1. Background
English has
world widely been considered as a very important language in international
communication, especially in this globalization era. This reality is
unbargainable if someone wants to take a part in the world community. In Indonesia English
has been as a foreign language at elementary school up to university to make
students qualified human resources who are able to communicative well in
English.
The
ability to read is recognized generally as one of the most important skills
that a person can have, reading is a tool of the acquisitive mind; it is the
vehicle for obtaining ideas that cannot be transmitted verbally (Bhardwaj
1997:1).
According to Mikulecky
and Linda (1998:2) reading is very important for learning English. They state
that reading will help the students to learn how English speakers use in
English, read faster English, find example of good writing in English, learn
new words and learn about the cultures of English speakers. Based on the
explanation above, it is clear that reading is an essential skill in learning
English. Therefore, the students must have the ability in reading
comprehension.
Reading is
one of the most important things to do when someone learns knowledge. Reading
is the influence recognition of words and grasping implied meaning by relating
words and sentences to each other, the text and the reader’s background
intelligence. Intelligence used when reading is abstract reasoning, the
capacity to acquire knowledge and problem solving. For many students with
disabilities in reading comprehension, reading is a difficult and frustrating
process, because students with reading comprehension disabilities have an
extremely frustrating experience in school and life. Educators, parents and
public are concerned.
Based
on the writer’s experience when doing the program of teaching experience (PPL
II) in the school, many students did not understand what they read. They must
read a view time to get the point of the text. This problem wasted the
student’s time because they must read from the first word until the last words
of the text only to find out the main idea or the answer of one question and
they will read again to find out other answers, and it made them more confuse.
There
are many ways to solve students’ difficulties in comprehending a reading text;
one of them is through
a say something strategy.
Say Something Stratetegy
is a strategy of reading. Using this
strategy
teachers teach the comprehension process and monitor
students skill in connecting an idea with : other ideas in the text, others
texts, prior knowledge retrived from memory. It
is a technique which helps students to read and comprehend effectively and
efficiently what they read. The purpose of this study is to examine say something strategy
reading strategy and how it is implemented to improve reading comprehension.
Every
teacher of English has different ways to improve their students’ language
skill. To improve the students’ reading skill, the teacher can use various methods
to create an interesting class. For the reason, Say something strategy
can be employed. This strategy
is meant to avoid a conventional strategy
in an attempt to find an alternative strategy.
Usually, the teacher gives the students
a text; they are asked to read the text silently, and then they answer the
questions. However, the say something
strategy
develops students
in
the comprehension process and monitor students skill in
connecting an idea with: other ideas in the text, others texts, prior knowledge
retrived from memory.
Based on the description
above, the writer would like to conduct a research entitled “Teaching
Reading Comprehension through say
something strategy to the tenth Grade Students of the
State Senior High School 1 of Muara Padang” to be as investigated.
2. Problem
The problem
in this study is about difficulties and frustating process because the students lack in reading
comprehension and less motivation in reading comprehension. Many reasons the
students lack in reading comprehension in this school, the lesson is not interesting and maked the students
bored. The problem of
this study deals with teaching reading
comprehension in narrative text by using herringbone technique to the eighth grade students of the
State Junior High School 19 of Palembang.
2.1 Limitation of the Problem
The
problem in this study is limited to the teaching reading comprehension in
narrative text by using herringbone technique to the eighth grade students of the
State Junior High School 19 of Palembang.
Based
on the types of reading comprehension, the narrative texts above related with
this research that focus on literal comprehension and critical or evaluative
comprehension.
2.2 Formulation of the Problem
In this study there is one main problem, the
problem is formulated in the form of the following question: “Is it effective to
teach reading comprehension in narrative text by using herringbone technique to
the eighth grade students of the State Junior High School 19 of Palembang?”
3. Objective of the Study
The objective of this study is to find out whether or not it is
effective teaching reading comprehension in
narrative text by using herringbone technique to the eighth grade students of the
State Junior High School 19 of Palembang
4. The Significance of the Study
The significance of the
study are as follows:
- To The Writer
-
The writer can enlarge her
knowledge and to get experience in doing this research.
- To The Students
-
It is hoped that the
result of this research can inspire the students in motivating them to study
hard, especially in their reading comprehension.
-
It is expected that the
students become aware of their learning strategies in order to have better
achievement in developing their reading comprehension.
- To The Teachers
-
The result of this
study can hopefully inspire the teacher to apply the herringbone technique in teaching
reading comprehension.
5.
Theoretical Framework
This part presents: (1)
teaching, (2) reading comprehension, (3) herringbone technique, (4) the
procedures of teaching reading by using herringbone technique, (5) related
previous study, (6) hypothesis,and (7)
the criteria for testing hypothesis.
5.1 Teaching
Teaching is a profession conducted by using a combination of art,
science, and skill. It is an art because it relies on the “teacher’s creative
provision of the best possible learning environment and activities for his/her
students.” It is a science since it is a system, and ordered set of ideas and
methods used by the teacher in doing his/her main jobs: plan a lesson,
implement the plan in the classroom, and evaluate the outcome of the
activities. Furthermore, teaching is a skill for it demands the
ability-attained from relevant theories and practice to assist the students expertly
in learning (Newton in Saleh 1997:16). Saleh (1997:20) states that teaching
makes use of the concept of cooperative learning, a strategy in the classroom
used to increase motivation and attention to help students develop a positive
image of self and others, to provide a vehicle for critical thinking, problem
solving, and to encourage social skills.
In short, teaching is a process to
transfer idea and knowledge from the teachers to the students in order to help
students to develop their knowledge, skills, and to increase students’
motivation and attention in learning English.
5.2 Reading Comphrehension.
According
to Murcia (2001:188) reading is taking general comprehension as the example
requires that the reader draw information from a text and combine it with
information and expectations that the reader already has. Snow (2002:11) states
that reading comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with written language.
According to Vaugh and Sylvia (2004:99) reading comprehension includes the
following:
1.
Applying one’s
knowledge and experience to the text
2.
Setting goals for
reading and ensuring that they are
aligned with the text
3.
Using strategies and
skills to construct meaning during and after reading
4.
Adapting strategies
that mathch the reader’s text and goals
5.
Recognizing the
author’s purpose
6.
Distinguishing between
facts and opinion, and
7.
Drawing logical
conclusions.
Richards,
et al., (1992:306) write there are four different types of reading
comprehension. They are:
- Literal comprehension: reading in order to understand, remember, or recall the information explicitly contained in a passage.
- Inferential comprehension: reading in order to find information which is not explicitly stated in a passage, using the reader’s experience and intuition, and by inferring.
- Critical or evaluative comprehension: reading in order to compare information in a passage with the reader’s own knowledge and values.
- Appreciative comprehension: reading in order to gain an emotional or other kind of valued response from a passage.
Based on the types of
reading comprehension above related with this research the writer will focus on
literal comprehension and critical or evaluative comprehension. The writer
tries to guide the students to find the information and explore their reading
passage.
5.3 Herringbone
Vallete
(1997:217) states that Herringbone is
used to help the students identify the main idea and the related supporting
ideas of a lessons, text, or concept. It contains six questions that help
students organize the detail of the text. The visual pattern of the herringbone
creates a framework for students take notes and sort information. When
modeling, teacher should remain the
students to look for and identify the answers to the six questions. After all
the six questions have been answered; the information can be used to create a main idea sentences stress that
the main idea always includes specifically, “who, where, when, what, why, and
how questions”. Some of the other information may be included, but it is not
necessary to create the main idea.
As
with this example, Tierney, et al (1980:84) state that textbook authors often
do not provide all the information necessary to answer all the questions. In
some instances the particular bit of information may not be important; in other
instances it may be very significant. The Herringbone form provides students
and teachers alike with visible display of information “gaps”.
5.4
The Procedure of Teaching Reading Comprehension by Using Herringbone Technique
According
to Saleh (1997:16), teaching is a profession conducted by using a combination
of art, science, and skill. It is an art because it relies on the “teacher’s
creative provision of the best possible learning environment and activities for
his/her students.” It is a science since it is a system, and ordered set of
ideas and methods used by the teacher in doing his/her main jobs: plan a
lesson, implement the plan in the classroom, and evaluate the outcome of the
activities.
Teaching
reading is the process to help students to comprehend the content of the written
materials and they can answer the question. It will be better if the students
are able to state what they comprehend with their own words.
The Herringbone technique develops comprehension of the main idea
through the use of a visual diagram of a fish skeleton. The diagram enables the
student to plot WHO, WHAT, WHEN, WHERE, HOW and WHY questions. The students
write the main idea on the diagram.
According
to Tierney, et al (1980:83) there are five procedures for teaching reading
comprehension by using herringbone technique in the classroom. They are:
1.
The student reads to
find the answers to the following questions and records them on a larger
version of the diagram above:
a.
WHO was involved?
(Answer should yield the name of one or more persons or groups).
b.
WHAT did this person or
group do?
c.
WHEN was it done (the
event discovered in question 2)?
d.
WHERE was it done?
e.
HOW was it
accomplished?
f.
WHY did it happen?
2.
After the student has
recorded his answers to the questions, he uses the information to write a
sentence about the main idea. The tutor should guide the student through this
process until the student is able to do it independently. Younger students
might dictate their answers to the tutor who could copy them for the student.
3.
The diagram is then
used as a tool for discussion of the material.
In
this research, the writer will teach the students with the following
procedures:
(1)
Pre-Activities
a.
The teacher greets the
students by saying good morning.
b.
The teacher checks the
students’ attendance by calling them one by one.
c.
The teacher motivates
the students to learn the lesson will be taught by asking them some question
related to topic.
(2)
Whilst-Activities
a.
The teacher gives
copies of herringbone diagram to the students.
b.
The teacher explains to
the students why they will be using the herringbone diagram.
c.
The teacher explains to
the students what the purpose of each task is.
d.
The teacher explains to
the students how to do the task by using diagram of herringbone.
e.
And the students try to
comprehend it by asking some questions to the teacher
f.
The teacher gives
reading text to the students, and then read by themselves.
g.
After the students read
to find the answer of the questions, they record their answers on a larger
version of the diagram:
a.
WHO was involved?
(Answer should yield the name of one or more persons or groups).
b.
WHAT did this person or
group do?
c.
WHEN was it done (the
event discovered in question 2)?
d.
WHERE was it done?
e.
HOW was it
accomplished?
f.
WHY did it happen?
g.
Next, the teacher asks
the students to use the information to write a sentence about the main idea by
their own words. The teacher guides the students through this process until the
students are able to do it independently.
h.
The teacher asks the
students to find out the unfamiliar words or difficult words to increase their
vocabulary.
(3)
Post-Activities
a.
The teacher asks the
students’ problems about the lesson.
b.
The teacher asks the
students to present their main idea based on their own words in front of the class.
5.5 Related
Previous Study
There are some researchers who work on reading
comprehension. One of them is Meka Lyana with the title “Teaching Reading
Comprehension By Using Directed Reading Activity to the Seventh Year Students
of SMP Negeri 6 OKU” . While, in this present study, the writer takes the title
“teaching reading comprehension by using herringbone technique to the eighth
grade students of the State Junior High
School 19 of Palembang.
There are similarity
and some differences in this study. The similarities are (1) Meka Lyana and
this study is also teaching reading comprehension to the students and (2) the
method use an pre-experimental method. The differences are (1) the treatment of
the study, Meka Lyana used directed reading activity, this study uses
herringbone technique, (2) the sample of the study, Meka Lyana used seventh
year students of SMP Negeri 6 OKU in
2008, in this study the sample will come from to
the eighth grade students of the State Junior High School 19 of Palembang in 2013”.
5.6 Hypotheses
According to Fraenkel and
Wallen (1990:476) hypotheses is a tentative, reasonable, testable assertion
regarding the occurrence of certain behaviors, phenomena, or events; a
prediction of study outcomes.
Based on the assumption, the writer formulated two hypotheses, they are:
Null Hypotheses (Ho):
It is not effective teaching reading
comprehension in narrative
text by using
herringbone technique to the eighth grade students of the State Junior
High School 19 of Palembang.
Alternative hypotheses (Ha):
It
is effective teaching reading comprehension in narrative text by using herringbone technique to the eighth grade
students of the State Junior High School 19 of Palembang.
5.7 The Criteria for Testing Hypotheses
In
this study, the hypotheses will be tested by critical value of t in
t-distribution table (Hatch and Farhady, 1982:272). The criteria for testing
hypothesis depend on number of sample analyzed, they are with 0.05 %
significance level and with one-tailed test, with 41 (42-1) students as the number of sample, and the
critical value is 1.697.
If
the t-obtained is or less than 1.697, the alternative hypothesis (Ha) will be
rejected and the null hypothesis (Ho) will be accepted. If the t-obtained
equals or higher than 1.697, the null hypothesis (Ho) will be rejected and the
alternative hypothesis (Ha) will be accepted.
6.
Research Procedures
This part presents: (1) the method of research, (2)
variable of the research, (3) the operational definition, (4) population and
sample, (5) technique for collecting the data, and (6) technique for analyzing the
data.
6.1 The Method of Research
This
research used pre-experimental method with single-group-pretest-posttest
design. McMillan (1992:174) explains that a single group subjects is given a
pretest, then treatment, and the posttest. The result are determined by
comparing the pretest score and posttest score. The specific design of this
study as follows:
O1 X O2
|
Where:
O1 = the pre-test
X = the treatment
O2 = the
post-test
6.2 Variables of Research
According to McMillan (1992:22) variable of the research has two kinds
of variables. In this research: independent variables and dependent variables.
Independent variable is the variable that has influences on other variable as
the herringbone technique and dependent variable is that affected by
independent variable as the students’ reading achievement.
6.3
The Operational Definition
The title of the study is “teaching reading
comprehension by using herringbone
technique to the eighth grade students of the State Junior High School 19 of
Palembang”. There are three terms that need to be explained.
1)
Teaching
It refers to a process where the teacher has many
functions such as motivating, facilitating and guiding the students in order to
they can be more active and get better achievement in learning.
2)
Reading comprehension.
It refers to the skill of
the students to comprehend the text about reading materials. It means that
there is active process that involves the information brought to the reader and
the information supplied in the text.
3)
Herringbone technique.
It
refers to the technique that 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. Using the answers to the wh questions, the
student writes the main idea across the backbone of the fish diagram.
6.4 Population and Sample
6.4.1
Population
According to McMillan (1992:69) population is a group of elements or
cases, whether individuals, objects or events, that conform to specific
criteria and to which we intend to generalize the results of the research.
Population is the group of interest to the researcher, the group to whom the
researcher would like to generalize the results of the study. (Fraenkel and
Wallen, 1990:68). The population in this study is the
eighth grade students of the State Junior High School 19 of Palembang which consists of 163 students in the academic
year of 2012/2013. Table 1 shows the population of the study.
TABLE 1
THE POPULATION OF THE STUDY
No
|
Class
|
Total
|
1
|
VIII.A
|
41
|
2
|
VIII.B
|
42
|
3
|
VIII.C
|
40
|
4
|
VIII.D
|
40
|
|
Total
|
163
|
Source: The State Junior
High School 19 of Palembang in the academic year of 2012/2013
6.4.2
Sample
According
to Frankel and Wallen (1993: 383). Convenience non random sampling is method
used by a researcher for certain group of people. They are available and
convenience depending on time and day. Sometimes, they are the only choice of
researcher option.
There is only one class of to the eighth grade students of the State
Junior High School 19 of Palembang chosen as the sample that is VIII.B class as his sample. The total of the students is
42 students. Table 2 shows the sample of the study.
TABLE 2
THE SAMPLE OF THE STUDY
No
|
Class
|
Total
|
1
|
VIII.C
|
42
|
|
Total
|
42
|
6.5 The Technique for
Collecting the Data
To collect the data in
this study, a written test is used. The test is administered as the instrument
because it considered as the most reliable way and it is easy to getting some
information. Brown (1994:373) tests are a way of life in the educational world.
Test is any series of question or exercise or other means of measuring skills,
knowledge, intelligence, and capacities for an individual or group. (Arikunto,
2006:150).
The test given before
teaching (pre-test) aims at knowing that the students have gained in the
previous class meeting, while the post-test was given after teaching
(post-test) aims at knowing what the students have already achieved in intended
learning outcome of the planned instruction. The test consisted of 40 multiple
choice, the writer measured it in order to get the ability and reliability of
the test.
6.5 Validity and
Reliability
6.5.1
Validity
According to Hatch and Farhady, (1982:250) validity refers to extent to
which the results of the procedure serve the uses for which they are intended.
In this research the writer estimated the content validity of the test. Content
validity refers to the extent to which a test measures a representative sample
of the subject matter content. Hatch and Farhady, (1982:251). In order that,
the test has a high degree of content validity, the writer devises the test in
accordance with the purpose of the test that is to measure the students’
reading achievement.
The test material is
arranged to measure the students’ achievement in reading comprehension according
to the Curriculum and Syllabus for the eighth grade students of the State Junior High School 19 of
Palembang with the table of the test specifications. Table 3
shows the specification
Objective
|
Indicator
|
Test Material
|
Number of Test Items
|
Type of Test
|
The
students are able to find the main ideas, to give meanings of the words, and
to find specific information.
|
1.
Identifying the word meanings in the
texts
2.
Identifying the characters in the text
3.
Identifying the events in the text
4.
Identifying the purposes of
communication
5.
Identifying the main ides of the texts
|
Narrative Texts.
|
1-10
11-15
16-20
21-30
31-40
|
Multiple
Choice
|
Total
|
40
|
6.5.2 Reliability of the Test
According to McMillan (1992:104) reliability is the
extent to which measures are free from error. The writer estimated the internal
consistency reliability of the test, it is a measure of the degree to which the
items of parts of the test are homogeneous or consistency with each other. To
find out the reliability coefficient of the test, the writer used a Kuder
Richardson (KR 21) formula as follows. (Fraenkel and Wallen, 1990:135).
KR21 =
In which:
KR 21 = Kuder-Richardson Reliability
K =
The number of the test items
M = The mean score
SD =
The standard deviation of the test scores
To
calculate KR 21 formula, standard deviation formula is needed:
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