The aim of this research was to find out the effectiveness of herringbone
technique for teaching reading at the eight grade students in one of Junior High
School in Banyumas in Academic year 2015/2016. This research was conducted by
using quasi experimental research. The participants of this research were the eight
grade students in one of Junior High School in Banyumas. There were two classes
with class VIII A as the experimental class and class VIII D as the control class. Test
was used in collecting the data of this research, namely pre-test and post-test. The test
consisted of multiple choice items, fill in the blanks and essay questions items. Based
on the computation, t-test result was 2.457 and the result of t-table at the significant
level 0.05 with the degree of freedom 58 was 1.672. The calculation was concluded
that t-obtained was higher than t-table (2.457 > 1.672). It was also supported by
satisfying result of all the aspects. There were six reading aspects which are analysed
in that test which were decoding knowledge, vocabulary knowledge, syntactic
knowledge, discourse knowledge, readiness aspect, and affective aspect. The
calculation of t-test decoding knowledge was 3.357, vocabulary knowledge was 4.85,
syntactic was 0.35, discourse knowledge was 2, readiness aspect was 1.916, and
affective knowledge was 2.727.The calculation of t-obtained for some aspects was
higher than t-table, but the calculation of t-obtained for syntactic knowledge was
lower than t-table. One from the six aspects gave significant result furthermore for
readiness aspect near significant with t-table. In addition, syntactic knowledge needs
further treatment since the results were far from significant. Based on the research
result, it showed that herringbone technique was effective for teaching reading
recount text at the eight grade students in one of Junior High School in Banyumas in
academic year 2015/2016.