Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Sari Wulandari
Universitas MuhaEnglish Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Palummadiyah Palu
Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Revisiting Herringbone-Scaffolded Reading A Statistical Reanalysis of EFL Learners’ Gains in Recount-Text Comprehension Asni Dewi Cinta; Sari Wulandari; Dewi Rara Amiati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.12647

Abstract

This article revisits data from a quasi-experimental study of the Herringbone technique in reading instruction for eighth-grade EFL learners at MTs Negeri 1 Palu. Rather than repeating the original mean-score comparison, the study provides a transparent secondary statistical reanalysis of the student-level pre-test and post-test scores reported in the research record. Fifty-four students participated, with 27 students in the Herringbone group and 27 in the comparison group. The original instructional treatment was delivered across six meetings and used a visual Herringbone diagram to guide learners in identifying who, what, when, where, why, and how in recount texts. The reanalysis indicates that the Herringbone group increased from a mean of 41.85 to 72.22, whereas the comparison group increased from 44.44 to 60.92. The mean gain difference was 13.89 points. Based on the student-level scores listed in the source record, the independent-samples comparison of gain scores produced t(52) = 9.39, and the standardized between-group effect was very large (Cohen’s d = 2.55; Hedges’ g = 2.52). Normalized gain was 0.52 for the Herringbone group and 0.30 for the comparison group. These results strengthen the interpretation that the visual questioning framework was associated with substantially greater reading gains. The article also identifies a discrepancy between the t value reported in the original research record (2.353) and the value obtained from the listed student-level scores, highlighting the importance of transparent statistical reporting.
Co-Authors Asni Dewi Cinta Dewi Rara Amiati