TEACHING READING COMPREHENSION THROUGH HERRINGBONE

TECHNIQUE TO TENTH GRADE STUDENTS OF SMA NEGERI 4

KOTA PAGARALAM

PROPOSAL
Proposed By :
LILIS MARLIZA
A1B017005

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF BENGKULU
YEAR 2020

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 CHAPTER 1
INTRODUCTION

1.1 Background of The Study

Language is very important in human life, because it is used in all aspects. As
human being people use language to communicate with one and another. People
use language to express inner thoughts and emotions to learn communicate with
others, to fulfill our wants and needs, as well as to establish rules and maintain our
culture.
English has been choosen as the first foreign language to be taught as a
compulsary subject from the first year of the junior high school up to the first
year of the collage (Saleh, cited in Mayeni (2012:1).
English as one of supported in process of communicated to develop students
skill in language. According to Brown (1994:218) he states that for almost six
decades now research and practice in english language teaching has identified the
four skills, as like as listening, speaking, reading and writing as of paramount
importance. Reading which one of the four language skills, can be classified into
two types: initial reading and reading comprehension. Initial reading is an effort
(Cahyono, 2006:36). Reading is about understanding written texts. Reading
consist of two related processes: word recognition and comprehension. Word
recognition refers to the process of perceiving how written symbols correspond to
one spoken language. Comprehension is the process of making sense of word,
sentences and connected text. Readers typically make use of background
knowledge, vocabulary, grammatical knowledge, experience with text and other
strategies to help them understand written text. Learn to read is an important
educational goal.
According to Gebhard cited in Yuliana (2012:2) ‘As students gain in their
processing abilities, the teacher can do activities to develop their skill to skim,
scan, read for through comprehension, read critically, and read extensively.

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 Furthermore, he states that succesful readers can also read comprehension. He
also states that is a constant struggle for a teacher to get student attend to read
material in and out of the class.
Reading is one of the four skills which becomes a problem for many students.
It could be proved after the writer did an observation at SMA Negeri 4 Kota
Pagaralam, the reseacher also found that most students at tenth grade had many
problems in learning english, such as: (1) most of the students at the tenth grade
still had difficulties in comprehending the text when the students read book,
article, magazine, and novel. (2) the students were lazy to read english material.
(3) the teacher did not apply all of steps in teaching technique. (4) sometimes they
also did not focus on their lesson because they lost motivation in learning and they
felt so difficult to learn.
The researcher got data of score of the tenth grade students. The table below
describes the students ‘score’.
Table
The students Reading comprehension score at tenth garde of
SMA NEGERI 4 KOTA PAGARALAM.
No Score The Total of Students Percentage
1 Less than 77 46 45%
2 More than 77 57 55%
Total 103 100%

According to Harmer, reading is useful for language acquisition. Provided that

students more or less understand what they read, more they read, the better they
get at it. So when people read, they must understand what they read. When they
read and do not get something their activity is useless.
The purpose of teaching reading for the students how to get information from
a text, get the instruction how to do to get information from a text (Sri et al,
(2912:2).
Herringbone (reading strategies in action) provides the reader with a
framework for recognizing and recording main ideas during and after reading.

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The categories include in the diagram are the main idea (the spine of the fish) and
“who, where, what, why, when and how” (the ribs), but they can be altered to fit
the particular text students are reading (Jacoobs, 2010:11). Herringbone pattern,
understanding the main idea or gist of a piece of the text is a sophisticated reading
task. Textbook, chapters, articles, paragraphs, sentences, or all passage have
topics and main ideas. The topic is the broad, general theme, message or what
some call as subject. The main idea is the “key concept” being expressed, details,
support the main idea by telling how, what, when, where, why, how much or how
many. Locating the topic, main idea and supporting details help the readers
understand the point the writer is attempting to express. Comprehension is
increased when a student can identify the relationship between topics, main ideas
and details (Zygouris et al, 2004).
Furthermore, he states that visual organizers student a framework for making
about main ideas and important supporting details in material that they are
reading. The Herringbone pattern is used to help student identify the main idea
and the related supporting ideas of the lesson, text, or concept. The visual patern
of Herringbone creates a homework for students to take notes and short
information. When modelling teachers should remind the student to look for and
identify the answer to the six questions. After all of six questions have been
answered, the information can be used to create a main idea sentence. Some of the
other information may be included, but it is not necessary to create the main idea.
The herringbone can also be used in reverse as pre-writing strategy.
Based on the description above, the writer would like to conduct a research
endtitled “Teaching Reading Comprehension Through Herringbone Technique To
The Tenth Grade Student SMA Negeri 4 Kota Pagaralam”.
1.2 Statement of The Problem
Based on the background above the reseacher identified the problem as like as
the students found difficulty to comprehend the text, the students were lazy to
read english material, the herringbone technique had been applied but the result
was not optimal yet.

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1.3 Research Question
Is it effective to teaching reading comprehension through Herringbone
Technique to tenth grade students of SMA Neger 4 Kota Pagaralam ?
1.4 Limitation of The Problem
The problem of this study is limited on teaching reading comprehension
through Herringbone Technique to tenth grade students of SMA Negeri 4 Kota
Pagaralam.
1.5 Objective of The Study
The objective of this study is to find out whether it is effective or not to teach
reading comprehension through Herringbone Technique to tenth grade students of
SMA Negeri 4 Kota Pagaralam.
1.6 Significances of The Study
It is expected that the result of this study will give some advantages to the
following parts :
1. For english teacher, it is hopefully useful to develop teaching and
learning process especially in reading skill by using the technique in
teaching reading comprehension.
2. For the students, it is hopefully motivated the students to create
their ability of reading comprehension skill, and make the learning process
more interested and get more understanding from what they read easier.
3. For further study, it is hopefully can give useful information for the
students and instituation. They can use this strategy in teaching reading
comprehension or they can get a new ideas that more effective than this
study . and motivated other researcher who are interested in teaching
reading in the classroom.
4. For the writer, it can enlarge her knwoledge and get a set of
experiences in conducting a scientific study.

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1.7 Definition of Key Term
An operational definition is the specification on how you will define and
measure the variable in your study (Cresswell,2005).
There were terms that need to be explained in this study in order to avoid
misinterpretation and understanding they were as follow:
1. Reading comprehension is the ability to understand what the text means
and get some information from the text.
2. Heringbone technique is to provide a structured outline to help students
attend to significant information in a text selection.

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 CHAPTER II
LITERATURE REVIEW

2.1. The Concept of Teaching

Teaching is facilitating and guiding the students to learn. In doing it, the
teacher not only explaining all knowledge they know but also setting the situation
in the classroom. In order, there is interactive process between the teacher and the
students. So the students are involved in the activity.
Teaching is a process of transforming information the teacher to the
students (Richard, 2010). Teaching is controlling, guiding, and facilitoring
learning, enabling the learner to learn, setting the condition for learning
(Brown,1994).
Education consist of teaching and learning. Teaching is done by someone
to give knowledge to others. The success of education depends on teaching and
learning process. Brown, cited in supartini (2010) states that teaching is showing
or helping someone to learn how to do something, giving instruction, guiding in
the study of something, providing with knowledge, knowing or understanding.
This activity involves active communication and interaction between students in
information during study.
2.2 The Concept of Reading
Reading is a complex process which involves instruction between the
reader and language and ideas of the text. It means that reading is the good way to
catch all of direction between us the reader with the text.
Reading is a way of getting meaning or knowledge from the printed page
such as textbook, newspaper, magazines, and novel. It means from the text that we
have read we can get meaning or the knowledge which we need.
According to Hamra (2010), reading refers for remembering or studying. It
involves all the activities for meaning. The reading material is not only
comprehensible but also memorible. Furthermore, they states that reading requires

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interpretation and thinking. The goal of reading is to comprehend meaning.
Reading need thought and creative activities.
This activity requires knowledge and reading skills which is very important for
readers. These skills are to recognize words, to understand word meaning, to
comprehend the reading material, to organize and memorize, to associate
information, and to read aloud. Thus, reading requires the highest pattern of
thought. Reading demand a communication to the message and comprehension at
different levels, starting from lowest level to the highest level of comprehension
or from the literal comprehension to apply reading comprehension.
According to Alshumaimeri (2011:2) reading is a acrucial skill in learning
and coomunication. Current trends in education consider reading lesson to be an
important early step in the development of mental and linguistics abilities.
According towsend (2007) there are three different reading levels for each
person. They are: (1) independent level – a child can read books easily with very
few words which are too difficult for him/her to read. (2) instruction level – a
child can read most of the words, but will be challenged by some words on each
page. She/he can read book while another reader who is more expert is there to
help him/her. (3) frustation level – a child has to stop often and try to decode
words. If she/he tries to read a book at this level, she/he will become frustated.
Reading comprehension can be claasified into different levels ranging
from to the lowest to the highest, which require different levels of reading and
thinking abilities. Richard et al cited in malelohid (2006) and the others have
pruposed similar level of classification in reading comprehension as follow :
a. Literal comprehension is reading to understand, remember or recall the
information explicitly contained in passage.
b. Interpretation comprehension is reading to find out information which is
not explictly stated in the passage by employing their experiences and
knowledge of the world.
c. Critical or evaluative comprehension is reading to compare information in
a passage with the readers own knowledge and values.

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 d. Appreciative comprehension is reading to gain emotional of the other
kinds of valued responses from a passage.
According to Hedge (2000:194) several styles of reading and their terminology
has been taken into ELT methodology.
1. Receptive reading – understaken, for example when a reader want to enjoy
a shor tory, follow a line of agreement in a newspaper editorial or
understand the main stages in a textbook description of manufacturing
process.
2. Reflective reading – involves episode of reading the text and then pausing
to reflect and backtrack. For example when a reader want to check whether
a new line of argument in political text is consistent with opinions
expressed earlier in the same article.
3. Skim reading – used to get a global impression of the content of a text. For
example would be previewing a long magazine article by reading rapidly,
skipping large chunks of information and focusing on headings and first
line of paragraph.
4. Scanning reading – involves searching rapidly through a text to find a
spesific point of information. For example the relevant times on a
timetable, items in a directory or key points in a academic text.
5. Intensive reading – involves looking carefully at a text, as student of
literature would look at a poem to appreciate the choices of words or as a
solicitor would study the precise wording of legal instrument.
2.3 The Concept of Reading Comprehension
Before dealing with the definition of reading comprehension it is
necessary to define the meaning of comprehension itself. Comprehension is the
intentional thinking process that occurs as we read. In addition, Tankersley states
that comprehension is the center of reading. She also says that comprehension is
the hearth of the reading process and we bring our life experience to the act of
reading. Moreover, Tankersley states that when comprehension is deep and
through, a reader is able to understand, evaluating, synthesizing, and analyzing of
information and gainning through an interaction between reader and author.

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 Based on the statements above, it can be seen that reading comprehension
is a process of deep interaction between reader and aouthor to communicate
succesfully in gainning what the author means on the text.
Reading comprehension is the ability to construct or develop the meaning.
In addition, reading comprehension refers to understanding or comprehending are
unity.
Comprehension is the process of deriving meaning from connected text. It
involves word knowledge (vocabulary) as well as thinking and reasoning.
Therefore, comprehension is not a passive process, but an active one. The reader
actively engages with the text to construct meaning. This active engagement
includes making use of prior knowledge. It involves drawing inferences from the
words and expressions that a writer uses to communicate information, idea and
viewpoints (walberg,2003).
According to Hamra (2010:4), comprehension decodes or associates
meaning with the symbols that comprise the word. Comprehension depends on the
ability to get individual word meanings. Good readers have to learn intepret word
meaning according to the context. They have to comprehend word as parts of
phrases, clauses and sentences. Both word knowledge and vocabulary are highly
related to comprehension. Comprehension deal with the relationship of meeanings
with word symbol, the choice of correct meaning based on the context, the
organization and retention of meaning and the ability to grasp meaning from
words, phrases, sentences or long selections. Comprehension also depends on the
students basic grammar and intellectual skill on the background of experience
such as vocabulary knowledge, concept or ideas and on language cempetence,
such as morphology, syntax and grammar.
Successful the reader can also read through comprehension. It means that
they read to understand the totally meaning of a passage. Critical reading requires
that readers evaluate what they read, considering whether or not they share the
author’s point of view or are convinced by the aouthor’s argument or position
(Gebhard, 1996).

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2.4 The Concept of Herringbone Technique
Herringbone technique is a form of fish’s bone which designed to help the
students in remembering the important of the reading text.
Herringbone pattern is used to help students identify the main idea and the
related supporting ideas of a lesson, text or concept.
The herringbone technique enables student to remember important
information presented through the use of the following six important question:
who ? what ? when ? where ? why ? and how ? the teacher provides an outline on
which the student can structure their note taking and record this information. The
student can refer to their outlines for future study. The goal of herringbone
technique is to provide a structured outline to help student attend to significant
infomation in a text selection and to assist them in organizing a written response
using this information. Herringbone technique is intended for: upper elementary,
intermediate, middle, and secondary students.
(http://literacypathways.wikispaces.com/file/view/Herringbone+Technique.pdf)
Using the modified herringbone technique provided moderately strong support for
comprehension of the text. Herringbone technique integrate more ilustrating of
concept in the future to build concrete pictures to reinforce abstract concepts. Use
the herringbone technique with a mixture of both student and teacher reading. And
we need to find out of if the success achieved through the herringbone technique.
Herringbone technique will be modified by reading and focusing on
comprehension and focus more on what the text was saying and remember it at
the end on the page.
(http://joshuacleveland.files.wordpress.com/2010/01/reading-tutoring.pdf)
- Herringbone technique
Description : The herringbone technique develops comprehension of the main
idea by plotting the who, what, where, when, how and why questions on a visual
diagram of a fish skeleton. Using the answer to the WH questions, the student
write the main idea across the backbone of the fish diagram.
- Text: particularly suited for narrative text.

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- Focus intruction :
a. Processing focus (meaning)
b. Intructional phase (during and after reading)
c. Respons mode emphasized (written response and oral discussion)
d. Source of information (based of the text)
e. Type of cognitive processing (simultaneous, but it is written is a
visual way “simultaneous”).
- Procedure :
1. The teacher selected a text at the appropiate reading level.
2. The teacher contructed a visual diagram of the herringbone.
3. The teacher told the student to record the answer to the question on the
diagram. The will look answer to:
a. Who was the author talking about? / who (person or group) was
involved ?
b. What did they do? / what did this person or group do ?
c. Where did they do it? / where was it done ?
d. When did they do it? / when was it (the event from question
number 2) done ?
e. How did they do it ? / how was it done ?
f. Why they do it? / why did it happend ?
4. The student red to find the answer, and records the answer on the
diagram.
5. After the information was recorded, the teacher showed the student
how each answer fit into a slot in a main idea sentence.
6. The student wrote a main idea, uisng the information from the
herringbone diagram.
7. The teacher duplicated sheets with the diagram, and student completed
diagram on their own.
8. The diagram became a tool for story discussion. During the discussion,
the teacher and students compared their answer and their rationales.

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- Learners pattern
1. A lerner who has difficulty organizing factual into for a main idea.
2. A passive learner who has difficulty identifying the important facts that are
used to form a main idea. This technique gives him an active strategy to
use while he is reading.
3. A simultaneous learner who has difficulty identifying the factual
information that he used to construct a main idea. This technique can be
modified so that first the student writes the main idea and then re-reads the
text to find the fact that support the main idea.
- Using the technique as teaching lesson : for herringbone diagram to be
effective, a majority of the following statements must be answered in the
alternative (yes / no).
1. The student can found the facts and place them into the diagram.
2. The student can constructed a main idea from the facts.
3. The student was more active in a group discussion after using the
herringbone technique.

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HERRINGBONE TECHNIQUE ORGANIZER

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2.5 Procedure of Using Herringbone Technique In Teaching Reading
Comprehension
Brown (1994) states that teaching and learning activities always proceed
through a format which consist of three major components (three – stage –
technique): (1) pre-activity stage, (2) during activity stage, (3) post-activity stage.
The following are the procedures of teaching reading comprehension by using
herringbone technique to tenth grade student of senior high school number 4 kota
pagaralam:
1. Pre-activity stage
- The teacher greeted the students
- The teacher checked the students name
- The teacher motivated the student
- The teacher give appreception relates to the topic to the students
- The teacher stated the topic that will be given to the students
2. Whils-activity stage
- Presented unfamiliar words
- Distributed texts
- Asked the student to read text silently
- The teacher drew the herringbone on the whiteboard by using who ?
what ? when ? where ? why ? and how ? and explained how to fill it. Then
the teacher asked the students to fill it on their own paper.
- The teacher made students work in pairs
- The teacher choose a topic
- The teacher asked the students to read the tittle and filled in the
herringbone
- The students wrote a main idea, using the information from the
herringbone diagram
- The teacher duplicated sheets with the diagram and the students completed
the diagram on their own.

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 - The diagram became a tool for story discussion. During the discussion, the
teacher and the students compared their answer and their reason.
3. Post-activity stage
- The teacher and the students discussed the merits of using this technique,
and the teacher encourage students to used it on their own
- The teacher and the students concluded the material together
2.6 Related Previous Study
A related previous study relevant to the topic was about teaching reading
comprehension written by ria fajarwati (2012) in her thesis entitle “teaching
reading comprehension through fables to the eight grade student of the state SMP
4 muara sugihan”. It was necessary to notes similarities and differences between
privious study and the present study.
The differences between the previous study and the present study were: (1)
sample of the research, (2) the present study used convience sampling and the
previous study used cluster sampling, (3) the differences were in the use of
independent variable, the previous study was through fable and this study through
herringbone technique, (4) the result of her study showed that there was
significant difference between reading comprehensionability of students who were
taught by using herringbone technique and those who were taught by using
approach and the present of study it was effective to teach reading comprehension
through herringbone technique.
A related previous study relevant to the topic was about teaching reading
comprehension written by Rifdatul Habibah (2020) in her thesis entitle “the effect
of herringbone technique to improve reading comprehension of narrative text at
tenth grade students of MS Al Falah Jakarta in academic year 2020/2021”.
The researcher added som eprevious related study that support and
evidence the herringbone technique on reading comprehension. First, a research
was conducted by Fathia Rosyida and M. Ali Ghufron with the tittle Herringbone
and Tri Focus Steve Snyder Technique: The Technique For Teaching Reading
Comprehension Viewed From students’ Reading Habit (Rosyida, 2018). The
research was conducted by an experimental with ninth grade students in one state

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Junior High School In Indonesia. The experimental study designed used two
classes; the experimental class and the control class. The population was 75
students of the ninth grade. The data collected in this study through the following
procedures documentation for balancing test instead of pre-test, questionnaire and
post-test. The result of the research confirmed that the students taught by using
H.T (Herringbone Technique) have a significant difference in reading
comprehension between those taught by using TFSST (Tri Focus Snyder
Technique). Based on the mean score, students who were taught by using H.T
(Herringbone Technique) obtained 77,5; whereas the students who were taught by
using TFSST obtained 68, so it can be concluded that students who were taught by
using H.T are better than the students who were taught by using TFSST.
The secondary research was conducted by Roma Nur Asnita with the title
Using Herringbone Technique to Improve the Reading Comprehension Ability of
Students of S.M.U. Bhakti Ibu 1 Palembang (Asnita, 2013). The experimental
method was used in this research. The population of the research was 40 students.
The data collection method was a measure of reading comprehension. It was given
before and after nthe experiment to the participants. The result of the research
confirmed that the experimental group students’ mean scores of reading
comprehension test increase 14,06%. It can be conclude that (1) herringbone
technique was used to improve the ability of students to understand reading, and
(2) there was significant difference between the ability of students to understand
text that was taught using herringbone technique.
The third research was conducted by Ary Setya Budhi Ningrum and Ika
Widyawati with the title Improving Students’ Reading Comprehension Skill
Using Herringbone Technique (Ningrum, 2015). The research conducted by
classroom action research (CAR) with eight grade students in MTs Al Fatah
Badas. The population of the research was 24 students of the eight grade. The
research consist of two cycles. Each cycles consist of two meetings. In cycle1, the
students’ scorre in reading comprehension has not reached the criteria of success.
So, the reseachers revised the plan and continued to the next cycle. In cycle 2, the
average score of students was improving. It can be concluded that the herringbone

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technique applied for the eight grade of MTs Al Fatah Badas was qualified to be
able to improve the students’ achievement in reading narrative text.
Based on the previous study above, the researcher decided to conduct a
different way of this reasearch. This research focused on using a narrative text that
is contrary to the previous tsudy. Then, this research was conducted by an online
learning process through google meet and google form.

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 CHAPTER III
RESEARCH PROCEDURES

3.1 Method of The Research

In this research, the reseacher will use experimental research. According to
Cresswell (2012:295) states that experimental research is a test to find out whether
the treatment will be given is influential or not. The research design in this study
will use “One Group Pretest-Posttest Design”, which is the research design
contained pretest before treatment and posttest after treatment. Because, at the end
we will know, the result contained will be nore accurate because we compare it
with before give the treatment (Sugiyono, 200:64).
Formula of One Group Pretest-Posttest Design :

Y1 X Y2
Information :
1. Y1 = pretest
2. X = treatment
3. Y2 = posttest
3.2 Variables of The Research
Variable is a characteristics or attribute of an individual or an organization
that researchers can measure or observe and varies among individuals or
organitization studied. They are key ideas that researchers seek to collect
information in address the purpose of their study (creswell, 2005). Furthermore,
he states that understanding (family of variables” requires learning definition of
each type of variable and understanding its role in providing direction for a study.
Starting with the most important variables: dependent, independent, and
intervening variables.
There were two kinds of variables in this study: the independent variable
and dependent variable. According to Arikunto (2006:119) independent variable

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is called causing variable. And dependent variable is effected variable (Arikunto,
2006:119). The independent of this study was the use of herringbone technique
and the dependent variable was the scores reading comprehension.
3.3 Population and Sample
3.3.1 Population
According to Fraenkel and Wallen (1993,p.80) population is all members
from one or more groups who will be the object of the research by researcher.
Arikunto (2010:173) states that the population all things, people or events
those are the subject of investigation. The population of this research was all of
the tenth grade students of senior high school number 4 kota pagaralam in
academic year of 2019/2020.
Table 1
Population of research
Students
No Class Male Female Total
1
2

Total

3.3.2 Sample
According to Fraenkel and Wallen (1993,p.80) a sample is reseacher study
to any group or which information is obtained.
A sample is a sub group of the target population that the research plans to
study for generalizing about the larger the target population (creswell, 2005). The
sample of the research will take 33 students as experimental class. All of them
come from tenth grade of SMA Negeri 4 Kota Pagaralam.

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 Table 2
Sample of the research
No Class Students Group
1
2 Experimental
Total

3.4 Instrument of The Research

The research instrument will be a test. There are two types of test, they are
pre-test and post-test. Pre-test will be given before treatment and post-test will be
given after treatment. The type of pre-test and post-test is multiple choice, essay,
and true or false exercises. And the type of treatment test is multiple choice. The
form of the text is narrative text.
3.5 Technique of Collecting Data
The researcher will following steps in order to get the data :
1. Pre-test
Pre-test is the first step. At the frist meeting the reseacher give the text for
pre-test to class. Pre-test will be give before giving treatment. The purpose
of giving pre-test is the researcher want to know the ability of the students
reading comprehension before giving treatment.
2. Post-test
Post-test is the second test. This test will be given to know the results of
students reading comprehension after giving treatment. Before the
reseacher gives the studentss a post-test, the researcher provides guidance
to the class using herringbone technique with activities going to work in
groups. After the researcher gives treatment to students, the researcher
gives a post-test to the class. Before comparing post-test. The test will be
similar to the pre-test.

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3.4 Research Procedures
3.4.1 Pre-test
First, the researcher will give a pre-test in class. In the pre-test, the
researcher wants to know the students reading ability.
By asking a few questions about the story of “The Smart Parrot”
(Narrative Text). The pre-test steps are below :
1. Researchers give pre-test using narrative text
2. Students understand the text
3. The researcher asks students to remember the text by answering
the questions asked.
4. The researcher corrects the result of students aswers.
3.4.2 Treatment
After the pre-test is conducted, the researcher provides care by asking
students to read different narrative texts with help of their partners. In
three meetings to class.
(treatment 1 topic : Mouse Deer and Mr. Crocodile)
In treatment 1, the researcher tried strategy for teaching learning used
before in the class. This is to know the difficulties of this strategy or
problems found while try this strategy in the class.

(Treatment 2 topic : The Bear and The Two Friends)

In treatment 2, the researcher will know the difficulties and problem

that researcher found in treatment 1.

(Treatment 3, topic : A Woman and Whe wolves )

In treatment 3, the researcher will know the difficulties and problems

that the researcher found in treatment 1 and 2.
(Treatment 4, topic : SnowWhite)

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 In treatment 4, the researcher will know the difficulties and problems
that the researcher found in treatment 1, 2, and 3.
The treatment procedures for class were as follow :
1. Researcher come to the class and give the greeting before start the class.
2. After that, the researcher told one technique of reading. There is
herringbone technique explain what it is.
3. The researcher devided into two groups of students according their reading
abilities.
4. The researcher give warming up activities to know each other
5. The researcher instruct the helper to give the question the reader that
mostly begin with “WH” generate ideas.
6. The researcher gives an explanation to students about the steps of reading
rules.
7. The researcher asks the reader to and the corrector about questions based
on the WH questions above.
8. Researcher gather the result of reading
9. Researcher can evaluate students reading and provide comments
10. The reader and the correction can review the comments given by the
researcher then discuss and make corrections
3.4.3 Post-Test
After giving the pre-test, then the researcher will continue with the
treatments. The reseacrher give post-test to the class. The purpose of giving post-
test is to measured students ability after treatment. From the post-test, researcher
can compare the result before treatment using Herringbone Technique and the test
result after using Herringbone Technique. The post-test steps are below :
1. Researcher give a post-test by asking the students to read the story of “The
smart parrots” (narrative text).
2. Students understand the text.
3. Researcher ask students to Re-read in their own language and assits with
their friends after understanding the text.
4. Reseacher collect students reading after students have finished.

23
 5. Reseacher calculate the result of students answer and get students scores.
6. Researcher found differences in result between tests before treatment using
herringbone technique and test after treatment using herringbone
technique. And then the researchers can compare scores between pre-test
and post-test to find out how big the effectivness of using herringbone
technique.
SPECIFICATION OF TEST ITEMS

No Objectives Materials Indicators Test Test

Items Types

1. Teach The material the  Identify the 20 1) Multiple

students writer focus on main idea Choice
find the the “Narrative from a (5)
main Text” The Story paragraph 2) Compre
ideas and of The Smart  Identify hension
specific Parrot, Prince general idea question
informati William and The  Identify s (5)
on Fox and The general
through Crow. 3) True
information
Herringbo False
 Identify the
ne (10)
meaning of
Techniqu word from
es. the text
which were
red
 Identify
reference and
inference
information
 Identify
word, phrase
or sentence in
the text.

2. Teach The material the  main idea 15 4) Multiple

students writer focus on from a choice
to find the the “Narrative paragraph (15)
main Text” The story  Identify
ideas and of Mouse Deer general idea
specific and Mr.  Identify
informati Crocodile, The general
on Bear and The

24
 through Two Friends, A information
Herringbo Woman and The  Identify the
ne Wolves, Snow meaning of
Techniqu White. word from
es. the text
which were
red
 Identify
reference and
inference
information
 Identify
word, phrase
or sentence in
the text.

3.5 Technique For Analysing Data

After collecting the data from the test (pre-test and post-test), the data
which is pre-test and post-test will be analyze by using T-test by SPSS 1.
Firstly, the researcher give the pre-test. Then after the pre-test, the
researcher give treatments. The reseacher give the treatment using herringbone
technique. After the treatment, the researcher will give the students test again
which is the test is post-test. Finally, the means of the test are compared to find
out there is significant difference.
The researcher will use T-test as follow :
1. The researcher find out the mean of pre-test (x) and mean of post-test (y). The
formula is :
∑x
x=
N
∑y
y=
N
Where :
∑x : Total score of pre-test
∑y : Total score of post-test
N : Total number of students

25
2. Then, the researcher finds out the mean of differentiate pre-test and post-test.
The formula is :
∑d
Md :
N
Where:
Md : The mean of differential pre-test and post-test
∑d : Sum of different between post-test and pre-test
N : Total number of students
3. Next, the researcher finds out the data percentage, the researcher used formula :
f
P = x 100%
n
Where :
P : percentage of data
f : frequency of the counted value
n : number of students

4. After that, the researcher find out the standard deviation, the formula will be
use is :

√
∑
∑x − N
( x )2
2

S=
N −1

√ ∑y − ∑ ( y )2
2
N
S=
N −1
Where:
S : Standard deviation
∑X2 : Sum of pre-test quadrate score
∑x : Sum of pre-test score
∑Y 2 :
Sum of post-test quadrate score

26
 ∑y : Sum of post-test score
N : Number of students
5. Then, the researcher finds out the total number of quadrate deviation (∑X 2
d),the data formula is :

(∑ d )
2

∑X 2
d=∑ d −
2
N
Where:
∑ X 2 d : Total number of quadrate deviation
∑d : Sum of different between post-test and pre-test
N : Number of students
6. Next, the researcher finds out the t-test by using formula :
Md
t count =

√ ∑ x2 d
N ( N −1 )

Where:
Md : Mean different of pre-test and post-test
∑ x2 d :
Total of quadrate deviation
N : Number of students
7. Finally, the researcher looks for t-table distribution with significant 5%
df = N-1
Where:
df : degree of freedom
N : number of students
3.6 Hypotheses
Hypotheses are statement in quantitative research which the investigator make
a prediction a conjecture about the outcome of a relationship among attributesor
characteristics (Creswell 2005:117). Furthermore, he states that hypotheses
consist of null hypotheses and alternative hypotheses.
The hypotheses of this study are stated below:
A. The null hypotheses(HO) : it is not effective to teach reading

27
 comprehension through Herringbone Technique to tenth gade students of
SMA Negeri 4 kota pagaralam.
B. The alternative hypotheses (HA) : it is effective to teach reading
comprehension through Herringbone Technique to tenth grade students of
SMA Negeri 4 kota pagaralam.
3.7 Hypotheses Testing
The hypotheses is tested by the critical value of the t-distribution table
(hatch et al, 1982:273). According to best et al (1993:11) for the hypotheses to be
test table, the variable must be operationally defined. Since the numbers of the
samples 50 students, so the df (degree of freedom) was 50-2 = 42 in 2 tailed and
the significance level is 5% the critical value is 2.011. it means that if the t-
obtained is less than 2.011, the null hyphotheses (Ho) is accepted and alternative
hypotheses (Ha) is rejected. On the other hand, if the result of the t-obtained is
equal or exceded 2.011, the alternative (Ha) is accepted, and consequently the null
hypotheses (Ho) is rejected.

28
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di akses 1 Desember 2012

Arikunto, Suharsini. 2010. Prosedur Penelitian Suatu Pendekatan Praktik.

Jakarta: Rineka Cipta. Brewster, Jean. 2007. The Primary English
Teacher’s Guide. France: Penguin English.

Asmawati. 2012. “The Advantages of Songs to Increase Motivation in Leraning

English Vocabulary by Uisng songs of the tenth grade students of SD
NEGERI 100 PALEMBANG”. Unpublished Undergraduate Thesis: FKIP
Muhammadiyah University Palembang.

Brown, H. D. 1994. Teaching by Principles: An Interactive Approach to

Language Pedagogy. New Jersey: Prentice Hall, Inc.

Cahyono, Yudi B & Widiawati, Utami. 2006. The Teaching of EFL Reading in
The Indonesian Context The State of The Art : Universitas Nergeri Malang.

Creswell, J. W. 2005. Educational Research: Planning, Conducting, and

Evaluating. Quantitative and Qualitative Research Second Edition. New
Jersey: Pearson Educational, Inc.

Fardy, Hossein and Hatch, Evelyn. 1982. Research Design and Statistics for
Applied Linguistics. Los Angles: California.

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Freankle, Jack R & Wallen, Norman E. 1990. How to Design and Evaluate
Research in Education. San Francisco: McGraw- Hill Publishing
Company.

Hamra, A., & Syatriana, E. 2010. Developing a model of teaching reading

comprehension for EFL students. TEFLIN Journal, 21(1), 27-40 :
Universitas Negeri Makasa (Online),
http://journal.teflin.org/index.php/teflin/article/viewFile/209/151 di akses
1 desember 2012).

Hedge, Tricia. (2000). Teaching and Learning in the Language Classroom.

Hongkong : Oxford University.

Jacobs, A. Vicky. 2010. Pre-, Guided-, and Post-learning Purposes and Strategies,
(Online),
http://isites.harvard.edu/fs/docs/icb.topic730689.files/STRATEGIES
%20FOR%20PRE-GUIDED-POST%20LEARNING.pdf, di akses 5
Oktober 2012)

Khan, James v and Best, John W. 1993. Research in Edition. Seventh Edition.
USA: Allin and Bacon.

Mashudi, A . 2011. “ A Study Teaching Technique of Reading First Class at SMP

AL- KAUTSAR Sumbesari Banyuwangi”. Unpublished Undergraduate
Thesis. Malang: Faculty of Teacher Training and Education,
Muhammadiyah University of Malang.

Mattarima, Karim and Hamdan, R. Abdul. 2011. The Teaching Constraints of

English as a Foreign Language in Indonesia: The Context of School Based
Curriculum. Malaysia: Technology University of Malaysia and the
Faculty of Education UTM. (Online),
http://www.sosiohumanikajpssk.com/sh_files/File/Karim.pdf di akses 1
Desember

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Supartini, Rini. 2010. The English Teaching Methods for the 4th Grade Students in
SDN 03 Pendem, Mojogedang. Surakarta: Faculty of Letters and Fine Arts
Sebelas Maret University.

Tannenbaum, R. Kendra and Torgesen, K. Joseph and Wagner, K .Richard. 2006.

Relationships Between Word Knowledge and Reading Comprehension in
Third-Grade Children. Scientific Studies of Reading, 10(4), 381–398.
Department of Psychology and Florida Center for Reading Research
Florida State University. (Online),
http://www.austinschools.org/curriculum/RtI/resources/documents/
research/
Relationship_BetweenWord_Knowledge_ReadingComprehension.pdf di
akses 5 Oktober 2012

Wati, Herlina. 2011. The Effectiveness of Indonesian English Teachers Training

Programs in Improving Confidence and Motivation. International Journal
of Instruction. Malaysia: National University of Malaysia, Faculty of
Education (Online),

Arikunto, Suharsimi. 2009. Dasar-dasar Evaluasi Pendidikan (Edisi Revisi).

Jakarta: Bumi Aksara.

Fraenkel. Jack, & Wallen Norman, E. 1990. How to Design and Evaluate Edition.
Cambridge University Press. Cambridge.

Harmer, Jeremy. 2007. How to Teach English. Cambridge: Longman Pearson

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Longman.

Asnita, R. N. (2013). Using Herringbone Technique to Improve the Reading

Comprehension Ability of the Students of SMU Bhakti Ibu Palembang.
Tamaddun: Jurnal Kebudayaan Dan Sastra Islam.
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Ningrum, A. S. B. I. W. (2015). Improving Students Reading Comprehension
Skill Using Herringbone Technique at MTS Al Fatah Badas. Inferensi
Jurnal Penelitian Sosial Keagamaan 9, 397-416.

Rosyida, F. M. A. G. (2018). Herringbone and Tri Focus Snyder Technique: The

Techniques for Teaching Reading Comprehension Viewed from Students’
Reading Habit. International Journal of Instruction, 11, 603-616.

Arikunto, Suharsimi. 2006. Prosedur penelitian:Suatu Pendekatan Praktek (6th

d.).Yogyakarta: PT. RinekaCipta.

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11659589 .html di akses 5 Oktober 2012.
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akses 5 Oktober 2012.
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resource-center-4698449.html di akses 5 Oktober 2012.
http://fis.ucalgary.ca/Brian/611/readingtype.html di akses 19 Desember 2012

32
APPENDICES
Hal : Permohonan Kesediaan Menjadi Responden
Kepada
Yth. Siswa/siswi
KELAS 10 SMA NEGERI 4 KOTA PAGARALAM
Dengan hormat,
Saya adalah mahasiswi Pendidikan Bahasa Inggris Fakultas Keguruan dan
Ilmu Pendidikan (FKIP) Universitas Bengkulu. Saya bermaksud mengadakan
kegiatan penelitian dengan judul “TEACHING READING COMPREHENSION
THROUGH HERRINGBONE TECHNIQUE TO TENTH GRADE STUDENTS OF SMA
NEGERI 4 KOTA PAGARALAM ”. Bagi saya penelitian ini bersifat wajib karena
merupakan sarana untuk memperoleh data pendukung untuk membuat proposal.
Sehubungan dengan hal tersebut, saya memohon kesediaan rekan-rekan
menjadi responden untuk mengisi kuisioner penelitian ini. Saya berharap rekan-
rekan sekalian berkenan untuk menjawab keseluruhan pertanyaan sesuai dengan
pendapar masing masing rekan.
Partisipasi rekan-rekan akan sangat menentukan keberhasilan pengujian
ini. Sejalan dengan etika penelitian, saya akan menjamin sepenuhnya kerahasiaan
jawaban yang diberikan oleh rekan-rekan sekalian dan memastikan bahwa
jawaban rekan-rekan hanyalah semata-mata untuk memncapai tujuan penelitian
ini.
Saya menyadari bahwa pengisian kuisioner ini sedikit banyak mengganggu
aktivitas rekan-rekan sekalian. Oleh sebab itu, saya memohon maaf kepada rekan-
rekan sekalian yang turut berpartisipasi.
Demikian permohonan saya. Atas kesediaan dan partisipasi rekan-rekan
sekalian untuk meluangkan waktu mengisi kuisioner ini, saya ucapkan banyak
terima kasih.

Bengkulu,....,............,2020

Peneliti

33
 INSTRUMENT TEST

TREATMENT 1-4

(Multiple Choice)

Nama Siswa :

Mata Pelajaran : BAHASA INGGRIS

Sat. Pendidikan : SMA

Kelas / Program : X ( SEPULUH )

A. Text 1 Question number 1-4

Mouse Deer and Mr. Crocodile

(Treatment 1)

One day, a mouse deer was walking by the river. He was very starving because he
hadn’t eaten since mornig. It was midday. But he found nothing in the land but dying
tress. “huh... I hate this branches, I don’t like it!”

34
 Across the river, there was green grassland, with young leaves. ‘Hmm.. it seems
delicious’ imagined the mouse deer, ‘but how can I get there? I can’t swim, the current is
very rapid?’
The mouse deer was figuring out the way how to reach there. Suddenly, he jumped to
the air, ‘aha.: he then walked to the edge of the river. He didn’t see the reflection because
the water flowed very fast. He dipped one of his fore legs into the water. A few moment
later, appeard Mr. Crocodile showing his sharp teeth. He then laughed, “Ha...ha...ha, you
can’t run away from me, you’ll be my tasty lunch!” said the crocodile.
“of course I can’t. You are very strong, Mr. Crocodile replied the mouse deer
frightenedly. Then, the other crocodiles approached moving slowly. They approached the
edge of the river.
“but, before you all have a party, I wonder how many your members are there in the
river. If I know your number exactly, I can distribute my meat evenly,” said the mouse
deer.
“oh.. o, great, good idea! But we are a large group, I can’t count it precisely, Mr.
Croco moaned. Leave it to me, and I can make it for you!” now, can you ask the others to
line up, from one edge to the other edge of the river? The mouse deer requested. Then the
crocodile arranged them selves in line from one edge to the other edge of the river. The
mouse deer jumped to the body of crocodile to the others while he was counting, one,
two, three, and so forth up to ten. Then at last he arrived at grassland, and he thanked to
dumb crocodiles.
1. Why did mouse deer want to go across the river ?
A. Because he was very hungry
B. Because he wanted cheat Mr. Crocodile
C. He wanted to eat some dying trees
D. He was afraid of the current of the river
2. How many crocodiles were there in the story above ?
A. Three crocodiles
B. Ten crocodiles
C. Thirteen crocodiles
D. Not mentioned

35
3. “.... But we are a large group, I csn’t count it precisely,” The underlined word has
closes meaning with...
A. Accurately
B. Objectively
C. Definitely
D. Obviously
4. After reading the text, we may conclude that the mouse deer was...
A. Very greedy animal
B. Cunning animal
C. Dumb animal
D. Frightened animal

The text question for number 5-7 !

The Bear and The Two Friends

(Treatment 2)

Once, two friends were walking through the forest. They knew that anything
dangerous can happen to them at any time in the fores. So they promised each other that
they would remain united in case of danger.

36
 Suddenly, they saw a large bear approaching tern. One of the friends at once
climbed a nearby tree. But the other one did not know how to climb. So being led by his
common sense, he lay down on the ground breathless, pretending to be a dead man.

The bear came near the man lying on the ground. It smelt his ears and slowly left
the place. Because the bear did not touch him, the friend on the tree came down and asked
his friends on the ground, ‘friend, what did the bear tell you into your ears ?’ the other
friends replied, ‘he advised me not to believe a false friend’.

5. What can we get from the story ?

A. We have to save ourselves
B. We have to elarn how to climb
C. Bear will not harm a dead man
D. True friend always stand by us in ups and downs
6. “he advised me not to believe a false friend.”
(paragraph 3) the underlined word refers to...
A. The bear
B. The dead man
C. The friend who cannot climb
D. The friend who climb the tree
7. Where do you think the story happened ?
A. In the river
B. In the park
C. In the woods
D. In the zoo

37
The text for questions number 8-10

A Woman and The wolves

(Treatment 3)

A long time ago, very few people lived in the new Territories. There were only few
villages. If the people wanted go from one village to another, they often had to pass
through wild and unsafe forest.

One day, a farmer’s young wife went to the next village to visit ger own mother and
brother. She brought along her baby son. When it was time for her to leave, her brother
said “it is getting dark. Let my son, Ah tim go with you though the forest”.

So Ah Tim led the way and the young woman followed behind, carrying her baby.
When they were in the forest, suddenly they saw a group of wolves. They began to run to
avoid the danger, but Ah Tim kicked againts a stone and fell down. At once the wolves
caught him. The young woman cried to the wolves, “please eat my own son instead.”

38
Then she put her baby son on the ground in front of the wolves and took her nephew
away.

Everyone understood this was because the woman was very good and kind. She had
offered hew own son’s life to save her nephew.

The ran back to the house and called for help. All men in the village fetched thick
sticks and went back with her into the forest. When they got there, they saw something
very strange. Instead of eating the woman’s baby the wolves were playing with him.

8. What separated between one village to another a long time ago in the new
Territories?
A. Another village
B. Mountains
C. Forests
D. Hills ve, towers and logs
9. Who was Ah Tim ?
A. The young woma’s brother
B. The young woman’s son
C. The young woman’s brother and nephew
D. The young woman’s brother’s son
10. How could the wolves catch Ah Tim ?
A. He was afraid
B. He was stumbled by a stone
C. He ran slowly
D. The woman cried

39
The text for questions number 11-15

Snow White

(Ttreatment 4)

Once upon a time there lived a little girl named Snow White. She lived with her
aunt and ucle because her parents were dead.

One day she heard her uncle and aunt talking about leaving Snow White in the
castle because they both wanted to go to america and they didn’t have anough mone to
take snow shite.

Snow white didn’t want her uncle and aunt to do that so she decided that it would
be best if she run away. The next morning she ran away in to the woods. She was very
tired and hungry. Then she saw a little cottage. She knocked but no ane answered so she
went inside and fell a sleep.

Menwhile, the seven dwarfs were coming home from work. There they found
snow white sleeping. Then snow white woke up. She saw the dwarfts.

The dwarfs said, “what is your name ?”

Snow white said, “my name is snow white.”

40
 Then, snow white told the dwarfs the whole wtory.

The dwarfs said, “if you want, you may live here with us.”

Snow white answered, “oh, could I ? thank you.”

Finally, snow white and the seven dwarfs lived happily ever after.

11. What type of the text is used by the writer ?

A. Narrative
B. Report
C. Anecdote
D. Comparative
12. To tell the plot, the writers uses....
A. A rhetorical question and an exclamation
B. Time sequences
C. Constrative evidence
D. Past tense
13. Why snow white ran away to the woods ?
A. Her parents passed away
B. Her uncle was angry with her
C. Her uncle and aunt would go to america
D. Snow white was happy to run away
14. When did snow white run away to the woods ?
A. In the afternoon
B. In the morning
C. In the evening
D. In the full moon
15. Where did snow white live after she ran away to the woods ?
A. She lived in the cave
B. She lived in the lion nest
C. She lived everywhere in teh woods
D. She lived in the dwarfs’ cottage

GOOD LUCK

41
 Key answer for instrument treatment test

1. A
2. B
3. A
4. B
5. D
6. A
7. C
8. C
9. A
10. A
11. A
12. D
13. C
14. B
15. D

42
 INSTRUMENT TEST

(TREATMENT PRE-TEST AND POST-TEST)

( Multiple Choices and Essays)

Nama Siswa :

Mata Pelajaran : BAHASA INGGRIS

Sat. Pendidikan : SMA

Kelas / Program : X ( SEPULUH )

A. Text 1 question number 1 - 10

The Story of the Smart Parrot

A man in Puerto Rico had a wonderful parrot. There was no another parrot
like it.
It was very, very smart. This parrot would say any word-except one. He would not
say the name of the town where he was born. The name of the town was Catano.
The man tried to teach the parrot to say Catano. But the bird would not say
the word. At first the man was very nice, but then he got angry. “You are a stupid
bird! Why can’t you say the word? Say CAtano, or I will kill you!” but the parrot
would not say it. Then the man got to so angry that the shouted over and over,
“Say Catano, or I’ll kill you!” but the bird wouldn’t talk.
One day after trying for many hours to make the bird say Catano, the man
got very angry. He picked up the bird and threw him into the chicken house. “You
are more stupid than the chickens. Soon I will eat them, and I will eat you, too.”
In the chicken house there are four old chickens. They were for Sunday’s
dinner. The man put the parrot in the chicken house and left.
The next day the man came back to the chicken house. He opened the door and
stopped. He was very surprised at what he saw!
He saw three dead chickens on the floor. The parrot was screaming at the fourth
chicken, “Say Catano, or I’ll kill you!

43
 (sumber: detik-detik UN bahasa Inggris; 2005/2006; Intan Pariwara)
Vocabularies: wonderful: hebat, parrot: burung beo, bird: burung, picked up:
mengambil, throw: melemparkan, stupid: bodoh, put: menaruh, saw: melihat,
scream: berteriak, smart: pandai
1. Where does the story take place?
A. London C. Jakarta
B. Puerto Rico D. Buenos Aires
2. What is the word that the parrot cannot say?
A. Catano C. Canato
B. Tacano D. Nacato
3. How often did the owner teach the bird how to say the word?
A. Always C. Many times
B. Everyday D. Every second
4. Which statement is true according to the text?
A. The parrot could say Catano
B. At last the parrot could say Catano
C. Catano was the name at the parrot
D. The man never got angry at the parrot
5. What does the man do to the bird because the bird cannot say the name of a
place.
A. The man ate the bird.
B. The sold the bird.
C. The man killed the bird.
D. The man taught the bird.
6. It is most likely that ….
A. The bird killed the three chickens.
B. The three chickens killed the bird.
C. The bird played with the chicken.
D. The bird killed one of the three chickens.
7. What is the story about?
A. A parrot and a cat

44
 B. A parrot and a chicken
C. A parrot and the owner
D. A parrot, the owner, and chickens
8. “It was very, very smart”
The underlined word refers to ….
A. The man
B. The bird
C. The chicken
D. Puerto Rico
9. “The parrot was very, very smart”
The word ‘smart’ means ….
A. Stupid C. Stubborn
B. Clever D. Beautiful
10. “The parrot was screaming at the fourth chickens”
What does the underlined word mean?
A. Smiling C. Shouting
B. Crying D. Laugh
B. Text 2 question number 11 - 20

Once upon a time there was a little boy named Prince William. Prince William
was bored so he decided to take a walk through the Magical Forrest. The Magical
Forrest was a special place where all the trees and leaves talked. Prince William
had enjoyed many afternoons laughing and talking with the leaves. Today was no
different; as soon as he entered the Forrest he was sucked into a joke.
"Knock, knock!"
"Who's there?"
"Leaf!"
"Leaf who?"
"Leaf me alone I'm treeing to sleep!"
Prince William joined in with the laughing leaves but off in the distance he heard
a whisper. He left the pile of laughing leaves and followed the whisper through

45
the woods. He ran into a tree that had something important to say. The tree was
old and hard to understand but the old tree told Prince William that King Daddy
was missing.
Prince William was so worried about King Daddy that he immediately left
the old tree and forgot all about the laughing leaves. He started looking
everywhere he could think for King Daddy but had no luck. Soon enough Prince
William had run into another little boy, it was Prince Riley. The two princes' were
brothers so Prince William told Prince Riley all about how Kind Daddy was
missing. Just like Prince William, Prince Riley was just as concerned and he left
the tree he was climbing to help.
The two prince's looked everywhere for king Daddy. They looked high; all
the way up in the trees’ branches. They looked low, way low in the grass and dirt.
They looked in things like holes and the water in the pond. They looked
everywhere they could think and they were getting exhausted. Prince William had
come up with a brilliant plan to go back and ask the old tree if he had any other
information.
The two Princes wasted no time and raced off to find the old tree. Dodging
branches and jumping rocks they managed to find the old tree in no time at all.
Out of breath, both Prince William and Prince Riley tried to explain to the tree
that they needed help. While the tree was old he was very wise and knew what the
boys wanted. The tree waved his branches starting a breeze to cool the two
prince's down. Once the two were calm the old tree started to tell the story of how
he knew King Daddy was missing.
"Early this morning I saw King Daddy walking through the leaf piles talking with
all the leaves. I heard one of the leaves give King Daddy a riddle about the
magical cabin at the end of the Forrest. The Magical cabin is full of silly tying
rope."
So as the old tree finished his story the boys calmly thanked the old tree
and raced to the end of the Forrest. Just like the old tree said they found the
magical cabin. Inside the magical cabin they found King Daddy tied up with rope

46
on the floor. The Two princes' did not hesitate; they pulled out their swords, cut
the ropes, and saved the day!
(Written by Ms. Angel, helium.com)
11. Where did the story take place?
12. According to text, how different was the Magical Forest from other forests?
13. How did the Prince William know that the King Daddy was missing?
14. How did the Prince Riley feel when he knew that the King Daddy was
missing?
15. What was the bright plan Prince William got before finding King Daddy?
16. What probably happened if the two Princesses could not find King Daddy at
the right time?
17. What is the text about?
18. ‘Soon enough Prince William had run into another little boy, it was Prince
Riley.’
The writer uses it (in line 16) to mean ….
19. The two Princes wasted no time and raced off to find the old tree.
The word ‘wasted’ in line 7 could best be replaced by....
20. The Two princes' did not hesitate …. And What is the meaning of ‘hesita
C. Text 3 question number 21-30
Decide whether these statements are true or false
The Fox and The Crow

A Fox once saw a Crow fly off with a piece of cheese in its beak and settle
on a branch of a tree.

"That's for me, as I am a Fox," said Master Reynard, and he walked up to the
foot of the tree.

"Good day, Mistress Crow," he cried. "How well you are looking today: how
glossy your feathers; how bright your eye. I feel sure your voice must surpass that
of other birds, just as your figure does; let me hear but one song from you that I
may greet you as the Queen of Birds."

The Crow lifted up her head and began to caw her best, but the moment she
opened her mouth the piece of cheese fell to the ground, only to be snapped up by
Master Fox.

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 "That will do," said he. "That was all I wanted. In exchange for your cheese I
will give you a piece of advice for the future: "Do not trust flatterers.

21. There are two main characters in the story (T/F)

22. The story probably took place in the jungle (T/F)
23. The fox read somewhere that praising the voice of a crow with a cheese in his
beak would make him drop the cheese and sing (T/F)
24. The fox said that the crows are sly and crazy (T/F)
25. The fox recognize that the crow look more closely, as the most famed and
talent of all birds (T/F)
26. Whereupon the crow tossed the cunning fox the crow’s share of the cheese
(T/F)
27. The fox iz really arrogant . He is the map maker (T/F)
28. The crow’s appetite appeased, leaving the hungry crow perched forlornly in
the three (T/F)
29. The author talking about the fox and the crow (T/F)
30. A crow, perched in a tree with a pierce of cheese in his beak (T/F)

“Good Luck”

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Key Answer

A.Text 1 question number 1 - 10

1. B 6. A
2. A 7. C
3. C 8. B
4. B 9. B
5. D 10. C
B. Text 2 question number 11 - 20
11. The story took place in the Magical Forrest
11. The Magical Forrest was a special place where all the trees and leaves
talked.
12. The Prince knew about that when the old tree told him.
13. He just like as concerned
14. Prince William’s idea was to find information more about the accident.
15. what probably happened is that the King Daddy would have been dead.
16. The two Princes and their missing King Dad.
17. The writer uses it (in line 16) to mean ‘little boy’ Prince William.
18. The word ‘wasted’ could be replaced by the word ‘spent.’
19. The word ‘hesitate’ means ‘not sure.’

C. . Text 2 question number 21 - 30

21. T 26. F
22. T 27. F
23. T 28. T
24. F 29. T
25. T 30. T

49
 LAMPIRAN-LAMPIRAN
LAMPIRAN I

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) 5

Satuan Pendidikan : SMA Negeri 4 Kota Pagaralam

Mata Pelajaran : Bahasa Inggris
Materi Pokok : Narrative Text
Kelas /Semester :X
Tahun Pelajaran : 2020/2021
Alokasi Waktu :18 JP (6 Pertemuan)

A. Kompetensi Inti
 KI-1 dan KI-2:memahami
 KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang
ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah
 KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai
kaidah keilmuan

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)

Kompetensi Dasar (KD) Indikator Pencapaian
Kompetensi (IPK)

3.8 menganalisis fungsi sosial, struktur teks, dan  mengidentifikasi struktur

unsur kebahasaan beberapa teks naratif lisan dan teks dan unsur kebahasaan
tulis dengan memberi dan meminta informasi pada teks narrative lisan

50
 terkait cerita pendek (Short story), sesuai dengan dan tulisan
konteks penggunaannya.  menjelaskan fungsi sosial
pada teks narrative

4.8 menyajikan teks naratif pendek dan  menceritakan teks

sederhana terkait cerita pendek (short narrative
story) secara lisan dan tulisan dengan  menulis teks narrative
memperhatikan fungsi sosial, struktur teks pendek disertai dengan
dan unsur kebahasaan secara benar dan ilusi gambar
sesuai konteks.

C. Tujuan pembelajaran
Setelah mengikuti proses pembelajaran dengan pendekatan Scientific Learning
ini diharapkan siswa dapat:
1. mengidentifikasi struktur teks pada teks narrative lisan dan tulisan dengan tepat.
2. Menjelaskan fungsi sosial pda teks narrative lisan dan tulisan dengan tepat.
3. Menceritakan teks narrative dengan tepat.
4. Menulis teks narrative pendek disertai dengan ilustrasi gambar dengan tepat.

D. Materi Pembelajaran
1. Materi pembelajaran regular
 Struktur Teks
- Pengenalan tokoh dan setting
- Kompilasi terhadap tokoh utama
- Solusi
- Akhir cerita
 Unsur Kebahasaan
- Kata-kata terkait karakter, watak, dan setting dalam cerita pendek (short
story)
- Modal auxiliary verb
- Ejaan tulisan tangan ataupun cetakan dengan jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan

51
 - Menggunakan bentuk waktu lampau (past) baik dalam bentuk simple,
past perfect, past continous, past perfect continous atau past perfect
continuous
 Fungsi sosial
Meneladani nilai-nilai moral isi cerita, cerita tanah air, menghargai
budaya lain.
2. Materi pembelajaran pengayaan
Membuat teks pemberitahuan (announcement)
3. Materi pembelajaran remedial
Fungsi social teks tentang teks pemberitahuan (announcement)

E. Pendekatan, model dan metode

- Pendekatan : ilmiah (Scientific)
Penerapan metode ilmiah :
a. Mengamati
b. Mempertanyakan
c. Mengeksplorasi
d. Mengasosiasi
e. Mengkomunikasikan
- Model Pembelajaran : cooperative learning dan problem solving
- Metode : observation, poster session, question and answer, discussion.
F. Kegiatan pembelajaran

Langkah-langkah Keterangan
pembelajaran
Kegiatan awal 15 Orientasi  siswa mampu
merespon salam
dan pertanyaan
dari guru yang
berhubungan
dengan kondisi
mereka
 guru mengecek
daftar hadir

52
 mahasiswa
 guru menanyakan
materi minggu
lalu (sebelumnya
pada siswa
 guru menjelaskan
mengapa siswa
harus
mempelajari
materi tersebut

Brainstorming stage  guru

menampilkan
sebuah gambar
yang
berhubungan
dengan materi
baru sebagai
brainstorming
 siswa menerka
materi yang akan
diajarkan sesuai
dengan
brainstorming

Strategi motivasi  guru menjelaskan

tentang tujuan
pembelajaran
pada siswa

 guru menjelaskan
mengapa siswa
harus

53
 mempelajari
materi tersebut

Mengamati  siswa diminta

untuk mengamati
berbagai contoh
teks narrative
dalam bentuk
tulisan
 siswa diminta
untuk
mengidentifikasi
struktur teks dan
unsur kebahasaan
teks narrative
dalam bentuk
tulisan
 siswa diminta
untuk
menjelaskan
fungsi sosial teks
narrative dalam
bentuk tulisan
 siswa diminta
untuk mengamati
berbagai macam
teks narrative
dalam bentuk
lisan
 siswa diminta
untuk
mengidentifikasi
struktur teks dan
unsur kebahasaan

54
 teks narrative
dalam bentuk
lisan
 siswa diminta
untuk
menjelaskan
fungsi social teks
narrative dalam
bentuk lisan
Kegiatan inti 110 Mempertanyakan  guru
mengarahkan
setiap siswa untuk
membuat sebuah
pertanyaan yang
berhubungan
dengan materi
dengan
menggunakan
WH Questions
 siswa mengajukan
pertanyaan yang
berhubungan
dengan materi
dengan
menggunakan
WH Questions
 guru
mengarahkan
setiap siswa untuk
mencoba
menjawab
pertanyaan dari
teman-temannya

55
 (siswa lain)
 guru menjelaskan
secara
keseluruhan
materi dan
membenarkan
pertanyaan dan
jawaban yang
ditanya dan
dijawab oleh
siswa

Mengeksplorasi  guru memberikan

teks narrative
baru dalam
bentuk tulisan
pada siswa
 siswa membaca
teks narrative
dalam bentuk
tulisan secara
bergantian tanpa
diperintah oleh
guru
 siswa diminta
untuk
menganalisis
struktur teks,
unsur kebahasaan
fungsi sosial dan
mengerjakan
beberapa soal dari
teks narrative
dalam bentuk

56
 tulisan
 guru meminta
siswa auntuk
menyampaikan
hasil
pekerjaannya
dengan cara
mengoreksi
bersama

 siswa membuat
Mengasosiasi group dengan cara
berpasangan
 siswa diminta
untuk berdiskusi
berdasarkan
materi yang telah
diberikan oleh
guru
 guru memberikan
teks narrative
baru dalam
bentuk lisan
 siswa diminta
untuk
menganalisis
struktur teks,
unsur kebahasaan,
fungsisosial dan
mengerjakan
beberapa soal dari
teks narrative
dalam bentuk

57
 lisan
 guru meminta
siswa untuk
mengumpulkan
hasil
pekerjaannya

 guru membagi
Mengkomunikasikan siswa dalam 5
kelompok
 guru memberi
beberapa judul
teks narratives
pada masing-
masing kelompok
 setiap kelompok
diminta untuk
membuat sebuah
ilustrasi gambar
(dalam bentu
poster dan
dilengkapi dengan
adanya struktur
teks, unsur
kebahasaan dan
fungsi sosial) dari
teks narrative
pendek
berdasarkan
dengan judul yang
diberikan oleh
guru untuk
dijadikan
pekerjaan rumah

58
 (PR)
Kegiatan penutup 10  guru dan siswa
menyimpulkan
materi yang telah
dibahas
 guru bertanya
pada siswa
tentang kesulitan
yang dialami
siswa pada materi
yang diajarkan
 guru dan siswa
mereview materi
yang telah
diajarkan beserta
soal-soalnya
 guru memberikan
tugas kepada
siswa tentang
materi yang sudah
diajarkan
(membuat
ilustrasi gambar)
 guru
menyampaikan
materi baru untuk
pertemuan
berikutnya
 guru mengakhiri
mata pelajaran
G. Media/ alat pembelajaran
1. media /alat :
- papan tulis

59
 - spidol
- laptop
- picture
- video
- power point slide
H. Sumber Belajar:
 Kementerian Pendidikan dan Kebudayaan. 2016. Buku siswa Mata Pelajaran
bahasa inggris. Jakarta: Kementerian Pendidikan dan Kebudayaan.
 Buku teks pelajaran, sumber lain (internet) yang relevan
F. Penilaian, Pembelajaran Remedial dan Pengayaan
1. Teknik Penilaian
a. Penilaian Kompetensi Pengetahuan
1) Tes Tertulis
a) Pilihan ganda
b) Uraian/esai
2) Tes Lisan
b. Penilaian Kompetensi Keterampilan
1) Proyek, pengamatan.
 Mempelajari buku teks dan sumber lain tentang materi pokok
 Menyimak tayangan/demo tentang materi pokok
 Menyelesaikan tugas yang berkaitan dengan pengamatan dan
eksplorasi
2. Instrumen Penilaian
a. Pilihan ganda (multiple choice)
b. Uraian/essay
c. True or false
3. Pembelajaran Remedial dan Pengayaan
a. Remedial
 Remedial dapat diberikan kepada peserta didik yang belum mencapai
KKM maupun kepada peserta didik yang sudah melampui KKM.
Remedial terdiri atas dua bagian : remedial karena belum mencapai
KKM dan remedial karena belum mencapai Kompetensi Dasar
 Guru memberi semangat kepada peserta didik yang belum mencapai
KKM (Kriteria Ketuntasan Minimal). Guru akan memberikan tugas bagi

60
 peserta didik yang belum mencapai KKM (Kriterian Ketuntasan
Minimal), misalnya sebagai berikut.
 Fungsi social teks pemaparan jati diri
b. Pengayaan
 Pengayaan diberikan untuk menambah wawasan peserta didik mengenai
materi pembelajaran yang dapat diberikan kepada peserta didik yang
telah tuntas mencapai KKM atau mencapai Kompetensi Dasar.
 Pengayaan dapat ditagihkan atau tidak ditagihkan, sesuai kesepakatan
dengan peserta didik.
 Direncanakan berdasarkan IPK atau materi pembelajaran yang
membutuhkan pengembangan lebih luas misalnya

……,Maret 2021

Mengetahui
Kepala SMAN 4 Guru Mata Pelajaran

……………………… …………………

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