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THE IMPLEMENTATION OF HERRINGBONE TECHNIQUE IN READING COMPREHENSION ON NARRATIVE TEXT AT THE FIRST GRADE OF SMK BAJIMINASA MAKASSAR
Yuliana Atri Jono1, Dahlan Bahang2, Adriani Jihad3
1STKIP YPUP Makassar, Email: [email protected]
2STKIP YPUP Makassar, Email: [email protected]
3STKIP YPUP Makassar, Email: [email protected]
ABSTRACT
This research aims to know whether the implementation of herringbone technique can improve the students’ reading comprehension at the first-grade student of SMK Bajiminasa Makassar. This research used pre-experimental design with one group of pre-test and post-test. The population of this research was the first-grade student of SMK Bajiminasa Makassar. The total sample of this research was 20 students. The data result showed that the mean score of the post-test was greater than the pre-test (1.720>1.200) and the t-test value was greater than the t-table value (13.175>2.093) at the level of significant 0.05. It is proved by the result of three components in reading comprehension (decoding, fluency, vocabulary skills) where the post-test result was higher than the pre-test. Therefore, it can be concluded that the implementation of herringbone technique was significantly improve the students’
reading comprehension at the first-grade student of SMK Bajiminasa Makassar.
Keywords: Reading Comprehension, Herringbone Technique, Narrative text.
INTRODUCTION
Language is very important in human life because it is used in all aspects. As human being people need language to communicate with one another. People use language to express inner thoughts and emotions, make sense of complex and abstract thoughts, learn to communicate with, others, to fulfill our wants and needs, as well as to establish rules and maintain our culture. Language is used to deliver message or idea from the speaker to the listener and writer to the reader in interactions among themselves or with their environment. Without language, it is impossible for people or everyone to join interactions with each other in daily life or learning something and also human activities cannot run well without language.
English is an international language is used by many people in the world and in the many areas of life. It is learned by most of the people on the world. In Indonesia, English in the foreign that is not use every day. Indonesia only learned from the school or course.
Moreover, English is a compulsory subject which should be mastered by students of senior high school. There are four skills in English they are listening, speaking, reading, and writing.
Listening in English, the skill that we much master is listening before speaking. This is very important for us to master firs because before we speak we much hear the native speaker and then speak according to the native speaker’s way of saying a word. After listening, we will create a language product, namely speaking. Through speaking a speaker communicate to convey
51 his intentions and goals. And the next is reading skill. This is also no less important than other skills. Through reading we can get a lot of information and knowledge, and the last skill is writing. Writing is a skill that creates language products such as speaking. The language product that is produced after we can write is that we can convey the intent and purpose in writing such as letters, poems, novels, and others. These skills are closely related one to other.
In this case, the researcher will focus on reading skill.
Reading is a receptive skill that allows us to receive information. Reading is receptive skill that allows us to receive information. So that who is diligent and reads a lot will get new knowledge from various media, both print media and electronic media. Nowadays, interest in reading tends to be a very low because of certain factors, including being lazy. At this time, especially from student to basic education to tertiary education levels, reading activities tend to be very rarely done so that this makes it difficult for students to process their knowledge.
Reading skill are needed by students who will later be used to understand.
Reading is very important for our language capability. According to Harmer, reading useful for language acquisition. Provide that student more or less understand what they read, more they read, the better they get at it. Therefore, when people read, they must understand what they read. When they read and do not get something their activities is useless.
Reading activity has a specific purpose according to the person who reads it. In teaching and learning reading there are many techniques; one of the technique is herringbone. Herringbone technique that develops comprehension of the main idea by plotting who, what, when, where, why, and how question on a visual diagram of a fish skeleton in which the students write the main idea across the backbone of the fish diagram. Herringbone technique is the technique to help student find important and main idea in a text by seeking the answer of six comprehension question a diagram.
Mikulecky and Jeffries (1996) define reading as a very complex task consists of many different skills. Reading is process of thinking. Moreover, it is not just process of understanding the words or the grammar or even translating.
According to Choe in Cut Dara Ilfa Rahila and friends (2016:5) adds that Herringbone technique is developed by it is named because resemble a fish skeleton that useful for analyzing a single idea. It contains six questions that help students to organize the details of the text.
52 Deegan in Losi (2020:2-3) states that herringbone technique can be one of reading comprehension methods which can be offered to the students. It focuses on comprehension of the main idea by plotting the who, what, when, where, how, and why questions, the students write the main idea across the backbone of the fish diagram.
The procedures of herringbone technique are:
a. The researcher selects narrative text. The researcher selects narrative text which is appropriate with the reading level of eleven grade.
b. The researcher constructs a visual diagram of the herringbone technique to the students.
c. The researcher tells the students to record the answers to the question on the diagram. They will look for answers to who is the writer talking about, what did they do, when did they do it, where did they do it, how did they do it, and why did they do it.
d. The students read the text to find the answers and record the answers on the diagram. The students are recording the answer of the herringbone diagram’s questions while they are reading the text.
e. The researcher shows the students how each answer fits into a slot in main idea sentence. After the information is recorded, the students can make the main idea of the text by using the answers of WH-questions.
f. The students write a main idea, using the information from the herringbone technique.
After getting the main idea by using the information from Herringbone diagram , the students write the main idea on the Herringbone diagram.
According to Anderson in the book entitled “Lets Narrative Text” (2012:16) narrative text type tells a story, in doing so, entertains the audience, make the audience think about in issue, teaches them a lesson, or excite their emotions. It can be said that, a narrative text is
53 retelling a story that is told by the doer or other person’s point of a view. Anderson also give example of narrative text, there are: myths, fairytales, sciene fiction, and romance novels.
Narrative text is a type of text in English to tell a story that has a series of connected chronological events. The purpose of this text is to entertain the reader about a story or stories. Narrative text can be imaginary or factual for example fairy tale, mystery, science fiction, romance, horror, fable, legend, history and personal experience, and etc.Characteristics of narrative text is use action verb past, use an adjective that forms a noun phrase and use conjunctions to order event.
METHOD
The method used in this research was a pre- experimental with one group. The aims of method were to find out effective of using herringbone technique to improve the student ability reading comprehension of narrative text. This researcher was use quantitative researcher because it used number of statistic. Quantitative research is the collecting and analysis of numerical data to describe, explain, predict, or control phenomena of interest. The researcher giving the pretest to know the student reading ability before giving the treatment. Then, the researcher giving the post-test to know the student reading comprehension of narrative text after giving the treatment.
RESULT AND DISCUSSION Result
The findings of researcher deal with the students score of researcher activity such as pre-test and post-test, the raw score, the classification score, frequency and rate of the students score of the students pre-test and post-test, t-test value and hypothesis testing. This finding was explained based on the problem statement stated in the previous chapter. Also, findings that reported in this chapter based on the analysis of data collection and application of the technique explained in the previous chapter.
The classification of students’ scores of pre-test and students score post-test the students score of pre-test and post-test were classified into some criteria’s those criteria are very poor, poor, fair, fairly good, good, very good, and excellent classification.
After that the students score pre-test and post-test were compared in the table to know improvement after the treatment. The table frequency and rate percentage of the students’
score of pre-test and post-test was separate in this section. The next section presents
54 the students score of pre-test (X1), post-test (X2), gain/different between the matched pairs (D), and the of gain e square (D2).
The data of this research is collected by using reading test which is give twice, in the pre-test and post-test give twice. The kind of the reading test is essay test at it consist 10 questions. Before treatment the researcher give pre-test to know students prior knowledge on reading comprehension. After that the researcher was give posttest to find out the students reading achievement after having the treatment by using Herringbone Technique.
Graphic 4.1
Students score classification of pre-test
Based on the graphic 4.1 above, the vertical axis was the frequency of the students result in pre-test, while the horizontal axis was the classification of the students’
pre-test. It can be seeing the students score classified as very good with (2) frequency students, after that followed by good with (4) frequency, fairly good with (8) frequency, fair with (4) frequency, the last followed by poor with (2) frequency.
The raw score of the students reading comprehension were classify into seven levels that consist of excellent (90-100), very good (80-90), good (70-80), fairly good (60-70), fair (50-70), poor (30-50), and the last very poor (0-30).
0%
10%
20%
30%
40%
50%
60%
very poor poor fair fairly good good very good ecellent
55 Graphic 4.2
Students score classification of post-test
Based on the graphic 4.2 above the students score of shows, that was no one students got very poor and poor score. There were (0%) students who classified good fair, fairly good, poor and very poor. (50%) students classified very good and the last (50%) students who classified excellent.
Therefore, the researcher concluded that the students reading comprehension in narrative text improve after teaching reading comprehension by herringbone technique
Table 4.5
1. The comparison between students pre-test and post-test No Classification Range Pre-test Post-test
(F) (%) (F) (%)
1 Excellent 90-100 0 0 10 50
2 Very good 80-90 2 10 10 50
3 Good 70-80 4 20 4 0
4 Fairly good 60-70 8 40 0 0
5 Fair 50-60 4 20 0 0
6 Poor 30-50 2 10 0 0
7 Very poor 0-30 0 0 0 0
Total 20 100 20 100
The table 4.5 above show that, the students score of pre-test and post-test. The frequency and rate percentage of the students score of pre-test and post-test. There were no one students got classification excellent in pre-test while, in the post-test there were 50% students got excellent and 50% students got very good score. In the pre-test there
0%
10%
20%
30%
40%
50%
very poor poor fair fairly good
good very good ecellent
56 were 10% students who classified very good, 20% students who classified good, 40%
students classified fairly good, 20% students who classified fair, 10% students who classified poor.
The students maximum score in the pre-test was 80 score, and the minimum score in the pre-test was 40 score, while the students minimum score in the post-test was 40 score, and the maximum students score in the post-test was 100 score. It can be said, that the students ability very low in comprehend reading text before having the treatment.
Graphic 4.3
Comparisons the students score classification of pre-test and post-test
By looking at the data show in the graphic above comparison the in reading was not good in pre-test or before giving the treatment by using herringbone technique.
It was known result of students of pre-test that no one of 20 students who classified excellent. Most of them who classified very good, good, fairly good, fair, and poor classification. While in the post-test the students most of the students who classified excellent and very good. No one of students in post-test who classified good, fairly good, fair, poor and very poor.
After giving the treatment for four meetings with using herringbone technique, there was significantly improve students reading comprehension than test before, it was known that the higher classification of post-test was excellent and followed by very good. Generally, the students score was significant improvement from the test before to
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
very poor poor fair fairly good good very good excellent
57 post-test it proved by the data on the graphic comparison the students score classification of pre-test and post-test above.
The total number of class X at SMK Bajiminasa Makassar were 20 students.
In pre-test there were 2 students who got 80 score, 4 students who got 70 score, 8 students who got 60 score, 4 students who got 50 score, and 2 students who got 40 score. Based on the data above, the researcher conclude that the majority of the students were category as fairly good. It means that they are consider to be qual before treatment.
The total score of post-test, they were 2 students obtain score 100, 8 students who achieved score 90, 10 students who reached score 80, and no one of students scored below 80.
From the data above, the researcher conclude that the reading comprehension of the students has improve. It means that they are considered to be different after treatment.
It has been classified formed in the procedure of collecting data that the researcher concluded a test that was pre-test and post-test. The pre-test was applied before giving the treatment while post-test administrated after giving the treatment.
The result of students pre-test and post-test are quite different where, the total score of the students in pre-test (
Ʃ
Ẋ1) was 1,200 while the total score of students in post-test (Ʃ
Ẋ2) will 1,720. From the total score of the students pre-test and post-test above can be reached the gain of different between matched (ƩD) 520. After getting the gain different between matched pairs can be see the total square gain (ƩD2) was 15.000. From the data elaborated above can be take the conclusion that the using by herringbone technique was improving the students reading comprehension at the first grade of SMK Bajiminasa Makassar because the result of the students score were quite different were the students total score of post-test was higher than the pre-test.After calculating the data took from the pre-test and post-test score, the table score shows that gain (D) of the students maximum score was 10 and the minimum gain (D) was 40.
After calculating the data of the students score, the researcher classification the students score into seven categories which were excellent, very good, good, fairly good, fair, poor and very poor categories in pre-test and post-test students reading comprehension. These classifications were used to find out the significant of the
58 students by the implementation of herringbone technique at the first grade of SMK Bajiminasa Makassar.
Table 4.6
The means score of students pre-test and post-test
Test Mean score Total Score
Pre-test 60 1.200
Post-test 86 1.720
The data of table 4.6 above shows that the mean score of the students pre-test was 60, which classified as fairly good while the mean score students post-test was 86, which classified as very good.
The students mean score of students post-test was higher than the students mean score of post-test. It means that by using herringbone technique in can be improve students reading comprehension at the first grade of SMK Bajiminasa Makassar.
Table 4.7 Test of significance
DF Level of significant T-test Value T-Table
19 0,05 13.175 2.093
Discussion
The aims of this researcher were to find out whether or not the use of herringbone technique can improve students reading comprehension. The researcher uses herringbone technique in teaching reading comprehension of SMK Bajiminasa Makassar.
The sample of this researcher was the first grade of SMK Bajiminasa Makassar. The sample of this researcher collected reading test.
Before the students were taught by using herringbone technique that used in this researcher, at the first meeting the researcher gave students pre-test to know the students’
prior knowledge in reading comprehension. Based on the result of students pre-test, the students have difficulties in determine the main idea, word meaning and some information in the text based in the question of the test. Where the maximum of the pre-test was 75. This section deals with the interpretation of the findings delivered from the result of statistical analysis.
59 CONCLUSION
Based on the collecting the data of the students’ achievement after giving treatment by using Herringbone Technique the researcher conclude that this technique was effective to improve the students reading comprehension in narrative text. It could be known by some indicator that showed above. There were some effectively indicator that showed of this strategy presented below:
First, the comparison between the students pre-test and post-test result. In post- test result has improved, so the total score of post-test was higher than pretest scored 1200>1720. Second, the comparison between mean score of pre-test and post-test which the mean score of pre-test was higher than pos-test scored 60>86 and the last one the comparison of t-test and t-table which t-test value was higher than the t-table 0093>13175.
The criteria used to reject or to accept the hypothesis said that that null hypothesis was rejected when the value of t-test is greater than the value of table.
After understanding this criteria, the researcher concluded the alternative hypothesis of this research is accepted, while the null hypothesis of this research is rejected, it means that the students score of pre-test and post-test were significantly different.
The average of students score in pre-test and post-test plays an important role in determining the successful of a new technique used in teaching and learning activities.
We can conclude that the technique used has significance influenced in improving students reading comprehension.
Based on the teaching and learning activity by using herringbone technique, the students comprehend the text. Finally, it can be concluded that the use of herringbone technique is effective in improving students reading comprehension of the first grade of SMK Bajiminasa Makassar.
The students attitude toward the used of herringbone technique was good respond. The students were interested to this technique because their motivation in learning process and they can be easily in understand the topic. Therefore, herringbone technique was interested for the students in teaching reading
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