THE EFFECT OF HERRINGBONE TECHNIQUE ONTHE STUDENTS’ ABILITY IN READING COMPREHENSION ON RECOUNT TEXT

This research is a study of improving students’ ability in reading comprehension. The aim was to find out whether the use of Herringbone technique would bring a significant difference in teaching reading comprehension through Recount text, compared with the result before the students being treated. The study was conducted in the tenth grade students of SMA N 4 Pematangsiantar. The research method used was the experimental design, where the Experimental group was the PMIA 3 class, and the PMIA 2 class as the control class. Both of the classes had 34 students in each of it. The data were obtained through pre-test, treatment and post test. The pre-test was held to know the students’ basic ability or score before treatment was given. Meanwhile, the post test was held to know the students’ achievement and significant effect after the students were taught using Herringbone technique. Finding of the research showed that both groups had a significant improvement in their reading ability after being treated and passed the KKM. The Control group, which the pre-test score was 60, made an improvement shown in their post-test score in amount of 70,44. The experimental group, the group which the researcher treated the Herringbone technique to them, had a higher improvement than the control group. The average score of pre-test in this group was about 54,41 where then being improved up to 78,97. The score of t-test (3,981) was higher than t-table (1,668) at the level of significance 5% for two tailed test, so Null Hypothesis is rejected and Alternative Hypothesis is accepted.


INTRODUCTION
The learning of English itself in Indonesia is commonly known similar like in other countries, where the learning and output focus on Speaking, Listening, Writing, and Reading.
Those four skills sometimes are called as the four basic skills of English or they are so called as the major skills of English. And one of those precious skill, reading, is what takes a big attention because it can develop independently of listening and speaking skills, but often develops along with them, especially in societies with highly-developed literary tradition (Aydogan, 2014:673-674 In other definition, reading is also considered as the way to understand a written message. Sihombing (2020) stated that reading considered important as it is a foundation of literacy. It is the way how the reader gets the message or the intended meaning from the writer.
Sometimes, reading is considered as a complex skill, where readers are directed to not only read a written text simply, but also use their full comprehension. To define this process, there is a term called Reading Comprehension.
According Caldwel (2002:54), reading comprehension is as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. In short, reading comprehension is the interaction between the readers with the written text to get meaning and message or information from the text. Where, to get the meaning and information, the students do not only read but also comprehend the text in order to catch some ideas from the text. That is why, this ability (reading comprehension) or skill of comprehending a message in the text is so valuable and necessary in students' goal to learn English in school.
However, comprehending a message of the text is not easy, especially in English. It can be seen from the students' reading comprehension that is still far from what is being expected.As for an example, there is a research which is written by Hidayati (2018)  In line with what is founded by Hidayati in her study, the researcher also faced the same problem where students were still weak in their reading comprehension in recount text. In his observation, researcher had conducted a pre-test to measure students' ability to comprehend recount text in one school in Pematangsiantar city. This school was known for its students who are quite capable in the academic field. Therefore, researcher had high expectations of the pretest scores coming out of these students, especially after knowing that the KKM (Minimum Criteria of Mastery Learning) set for the mark of their English subjects is 70. Then, the researcher decided to take data samples from 10th grade children of PMIA 3 in SMA Negeri 4 Pematangsiantar. But after conducting the pre-test, what had been expected by the researcher is in fact inversely proportional to the results shown by students.
From the data processed, there were only 10 out of 34 students who had pre-test scores above 70, while 24 other students were below 70. As a breakdown, most students scored 60 (9 students), 50 (6 students), 40 (7 students), and even two other students got a score of 30. While for the 10 students named first, as many as 7 students got a score of 70, and 3 other students each scored 80, 90, 100. In fact, if following the KKM standards set in the school, then actually there are only 3 students who have good grades. Then after the test, researcher asked the students what were the problem so that they had those bad score. Some of them said that it was hard to answer the question correctly because sometimes they missed the important facts and details need to be found, and others said that they just focused on the detail of the story and not going to conclude the main ideas.So based on these data, researcher assumed that 10th grade PMIA3 students still seem to have problems in comprehending recount text.To solve the

Sample
A sample was a portion of population (Ary, Jacob & Sorensen, 2010:148 Notes: r = Pearson r ΣX = sum of scores in X distribution ΣY = sum of scores in Y distribution ΣX2 = sum of the squared scores in X distribution ΣY2 = sum of the squared scores in Y distribution ΣXY = sum of products of paired X and Y scores N = number of paired X and Y scores (subjects)

Media
During the progress, there were some media used by Researcher in this study as follow: 1. Handphone, this gadget was used to record the researcher when he was conducting the pre-test and post-test to avoid uncertainty of the test done transparantly, and also to save it as the documentary evidence.

D. Technique of Data Collection
The data in this research is obtained from test used to measure students' reading skill in order to find out the objectivity. Thus, to collect the data, researcher does three steps orderly.
They are namely:

Pre -Test
Researcher does a Pre-Test as an early step. This test is conducted to both Experimental and Control class. The purpose is to figure out how good the students are in comprehending recount text. In this activity, researcher will use multiple choices test given to students from both classes. And,the result will show the score of students from those two classes and the gap of the score between them (Experimental and Control class) before the researcher applies the Herringbone technique to the Experimental class.

Treatment
After conducting Pre-Test, researcher will do a treatment for both classes in next occasion, but with different strategies. The researcher will use Herringbone technique to the experimental class and will use the conventional strategy of teaching to the control class, but still the material is the same one for them all.

Post Test
After doing a treatment to both experimental and control class, the researcher would do a Post-Test on them as a form of evaluation.This test had the similar questionsas in the pre-test. Post-Testis conducted to determine the effect of teaching using Herringbone technique in the experimental class. So, it would show the significant difference on students' achievement between the Pre-test and Post-Test score.

E. Technique of Data Analysis
A data analysis was an important part in the research method. It was needed to do for finding out whether the students' reading comprehension ability that were taught using Herringbone technique was effective or not. After researcher collected the data, the data of the pre and post test were analyzed using statistical analysis as seen by following steps:

DISCUSSION
Other previous related research was taken into this session as a part of discussion to see similarity and difference(s) which been compared with the one done by researcher. It was a research written by Nurlinda (2017)  the students' ability in reading recount text, which was similarly found on the researcher had.
As the point of similarity, both researchs used quasi-experimental design where had 2 kinds of sample: the Control and Experimental group. Both researchs also showed that the group which had been taught by using Herringbone technique had a higher score than other group which taught by using conventional method.
The differences were seen firstly on the grade of students taught in these two researchs. appropriate teaching technique to apply in teaching reading comprehension. It was experimentally proved to develop students ability in reading recount text.

CONCLUSION
The conclusion of the research is written as an answer for the research problem in chapter I by seeing the findings in chapter IV. Where, generally it can be drawn as follow.
Firstly, students in both experimental and control group did have a bad reading ability, where through a pre-test it can be seen students' score were below the average. For the experimental group, all students in this group had an average score as 54,411 where it is below the KKM: 70.
For the control group, the pre-test score were a little bit better than the experimental group: 60 (even though it was still below the KKM). Both groups, after tested in Pre-test, are given a treatment in order to develop their reading ability as the researcher's hope. The control class was taught a using a conventional method, different with the experimental class where it was taught by using Herringbone technique.
After being treated by own treatment, these two groups then evaluated in Post-test. Both groups showed a significant improvement for their result of teaching. For the control group, the average score has increased from 60 up to 70,441. And for the experimental group, the average score increased from 54,411 up to 78,970. By seeing those scores, it can be concluded that students have passed the KKM standard. But, what makes it different is, even though both classes made their improvement, the experimental class which being treated by Herringbone technique showed a higher improvement than other group who had a conventional teaching method in their learning. As a final conclusion, it can be concluded that the Herringbone technique is able to meet the expectation of the researcher to increase students ability in reading recount text. It clearly proved the Alternate Hypothesis (Ha), "The Herringbone techniques does effectively improve the students reading comprehension of recount text at the10th grade of PMIA 3 in SMA NEGERI 4 Pematangsiantar." is accepted and rejected the Null Hypothesis, "The Herringbone techniques does not effectively improve the students reading comprehension of recount text at the 10th grade of PMIA 3 in SMA Negeri 4 Pematangsiantar."