















































1 
 

JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 05 No. 01, March 2023, pp. 1 - 16 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

Using The Herringbone Technique to Improve Students’ Reading 

Achievement 

Titik Hindrayani1, Diah Ambarumi Munawaroh2 

MTs Negeri Kota Batu1, MTs Negeri Kota Batu2 

 titik.hindra20@gmail.com1, diahambarumi79@gmail.com2  

ABSTRACT 

This study examined how the herringbone technique was used to improve students' reading abilities in 

narrative text. This study used Classroom Action Research (CAR). The study is divided into two cycles. Two 

meetings were held during each cycle. The students’ reading comprehension value in cycle 1 did not meet the 

success criteria. Only 8 out of 24 students (66.7%) met the success requirements. Therefore, the researchers 

updated their strategy and moved on to the next cycle. The average value of students increased in cycle 2. All 

students got good grades, while no one got a negative score. In conclusion, the herringbone method used in class 

X at MTsN 1 Batu was able to improve students' ability to read narrative material. 

Keywords: Reading Abilities, Narrative Text, Herringbone Technique 

 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:%20titik.hindra20@gmail.com1


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I. INTRODUCTION 
Reading is one of the four skills that 

students must master, besides speaking, 

writing, and understanding spoke English. In 

fact, it is often difficult to understand 

messages. The reader must do more than 

remember what is said in the text. Based on 

(Harmer, 2007) Reading is difficult to 

understand, especially when readers are 

working with unfamiliar words and sentence 

patterns they don't yet understand. In a 

typical lesson, the teacher directs students to 

pay attention to details and information in 

the text. They can find reading boring 

because of these challenges. As a result, 

reading should be enjoyable; otherwise, 

educating would not be worthwhile. (Grabe 

& Zhang, 2016) Due to their lack of 

understanding of word meanings and 

inability to locate engaging reading material, 

the students believe that reading in English 

is uninteresting and dull. To feel joyful and 

motivated to learn English, students need a 

variety of engaging tools. Consequently, the 

existence of the teaching methodology is 

crucial. 

The focus of reading instruction is 

usually on the student's mastery of the 

content in order to answer the questions that 

follow reading comprehension (Budhi & 

Widyawati, 2015) When asking questions 

on the narrative text, the emphasis is 

typically on tale factors. As a result, college 

students' studying specializes in fictional 

factors which includes who the characters 

and characterizations are, how the plot is 

described, what's the message, and so on. 

MTsN 1 Batu instructors nonetheless use 

dull gaining knowledge of methods. The 

initial take a look at observed that the 

trainer's approach did now no longer arouse 

college students' hobby within inside the 

coaching and gaining knowledge of process. 

The trainer teaches studying through 

certainly explaining the means of every new 

vocabulary to college students. After that, 

the trainer instructs college students to 

finish the worksheet. This scenario makes 

college students no longer prompted to pay 

attention to the trainer's clarification in 

class. As a result, college students display 

terrible studying comprehension in narrative 

texts. 

The narrative is one of the genres used 

within the competency-primarily based 

totally curriculum. A style is a form of textual 

content that has a social function, popular 

structure, and lexicon grammatical features. 

The social functions of narrative textual 

content are to assemble a sample of events, to 

amuse or entertain, to address the 

uncommon or unexpected, to train readers 



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that issues need to be resolved, and to 

contain commonly valued styles of behaviour 

(Hatavara, 2016). The aim of the narrative is 

to offer a view of the arena that entertains or 

informs the reader or listener. In this study, 

the narrative textual content refers to a form 

of tale style that has a social characteristic to 

amuse and entertain with elaborate 

occasions that comply with the resolution. 

There are numerous styles of narratives, 

together with 1) funny narratives, which 

intention to make the target market snort as 

a part of the tale. 2) Romance: a romance tale 

generally tells of ranges overcoming 

boundaries to come to be together. 3) The 

diary-novel: the textual content on this form 

of narrative is supplied inside the shape of a 

diary entry. 4) Science fiction: A technology 

fiction tale takes area in a international rule 

with the aid of using technology and 

technology. 5) Fable: a fictional tale meant to 

educate a ethical lesson, commonly 

concerning speak me animals, 6) myth: a 

conventional story of unidentified writers 

that purports to have ancient foundations 

however is generally used to give an 

explanation for a few herbal phenomena, the 

advent of man, or the customer, institutions, 

and non-secular practices of people. Myths 

generally function the deeds of gods and 

heroes. 7) Legend: a story handed down thru 

generations this is broadly believed to have 

ancient help however can't be independently 

verified (Mahadi et al., 2018). The narrative 

text that was taught in this study generally 

took the form of texts from myths and 

Legends. 

Given this situation, the researchers 

suggest the usage of photo organizers to 

educate analysing narrative texts. Teaching 

with a photo organizer is one approach to 

growth college students' motivation to 

analyze English. Graphic organizers are 

critical and powerful pedagogical gear for 

organizing content material and thoughts 

and assisting college students recognize 

newly obtained information (Mcknight & 

Erie, 2010). The Herringbone method is a 

kind of image organizer. The Herringbone 

Technique permits college students to 

apprehend how the assisting factors relate to 

the primary topic. It is used to set up 

assisting facts for the primary topic and is 

designed to make it less complicated for 

college students to become aware of a desired 

primary idea (Mcknight & Erie, 2010). To 

use the Herringbone technique, students 

must read a story and then look for answers 

to the WH questions: who, what, where, 

when, why, and how (Westwood, 2008). 

The instructor works with students to 

arrange their findings on a graphic layout 

that resembles a fish skeleton. The diagram is 



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then summarized along its central spine. 

This visual design offers an easy-to-observe 

visual structure for choices and is useful for 

reading back information. 

Several studies have shown that the 

Herringbone Technique is effective for 

teaching reading. (Dara et al., 2016) observed 

that the Herringbone Technique is powerful 

for coaching studying narrative texts to The 

Eighth Grade Students at MTsN Takengon 

Ii, Aceh Tengah at some point of the 

2016/2017 instructional year. Another study, 

(Lumbantobing et al., 2020), observed that 

the usage of the Herringbone method 

stepped forward college students' studying 

comprehension with inside the tenth grade 

at SMA Negeri four Pematangsiantar, West 

Sumatra. According to the reason above, the 

cause of this examine is to undertake the 

Herringbone method to beautify the 

studying abilities of tenth-grade college 

students at SMA Al-Fallah Silo Jember. It is 

expected that via way of means of the usage 

of the Herringbone method, college students' 

studying talents will increase, in particular 

their capacity to understand narrative texts.  

II. LITERATURE OF THE STUDY 

READING CONCEPT 
Reading comprehension is the process of 

comprehending and understanding a text. It 

is the ability to identify and understand the 

ideas in a text, as well as their relationships 

(Aziz, 2020b). Reading comprehension is an 

essential skill for students to develop. It 

helps them to understand what they are 

reading and to improve their vocabulary. It 

also helps them to learn how to think 

critically about texts. Several different skills 

are necessary for reading comprehension. 

These include decoding skills, 

comprehension skills, and fluency (Aziz, 

2020a). Decoding skills help students 

understand the patterns used in a text. 

Comprehension skills help students 

understand a text's ideas and draw logical 

conclusions from it. Fluency skills help 

students to read smoothly and without 

stumbling. There are several different 

strategies that students can use to improve 

their reading comprehension. These include: 

reading for enjoyment, using a guide, and 

practicing regularly. Reading for enjoyment 

helps students learn the material they are 

reading and develop a sense of interest in it. 

It also helps them to develop a better 

vocabulary. Using a guide is an effective way 

to help students read quickly and without 

errors. It also helps students to understand 

the text more fully. 

The concept of reading refers to the 

ability to interpret and understand written 

language. Reading involves the process of 



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decoding written symbols, recognizing 

words and their meanings, and 

comprehending the ideas and messages 

conveyed through text (Aziz, 2018). Reading 

is a complex cognitive process that requires 

the integration of various skills, including 

phonological awareness, vocabulary 

knowledge, syntax and grammar knowledge, 

and background knowledge. The concept of 

reading can also refer to different approaches 

and strategies for teaching and learning 

reading. Some of the common approaches to 

reading instruction include phonics, whole 

language, and balanced literacy. Phonics 

instruction emphasizes teaching students 

the relationship between sounds and written 

letters, while whole language instruction 

emphasizes immersion in reading and 

writing experiences. Balanced literacy 

instruction aims to provide a combination of 

both approaches, with a focus on teaching 

foundational skills as well as providing 

opportunities for reading and writing in 

meaningful contexts. 

Effective reading instruction involves 

providing students with a variety of reading 

materials, including texts that are 

appropriate for their reading level and 

interests, and using strategies to promote 

comprehension, such as predicting, 

questioning, clarifying, and summarizing. 

The concept of reading also involves the 

importance of fostering a love of reading and 

developing reading habits that can benefit 

learners throughout their lives. 

STRATEGY OF TEACHING READING 
There are several strategies for teaching 

reading that educators can use to help 

students develop their reading skills and 

comprehension. Here are some effective 

strategies for teaching reading: 

1. Model reading: One of the best ways to 

teach reading is to model good reading 

habits for students (Perfetti, 2017). This 

can involve reading aloud to students, 

demonstrating how to read with 

expression and fluency, and pointing out 

different reading strategies as you read. 

2. Activate prior knowledge: Activating 

prior knowledge involves connecting 

new information to what students 

already know (Aziz, 2018). This can help 

students make sense of new material and 

retain it better. Teachers can ask 

students to share what they already 

know about a topic before introducing 

new material. 

3. Use visual aids: Visual aids such as 

pictures, charts, and diagrams can help 

students visualize and understand what 

they are reading (Halwani, 2017). 

Teachers can use visual aids to introduce 

new vocabulary words or concepts, and 



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to help students make connections 

between different ideas. 

4. Scaffold reading: Scaffolding involves 

providing support to students as they 

read, gradually removing the support as 

they become more proficient (Brevik, 

2019). This can involve breaking a text 

into smaller chunks, highlighting 

important information, or providing 

prompts to help students understand 

difficult concepts. 

5. Teach reading strategies: Reading 

strategies such as predicting, 

summarizing, and asking questions can 

help students understand what they are 

reading (Olson, 2021). Teachers can 

model these strategies for students and 

provide opportunities for them to 

practice using them. 

6. Provide feedback: Providing feedback on 

student reading can help students 

understand where they need to improve 

and how to do so (Zhu et al., 2020). 

Teachers can provide feedback on 

fluency, comprehension, and other 

reading skills. 

7. Use technology: Technology can be a 

powerful tool for teaching reading 

(Ahmadi & Reza, 2018). Teachers can 

use software and online tools to provide 

additional reading practice, track 

student progress, and provide targeted 

instruction. 

Overall, effective reading instruction 

involves using a variety of strategies and 

techniques to help students develop their 

reading skills and comprehension. Teachers 

should tailor their instruction to meet the 

individual needs of each student and provide 

ample opportunities for practice and 

feedback. 

HERRINGBONE TECHNIQUE CONCEPT 
The Herringbone technique is a visual 

method used in reading instruction to help 

students identify and organize the main idea 

and supporting details in a text. It involves 

arranging information in a pattern that 

resembles the bones of a herringbone. To use 

the Herringbone technique, the teacher 

writes the main idea of a text in the centre of 

a whiteboard or paper. Then, the supporting 

details of the text are written on either side 

of the main idea in a diagonal pattern that 

looks like the bones of a herringbone 

(Rosyida & Ghufron, 2018). This technique 

helps students to visually connect the main 

idea with the supporting details of the text, 

making it easier for them to understand how 

the ideas relate to each other. It encourages 

them to think critically about the 

information they are reading and identify the 

most important ideas. The Herringbone 

technique can be used with both fiction and 

nonfiction texts and is adaptable for use with 



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different grade levels and reading abilities. 

Teachers can use it to introduce new topics, 

review previously learned material, or help 

students prepare for a writing assignment. 

Overall, the Herringbone technique is a 

useful visual tool for helping students 

organize information and develop their 

reading comprehension skills.  

It is a simple yet effective method that 

can be used in a variety of instructional 

settings. The implementation of 

Herringbone technique in teaching reading 

are: the Herringbone technique can be 

implemented in teaching reading in several 

ways. Here are some examples of how 

teachers can use the Herringbone technique 

in their reading instruction. Introducing new 

material: Teachers can use the Herringbone 

technique to introduce new topics or 

concepts to students. They can write the 

main idea of the text in the center of the 

board and then add supporting details as 

they read aloud. This can help students to 

understand the relationships between 

different ideas in the text. Guided reading: 

During guided reading sessions, teachers can 

use the Herringbone technique to help 

students analyze the text. They can write the 

main idea of the text in the center of the 

board and then ask students to identify 

supporting details that relate to the main 

idea. This can help students to develop their 

comprehension skills and deepen their 

understanding of the text. Independent 

reading: Teachers can provide students with 

a graphic organizer that uses the 

Herringbone technique and ask them to fill it 

in as they read independently. This can help 

students to identify and organize the main 

idea and supporting details of the text on 

their own. Writing activities: The 

Herringbone technique can also be used to 

help students prepare for writing activities. 

Teachers can use the technique to help 

students organize their thoughts and ideas 

before they start writing. 

Overall, the Herringbone technique can 

be a valuable tool for teaching reading. It can 

help students to visualize the relationships 

between different ideas in a text and develop 

their comprehension skills. Teachers can use 

the technique in a variety of instructional 

settings to support student learning and 

improve reading outcomes. 

III. METHOD 
This study employs a Classroom Action 

Research design (CAR). The classroom 

action research design is based on the model 

proposed by (Kemmis et al., 2014). The 

ninth-grade students of MTsN 1 Batu have 

been the topics of the look at. It has a 

complete of 24 college students. This look at 



8 
 

started with a initial look at to decide the 

proper country of the college students' 

troubles all through the coaching and gaining 

knowledge of processes. Based on 

observations and interviews, it changed into 

observed that: (1) the teacher's method did 

now no longer pique the college students' 

interest; (2) The college students have been 

unmotivated to comply with the teacher's 

clarification in class; and (3) The college 

students had a bad capacity in analysing 

comprehension in narrative text. 

 

 

 

 

 

 

 

 

 

 

 

 

Picture 1. CAR Concept 

PLANNING ACTION  
During the making plans stage, a few 

gadgets have been prepared, inclusive of a 

appropriate lesson plan version the use of the 

herringbone technique, substances and 

media, and achievement criteria. 

a. Planning the Lesson: 

The lesson plan consists of the 

targets that the scholars are 

anticipated to acquire in addition to 

the technique for supplying the 

Herringbone approach with inside 

the teaching-getting to know 

process. The motive of this examine is 

to educate college students on the 

way to reply to the means and 

rhetorical steps of a story text. 

Responding to that means includes 

figuring out the text's fundamental 

ideas, trendy ideas, and content 

material of the text. Meanwhile, 

responding rhetorically way that 

scholars need to be capable of become 

aware of all the language functions of 

narrative text. The following 

teaching-getting to know steps have 

been tailored from (Byrnes et al., 

2009): 

1. Choose reading material 

appropriate for the student’s level. 

2. Create a herringbone outline with 

the 5W+H (Who? When? Where? 

Why? What? How?) and the main 

idea. 

Preliminary study  

✓ Identifying the 

problem of the 

teaching and 

learning in SMA 

Al-Fallah Silo 

Jember 

✓ Interviewing the 

English teacher 

related to the 

strategy that had 

been applied, 

Analysis and findings 

✓ The strategy 

implemented by 

the teacher didn’t 

attract the 

students’ interest 

✓ The students were 

not motivated to 

follow the 

teachers’ 

Planning 

Implemen

ting 

Fail 

Reflecti

ng 

Observing 

Succeed 

Conclusion 



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3. Students read, brainstorm, and 

write important information about 

the story in their notebooks. 

4. Following the discussion, the 

students wrote their responses on 

the Herringbone outline. 

5. Students debate the answers 

(5W+H+main idea). 

6. The herringbone outline is used to 

revise the story. 

b. Creating Learning Materials and 
Media 

This study's English substances 

have been created according with the 

cutting-edge curriculum. The 

narrative textual content kind 

became selected to be taught. The 

following talents have been 

confirmed in coaching studying 

narrative in senior excessive school, 

especially the 10th grade, according 

with the school-Based Curriculum 

(KTSP). Understanding the 

meanings of brief practical texts and 

essays with inside the shape of 

narrative to have interaction with the 

surroundings became one in all the 

same old talents. This popularity 

became divided into numerous 

primary talents, as indexed below. 

1. Read aloud and clearly brief 

functional texts and essays 

that take the form of recounts 

and narratives, with 

appropriate environmental 

intonation, stress, and 

pronunciation. 

2. Giving accurate, fluid, and 

appropriate meanings to brief 

functional texts in relation to 

the environment. 

3. Reacting to meanings and 

rhetorical devices in 

straightforward, brief essays in 

narrative form in a precise, 

fluid, and acceptable manner. 

It may be concluded that the 

purpose of coaching college students 

to study narrative texts is for them so 

as to reply to which means and 

rhetorical steps of a story text. 

Responding to which means includes 

figuring out the text's essential ideas, 

fashionable ideas, and content. 

Meanwhile, responding rhetorically 

calls for college students so as to pick 

out all the language capabilities of 

narrative text. 

c. Developing Success Criteria 

An assessment is needed to 

decide whether or not or now no 

longer this system is a hit. The 

fulfilment standards had been created 



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to evaluate the scholars' cap potential 

to recognize the narrative textual 

content provided. This take a look at 

could be taken into consideration a 

hit if as a minimum 80% of the 

scholars attain a minimal analysing 

rating of 75. 

IMPLEMENTING THE ACTION 
In this investigation, there have been 

two cycles. Two meetings of 90 minutes each 

were held to conduct the first cycle. Also 

divided into two sessions, the second cycle 

was undertaken. In this study the students 

use a strategy called the Herringbone 

Technique, which involves working in pairs 

or triads. Students read the narrative 

material that the teacher has given them. 

Following reading, the agencies whole the 

Herringbone diagram through considering at 

the text, speculating on ability solutions to 

the questions, and together deciding on the 

only that, of their opinion, is the best. When 

the agencies have finished their tasks, the 

instructor gathers the whole magnificence in 

order that the agencies can percentage their 

selections and the motives for them with one 

another. 

OBSERVING THE ACTION 
During this phase, any records referring 

to the study's goal wherein the herringbone 

method became used to enhance students' 

studying capabilities became observed. The 

herringbone method became used to have a 

look at students' sports and improvements. 

REFLECTING 
The very last step is reflecting; on this 

step, all information accumulated from 

statement and the consequences of the 

students' assessments have been analysed 

and as compared to the achievement 

standards to decide whether or not the 

herringbone method used changed into 

suitable and powerful in fixing the hassle of 

enhancing the students' capacity to examine 

narrative text..The data presented are the 

results of the Independent Samples Test, 

which compares the averages of two groups 

that are not related to each other, namely the 

pretest group and the posttest group. There 

are two types of tests performed, namely 

Levene's test to check the similarity of 

variants, and the t test to check the average 

similarity. The results of Levene's Test for 

Equality of Variances show whether the 

variants of both groups are the same or not. 

In the pretest group, it was found that F = 

1.272 and Sig. = 0.264. This indicates that the 

variance in the pretest and posttest groups is 

considered the same because the Sig. value is 

greater than 0.05. However, if it is assumed 

that the variants are not the same, then the t-

test results show t = 2.745, df = 56.714, and Sig. 



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= 0.008. This shows that there is a significant 

difference between the average pretest and 

posttest because the Sig. value is smaller than 

0.05. In addition, the mean difference 

between the two groups was 8.53333 with a 

standard error of 3.10882, and the 95% 

confidence interval for the mean difference 

was 2.30735 to 14.75932. In the posttest 

group, it was found that F = 3.284 and Sig. = 

0.075. This suggests that the variance in both 

groups is considered the same because the 

Sig. value is greater than 0.05. The t test 

shows t = -0.664, df = 51.777, and Sig. = 0.510. 

This shows that there is no significant 

difference between the posttest and pretest 

mean because the Sig. value is greater than 

0.05. In addition, the mean difference 

between the two groups was -1.20000 with a 

standard error of 1.80771, and the 95% 

confidence interval for the average difference 

was -4.82781 to 2.42781. 

From the results of the hypothesis test 

conducted on the data, the following results 

were found: 

1. In the pretest group, there was a 

significant difference between the 

pretest and posttest mean because the 

Sig. value of the t-test was smaller than 

0.05 (0.008). This shows that there is a 

significant increase in posttest scores 

compared to pretest scores. 

2. In the posttest group, there was no 

significant difference between the 

posttest and pretest mean because the 

Sig. value of the t-test was greater than 

0.05 (0.510). This shows that there is 

no significant difference between 

posttest and pretest scores. 

Thus, it can be concluded that there was 

a significant increase in test scores in the 

pretest and posttest groups, but there was no 

significant difference between posttest and 

pretest scores in the posttest group. 

IV. RESULT AND DISCUSSION 

These studies become performed in 

stages. The first cycle becomes finished in 

meetings, as become the second one cycle. In 

every cycle, the implementation of the 

motion plan and study’s findings had been 

presented. 

CYCLE 1  
Cycle 1 turned into held in meetings, on 

May tenth and 11th, 2022. The first assembly 

turned into dedicated to introducing the 

herringbone technique. The situation turned 

as follows. The instructor assigned the 

scholars to paint in pairs. The instructor then 

gave every pair a story textual content and a 

piece sheet with a herringbone diagram. Each 

member of the pair-paintings organization 

studies the narrative textual content on their 

own. They must, however, discuss with their 



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pair-paintings once they have solved a query 

on a piece sheet. The tale of "Snow White" 

turned into used as a model. The 2nd 

assembly cantered on reviewing the 

narrative textual content's content material 

and taking a studying check. The following 

turned into the situation. After checking the 

scholars' attendance, the instructor 

requested an easy query approximately 

herringbone studying with inside the 

preceding assembly. The researcher then 

gave them the studying check and solution 

sheet and requested them to finish it on their 

own. The tale "Bawang Merah and Bawang Putih" 

turned into the difficulty of the studying 

check. 

Student worksheet 

 

 

Students Answer 

 

 

 

 

 

 

 

 

 

 

Students Answer 

 

 

 

 

 

 

 

 

THE NARRATIVE TEXT GIVEN IN CYCLE 1 
The implementation of the Herringbone 

method in Cycle 1 produced unsatisfactory 

results. This have a look at could be taken 

into consideration a hit if as a minimum 80% 

of the scholars reap a minimal studying 

rating of 75. However, eight of the sixteen 

college students did not reap the minimal 

passing rating. Only 66.7% of college 

students had been hit. This cycle, the 

common magnificence rating become 74.4. 

This supposed that the cycle become now no 

longer but whole. As a result, these studies 

continue to carry over to the subsequent 

cycle. There had been a few problems that 

needed to be resolved during the use of the 

herringbone method on this cycle. The first 

problem became that a few college students 

had been nevertheless ignoring the trainer's 

explanation. They had been nevertheless 

preoccupied with their personal business. 

Second, many college students did now no 



13 
 

longer whole the check entirely. The majority 

of college students simplest finished some 

numbers and waited for the trainer to help 

them in answering the question. 

The remedy turned into revised 

withinside the following cycle to enhance it. 

To make the magnificence extra interesting, 

the trainer presented a purple coronary heart 

factor to the pupil who responded to the 

query speedy and correctly. It turned into 

was hoping that the scholars could be 

prompted to compete with their buddies for 

a praise through accumulating a massive 

quantity of purple coronary heart points, 

which could cause them to extra enthusiastic 

and reap a excessive degree of success. 

Second, the trainer furnished an in depth 

rationalization of the sports that scholars 

have been required to finish at some point of 

the coaching gaining knowledge of process. 

Finally, it allows the interest of coaching and 

gaining knowledge of to be controlled. 

CYCLE 2  
Cycle 2 turned into held in meetings, on 

May seventeenth and 18th, 2022. The 

implementation of Herringbone strategies on 

this cycle turned into much like the 

implementation in cycle I. The handiest 

distinction turned into that the pupil who 

responded the query quick and successfully 

acquired a red coronary heart. The first 

assembly centered on working towards the 

herringbone technique. The state of affairs 

turned into as follows. The college students 

have been divided into -character groups. 

The instructor allotted narrative textual 

content and a piece sheet to the scholars. 

Every member examine the narrative textual 

content individually, and after they respond 

to the query at the herringbone diagram, they 

must talk it with their group. The researcher 

requested the scholars to reveal the final 

results in their discussion. Anyone who can 

solution the query quick and successfully 

acquired a red coronary heart from the 

researcher. 

The 2nd assembly changed into 

dedicated to reviewing the narrative text's 

content material and taking the studying 

take a look at. This changed into the scenario. 

After checking the scholars' attendance, the 

trainer requested a easy query approximately 

the preceding assembly's studying gaining 

knowledge of the usage of the herringbone 

technique. The researcher then surpassed 

out the studying take a look at and solution 

sheet and requested the scholars to finish it 

on their own. The story "Banyuwangi 

Legend" changed into the point of interest of 

the studying take a look at. 

 

 



14 
 

Student worksheet 

 

 

 

 

 

 

 

 

 

 

 

 

 

THE NARRATIVE TEXT GIVEN IN CYCLE 
2 
Interested in reading herringbone-style 

narrative writing. Learning activities 

changed and became more dynamic. Due to 

their desire to win a prize by gathering a 

large number of pink hearts, the students 

were encouraged to compete with their 

friends, which increased their motivation to 

succeed. Additionally, the student's sense of 

socializing improved. Every student in cycle 

2 (100%) was able to meet the minimal 

standard required for the success criteria. 

Comparing the outcome to cycle 1's 

outcome (66.7%), the result increased by 

33.3%. Additionally, from 74.4 in cycle 1 to 

84.4 in cycle 2, the average class score was 

rising. It was evident that Cycle 2's 

application of the Herringbone approach 

was successful. 

Based at the findings from Cycle 2, it 

changed into viable to attract the belief that 

the herringbone approach used with the 

eighth-grade college students of MTsN 1 

Batu changed into able to elevating the 

college students' overall performance in 

analysing narrative material. The findings of 

this look at seem to help in advance studies 

by (Dara et al., 2016), Which became titled " 

The Effectiveness Of Herringbone Technique 

To Enhance Students' Ability In 

Comprehending Narrative Text Of The 

Eighth Grade Students At MTsN, Aceh 

Tengah, Aceh" In the educational year 2016–

2017. Dara carried out an experimental have 

a look at with college students with inside 

the 8th grade at MTsN, Aceh Tengah. The 

have a look at findings validated the 

effectiveness of the Herringbone Technique 

for reading studying material. It additionally 

consents with the findings of a have a look at 

carried out by (Lumbantobing et al., 2020), 

Which determined that imposing the 

Herringbone Technique stepped forward 

students' analysing comprehension with 

inside the 10th grade at SMA N four 

Pematangsiantar. 



15 
 

V. CONCLUSION 

Based at the study’s findings and 

discussion, its miles viable to finish that using 

the Herringbone method to remedy the 

college students' studying comprehension 

trouble turned into a achievement. Students’ 

advantage from seeing the way to use this 

photo organizer on chart paper. Students are 

endorsed to arrange and classify facts as they 

study the usage of the Herringbone method. 

One of the photo organizers used for 

organising assisting info for a chief concept 

is the Herringbone Technique that is a 

powerful device for enhancing college 

students' comprehension. Observations in 

Cycle 1 discovered that scholars have been 

interested by studying narrative textual 

content the usage of the herringbone method; 

however, a few college students have been 

not able to reap the minimal passing rating. 

The prescribed standards have been now no 

longer met through eight of sixteen college 

students (66.7%). As a end result, this studies 

turned into carried ahead to the following 

cycle. In cycle 2, all college students (100%) 

met the achievement standards’ minimal 

level. In evaluation to cycle 1, the end result 

multiplied through 33.3%. The common 

elegance rating multiplied from 74.four in 

cycle 1 to 84.four in cycle 2. It might be 

deduced that the Herringbone method used 

with the tenth-grade college students of 

MTsN 1 Batu turned into certified to enhance 

the college students' success in studying 

narrative textual content. 

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