THE EFFECT OF USING HERRINGBONE TECHNIQUE ON STUDENTS ACHIEVEMENT IN READING NARRATIVE TEXT.

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ABSTRACT

Sinambela, Novalia Verdiana. 2103321025. The Effect of Using Herringbone Technique on Students’ Achievement in Reading Narrative Text. A Thesis. English Department. Faculty of Languages and Arts. States University of Medan. 2015.

This study was aimed at finding out the effect of using Herringbone Technique on the students’ achievement in reading narrative text. This study was an experimental research design. The population of this study was grade VIII students of SMP Negeri 14 Medan with the total number of students was 60 as samples and all of the students was taken by using lottery technique. The students were divided into two groups, namely experimental and control group. The experimental group was taught by using Herringbone Technique, while the control group was taught by using Direct Instruction. The instrument of collecting data was multiple choice tests which then divided into pre-test and post-test. To obtain the result of the reliability of the test, the researcher used the Kuder Richardson formula (KR-21). The result of the calculation showed that the reliability of the test was 0.80, which means that the reliability of the test is high. The data were analyzed by using t-test formula. The result of the analysis showed that tvalue is higher than ttable (3.27 > 2.00) at the level of significance 0.05 with the degree of freedom (df) 58. It means that there is a significant effect of using Herringbone Technique on the students’ achievement in reading narrative text. .

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ACKNOWLEDGEMENT

The writer would like to acknowledge her countless thanks to the Most Gracious and the Most Merciful,the almighty God,Jesus Christfor the love and blessing so the writer has finally completed this thesis.This thesis is submitted to the English Department, Faculty of Languages and Arts, State University of Medan as a partial fulfillment of the requirements for taking the degree of SarjanaPendidikan.

During the process of completing this thesis the researcher has worked with a great number of people, through their guidance, suggestions, and comments for which the researcher would like to extend her sincere gratitude and special

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and Dra. Meisuri, M.A., as the Secretary of English department.

 Dra. MasitowarniSiregar, M.Ed.,as the Head of English Education Study Program.

 Drs. Willem Saragih, Dipl. Appl., M.Pd., her Thesis Consultant.  All Lecturers who have taught her in this English Department.

 Drs. Hasbullah., the Principal of SMP Negeri14Medan and the English Teacher for giving permission and helping the writer to conduct this research.

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 Her beloved friends,the students of English Department, Yaya, misida, Rizka, Rafiqa, Puput, Dika, Icha, Adi, Desi Sari, Desi Fortin, Lindaand also the other students in Extension A, B, C 2010. Her beloved close friends Natika Manurung and Muliadi Pakpahan.

 Her nicest students of SMPN 14Medan.

The writer hopes this thesis will be useful for those who read it, especially for the student of English Department.

Medan, September 2014 The Researcher,

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LIST OF TABLES

Table 2.1 The Example of Narrative Text ... 16

Tabe 2.2 The Advantages and Disadvantages of Herringbone………..25

Table 3.1 Research Design ... 28

Table 3.2 Table of Specification ... 30

Table 3.3 Treatment for Experimental Group ... 31

Table 3.4 Treatment for Control Group ... 33

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LIST OF FIGURES

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LIST OF APPENDICES

Appendix A The Score of Pre-Test and Post-Test of Experimental Group ... 47

Appendix B The Score of Pre-Test and Post-Test of Control Group ... 48

Appendix C The Score of the Reliability of the Test ... 49

Appendix D Test for Homogeneity of Variance...51

Appendix E The Calculation of T-test ... 55

Appendix F T-table Distribution ... 58

Appendix G Reading Test ... 59

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CHAPTER I

INTRODUCTION

A. Background of The Study

In English, there are four skills namely listening, speaking, reading, and writing. In learning English, reading is one of the skills which has important role to give information to the reader. According to Grabe and Stoller (2002: 9) reading is the ability to draw meaning from the printed page and to interpret this information appropriately. In reading, students do not only read the text but also understand the text. The main purpose for reading is to comprehend the ideas in the material. Without comprehension, reading would be empty and meaningless.

In reading comprehension, the readers are expected to be able to construct meaning from a text and to interpret the information well. As reading is an important skill that must be achieved by the students, reading has already been taught from the elementary level up to university level, because of this situation, the students are expected to be able to comprehend the reading text easily. Although reading is very important competence for students, they still have difficulties in learning reading. The teacher usually orients students with English book, and asks the students to read the text and answer the questions. These monotonous activities don’t give enough contribution for the students’ reading

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Based on the writer’s interview with the English teacher of SMP

Negeri 14 Medan , the writer found that most of students still had low comprehension in reading. There were some reasons for such a case, such as the lack of students’ interest to read the text, the lack of students’

knowledge about the reading text and the ineffective technique which was applied by the teacher such as the English teachers in Junior High School generally taught the students using direct instruction. This method made the students more passive. The relationship was not happened among the students. Direct instruction was just happened between the teacher and the students. In addition, this method made the students bored and it was not interesting to learn.

The ability to comprehend story seems so low with that learning style. The writer attaches the students’ score in two semesters, academic year 2013-2014 below. The Minimum Criteria Mastery (Kriteria Ketuntasan Minimum/KKM) is 70.

Semester Score Students Percentage Mean

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Teaching with graphic organizer is teaching technique to increase students’ motivation in learning English. Graphic organizers are important and effective pedagogical tools for organizing content and ideas, and facilitating learner’s comprehension of newly acquired information

(McKnight, 2010: 1).

The one of graphic organizers is Herringbone Technique. Herringbone Technique is graphic organizers which represent visual information and concepts in teaching learning process. McKnight (2010: 50) states that Herringbone Technique is used for establishing supporting details for a main idea. In addition, Herringbone Technique helps students understand the connections between supporting details to identify a main idea.

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Pair- Share Technique. As the result, he found that Herringbone Technique was more effective in teaching reading than Think- Pair- Share Technique. It also helps the teacher to improve the students’ reading ability and made them more active in English class

Another research was conducted by Suriani (2013) who discussed the increased students’ ability in reading comprehension by using Herringbone Technique. The result showed that Herringbone Technique is an effective way to increase the students’ ability in reading comprehension.

Therefore, the writer would like to introduce Herringbone Technique as a technique in teaching English especially in reading. Herringbone Technique makes the students more active and motivated to learn. But most of the teacher uses Direct Instruction method in teaching learning process. So, the writer was going to introduce Herringbone Technique in the real learning process. _{Based on the explanation above,} the writer would find out whether this method effectively used in teaching reading comprehension and to improve the students’ achievement in

reading narrative text.

B. The Problem of the Study

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text taught by using Herringbone Technique higher than the students’

achievement taught by using Direct Instruction?”

C. The Objective of the Study

In this study intends to find out the effect of using Herringbone Technique on students’ achievement in reading narrative text.

D. The Scope of the Study

The study s focused on the effect of using Herringbone Technique in reading comprehension. This study is limited only on reading narrative text.

E. The Significance of the Study

The results of this study are expected to give some useful information for: 1) English teachers who are expected to improve the English teaching

quality in teaching learning process.

2) The students help them in comprehending the text easily and to help students sharing ideas or opinion related to the text.

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the result of the data analysis and discussion, the researcher concludes that using Herringbone Technique significantly affects the students’ achievement in reading narrative, since students’ achievement in reading

narrative text who taught by using Herringbone Technique is higher than taught by using Direct Instruction. Therefore, the formulated hypothesis as

“The students’ achievement taught by using Herringbone Technique in reading

narrative text is higher than those taught by Direct instruction” is accepted. This supported by the data analysis results in which the t-observed (3.27) is higher than the t-table (2.00) at the significant level of (0.05).

B. Suggestions

Based on the conclusion above, the researcher gives some suggestions for those who are interested in teaching reading as follows:

1. English teachers are suggested to use Herringbone Technique in their teaching learning process in order to improve their students’

achievement in reading narrative text.

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