODUCTION

A. Background of the Study

Reading is one of the most crucial skills in language learning, because everybody can get more information by reading. Besides that, reading has correlation with another skill like listening, speaking and writing. First, reading and listening have close relationship. Both of them have the same purpose, that is to get information. Those skills are receptive skills which is need process to get information. Second, reading has correlation to speaking. Someone who get more knowledge by reading, she/he can speak fluently to explain something. It means that without reading, she/he can not speak anything for telling. Last, reading and writing have close relationship. By reading, someone can write something. It is impossible that someone can write if their mind is empty.

Then, the result of writing can be read. So, reading can not be separated from the other skills for student to learn English because those skills are integrated.

The next, reading is important to get the information in all aspect.

Likewise, it names as the one of information source that Allah SWT. taught to the human for getting the knowledge. In other words, the science has to search as life guidance for be loyal. As Allah SWT taught human to read the all source of information where it improve our ability or skill as the tool that we can use to the paradise. Allah SWT. said in Holly Qur‟an Al-„Alaq: 96/1-5;

(Muhammad Taqi-ud-Din Al-Hilali and Muhammad Muhsin Khan: 1454).

ُمَز ۡ َ ۡٱ َكبَرَو ۡأَزۡ ٱ ٍقَ َع ۡ ِه َ َ ِ ۡٱ َقَ َخ َقَ َخ يِذلٱ َكبَر ِنۡس ِب ۡأَزۡ ٱ ۡنَ ۡ َ ۡنَل اَه َ َ ِ ۡٱ َن َع ِنَ َ ۡل ِب َن َع يِذلٱ

Meaning: “(1) Read! In The Name of your Lord who has created (all that exists). (2) Has created man from a clot (a piece of thick coagulated blood). (3) Read! And your Lord is The Most Generous. (4) Who has taught (the writing) by the pen. (5) He has taught man that which he knew not.

For instance to know how about Islam, science, society, culture, economy and another aspects we need reading. The author presents the information to the reader who needs knowledge through the written form. It helps the reader who wants to search or know the information and the author who wants to present the information; either it is new information, a research or history. Therefore, reading can open people‟s mind by comprehending what people read until they have knowledge and remember Allah will raise the degree of the people who has knowledge. So, this is the proof that reading is special skill because reading is the first thing which Allah commanded for human. Based on the important of reading above, it is clearly that everyone who wants to get the information details or not it needs reading, to add the knowledge, to answer the question and so on. As stated in the 2013 curriculum, students do not only involve reading a text, but they also require to comprehend what they read. The capability to understand the information in a text and construe it properly what is meant by the text is reading comprehension (Grabe

& Stoller, 2013). They also stated that reading without comprehension is nonsense. So, they cannot be separated. It means that reading comprehension is an activity for getting meaning from the text.

curriculum which is used in this school is 2013 curriculum. Furthermore, senior high school students in Indonesia are asked to be capable to comprehend and produce short functional texts consisting of narrative, recount, report, descriptive, procedure, analytical exposition, and explanation (Peraturan Menteri Pendidikan Dan Kebudayaan No 37, 2018). In line with curriculum 2013, the senior high school's syllabus allows students to comprehend a narrative text. It requires students to understand a narrative text in some features. in 2013 curriculum, the Ministry of Education states at core component that 3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait Legenda rakyat, sederhana, sesuai dengan konteks penggunaannya and 4.9 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait Legenda rakyat. Anderson (2003, p.8) mentioned that

“narrative is a piece of text which tells a story and entertains or informs the reader or listener”. As stated in the school's 2013 curriculum, learning narrative text is not as easy as the researcher thinks before. Then, base on the private interview the English passing grade in MAN 2 Padang Lawas North Sumatera North Sumatera is 70. The English teacher said that the tenth grade average values in reading is 67. Based on that values the researcher can conclude that the tenth grade students English ability at MAN 2 Padang Lawas is low. There are some factors that make students have difficulty in reading comprehension.

The English teacher said that some students face several problems in reading

narrative text. Firstly, in reading text, students do not know the meanings of several words since they do not have good cultural background knowledge of the narrative text. Secondly the students are hard to consider specific text details, such as the main idea, specified description, vocabulary in context, reference, and inference. Besides that, the factors do not only come from students but also from the teacher's technique in delivering narrative text. Based on the informal interview between the researcher and several students, the teacher's technique is still used monotonous techniques. The students said that the teacher asks students to read the text aloud. Then the students answer all the questions in their book until the time is over.

In short, these problems above need to solve to overcome the students‟

problem in reading comprehension. Because when the teacher knows the students‟ awareness of the process of teaching and learning, the teacher is able to decide the appropriate teaching technique. There are some techniques that teachers can use to improve students‟ reading comprehension; for examples herringbone technique and buzz group. Herringbone technique is the technique of reading to comprehend the text. Herringbone technique is a one of graphic organizer which is used for establishing supporting detail and main idea.

(Knight, 2010, p.51). While, Deegan says that “The Herringbone Technique develops comprehension of the main idea by plotting the who, what, when, where, how, and why questions on a visual diagram of a fish skeleton”. So, herringbone technique is one of graphic organizer which can comprehend reading text by answer 5W+1H. It is a technique that uses a diagram to assist

students locate significant information and the main concept in a text by asking them to answer six comprehension questions. Whereas Arivananthan (2015) defines buzz groups as a technique that is used to collect feedback on an issue or answer a question during a plenum. Arivananthan (2015) goes on with explaining how the buzz group method is put into practice. Two or three people discuss the issue or the question for a few minutes. They argue the given topic by sitting in their seats. In order to give energy to wide group meetings and events, the buzz groups supply a welcome change of pace for group members.

So, this technique can help students understand recall literature by having them answer questions based on the subjects they would be reading. Based on the theories above both techniques are proven effectively used in teaching reading comprehension and based on syllabus the techniques are possible to apply in teaching reading compehension, so that the reasearcher wants to investigate which one of them is more effective in teaching reading .

A lot of experts previously conducted studies about herringbone technique and buzz group technique on students‟ reading comprehension of narrative text on level of students at schools. The first is about herringbone technique Vania (2013); Margaretta (2013); B Bustang (2017); N Felly (2019);

SRAH (2020); ET Lestari (2018), and etc. The second is about buzz group technique Ardayanti (2018); E Millaningrum (2013), A. Sintani (2021), and Yin Sari (2017) found that herringbone and buzz group techniques are effective on studets‟ reading comprehension. The last is about the two techniques Haslindah (2018), Fitriani (2020), Handayani (2020) and Tarigan (2022) and

etc found that buzz group technique is more effecive to improve the students‟

reading comprehension.

.In a relation to those previous studies above, there are several similarities and differences on the research aims, the research designs, the research samples, the research instruments, the focused English skill and so on.

Looking at the previous studies and the fact, the researcher found that there is not a study yet that undertaken a study to compare herringbone and buzz group techniques which is more effective on students‟ reading comprehension of narrative text. Most of the previous studies only to examine the effect of herringbone technique on reading comprehension and to examine the effect of buzz group technique on reading comprehension.

From the explanation above, the researcher is interested in conducting the research entitled “The Effectiveness of Herringbone and Buzz Group Techniques to Improve the Tenth Grade Students‟ Reading Comprehension of Narrative Text at MAN 2 Padang Lawas North Sumatera.”

B. Statement of the Problems

Based on the background of the problem mentioned before and supported by phenomena, it has been clear that there is a number of students who had many problems in reading comprehension. The students exhibit low in reading comprehension. They do not comprehend the texts and they are also difficult to find the main idea, identifying the communicative purpose from the text, recognizing word classes, inferring the content, and detecting specific references.

In addition, some of the students are not interested in reading English text because they find several difficulties in getting the main idea and recognizing the subject provided for reading text. It is difficult for them even though they try to find out the meaning by translating all of the text. Moreover, they are not interested in reading activity, such as doing task and homework.

Then, they get difficulties in interpreting the meaning of difficult words and also they are lazy to use their dictionary to find the meaning and they just guess the words carelessly. Meanwhile some students at the tenth grade of MAN 2 Padang Lawas North Sumatera have low reading skill. They do not pay attention to their teacher‟s explanation. So that, teacher should have technique in teaching English especially in teaching reading comprehension of narrative text. Teachers‟ techniques are important part in teaching for developing four skills especially in the classroom. But in fact some of the teachers do not teach reading comprehension by using techniques. The techniques that are usually used by the teacher are reading aloud, looking for meaning vocabularies in dictionary and answer the questions.

Based on the problems, reading is an important thing in this research because reading is a process to get information and gain the knowledge.

Nunan (2003, p.68) states that reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. Therefore, it needs a technique to help us to read effectively and interestingly to increase knowledge. The researcher suggests to apply herringbone and buzz group technique to help the students in comprehending

the text effectively and interestingly. So that it can be understood more easily, quickly, concisely, and clearly.

C. The Limitation of the Problems

Based on the background and the identification of the problems above.

The limitation of the problem is focused on the effectiveness of herringbone and buzz group techniques to improve the tent grade students reading comprehension of narrative text at MAN 2 Padang Lawas North Sumatera. The scope of the study is limited as follows:

For the research subject, two groups were chosen as a sample of research at MAN 2 Padang Lawas North Sumatera. They were divided into experimental group I and experimental group II. The groups were chosen based on the English teacher‟s information that all two groups were homogenous or the students‟ capability of the two groups were equivalent and taught by the same English teacher.

The research was conducted at MAN 2 Padang Lawas North Sumatera which was located in Binanga Padang Lawas North Sumatera. The population of this research was the tenth grade students of MAN 2 Padang Lawas North Sumatera in academic year 2021 /2022.

D. Formulation of the Problem

Based on the problems limited above, the problems of this research can be formulated in the following research questions:

1. Is there any significant difference of the tenth grade students‟ reading comprehension of narrative text at MAN 2 Padang Lawas North Sumatera before and after using herringbone technique?

2. Is there any significant difference of the tenth grade students‟ reading comprehension of narrative text at MAN 2 Padang Lawas North Sumatera before and after using buzz group technique?

3. Is there any significant difference of the tenth grade students‟ reading comprehension of narrati ve text between using herringbone and buzz group techniques at MAN 2 Padang Lawas North Sumatera?

4. How is the effect size after using herring bone technique on the tenth grade students‟ reading comprehension of narrative text at MAN 2 Padang Lawas North Sumatera?

5. How is the effect size after using buzz group technique on the tenth grade students‟ reading comprehension of narrative text at MAN 2 Padang Lawas North Sumatera?

6. How is the effect size between using herringbone technique and buzz group technique on the tenth grade students‟ reading comprehension of narrative text at MAN 2 Padang Lawas North Sumatera?

E. Purpose and Objectives of the Study The purposes of the study are to find out :

1. To examine a significant effect before and after using herringbone technique on students‟ reading comprehension of narrative text at MAN 2 Padang Lawas North Sumatera.

2. To examine a significant effect before and after using buzz group technique on students‟ reading comprehension of narrative text at MAN 2 Padang Lawas North Sumatera.

3. To examine the significant difference of students‟ reading comprehension of narrative text between using herringbone and buzz group techniques at MAN 2 Padang Lawas North Sumatera.

4. To explain th effect size after using herringbone technique on the tenth grade students‟ reading comprehension of narrative text at MAN 2 Padang Lawas North Sumatera.

5. To explain the effect size after using buzz group technique on the tenth grade students‟ reading comprehension of narrative text at MAN 2 Padang Lawas North Sumatera.

6. To explain the effect size after between using herringbone technique and buzz group technique on the tenth grade students‟ reading comprehension of narrative text at MAN 2 Padang Lawas North Sumatera.

F. The Significance of the Research

Related to the objective of the research above, the researcher hopes that the result of this research will have some significance as follows:

1. Theoretical Significance

This research is useful those who want to improve their in reading comprehension, because this research provides herringbone and buzz group techniques as a technique that can be considered as a tool for

conceptualizing and developing reading comprehension. the techniques also can make the students active in learning process.

2. Practical Significance a. For the Students

Herringbone technique and buzz group can help the tenth grade students at MAN 2 Padang Lawas North Sumatera to understand the text without making them bored. They can be more comfortable in understanding and describing the information contained in the narrative text. Herringbone technique and buzz group also can be the alternative solution in teaching reading. Furthermore, the findings of the thesis will give information related to teaching technique could be used in reading comprehension.

b. For the Teachers

This study gives English teachers a comprehensive description on using herringbone technique and buzz group to improve the tenth grade students‟ reading comprehension of narrative text MAN 2 Padang Lawas North Sumatera. So, they can improve their technique. As a result, their technique can more efficiently improve the students‟

reading comprehension.

c. For the Researchers

Finally, for further researchers who are interested in teaching reading can get basic information from this study. It could be used as reference and source of information to conduct a further research in

other place to develop the quality of teaching and learning process of reading comprehension

G. The Rationale of the Study

Reading is one of the most important skills in learning language.

Through reading, we can extract a lot of information from unlimited written sources to gain knowledge which is useful in academic and daily lives.

Reading is considered as the key to success in all levels of education. Most of the students‟ learning activities relate to reading which means reading still appears to be the major tool for acquiring information and knowledge across various components of studies. The result of reading activities means understanding what has been read. This is what is considered as reading comprehension.

One of the most important abilities in language learning is reading.

Reading allows us to extract a large amount of information from a variety of textual sources in order to gain knowledge that is beneficial in both academic and daily lives. Reading is regarded as the key to academic success at all levels. The majority of students' learning activities involve reading, implying that reading remains the primary means of obtaining information and knowledge across diverse academic disciplines. Understanding what has been read is the end consequence of reading activities. This is referred to as reading comprehension.

H. Definition of Terms

1. Herringbone Technique

According to Jones, et al. in Rafain (2017, p.29), the herringbone technique is a type of graphic organizer strategy in reading comprehension that uses six questions to organize the main topic and associated theme of a lesson.

2. Buzz group

Buzz group technique is a term of four to six students that are formed quickly and extemporaneously to respond to course-related questions in order to get ideas that are generated with a feedback and discussed by the whole group.

3. Reading comprehension

According to Linse (2006, p.71) “reading comprehension refers to reading for meaning, understanding, and entertainment.” People read the text not only to get information, but also to learn from texts, integrate information, critique texts, even to get pleasure.

4. Narrative text

Anderson and Anderson (2003, p.8) mentioned that “narrative is a piece of text which tells a story and, in doing so, entertains or informs the reader or listener.”

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Review 1. Reading

a. Definition of Reading

Reading is one of the skills in language which is important for getting knowledge and information. Reading is one of the language skills that must be mastered by English learners. Some experts have explained about the definition of reading. According to Jennifer (2010. P.43) states that reading is thinking and understanding and getting at the meaning behind a text. It means that reading is process through which the readers to get a message from an article. Reading is one of the ways to communicate in written forms (Nuriati, et.al: 2015 p.1). It means that through reading, someone will get information or message needed. One should comprehend or understand the ideas when they read.

According to Harmer (2007, p.99) “Reading is useful for language acquisition”. Then, Francoise Grellet states that “Reading is an active skill”.

Based on definition both of them can be concluded that reading is the active skill to get language acquisition, such as vocabulary, structure, and grammar from the text.

Next, according to Nunan (2003, p.68) reading is a fluent a process of readers, combining information of a text and their background knowledge to

build a meaning. In addition, reading cognitive process in combining physic and mental to get the information from a text. It means that reading has relation with our mind for thinking to get the meaning in written material which is read by reader. Linse and Nunan also defines reading as a set of skills that involves making sense and deriving meaning from printed word (2005, p.69). It means that reading is a process of understand the meaning from the text. In reading the text, the reader should comprehend with their text because it can make the reader easier to get main ideas from the text and their reading activity will be success.

Furthermore, Nuttal (2005, p.2) said that reading is interaction between reader and writer, although there is no feedback. Moreover,

“reading, at first, may appear to be routine activity in which individual words are combined to produce meaning” Kathelen (1992, p.13).

Additionally, Harris and Graham (2015, p.104) state that reading is an activity that has a purpose. It means that reading is a process to get understanding from a text. The reader can understand information by interpreting source information from the text. Then, reading has purpose to comprehend of the text. To understand text, the reader needs to be able to read the words, retrieve the words‟ meanings, put the words together to form meaningful ideas, and assemble a larger model of what the text is about.

Based on explanation above, the researcher concludes that reading is interaction between writer and reader for transferring writer‟s idea,

information, and knowledge through cognitive process in written material.

b. Types of Reading

Brown (2004, p.92), In the case of reading, these several types of reading performance are typically identified:

1) Perceptive. Perceptive reading tasks involve attending to the components of larger stretches of discourse letters, words, punctuation and other grapheme symbols.

2) Selective. This category is largely an artifact of assessment formats. In order to ascertain one‟s reading recognition of lexical, grammatical or discourse features of language within a very short stretch of language, certain.

3) Interactive included among interactive reading types are stretches of language of several paragraphs to one page or more in which the reader must in a psycholinguistics sense, interact with the text.

4) Extensive. According to Carrel and Carson extensive reading generally involves rapid reading of large quantities of material or longer reading.

For general understanding, the focus generally on the meaning of what is being read than on the language Richads and Renandya (2002, p.255).

Extensive reading applies of the to a text more than a page, up to including professional articles, essays, technical reports, short stories and books.

c. Kinds of Reading a) Silent Reading

According to David Nunan, silent reading generally focus in the classroom should be on getting the meaning from print when comparison is the goal of reading Nunan (2003, p.71). Then, according to Oxford dictionary “Silent is condition of not speaking and a sound track” Hornby (2000, p.1163).

So, silent reading is reading by heart or without sounds to get the deep understanding of the material. Reading silently improves students‟

understanding because it helps them to concentrate on what they are reading, rather than the pronunciation of individual words. When we read silently, we can form mental pictures of the topic being discussed. Also, we do not need to read one word at a time. Encouraging the students to read silently will help them develop the strategies they need for reading fast, and with better comprehension. This is called reading efficiency, and it will help the students to read any text with maximum attention to meaning.

b) Loud Reading

Reading out loud may sometimes have meaning beyond the oral transmission of text in that it gives insight into current concerns or interests of the reader Schute and Malouff (2006, p.68). According to Brown (2004, p.187-188), “loud reading is the test – taker separate letters, word, and or short sentences and read them loud, one by one, in the presence of an administrator since the easement is reading

comprehension, any recognize sable oral approximation of the target response is considered correct”.

Taringan (1999, p.22) said “Loud reading is activity to read, using voice with the correct intonation, so the listener and reader can get information like thinking, feeling, attitude, or writer‟s experience.

So, it concludes that loud reading is read orally or with voice by using correct pronunciation to express the content of the material or text, so the reader and listener can get the information or the authors‟

messages from the text.

d. Purposes of Reading

Reading has many purposes, it depends of the readers‟ need. There are five reasons to read more often, they are:

1) It will improve your vocabulary.

2) It will improve your reading comprehension.

3) It will increase your reading speed.

4) It will broaden your understanding of yourself and others.

5) It will introduce you to new information and new ideas Chesla (2001, p.13).

Adams (1998, p.68) furthermore, there are five purposes of reading, they are:

1) Reading for Pleasure

One of purpose for reading is for pleasure. It means that reading is not for pressure. For instance, if the readers read recipes for pleasure,

indirectly the readers are as unusual as the guy who reads about molecules for pleasure. Most people read recipes with the purpose of using or applying the information the readers read. Based on explanation above, the reader can read everything, not only read the journal, textbook, magazine, thesis and others.

2) Reading for Practical Application

Another purpose for reading is to gain the information which the reader can apply to or use in a particular situation. For example, when a reader reads directions in order to put a model airplane together, or a reader reads a shop manual to learn how to run a piece of equipment. It means that the reader is reading with the purpose of gaining information which they can apply or use.

3) Reading for General Ideas

Actually, it is not always necessary to read every word on a page. If the purpose of reading is to get a general idea of the material being read, then the reader can read at faster speed, skipping sections and looking only for main ideas reading bold print headings and sub-headings and summary statements usually presented at the end of the material, only reading the questions at the end of a chapter in a textbook can give the reader a general idea of the content.

4) Reading to Locate Specific Information

One of purpose in reading is to locate specific information. When the readers know what they are looking for. The readers can skim and skip over material at very rapid rates.

5) Reading to Critically Evaluate

A good education should help the reader form their own opinions about things. Reading critically is the process of being aware of an author‟s intent or the point of writing, his use of facts, his attitude and bias toward his subject matter. Critical evaluate requires that the readers talk back to the author rather than merely accept what the readers read.

2. Reading Comprehension

Comprehension is the most important of reading. According to Tankersley (2003, p.90), reading is primarily about understanding. It implies that reading's greatest strength is understanding. Additionally, it is modified by the reader's knowledge. Reading is therefore a two-way interaction between the reader and the text. supported by Willis (2008, P.138) states that comprehension is defined as deliberate thought in which the reader and the author interact to create meaning. It indicates that comprehension is acquired through text reading. Understanding of the text is being developed by interaction between texts and readers.

According to Elizabeth (2014, p.6) Comprehension is necessary for reading to get the main idea and more information from the text which is read.

There are so many experts explain about comprehension. “Comprehension is an active process in the construction of meaning”. Then, “Comprehension is

the ability to understand what is read-the ultimate goal of reading (Carolyn Denton, et al., 2014). It means that students are not only to understand but also to construct the meaning to find more information by comprehending.

According to Richard and Renandya “comprehension is the primary purpose for reading to raise students‟ awareness of main ideas in a text and to explore the organization of a text is essential for good comprehension”

Richards, Jack and Willy (2002, p.230). Next, comprehension is interpretation of experience that connecting new information with the prior knowledge, and also to answer the cognitive questions Tarigan, (1991, p.9).

So, comprehension is the process to construct the meaning for getting more information and understanding the material deeply.

Basically, reading and comprehension cannot be separated. Because, reader must read the text by comprehending to get more information. Reading comprehension is the process of making sense of text, a complex, multifaceted activity that calls on the reader‟s thinking and problem-solving skills (Ontario Ministry of Education, 2003). It means that reading comprehension involves mind for thinking and making sense of text.

Next, Tarigan (1991, p9) gives the definition of reading comprehension;

it is reading activity that interpreting the experience in connecting new information with the prior knowledge, and also to answer the cognitive questions. It can be concluded that reading comprehension is connecting background knowledge of reader to the written text which is read by reader for answering the cognitive questions.

Additionally, Snow defines “reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language” Snow, (2002, p.11). It means that reading comprehension is not only read the text fully, but also extracting and constructing meaning in the text. The comprehension skills categories are amased, in that one is built on the others.

According to Brown (1998, p.306) states that reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies. It implies comprehension is ability to understand and getting information something. There are some aspects in reading comprehension:

a. Main idea

Main idea is basically the most important thought about the topic.

According to Sandra et.al (2009, p. 12), main idea is what the author wants to you to know and understand about the topic. It means that main idea refers to important information that tells more about the overall idea of a paragraph or section of a text. In other words, main idea is actually the point of paragraph.

b. Expression/idiom/phrase in context

The question of expression/idiom/phrase in context is a common word or phrase with a culturally understood meaning that differs from what its composite words' denotations would suggest. In other word, a passage may have multi meaning word and special, so the reader must identify which meaning from the information the passage.

c. Inference (implied detail)

Hatch (2004, p.27) states that inference questions ask you about information that is implied by the passage rather than directly stated. In other words, inference question is guessing something that is not directly stated in the text.

d. Grammatical Features (reference)

According to Dummett (1973, p.204) states that reference is a relation that obtains between expressions and what speakers use expressions to talk about. It means that reference is a relation between objects in which one object designates, or acts as a means by which to connect to or link to, another object.

e. Detail (scanning for a specifically stated detail)

In discussion about reading, this skill is frequently referred to as scanning. In contrast to reading for gist, we read because we want to specific details (Harmer: 2001, p.215). It means that the reader must read with comprehend in order to get the point from the text.

f. Excluding fact not written

Excluding fact not written question ask you the information in text that is not explains directly.

g. Supporting idea

Supporting idea underscores the writer‟s main idea by providing clarification of its meaning or evidence to corroborate (Sandra: 2009, p. 13).

It means supporting idea clarifies the topic sentence or main idea of a written passage.

h. Vocabulary in context

Vocabulary in context question asks about the meaning of a word or phrase as it is used in the passage. It means that, vocabulary in context question is a question that asks reader to determine the meaning of vocabulary (Brown: 2004, p.206).

Based on the explanation above, reading comprehension is reading text by comprehending to find what the readers want to know and also the information they need by process thinking in their mind. The process of understanding involves the reader making an effort to comprehend the text's substance. While reading, information is being gleaned from the text. The main idea, expression/idiom/phrase in context, inference (implied detail), grammar (reference), detail (scanning for precisely stated detail), eliminating fact not written, supporting idea, and vocabulary in context are all things the readers want to learn from the text. The readers explain such elements in their own words. Reading comprehension refers to the ability of the reader to comprehend the aim and significance of the material.

3. Teaching Reading Comprehension

Teaching is guiding and facilitating learning, enabling the learner to learn, setting the condition for learning. It means that, teaching is a process for the learners to gain information from their learning activity. The teacher also

should make the learning process more fun and interest to make the learners enjoy and comfortable in the learning reading process.

According Djamarah (1995, p. 6) four very basic issues important that can and should be made by teachers as guidelines for the implementation of activities learning to succeed accordingly with the expected, they are:

a. The learning objectives are formulated to be clear and directed.

b. Choosing how to approach learning teaching that is considered the mostprecise and effective to achieve target.

c. Selecting and setting procedures, methods and techniques the study of teaching is considered most appropriate and effective.

Meanwhile, Harris and Graham (2007, p.23), there are five reading processes that should be considered by the teacher, they are:

a. Micro Processes

Micro processing refers to the reader‟s initial chunking of idea units within individual sentences. “Chunking” involves grouping words into phrases or clusters ofwords that carry meaning, and requires an understanding of syntax as well asvocabulary. The reader must decide which chunks of text or which details are important to remember. When reading only one sentence, it is relatively easy to recall details, but remembering becomes more difficult after reading a long passage.

b. Integrative Process

As the reader progresses through individual sentences, he or she is processing more than the individual meaning units within sentences. This

process of understanding and inferring the relationships among clauses is referred to as integrative processing. Subskills involved in integrative processing include being able to identify and understand pronoun referents and being able to infer causation or sequence.

c. Macro Processes

Ideas are better understood and more easily remembered when the reader is able to organize them in a coherent way. The reader does this by summarizing the key ideas read. He or she may either automatically or deliberately (i.e., subconsciously or consciously) select the most important information to remember and delete relatively less important details.

d. Ellaborative Processes

When we read, we tap into our prior knowledge and make inferences beyond points described explicitly in the text.We make inferences that may or may not correspond with those intended by the author.

e. Metacognitive Processes

The metacognitive processes the reader uses are those involved in monitoring understanding, selecting what to remember, and regulating the strategies used when reading. The metacognitive strategies the reader uses include rehearsing (i.e., repeating information to enhance recall), reviewing, underlining important words or sections of a passage, note taking, and checking understanding

Teaching reading is useful for other purposes. Any exposure to English (provided students understand it more or less) is a good thing for English

students (Harmer: 1998, p.68). It means that teaching reading can make the students understand the text. Teaching reading activity is important for the students. They can understand for what they read and how to read.

During teaching reading process, we must pay attention about the principle of teaching reading. Teaching reading can provide students with many opportunities to study language, such as vocabulary, grammar, punctuation, and the way we construct sentences, paragraph, and text. Teacher has some principle in teaching reading. The principle can be standard to limit teachers when they teach reading. The principles of teaching reading are stated that reading is not passive skill, students need to be engaged with what they are reading, students should to be encouraged to respond to the content of a reading text, not just to the language, prediction is major factor in reading, match the task to the topic, and good teacher exploit reading texts to the full.

According to Brown, those principles for designing interactive reading technique, as follow:

1) Don‟t over look the importance of specific instruction in reading.

2) Techniques should be intrinsically motivating.

3) Techniques should utilize authentic language and contexts.

4) Encourage the development of reading strategies.

5) Include both bottom-up and top-down techniques.

6) Consider subdividing your techniques into pre-reading, during reading, and after reading phases.

7) Build in some evaluative aspect to your techniques Brown (2004, p.141:142).

Furthermore, Harmer (1998) states six principles in teaching reading as follow:

1) The teacher needs to understand that reading is an active skill. When students read a text, they must do other activities, not just read a text, but they have to realize that including understanding the words meaning, the stated arguments, and working out whether they agree or disagree about the arguments.

2) The teacher has to make the students enjoy reading the passage. When the students do not enjoy reading, they will get nothing from tha,t but they will get benefits such as more knowledge and new information if they enjoy their reading.

3) The teacher needs to encourage the students in responding the content of reading text, not just to the language being used in the text. students have to be accustomed to understand and respond to the meaning of the text and express their feelings about the topic of the text.

4) The teacher should emphasize that prediction is a major factor in reading.

Before students come into the text, they can do prediction by looking at the title which sometimes give clues to make the students comprehend the text easily.

5) The teacher has to match the tasks to the topic. Tasks are the way to check the students ability in reading comprehension. Therefore, good

tasks are those that suitable for the topic being discussed that can be made by questions, puzzle, etc.

6) The teacher should exploit reading texts to the full. It means that teacher does not ask the students to read a text and move to another activity having no relation to the text. the teacher should cover all things that the students can work out with the text by discussing the text fully, studying the language, and iving additional tasks to the students.

Thus, Nunan (2003, p.54-56) divided into 8 principles for teaching reading, they are:

1) Exploit the readers‟ background knowledge.

2) Build a strong vocabulary case.

3) Teach for comprehension.

4) Work on increasing reading rate.

5) Teach reading strategies.

6) Encourage readers to transform strategies into skills.

7) Build assessment and evaluation into your teaching.

8) Strive for continuous improvement as a reading teacher.

Based on the explanations above, it can be concluded that principles in teaching reading comprehension is necessary because it can be more easier to manage classroom in teaching reading comprehension. Therefore, teachers must know about the principles Nunan (2003, p.54-56).

Then, in teaching reading, the teacher should be planned as a part of a lesson;these three phases would be integrated into your instructional sequence

and may include passage from the textbook, handouts of internet materials, primary documents, charts.

1) Pre-reading. It includes preparing the learner for reading by forming or activating relevant schema.

2) While-reading. It involves undertaking the task as set.

3) Post-reading. It can be varied, encompassing any follow up or exploitation of what has been read. (Johnson: 2013, p.149)

It means that in teaching reading, the teacher should have or plan the stages of teaching reading which can make easier in teaching reading process, the stages that can be used in teaching reading are pre-reading, while-reading, and post-reading. Therefore, it can be informal that teaching reading is not passive activity. Students must enjoy during reading process. As we know the advantages of reading is to give the students‟ knowledge that they never know before. In teaching reading, students and teacher can be a partner to make the teaching process more effective.

4. Assessment of Reading Comprehension

Assessments require planning and organization. The key lies in identifying the purpose of reading assessment and matching instructional activities to that purpose. Brown (2004, p.165) argues that assessment, on the other hand is an on going process that encompasses a much wider domain.

Whenever a student responds to a question, offers a comment, or tries out a new word or structure, the teacher subconsciously makes an assessment of the

students performance. Based on this, it can be mentioned that assessment used to determine the quality of students works.

Then, Klinger, Vaughn, & Boardman (2007, p.8) states that assessing comprehension is hard to teach, because it might have challenges in determining how many students really comprehend the text. Reading comprehension assessment has different purposes including to compare students' comprehension levels with those of in a sample group, to find out if students have met reestablished criteria for their grade level, and to inform teachers how effective the reading comprehension technique they use.

Westwood (2008, p.33) states that the main functions of assessment are below:

a) To enable a teacher in evaluating the effectiveness of teaching technique and making any necessary modification to technique of deliving and leaming activities.

b) To identify students who still have dificulies in mastering the course content and need additional help.

c) To provide students with information if they arrest to be transferred to another school or to a special education.

d) To be accountable to parents by providing them with evidence of their student's leaming.

e) To match with govemment education authorities by providing hard evidence of achievement levels.

In giving the suitable assessment to mesure students‟ reading comprehension, the researcher needs to consider the types of reading. In this

research, the researcher measures student‟s reading comprehension by giving narrative texts and comprehension questions test. Brown (2003, p.206) states the features of comprehension questions test as follow:

a. Main idea (topic) b. Supporting idea

c. Detail (scanning for a specifically stated detail) d. Inferences

e. Vocabulary in context

f. Expression/idioms/phrases in context g. Grammatical features

h. Excluding facts not written (unstated details)

In line with that, based on the curriculum 2013 for Senior High School the indicators of reading comprehension are as follow:

a. Main idea

b. Specific information of the text c. Reference

d. Inerence

e. Understanding vocabulary

Then, King and Stanley (2002, p.8 as cited in Rizka Mufariza: 2019) state that components of the paragraph in reading, as follow:

a. Finding main idea

Main idea is called as topic sentence which tells what the rest paragraph is in some paragraphs, the main idea is not explicitly stated in

any one of sentence. Instead, it is left to the reader to infer, or reason out.

In other words, the main idea is the most important idea that author develops throughout the paragraph.

b. Finding factual information/details

Factual information requires redears to scan specific details Supporting sentence or specific information develops the topic sentence which appears with WH Questions by giving definitions, examples, setting, character, time, facts, an incidents, comparison, analogy, cause and effect, quotation, purpose, etc. In which the answer can be found in the text.

c. Finding the meaning of vocabulary in the text

It means that vocabulary is fundamental for everyone who wants to speak or produce utterances for reading. The reader develops guessing to the word which is unfamiliar with them, by relating the close meaning or unfamiliar words to the text and the topic of the text that is read. The words have the same meaning as another word.

d. Identifying references

One of the purpose of reading is for a reference which is any expression used an utterance to refer to something or someone (or a clearly delimited collection of things or people). Identifying references to which they refer will help readers understand the reading passage.

Reference words are usual short and be frequently pronoun, such as it, he, she, this, those, and so on.