THE EFFECT OF USING HERRINGBONE TECHNIQUE ON THE ELEVENTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMAN 1 PESANGGARAN

Abstract

Reading becomes an activity that cannot be separated from our daily live. As stated in Gillet ad Temple (1990:4), reading is the first of all language abilities. Reading is one of the important skills to be mastered in learning. It is a key to find new information either in social life or education areas. It means that reading can bring us information whether it is regarded to education areas or entertainment purpose as long as it can enhance new information to the reader. In order to gain new information from reading text, a students or reader must be able to comprehend reading text. Comprehension is necessary to get the main information from a text. That is why reading comprehension is important for students during teaching learning process. In order to make students interested in reading comprehension, the teacher should use an appropriate and interesting technique in teaching learning process. Interesting technique will make students more enthusiastic in learning reading comprehension so that the students will get better reading comprehension achievement. One of the techniques that can be used is graphic organizer. McKnight (2010:1) states that graphic organizers are important and effective educational tools for organizing content and ideas and facilitating learner’s comprehension of newly acquired information. It helps students internalize what they are learning. Herringbone Technique itself is a part of graphic organizers. It is proposed to help students comprehend written form/text. According to McKnight (2010:50), Herringbone Technique is used to establish supporting details for a main idea. The form of Herringbone Technique consists of boxes and line. The boxes are filled by 5WH1H which were the basic questions of any text. The function of the questions is to know the specific and general information in every paragraph within the text. Meanwhile the line is used for writing the answer or information. Then, the main idea of the paragraph can be found by connecting all of the information state in the diagram or graphic. The use of Herringbone Technique gain students focus in comprehending the text. They become more enthusiastic because of the form of Herringbone Technique is new for them and make them want to know more. In addition, this technique will affect their reading comprehension achievement. This research was a quasi-experimental research. The objective of the research was to know whether or not there was a significant effect of using Herringbone Technique on the eleventh grade students’ reading comprehension achievement at SMAN 1 Pesanggaran. The area of this research was SMAN 1 Pesanggaran. This school was chosen purposively because the use of Herringbone Technique had never been applied in the teaching learning process on this school. The population of this research was the eleventh grade students of IPA class at SMAN 1 Pesanggaran. The research respondents of this research were chosen by using cluster random sampling by lottery since the population was homogeneous based on the students’ previous score of reading comprehension. The total number of the respondents was 72 students. There were 36 students of IPA 4 as the experimental class and 36 students of IPA 5 as control class. The data of this research were collected from students’ previous score of reading test, interview, and documentation. The reading comprehension achievement test was collected from the post test score. Then, it was analysed statistically by using t-test formula to find the significant difference between the experimental and control class. The result of t-test formula analysis showed that the value of t-test was higher than t-table (2.44 > 1.995). It means that there was a significant effect of using Herringbone Technique on the eleventh grade students’ reading comprehension achievement at SMAN 1 Pesanggaran.