The particular dialect or language that a person chooses to use on any occasion is called a code 791 Copyright © 2022 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 10, Number 1, June 2022 pp. 791 - 812 The Effect of Using Herringbone Technique (HT) and Numbered Head Together Technique (NHTT) for Elementary Students’ Reading Comprehension Skill Nova Claudia Tampubolon1 Arsen Nahun Pasaribu2 2arsen.pasaribu@uhn.ac.id 1,2 Universitas HKBP Nommensen Medan Received: 2022-01-22 Accepted: 2022-06-09 DOI: 10.24256/ideas.v10i1.2429 Abstract This research presents a research report on the using of applying Herringbone Technique and Numbered Head Together Technique for students reading skill at SD Kalam Kudus 2 Medan. The objective is to find out the effect of using Herringbone Technique and Numbered Head Together Technique on students reading skill. The subjects of the study were grade 3 students of SD Kalam Kudus. They were divided into three groups. The first and the second groups are (Experimental Group). They were taught by Herringbone Technique and Numbered Head Together Technique in reading recount text, while the third group (Control Group) was taught by Herringbone Technique and Numbered Head Together Technique. The technique of data analysis used t-test. In analyzing the data, the mean of the students scores for pre-test in experimental group one (Herringbone Technique) is 59.16 the mean of the students’ scores for post-test in experimental group two is 91.83. The mean of the students scores for pre-test in experimental group two (Numbered Head Together Technique) is 45 the mean of the students’ scores for post-test in experimental group two is 69.16. The mean for pre-test in control group is 46.66, and the mean for post- test in control group two is 56.16. The conclusion is that the using of Herringbone Technique is more effective than Numbered Head Together Technique. It is suggested than teachers should apply this technique as one of technique to improve students’ comprehension in reading text. http://u.lipi.go.id/1457703302 mailto:arsen.pasaribu@uhn.ac.id The Effect of Using Herringbone Technique (HT) and Numbered Head Together Technique (NHTT) for Elementary Students’ Reading Comprehension Skill 792 Keywords: Effect; Herringbone technique; Number head together technique; Reading comprehension Introduction Language is a mean of communication to convey and deliver thoughts, ideas, concepts, and feelings. Every country has its own language by which everyone communicates with all people in the world. They may face some difficulties; however, one of them is different language. To solve the problem, it is necessary to understand foreign language, especially English as an international language as an international language, it plays an important role in many aspects of life such as education, economic, technology and international relationship. Besides, English is also very important for transferring technology, researching, and career opportunities in the public places, that is why English should be learned by all people in the world as the key to face the globalization era. The basic skills in English are divided into two types, they are: receptive skills and productive skill Harmer (1991: 265). Listening and reading are receptive skills, writing and speaking are productive skills. These skills are usually considered as integrated system because they support each other in order to make the learning successful. From the explanation above, both skills are very important, but reading is very crucial one that must be learned by the students. In reading students can learn anything such as information about science, society, health, technology and so on. Reading is a means of the language acquisition of communication and information sharing of ideas. Like all languages, it is a complex interaction between the text and the reader. Based on Hasibuan (2007: 115). Reading is more than merely referring to the activity of pronouncing the printed material or following each line of written page. It involves various and mixed activities. It can be said that reading is ways of learning for students to enrich their ability and knowledge because reading is a process interaction between the readers easy to get the writer’s idea. Reading is a fluent process of readers combining information from a and their own background language to build meaning. The goal of reading is comprehension Nunan (2003: 68). Reading is one of the ultimate skills that should be mastered because of some crucial reasons. Harmer (2007) states that reading is useful to get information, knowledge IDEAS, Vol. 10, No. 1, June 2022 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 793 and values. Through reading, the learners will get much information about things that happen surround them and also get involved in many aspects of life such as science, technology, business, politics, as well as in sociocultural and educational. In addition, reading skill can entertain the learners because it is not only done for academic purpose, but it can help them to refresh their mind. In other words, reading is very essential for the learners. Considering the importance of reading skill in language learning as discussed above, the Education Ministry of Indonesia include reading as the one of important skills in Curriculum 2013. Based on this curriculum, the basic competence of reading at senior high school is a skill to comprehend and understand the meaning of text. At senior high school, there are twelve genres of text that are learned by student: procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion and review. When the writer was doing observation at three grade of SD Kalam Kudus and gave some tests about recount text, she found that 50% of students got score under 60. The students may have problems in understanding passages. It is the teacher’s responsibility to minimize the students’ failures by choosing the appropriate teaching technique in teaching and learning the process, the writer hopes it can help the students to improve the students’ reading comprehension skill. Because of that problem, the writer wants to try techniques to improve the students’ reading comprehension skill. Based in the reason above, the writer takes a little of this research “The effect of using Herringbone Technique and Numbered Head Together Technique (NHTT) for students’ reading comprehension skill”. Method The research was conducted by using experimental quantitative research. Experimental quantitative research was an observation in order to know the effect of the Herringhone Technique and Numbered Head Together Technique for students’ reading comprehension skill where the sample was divided into three groups two The Effect of Using Herringbone Technique (HT) and Numbered Head Together Technique (NHTT) for Elementary Students’ Reading Comprehension Skill 794 for experimental groups and one control group. The experimental groups where group that receive treatment by using Herringhone Technique and Numbered Head Together Technique, while the control group that receives a different treatment or is treated as usual, without Herringhone Technique and Numbered Head Together Technique. The research of this study consists of three variables. They are one dependent and two independent variables. The independent variables of this study were Herringhone Technique and Numbered Head Together Technique, while the dependent variable was reading. According to Ary (1979:225), the research design was figured as follows: Table 3.1 The design of the research Group Pre-Test Independent Variable Post-Test (R) Experimental Group Y1 Herringhone Technique Y2 (R) Experimental Group Y1 Numbered Head Together Y2 (R) Control Group Y1 Conventional Technique Y2 Results The following are the result of the pre-test is to know the mean score of experimental groups after receiving the treatment in order to know how significant The Herringbone Technique and Numbered Head Together Technique in teaching reading comprehension. Table 4.1 The scores of the Pre-test and Post-test of Experimental Group (Herringbone Technique) No. Students' name initial Pre-test Post-test 1 AGS 60 95 2 APB 75 95 3 AZS 55 85 IDEAS, Vol. 10, No. 1, June 2022 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 795 4 CDL 75 90 5 CIO 65 80 6 CGH 60 90 7 DJS 55 85 8 EPL 80 100 9 ECS 55 100 10 GMS 20 100 11 GHS 60 95 12 GNH 65 100 13 IHS 65 100 14 ISJ 55 90 15 JFMT 55 95 16 JAS 65 95 17 JJWS 60 95 18 KHHP 30 100 19 LSTS 60 85 20 MDP 65 90 21 MKS 55 85 22 PMS 65 100 23 VAS 70 95 24 CRW 65 100 25 ANM 65 90 26 ASM 60 95 27 CLS 55 85 28 DCF 70 70 29 DAS 40 80 30 ECN 50 90 1775 2755 The Effect of Using Herringbone Technique (HT) and Numbered Head Together Technique (NHTT) for Elementary Students’ Reading Comprehension Skill 796 Total (∑ ) Mean 59.16666667 91.83333333 From the table above, it is shown that the total of pre-test of experimental group (Herringbone Technique) is 1775 and total score post-test is 2755. The mean score of pre-test is 59.16 and the mean score both pre-test and post-test of experimental group. Table 4.2 The scores of the Pre-test and Post-test of Experimental Group (Numbered Head Together Technique) No. Students' name initial Pre-test Post-test 1 AEH 35 60 2 AJM 65 80 3 A 40 60 4 ANI 35 70 5 BHP 30 60 6 DPP 25 65 7 DMS 70 70 8 FGA 55 85 9 FGS 25 80 10 GGS 35 70 11 JS 85 60 12 JT 20 75 13 JAP 35 65 14 JMS 65 80 15 JEF 35 60 16 JCS 30 60 17 KFH 35 75 18 MIH 35 80 IDEAS, Vol. 10, No. 1, June 2022 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 797 19 NJS 75 60 20 PRS 80 70 21 WMS 80 60 22 YAS 45 65 23 GDS 40 80 24 WHS 30 60 25 JUD 35 65 26 GGS 35 70 27 GSS 65 80 28 GAS 30 75 29 JNL 40 65 30 JUM 40 70 Total (∑ ) 1350 2075 Mean 45 69.16667 From the table above, it is shown that the total of pre-test of experimental group (Numbered Head Together Technique) is 1350 and total score post-test is 2075. The mean score of pre-test is 45 and the mean score both pre-test and post- test is 69.16. there is a significant different score both pre-test and post-test of experimental group. The following are results of the pre-test and post-test of control group. It was taken by giving the same test both pre-test and post-test. The function of pre-test is to know the mean score of the control group after receiving the treatment with conventional technique. The Effect of Using Herringbone Technique (HT) and Numbered Head Together Technique (NHTT) for Elementary Students’ Reading Comprehension Skill 798 Table 4.3 The scores of the Pre-test and Post-test of Control Group No. Students' name initial Pre-test Post-test 1 AIM 45 55 2 CRM 55 50 3 DQP 50 60 4 DSP 30 40 5 ERS 55 70 6 IAG 60 70 7 JMR 45 50 8 JCJ 30 55 9 JPS 35 30 10 JSA 45 60 11 KAS 60 70 12 LR 25 45 13 MGT 50 55 14 MMP 35 55 15 MPS 55 60 16 MGS 55 60 17 NLAP 30 45 18 OPM 40 60 19 OAM 60 70 20 RC 55 60 21 RJS 60 60 22 SPW 30 40 23 TCA 30 40 24 WAL 70 80 25 YCT 55 65 26 YAS 25 45 27 SSH 50 55 28 LRN 50 55 29 NAH 55 60 IDEAS, Vol. 10, No. 1, June 2022 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 799 30 QMS 60 65 Total ( ∑ ) 1400 1685 Mean 46.66666667 56.1666667 From the table above, it is shown that the total of pre-test of control group group is 1400 and total score post-test is 1685. The mean score of pre-test is 46.66 and the mean score both pre-test and post-test is 56.16. The mean score of pre-test and post-test of control group is different but is not significant. The Score of Reliability Class Reliability is one of characteristic of good test. It refers to the consistency of the measurement. So to find out the reliability, it is needed the students;s score of try out in reading text . The following is the students’ score of try out in reading comprehension. No. Students' name initial SCORE X 1 AEH 7 49 2 AJM 13 169 3 A 8 64 4 ANI 7 49 5 BHP 6 36 6 DPP 5 25 7 DMS 14 196 8 FGA 11 121 9 FGS 5 25 𝑋2 The Effect of Using Herringbone Technique (HT) and Numbered Head Together Technique (NHTT) for Elementary Students’ Reading Comprehension Skill 800 10 GGS 7 49 11 JS 17 289 12 JT 4 16 13 JAP 7 49 14 JMS 13 169 15 JEF 7 49 16 JCS 6 36 17 KFH 7 49 18 MIH 7 49 19 NJS 15 225 20 PRS 16 256 21 WMS 16 256 22 YAS 9 81 23 GDS 8 64 24 WHS 6 36 25 JUD 7 49 26 GGS 7 49 27 GSS 13 169 28 GAS 6 36 29 JNL 8 64 30 JUM 8 64 Total 270 2838 Mean 9 After getting the scores of students’ reading comprehension, it is important to find mean, standard deviation before calculating the reliability of the test. 1. Mean To find out the mean, the writer used this formula : M = ∑𝑋 𝑁 Where ∑𝑥 ∶ total score IDEAS, Vol. 10, No. 1, June 2022 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 801 N : Total of students M = ∑𝑋 𝑁 M = 270 30 M = 9 2. Standard Deviation The formula to obtain the standard deviation is as follow 𝑆2 = ∑ 𝑋2- (∑ 𝑋)2 𝑁 𝑁 𝑆 2 = 2830- 72900 30 30 𝑆 2 = 13.6 The reliability can be calculated as the following : 𝐾𝑅21(𝑟) = 𝐾 𝐾−1 (1 − 𝑀(𝐾−𝑀) 𝐾𝑆2 ) = 20 20−1 (1 − 9(20−9) 20 𝑥 13.6 ) =1.05 (1 − 9(11) 272 ) =1.05( 99 272 ) = 1.05 (1 – 0.363970588) = 1.05 (0.636029412 The Effect of Using Herringbone Technique (HT) and Numbered Head Together Technique (NHTT) for Elementary Students’ Reading Comprehension Skill 802 = 0.66 From the calculation above,. The reliability of the test is 0.66. the followinh is the range of reliability based on Arikunto’s statement. 0.0 – 0.20 = the reliability is very low 0.21 – 0.40 = the reliability is low 0.41 – 0.60 = the reliability is fair 0.61 – 0.80 = the reliability is high 0.81 – above = is very high From the analysis by using formula, the result of the reliability is 0.66 it can be concluded that the reliability of the test is high, so the test used in this research is reliable. . Testing he Hypothesis In testing hypothesis the formula and distribution table of the score are applied. These are used to see whether the hypothesis is accepted or not. The following table is the scores of pre-test and post-test of experimental group. No. Students' name initial Pre-test Post-test Deviation (X1) (X2) (X2-X1) 1 AGS 60 95 35 1225 2 APB 75 95 20 400 3 AZS 55 85 30 900 4 CDL 75 90 15 225 5 CIO 65 80 15 225 6 CGH 60 90 30 900 7 DJS 55 85 30 900 8 EPL 80 100 20 400 9 ECS 55 100 45 2025 10 GMS 20 100 80 6400 11 GHS 60 95 35 1225 12 GNH 65 100 35 1225 13 IHS 65 100 35 1225 14 ISJ 55 90 35 1225 𝐷2 IDEAS, Vol. 10, No. 1, June 2022 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 803 15 JFMT 55 95 40 1600 16 JAS 65 95 30 900 17 JJWS 60 95 35 1225 18 KHHP 30 100 70 4900 19 LSTS 60 85 25 625 20 MDP 65 90 25 625 21 MKS 55 85 30 900 22 PMS 65 100 35 1225 23 VAS 70 95 25 625 24 CRW 65 100 35 1225 25 ANM 65 90 25 625 26 ASM 60 95 35 1225 27 CLS 55 85 30 900 28 DCF 70 70 0 0 29 DAS 40 80 40 1600 30 ECN 50 90 40 1600 Total ( ∑x ) 1775 2755 990 38900 Mean (∑x )/n 59.16667 91.83333 33 From the table above, the mean score of experimental group (Herring boe Technique) is calculated as the following : 𝑀𝑥1 = ∑𝑋 𝑁 𝑀𝑥1 = 990 30 𝑀𝑥1 = 33 The deviation square of experimental group is calculated as follows : 𝑑𝑥1 2 = ∑ 𝑋2- (∑ 𝑋)2 𝑁 The Effect of Using Herringbone Technique (HT) and Numbered Head Together Technique (NHTT) for Elementary Students’ Reading Comprehension Skill 804 𝑁 𝑑𝑥1 2 = 38900 - (990)2 𝑁 𝑑𝑥1 2 =38900 - (980100) 30 𝑑𝑥1 2= 38900 – 32670 𝑑𝑥1 2 = 6230 No. Students' name initial Pre-test Post-test Deviation (X1) (X2) (X2-X1) 1 AEH 35 60 25 625 2 AJM 65 80 15 225 3 A 40 60 20 400 4 ANI 35 70 35 1225 5 BHP 30 60 30 900 6 DPP 25 65 40 1600 7 DMS 70 70 0 0 8 FGA 55 85 30 900 9 FGS 25 80 55 3025 10 GGS 35 70 35 1225 11 JS 85 60 -25 625 12 JT 20 75 55 3025 13 JAP 35 65 30 900 14 JMS 65 80 15 225 15 JEF 35 60 25 625 16 JCS 30 60 30 900 17 KFH 35 75 40 1600 18 MIH 35 80 45 2025 19 NJS 75 60 -15 225 20 PRS 80 70 -10 100 21 WMS 80 60 -20 400 𝐷2 IDEAS, Vol. 10, No. 1, June 2022 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 805 Table 4.6 Calculation of the Experimental Group (Numbered Head Together Technique) From the table above, the mean score of experimental group (Numbered Head Together Technique) is calculated as the following : 𝑀𝑥1 = ∑𝑋 𝑁 𝑀𝑥1 = 725 30 𝑀𝑥1 = 24.16667 The deviation square of experimental group is calculated as follows : 𝑑𝑥1 2 = ∑ 𝑋2- (∑ 𝑋)2 𝑁 𝑁 22 YAS 45 65 20 400 23 GDS 40 80 40 1600 24 WHS 30 60 30 900 25 JUD 35 65 30 900 26 GGS 35 70 35 1225 27 GSS 65 80 15 225 28 GAS 30 75 45 2025 29 JNL 40 65 25 625 30 JUM 40 70 30 900 Total ( ∑ ) 1350 2075 725 Mean (∑x)/n 45 69.16667 24.16667 29575 The Effect of Using Herringbone Technique (HT) and Numbered Head Together Technique (NHTT) for Elementary Students’ Reading Comprehension Skill 806 𝑑𝑥1 2 = 29575 - (725)2 30 𝑑𝑥1 2 =29575 - (525625) 30 𝑑𝑥1 2= 38900 – 17520.83333 𝑑𝑥1 2 = 12054.16667 The following table is the scores of pre-test and post-test of control group. Table 4.7 Calculation of the Control Group No. Students' name initial Pre-test Post-test Deviation (Y1) (Y2) (Y2-Y1) 1 AIM 45 55 10 100 2 CRM 55 50 -5 25 3 DQP 50 60 10 100 4 DSP 30 40 10 100 5 ERS 55 70 15 225 6 IAG 60 70 10 100 7 JMR 45 50 5 25 8 JCJ 30 55 25 625 9 JPS 35 30 -5 25 10 JSA 45 60 15 225 11 KAS 60 70 10 100 12 LR 25 45 20 400 13 MGT 50 55 5 25 14 MMP 35 55 20 400 15 MPS 55 60 5 25 16 MGS 55 60 5 25 17 NLAP 30 45 15 225 18 OPM 40 60 20 400 19 OAM 60 70 10 100 20 RC 55 60 5 25 𝐷2 IDEAS, Vol. 10, No. 1, June 2022 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 807 21 RJS 60 60 0 0 22 SPW 30 40 10 100 23 TCA 30 40 10 100 24 WAL 70 80 10 100 25 YCT 55 65 10 100 26 YAS 25 45 20 400 27 SSH 50 55 5 25 28 LRN 50 55 5 25 29 NAH 55 60 5 25 30 QMS 60 65 5 25 Total ( ∑ ) 1400 1685 275 3525 Mean ( ∑ ) 46.66667 56.16667 9.166666667 From the table above , the mean score control group can be calculated as follows : 𝑀𝑦 = ∑𝑋 𝑁 𝑀𝑦 = 275 30 𝑀𝑦 = 9.1666667 The deviation square of experimental group (Herringbone Technique) is calculated as follows : 𝑑𝑦2 = ∑ 𝑦2- (∑ 𝑦)2 𝑁 𝑁 𝑑𝑦2= 3525 - (275)2 30 The Effect of Using Herringbone Technique (HT) and Numbered Head Together Technique (NHTT) for Elementary Students’ Reading Comprehension Skill 808 𝑑𝑦2 =3525 - (75625) 30 𝑑𝑦2 = 3525 – 2520.855555 𝑑𝑦2 = 1004.144445 Discussion The result from teaching reading comprehension by using Herringbone Technique shows that students could understand the text. They feel enjoy and more active. It could be seen in in the treatment process, the students are more interested when the researcher applies this technique. They feel enthusiastic and independent to find the main idea by answer WH question into the Herringbone diagram. Whereas in teaching reading comprehension by using Numbered Head Together Technique the students were active too but some of students who have low in English, they were more depend to their friend who is smart in group. It caused some of them couldn’t really comprehend the text well. Then the researcher must work harder than to manage the class it caused many was wasted. The last group is the students which taught by Conventional Technique. In this class the students only learn by hearing he teacher explain what the recount text is found some difficult words and answered the question. The researcher found that the students felt bored with this technique and it was monotones. In fact, Herringbone Technique can improve students’ reading comprehension skill. When the teacher gave the text to the students and asked them to read the text, they were able to understand the content of the text and the man idea. The technique is also useful for study group, focusing good by proposing questions. It is line with the theory by Thaler (2008:88), a useful technique for analyzing a single idea or text is the Herringbone Technique, so named because it resembles a fish skeleton. The students answer the questions listed in fishbone graphic organizer. This leads to the synthesis all the information in one newly created sentence, which becomes the main idea statement. Herringbone Technique helps the students spend a few times while they are reading the text. Based on the explanation above the Herringbone Technique is most effective one for the IDEAS, Vol. 10, No. 1, June 2022 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 809 students on reading recount text comprehension Numbered Head Together Technique than Numbered Head Together Technique and Conventional Technique. Conclusion Having analyzed the data, it was found that The Herringbone Technique and Numbered Head Together Technique significantly affected students’ comprehension in reading recount text. In the following are the description of conclusion can be drawn as follows: 1. Herringbone Technique significantly is affecting the students’ reading comprehension skill in reading recount text. Since the tobs > ttable (α = 0,05) df (58), or 8,26 > 1.67155 (α = 0,05) 2. Numbered Head Together Technique significantly is affecting the students’ reading comprehension skill in reading recount text. tobs > ttable (α = 0,05) df (58), or 4,08 > 1.67155 (α = 0,05) 3. It is indicated that Ha is accepted and Ho is rejected 4. On a average the students are taught by using Herringbone Technique and Numbered Head Together Technique have higher score than in control group 5. The students who are taught by Herringbone Technique have score higher than Numbered Head Together Technique Suggestion Based on the conclusion drawn above, the writer would like to give some suggestion in teaching reading especially for teaching reading. 1. For teacher : teacher should be more active in searching various technique in teaching reading and giving more examples and exercises in teaching reading. The Herringbone Technique and Numbered Head Together Technique I a suitable technique in teaching reading, but the Herringbone Technique is most active. The teacher should use this technique to train students to be The Effect of Using Herringbone Technique (HT) and Numbered Head Together Technique (NHTT) for Elementary Students’ Reading Comprehension Skill 810 more active. The teacher should use Herringbone Technique as an alternative in teaching reading recount text, because by this technique students were directed in answering 5W + 1H during reading text. This study shows that using Herringbone Technique can affect students’ reading comprehension skill in recount text. 2. For the students, it is suggested to use Herringbone Technique because this technique can hell the students understand the text easily 3. It is also suggested that order researchers who are interested in doing further research relate to the study with different subjects. References Anderson, M, & Anderson, K. (1997). Text Types in English. South Yarra: Macmillan Education Ary, Donal. (1979). Introduction to Research in Education. New Yorl : Library of Conress in Publication Data Bouchard, Margaret. (2005). Comprehension Strategies for English Language Learners. U.S.A. Scholastic Inc. Burns, et. all (1984). Teaching Reading in Today’s Elementary Scholl. 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