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

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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

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

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

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

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

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

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

Observing

Succeed

Conclusion

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

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.

= 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

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

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

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.

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.

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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