THE EFFECT OF HERRINGBONE TECHNIQUE
ON THE
STUDENTS’ ACHIEVEMENT
IN READING ARGUMENT TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
By:
INDAH PRATAMA PRIDA
Registration Number 2112121013
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
i
ABSTRACT
Prida, Indah Pratama. 2015. 2112121013. The Effect of Herringbone Technique on the Students’ Achievement in Reading Argument Text. A Thesis. English Department. Faculty of Languages and Arts. State University of Medan.
This study aims at investigating the effect of herringbone technique on students’ achievement in reading argument text. It was conducted by using experimental research design. The Population of this research was the eleventh (XI) grade students of SMAN 1 Babalan. The number of the samples taken was two classes. The first class (XI MIA 1) which consists of 30 students as the experimental group, while the second class (XI MIA 2) which consists of 30 students as the control group. The experimental group was taught by using herringbone technique. The instrument for collecting the data was reading comprehension test. To obtain the reliability of the test, the writer used the KR-20 Formula, The result of the study showed that the reliability of the test was 0,81. The data were analyzed by using t-test formula, the analysis showed that the score of students in the experimental group was greater than the score of students in the control group at the level of significance 0.05 with the degree of freedom (df) 58; the t-observed is 4.95 while the t-table is 2.00. Therefore, the null hypothesis (Ho) is rejected and the hypothesis alternative (Ha) is accepted.
ii
ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thanks to the most
gracious and merciful, the almighty God, Allah SWT for 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 Sarjana Pendidikan.
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 thanks to:
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Nora
Ronita S.Pd., S.S M.Hum., Head of English Education Study Program.
Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Consultant I and Dra.
Masitowarni Siregar M.Ed., her Thesis Consultant II.
Indra Hartoyo S.Pd, M.Hum., Prof. Amrin Saragih, M.A. Ph.D., and
Prof. Dr. Hj. Sumarsih, M.Pd., her Thesis Examiners.
All Lecturers who have taught her in this English Department.
Drs. Sudiatman S.Pd., the Principal, Umar Syahputra S.Pd, the Vice
Principal, and Joko Susanto S.Pd., the English Teacher of SMA Negeri 1
Babalan.
Jufri and Wahidah., her beloved parents for giving her everlasting love,
iii
and Rosa Fitriani Prida who always supported the writer to be hard working
to finish her study in Faculty of Language and Arts, State University of
Medan.
Her beloved friends; Novia, My “Molekest” (Intan, Vika, Nashroh, Diah,
Widya), Putra, Uci, Wahyu, Merry, Fibie, Irda, Yessi, Era, Mutya, Fitri,
Anggi, Zsezsa, Agus, Ecik and All PPL SMANSABA 2014 and also all
members in Regular C 2011 for always be there when she needed their
support and motivation. Her closest friend Ade Kurniawan S. Pd, and all
people who cannot be mentioned one by one, she says thank you.
Her nicest students of SMAN 1 Babalan, who had inspired the researcher to
create the title of this study.
Last but not least, the researcher resizes that her thesis still has some
weakness and mistakes. Thus, she would be grateful to accept any suggestion and
correction from anyone for the better writing.
Medan, October 2015 The Researcher
iv A. The Background of Study ...1
B. The Problem of Study ...4
C. The Scope of Study ...4
D. The Objective of Study ...4
E. The Significances of the Study ...4
CHAPTER II.REVIEW OF LITERATURE A. Theoretical Framework ...6
1. Reading Comprehension ...6
a. Factors That Influence Reading Comprehension ...8
b. Stages of the Application Herringbone Technique in Stages of Reading Comprehension ...10
c. Level of Comprehension ...11
d. Measuring Reading Comprehension ...13
2. Arguments Text ...15
3. The Definition of Herringbone Technique ...17
a. Procedures of Herringbone Technique ...18
b. The Advantages of Herringbone Technique ...19
B. Conceptual Framework ...20
C. Hypotheses ...21
v
B. Population and Sample ...24
C. The Instrument of Collecting Data ...24
1. Source of Data ...24
2. Data ...24
D. Scoring Data ...25
E. The Procedure of Research ...25
1. Pre Test ...25
2. Treatment ...25
3. Post Test ...27
F. The Validity and Reliability of the Test ...28
1. The Validity of the Test ...28
2. The Reliability of the Test ...29
G. The Technique For Data Analysis ...30
H. Statistical Hypotheses ...31
CHAPTER IV. DATA AND DATA ANALYSIS A.Data description ...32
B.Data analysis ...36
1. Reliability of the test ...36
2. Data analysis by using t-test formula ...38
C.Testing hypothesis ...39
D.Research finding ...39
E. Discussion ...40
CHAPTER V. CONCLUSION AND SUGGESTIONS A.Conclusion ...43
B.Suggestions ...43
REFERENCES ...44
vi
LIST OF FIGURES
Figure 2.1 Herringbone Technique ... 17
Figure 4.1 Diagram of Students Score In Pre Test ... 34
vii
LIST OF TABLES
Table 3.1 Two Groups Pre Test And Post Test ... 23
Table 3.2 Teaching Procedure in Experimental Group ... 26
Table 3.3 Table of Specification ... 29
Table 4.1 Students’ Score in Pre Test ... 33
Table 4.2 Table Distribution ... 34
Table 4.3 Students Score In Post Test ... 35
Table 4.4 Table Distribution ... 35
viii
List of Appendices
Appendix A. Pre and Post Test for Experimental and Control Group ... 46
Appendix B. Answer Key ... 53
Appendix C. The Scores of Pre Test and Post Test ... 54
Appendix D. The Score of Reliability ... 56
Appendix E. The Calculation of Reliability ... 57
Appendix F. The Calculation of the T-Test ... 61
Appendix G. Percentage Points of the T- Distribution ... 67
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language proficiency consists of four skills namely: listening, speaking,
reading and writing. Many researchers note that reading is the most important
language skill for academic achievements, beside speaking, listening and writing.
Moreover, in the new era of globalization students need reading activities because
there is much information that must be shared as much as possible. By knowing
much information the students will be able to cover the news from all over the
world. They can read magazines, newspapers and textbooks. When they are lazy
to read, they get nothing, but when they often read, they are rich with information
and knowledge. Alvermann & Earle in a journal of education (2014) stated that
without the skill of reading comprehension and the motivation for reading to
learn, students’ academic is limited.
Nowadays in teaching reading, the teacher usually orients to the students’
English book. Teachers teach the students by asking the students only to read the
text and answer the questions. These activities do not give any opportunities to
improve students’ knowledge. It cannot give contribution to the students’ reading
comprehension. Therefore, students cannot comprehend their reading text and
becomes passive in the teaching learning process. In this case most of the students
still find it difficult to comprehend a reading text. This situation must be
2
technique in teaching reading comprehension in order to make the students
interest.
A technique will help the students learn and remember information for a
long period of time building bridges in the students. In reading, people are
suggested not only to have their own reading technique, which can be different
depend on the texts genre but also to increase their comprehension that enables
them to read a variety of text.
As a matter of fact, not all students were able to comprehend the text well.
Based on the writer’s experience during the field teaching program (PPL) in SMA
Negeri 1 Babalan, at grade XI, the writer’s observation showed that many students
were not able to comprehend an argument text well. They encountered difficulties
in comprehending and finding the main idea from the text. In addition, they did
not know what they read.
Since English is assumed as a difficult subject by most Senior High School
students, teacher have a duty to make them interest in studying. Interest is an
important factor to make them pay attention to the subject. Teachers need to
develop and increase their knowledge and ability in teaching reading
comprehension. Teachers can use different kinds of techniques to make the
teaching process be more interesting. It is a must for a teacher to choose an
appropriate technique in teaching reading comprehension in order to make the
3
In the curriculum of 2013 or Kurikulum 2013 (K13) which is written in
the standard competence in the syllabus of the second students of senior high
school, students are expected to comprehend one of the genre in reading
comprehension such as argument text specifically in analytical exposition text..
Considering the facts above, there is an urgent need to use a technique in
teaching and learning process that can help them to solve their problems.
Herringbone technique is one of many techniques can be used in teaching reading
comprehension especially in reading argument text.
The herringbone technique supports comprehension of text by providing a
framework upon which the who, what, when, why, where, and how questions can
be visually organized in relation to the main idea (Tierney, et al in Boucard
(2005:54)).
The key benefit for the students is able to answer and understand the
question who, what, when, why, where and how can greatly aid students when
reading and comprehending text. This technique also shows the relationship of the
detail to the main idea, which is often a troublesome concept for English language
learners. This technique is particularly well suited for arguments text specifically
4
B. The Problem of the Study
Based on the background given, the problem is formulated as follows:
“Is there any significant effect of herringbone Technique on the students’
achievement in reading Argument text?”
C. The Scope of the Study
The scope of the study is limited on investigate the second year students of
SMA Negeri 1 Babalan. This study focuses on the applying of herringbone
technique on teaching the students in reading arguments text, specifically
analytical exposition.
D. The Objective of the Study
The objective of the study is to investigate the effect of herringbone
technique on students’ achievement in reading arguments text.
E. The Significances of the Study
The findings of the study are expected to have both theoretically and
practically significances.
1. Theoretically, the findings of the study are expected to add more horizons
in theories of learning.
5
a. English teacher; as the information in teaching English to enrich
their knowledge in reading argument text by using herringbone
technique.
b. Other researcher; it will be basic information in conducting further
43 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, the researcher concludes that there is
significant effect of applying herringbone technique on students’ achievement in
reading argument text, since students’ achievement in reading argument text
taught by applying herringbone technique is higher than without applying
herringbone technique ( tobs > t table ; 4.95 > 2.00 ; .
B. Suggestions
Based on the conclusion above, suggestions are put forwarded as follows;
1. The English teachers are suggested to use herringbone technique in
their teaching learning process in order to improve students’
achievement in reading argument text
2. Since this study is only focused on students’ achievement in reading
argument text specifically analytical exposition, it is suggested for
other researcher to apply herringbone technique to other skill and other
44
REFERENCES
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Brown, D. H. 2004. Language Assessment Principles and Classroom Practices. New York: Pearson Education..
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