Same My Title 3
Same My Title 3
Same My Title 3
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training
in Partial Fulfillment of the Requirements
for the Degree of S. Pd. (S1) in English Language Teaching.
By:
Endang Larasati
103104027039
In the name of Allah, the Beneficent and the Merciful. All praise to be
Allah, lord of the world who has bestowed upon the writer in completing this
“skripsi” which the title is The Effect of Using Jigsaw Technique on Students’
Reading Comprehension Achievement”. Peace and blessing be upon our prophet,
Muhammad, his families, his companions, and his followers.
After years for carrying out this skripsi, the writer is conscious that it
could be done without helping of others, both materials and spiritual. In this
occasion, the writer would like to express her greatest thanks and gratitude to her
beloved grand mother, Siti Ratinah, who always give her love, support, and moral
encouragement to finish her study.
The writer would like to address her greatest thanks and attitude to her
advisor, Dra. Farida Hamid, M. Pd., for his time, guidance, and patience in
correcting and helping her finishing this skripsi.
The writer also would like to address her gratitude and appreciation to:
1. Drs. Syauki, M. Pd, The Chief of English Education Department and
Neneng Sunengsih, S. Pd, the secretary.
2. All lecturers in English Education Department.
3. Drs. H. Ahmad Pusni, The Head Master of SMP Taman Islam, all the
teachers and the staffs.
4. Prof. Dr. Dede Rosyada, MA, the Dean of Tarbiya Faculty.
5. Her beloved family, my mother, Sumarni, my brother, Azi Marsaid, my
sister, Ina Marlina and my aunt, Melyana S. K.
6. The Head master of Triple I English Course, Mrs. Irma Wardani and all
the teachers.
Endang Larasati
TABLE OF CONTENTS
ACKNOWLEDGMENT……………………………………………………i
TABLE OF CONTENTS…………………………………………………..iii
LIST OF TABLE……………………………………………………………v
A. Background of Study
English as a foreign language in Indonesia is taught from elementary
school up to university level. English is taught as the local content at
elementary school, as the compulsory subject at Junior High School, and as
the complementary subject at University. The goal of teaching English in
Indonesia, especially in the Junior High School level that is named SMP, is
stated in the Kurikulum Tingkat Satuan Pendidikan :
Bahasa Inggris diarahkan untuk mengembangkan empat keterampilan
berbahasa agar lulusan mampu berkomunikasi dan berwacana dalam
bahasa Inggris pada tingkat literasi fungsional. Berkomunikasi adalah
memahami dan mengungkapkan informasi, fikiran, perasaan,
mengembangkan ilmu pengetahuan, teknologi, dan budaya. Kemampuan
berwacana berarti kemampuan memahami dan/ atau menghasilkan teks
lisan dan/ atau tulisan.1
1
Departemen Pendidikan Nasional, KTSP; Mata Pelajaran Bahasa Inggris untuk SMP/
MTs, (Jakarta : Depdiknas, 2006),p.277
It can be explained as follows; first, the goal of teaching English at
SMP is to make students use four skills; they are listening, speaking, reading
and writing as integrated skill. Second, the students are to be able to use
English as a means of communication. The students are to be able to use
English in oral and written form. They are to be able to give and respond to
oral and written instructions, make a simple report, and comprehend English
text. For these, the students use Communicative Approach.2
To achieve those goals above, teaching reading can be one
alternative skill that covers three other language skills. Teaching reading
seems to be teaching integrated skills. Grellet states that reading
comprehension should not be separated from other skills, it is important,
therefore, to link different skills through the reading activities.3
Unfortunately, the student is hard to master reading because of some
problems which one of them is a large class. Andi Qashas Rahman states that
it can be denied that ELT in Indonesia context is at the most encountered to
large classes. The amount of the students which is too many for a class
ranging from forty to fifty students, may become a stumbling block in
maintaining classroom interaction to enable learners acquire language intake
exposed to them.4
Meanwhile, many teachers still use conventional technique to teach
reading in their classroom. They consider that it is the best technique. The
teachers tend to dominate the class and then ask the students work
individually. Of course, in this case the teacher’s role is as an instructor. They
consider that it is one way making their students getting silent so that the class
is easier to be handled.
2
Francoise Grellet, Developing Reading Skill; A Practical Guide to Reading
Comprehension Exercise, (Britain : Cambridge University Press., 1994), p.8
3
Francoise Grellet, Developing Reading …, p.8
4
Andi Qashas Rahman, Applying Cooperative Learning to Uphold Language Classroom.
Dynamics, Part 13 of The Tapestry of English Language Teaching Learning in Indonesia, Ed. By
Bambang Y. C. and Utami W., (Malang: UNM Press,2004), p.169
However, applying conventional technique in a large class makes the
students become bored, loose their interest in reading material. There is no fun
in it because the activity is monotone and concerns on the teacher-centered.
This, therefore, effects the students’ achievement in reading.
Based on the writer’s experience, it was difficult to teach reading in a
large class because the class is too noisy so the students lack concentration in
learning. Besides, the large class may also consist of the students having
different level of ability.5 Consequently, each student had different time
needed to finish a task. The cleverer students, who finish the task earlier,
make inconvenient atmosphere to weaker learners to do their task. Also, the
nature of competition among the students working individually will bring
clever learners to success and weak learner to failure.
For these reasons, suitable technique should be conducted in order to
make students become successful in their learning. Andi Qashas Rahman says
although the classroom is too crowded, it would be realistic to think that all
learners can take part in the classroom interaction. In addition, it should be
noted that classroom interaction could become the main setting where the
learners practiced and exposed to the target language. 6 So, the classroom
should be set up as well as possible, for example, by dividing classroom into
groups, which is the reflection of the nature of cooperative learning method.
One of cooperative learning method is jigsaw technique. It is
functioned to create the class to be more student-centered, in this respect
almost of the students are more active. The teacher’s role is not only as an
instructor but also as a facilitator. Therefore, it uses Communicative
Approach. However, jigsaw technique has one important difference; that is
every single student teaches something. This means that Jigsaw technique is
not only to make the students interact and cooperate with the other friends as
well, in which cleverer learner teaches weaker learner in their group to master
5
Edward David Allen and Rebecca Valette, Classroom Techniques: Foreign Languages
and English as a Second Language, (New York: Harcourt Brace Jovanovich, Inc., __ ) p. 267
6
Rahman, Applying Cooperative…, p. 169
the subject because the class divided into groups, but also to make every
single student takes responsible to teach each others because each student
must learn a different piece of material concerning a whole of picture which
will complete a task. Also, the jigsaw technique is a kind of puzzle that the
material are cut up and scrambled then the student restores the pieces to their
proper order seems to cheer up the students that they become easier to absorb
the material that is taught.7
Based on all the statements above, the writer, therefore, experiment
this technique to convince that the student is easier to master reading material.
The writer looks on the effect of using jigsaw technique on students reading
comprehension achievement.
B. Objective of Study
The objective of the study is to find out whether the students who are
taught by using jigsaw technique show better achievement in reading
comprehension than students who are taught by using conventional technique.
Based on the limitation above, the writer would like to formulate the
problem as follows:
D. Method of Research
7
John W. Oller, Richard-Amato ed., Methods That Work, (London: New burry House
Publishers, Inc., 1983, p.313
Field research is carried out. The writer conducts the field research by
observing the class namely controlled class, teaching the class namely
experiment class then collecting and analyzing the data.
E. Organization of Study
The organization of study is to facilitate the discussion of the problem
presentation and help readers to understand what they read. This study divided
into four chapters.
Chapter one is introduction. It presents background of study,
objective of study, limitation and formulation of study, method of research,
and organization of study.
Chapter two is theoretical framework. It presents reading, jigsaw
technique and teaching reading by using jigsaw technique. Reading contains
definition of reading, purpose for reading, reading skills and strategies,
teaching a content-based reading lesson. Jigsaw technique contains concept of
jigsaw technique, principles of jigsaw technique and Jigsaw technique
Procedure. Teaching reading by using jigsaw technique contains concept of
jigsaw reading, teaching reading by using jigsaw technique, advantages and
disadvantages.
Chapter three discussed about research methodology and findings.
Research methodology contains objective of study, place and time of study,
method of research, technique of sampling taking, technique of data
collecting, and technique of data analysis. Research findings contain
description of data, analysis of data, hypothesis of data and interpretation of
data.
Chapter four is conclusion and suggestion.
CHAPTER II
THEORETICAL FRAMEWORK
A. Reading
As it has been explained in chapter I, the goal of teaching English
based on KTSP (Kurikulum Satuan Pendidikan) covers the issues of
communicative approach and integrated skills. Teaching reading can be as a
means of teaching integrated skills and jigsaw technique which has relevancy
with KTSP and is expected to increase the student’s reading achievement.
Therefore, the writer will explain more about reading, the use of jigsaw
technique, and activities of teaching reading by using jigsaw technique as
follows:
1. Definition of Reading
Experts give many definitions of reading. Herewith, the writer
represents some of them to draw what reading actually is
comprehensively;
According to Acbershold and Field, as quoted by Thomas S. C.
Farrel, he says, “Reading is what happens when people look at a text and
assign meaning to the written symbols in that text.”8 It means that reading
is the process of reader’s mind or process of mind activity trying to
interpret the perception of symbols that present language.
Meanwhile, Christine Nuttal views reading as means getting out
the text as nearly as possible the message the writer into it.”9 It is the
6
8
Thomas S. C. Farrel, RELC Portfolio Series 6, Planning Lessons for Reading Class,
( ___ : __), p.1
9
Christine Nuttal, Teaching Reading Skill in a Foreign Language. New Edition,
(London: Heinne Mann, 2004), p. 4
6
process between writer and reader. The reader tries to understand the
meaning intended by the writer.
It is as close as what Pamella J. Harris et all, define as what it is
called reading comprehension. They define, “Reading comprehension is
the process understanding the message that the author trying to convey.”10
The writer encodes the message in his mind into written text and the
reader decodes the written text to get message the writer means
The meaning lies in the interaction between text providing a
potential meaning and the reader bringing his/ her own particularization of
that potential meaning. What the text variables are such as sentence
structure and length, vocabulary intensity, number of new concepts
introduced, the difficulty and novelty of the subject matter, etc. what the
reader variables are such as back ground knowledge, reading proficiency
including reading skills, etc.
Reading is not just how to read written symbols. But it is also how
to comprehend the written symbols. Richard R. Day says that reading is
using knowledge to come to comprehension.11 Comprehension is
understanding of meaning material and covering conscious strategies that
lead to understanding the process of reading deals with language form,
while comprehension as the end product deal with the language content.
The last definition given by Anthony, Pearson and Raphael, as also
quoted by Thomas S. C. Farrel, they say, “Reading is process of
constructing meaning through the dynamic interaction among the reader’s
existing knowledge, the information suggested by the written language,
and the context of the reading situation.”12 From the statement above,
means the reader both use their previous knowledge or schemata and
10
Pamella J. Harris et all, Teaching Reading : A balanced Approach for Today’s
Classroom, ( New York : Mc Graw-Hill, 2004), p. 321
11
Richard R. Day, New Ways in Teaching Reading, (Virginia: pantagraf, 1993), p.43
12
Thomas S.C. Farrel. Willy A. Renandya and Jack Richard editor. RELC Portofolio
Series 6. Planning Lessons for a Reading class.SEAMO Regional Language Centre. (Singapore,
2002), p.1
experience of the topic when trying to understand the meaning of a
passage and use the text itself for information of a topic.
From all definitions, it seems that reading is a process of
identifying printed symbols and in the meantime interpreting and
understanding them based on the reader’s schemata, language skills and
the context of reading situation.
13
Thomas S.C. Farrel. Willy A. Renandya and Jack Richard editor. RELC Portofolio
Series 6. Planning Lessons for a Reading class.SEAMO Regional Language Centre.( Singapore,
2002), p.23
14
J. Charles Alderson, Reading in a Foreign Language, (New York: Longman
Inc.,1986), p.1
absolutely reading for pleasure. Such we read magazine, newspaper,
novel, etc.
This top-down process can be explained as follows; the reader first looks at a passage or a text. Then he/ she
guesses or predicts what the text will be about (based on their prior knowledge and experience of the topic) after
reading the title, the headings and sub-headings. The reader then continues to read the text seeking confirmation
about the topic. Therefore, readers fit the text into knowledge and experiences they already hold.
Bottom up means the reader not just try to decipher the meaning of
individual lexical items but will also have clear ideas about the overall
rhetorical organization of text.16 The essential features of the bottom-up
strategies are that the readers tried to decode each individual letter
encountered by matching it to the minimal units of meaning in the sound
system (the phoneme) to arrive at a meaning of the text.
The bottom-up strategies can be explained as follows; when people read,
they extract the prepositions from the text. This is where the reader chunks
the sentences into constituents and constructs the prepositions from there.
Comprehension then depends on the prepositions that have been extracted
and these serve as the basic of what readers understand and recall.
The top-down application is developed through building
background knowledge of the text content (content schemata), and
15
Jo. Mc. Donough, and Christopher Shaw. Material and Method in ELT, (Oxford:
Blackwell, 2003), p. 136
16
Jo.Mc. Donough and Christopher Shaw, Material and Method …, p. 138
bottom-up application is developed through examinations of the text
structure (formal schemata).17
The skilled reader will combine these two strategies to understand
a reading test. S/he will use his/her background of knowledge to catch the
writer’s idea. If s/he thinks that there are some difficulties in
comprehending the text because of some unknown vocabularies, s/he will
use the textual information as the clue. It has been become known as
interactive process.18
In addition, as we know, based on the reason we read is
developmental reading, which is to improve student’s reading a foreign
language skill, needed some strategies and skills that divided into two
aspects those are mechanical and comprehension aspects.
Mechanical aspect deals with the things such as the developmental
of good eye movement habits, the development of good postural habits
while reading, the development of the volume, pitch intonation and
expression in reading aloud and development of speed and fluency in
silent reading. The comprehension aspect concerns with the acquisition of
a rich and accurate vocabulary and learning on how to find and understand
main ideas, how to find specific information, how to make inference and
how to grasp the sequence of events.
Both of the mechanical and comprehension aspect in
developmental reading include some ways of reading, those are reading
aloud, silent reading, skimming and scanning.
Reading aloud used to be one of the normal methods for giving
pupil language practice, quite regardless of its value. A lesson used to
begin with pupils reading a passage aloud, usually before they knew what
17
Gusti Astika. Reading in Language Teaching and Research., (Salatiga: Widya Sari
Press, 2007), p. 229
18
Marianne Celce Murcia, ed. Teaching English as a Second or Foreign Language,
(Boston: Heinne and Heinle Publisher, 1991), p. 197
it was about or understood it properly. Pronounce mistakes are encouraged
by this method. There is often little time for much reading aloud.19
Silent reading is the skill that the students needed in order to be
able seize the gist of the passage in the books they have to study, in order
to be able to find out what some experts have said on some subject and in
order to be able to read quickly through books which will not repay
careful study, yet which will enlarge one’s ideas or in some other way are
worth attention. 20
Skimming is used to get general idea or information. Skimming
involves very superficial, rapid reading to get a general overall
impression.21 Skimming enables student to select content that they want to
read and discard that which is inconsequential for their purposes.
Skimming permits the students to gain a general idea about the material
when hat is their purposes, rather than to read all material in detail. One of
useful skimming technique is to read only the first sentence of each
paragraph and read the introduction or summary more carefully. So when
skimming, the reader goes through the material quickly in order to get the
gist of it, to know how it is recognized, or to get an idea.
Scanning is used to find specific information that a reader need.
Scanning involves rapid reading to find the answer o a very specific
question, such as a name, a date, a telephone number, and so on.22
Scanning enables students to locate specific information without reading
all the material around it. In scanning, a reader should have purpose in
order to find specific information needed because when scanning the
19
Donn Byrne, English Teaching Extra, (London: Longman Groupinc, 1976), p.97
20
Donn Byrne, English Teaching …, p.100
21
Albert J. Harrisand Edward R Sipay, How to Incrase Reading Abbility, Sixth Edition,
(New York: David Mckay Company Inc., 1975) p. 477
22
Albert J. Harris and Edward R Sipay, How to Incrase …, p.480
reader only tries to locate specific information and s/he simply let his eyes
over the text until s/he find what s/he looking for.
23
Marianne Celce Murcia, ed. Teaching English as a Second or Foreign Language,
(Boston: Heinne and Heinle Publishers, 1991), p.202
24
Marianne Celce Murcia, ed. Teaching English …, p. 202
A guide-o-rama is a series of statement, instructions, and/ or questions that
leads students through the assigned reading and indicates what is
important, how a paragraph or section is organized, and what is to be
learned. 25
Meanwhile, pattern study guide, which are somewhat more limited in
scope, focus the students’ attention on the ways that paragraphs, or even
larger units of text, are typically structured to represent the relationship
between the main idea and subordinate detail, cause and effect,
comparison and contrast, problem and solution, and so on.26
The post-reading phase is an ending phase.27 In this stage, the
students review the content; work on bottom-up concerns such as
grammar, vocabulary and discourse features; and consolidate what has
been read by relating the new information to the learners’ knowledge,
interest and opinion by doing the exercise given to check their
comprehension.
The three-phase approach above is need not carried out slavishly
for every reading. It must be noted, under certain circumstances, it can be
cut or curtain one or more of the stages.
B. Jigsaw Technique
25
Marianne Celce Murcia, ed. Teaching English …, p. 202
26
Marianne Celce Murcia, ed. Teaching English …, p. 203
27
Marianne Celce Murcia, ed. Teaching English …, p. 204
Jigsaw technique is one of Cooperative Learning method. So that,
it refers to a particular method of cooperative classroom, organization and
instruction. This means the jigsaw technique adopts cooperative learning
method and has principal as cooperative learning method, the way
cooperative learning organize the students in classroom into groups and
has the students to cooperate each other.
However, as other techniques of cooperative learning method, has
a specialized characteristic that is bringing fun into the learning
environment because it seems jigsaw puzzle; the student restores the
pieces s/he has to their proper order.
Herewith, we look deep inside about jigsaw technique;
The original idea of naming the process of reconstituted group as
“Jigsaw” comes from the metaphore of putting together the pieces of a
puzzle to create a whole picture.28
Jigsaw tasks used in jigsaw technique, use the same basic principle
as jigsaw puzzles with one exception whereas the player doing a jigsaw
puzzle has all the pieces s/he needs in front of her/him, the participants in
jigsaw task have only one (or few) piece(s) each.
The jigsaw classroom which attend jigsaw task, the students in
small groups are dependent on the others in the group for the information
they need in order to learn a topic or complete a task, and thus each has a
different piece of puzzle.29 Each student studies and rehearses material
also specific purpose in mind; to be able to teach or tell the others in the
group the main points and important details of his/ her own pieces of
28
Elizabeth Coelho,; Winer, Lise; Olsen, Judy Winn-Bell. All Sides of the Issue;
Activities for Cooperative Jigsaw Groups, Edited by Helen Munch (California: Alta Book Center
Publishers, 1998), p.36
29
Elizabeth Coelho. Jigsaw : Integrating Language and Content. (Toronto: ___, 1998),
p.137
information. The group then works together to evaluate and syntezise the
information in order to solve a problem or complete a task.30
As in 1972, in Austin, Texas, a team of administrators, teachers
and researchers initiated six-year project to find a way or restructuring the
teaching and learning process to develop equity of participation and
outcomes for all children in desegregated classroom which is called jigsaw
technique later on.
The team experimented to create and research a process that made
it imperatives that the students treat each other as resources. First,
the structured the learning process so that the individual
competitiveness was incompatible with success. Second, they
made that success could occur only after students cooperated.31
30
Elizabeth Coelho. Jigsaw : Integrating …, p. 137
31
Sharan, Sholomo. ed., Handbook of Cooperative Learning Methods, Pieces of the
Puzzle: The Jigsaw Method.Judy Clark (London: praeger, 1994), P.34-35
32
Mell Silberman, Active Learning. 101 Strategies to Teaching Subject.(Boston: Allyn
and Bacon), p.111
employees, board members, owners and perhaps clients are acknowledged
as valued participants in the ongoin organizational tasks of finding and
solving problems.
Jigsaw tasks, practice two very different area of skill in the foreign
language. First, the student have to understand the bits of information they
are given and describe them to the rest of the group. This makes them
realize how important pronounciation and intonation are in making them
selves to do a lot of talking before they are able to fit the pieces in the
right way (speaking). It is obvious then, that this activity applies integrated
skills.
Jigsaw can be used for some macro skills. Those are reading and
listening comprehension and conversation activities explained below;
a. Jigsaw and reading Comprehension.
Jigsaw is commonly used with reading comprehesion. It is because to
have better comprehension, we have to discuss it with other. we
discuss about it in the next section deeply.
b. Jigsaw and Listening Comprehension.
Although written ans spoken texts constitute quite differen forms of
presentation, Danks and End (1987) argued that they impose simmilar
cognitive demands on the learner. Townsed, Carrithers, and Bever
(1987) reported that learners’ comprehension in reading and listening
are highly related. Based on these findings, jigsaw for teaching
listening and reading comprehension, although specific differences
between them must be bourn in mind while planning a listening
activity.
c. Jigsaw and Speaking Activities.
Jigsaw can be used with any speaking activity, such as role play and
simulation, that is divisible and in which each element can stand on its
own. In both role play and simulation, the roles are initially prepared
in expert groups, following which different roles interact together in
home groups. Appropriate tasks for each stage, with very clear
instructions to the students, should be designed.33
b. Positive Interdependence
Groups share two kinds of interdependence in living and working
together. They depend on one another to achieve tasks and
personal and social support.34
c. Individual Accountability
Although students work together, each of them is individually
accountable to the group and the teacher for completion of his/ her
own assignment or portion of it, and for helping others.
33
Sholomo Sharan. ed., Handbook of Cooperative Learning Methods,( London: praeger,
_____), p.202.
34
Sharan, Sholomo. ed., Handbook of Cooperative Learning Methods. Pieces of the
Puzzle: The Jigsaw Method.Judy Clark, (London: praeger, 94), p.34
d. Purposeful Talk
It is through language that learners come to understand ideas.
Students need opportunities to explore, rehearse, and internalize
ideas through oral interaction; through “”thinking aloud” in small
non judgmental forum.
e. Group Skills
Students who have been socialized into a competitive or
individualized mode of learning will need to learn how to work
effectively in groups. Included in the interactional objectives for a
lesson or unit of lessons will be behavioral objectives such as
“managing disagreement”, “taking turn”, and “offering help”.35
35
Coelho, Elizabeth; Winer, Lise; Olsen, Judy Winn-Bell. All Sides of the Issue;
Activities for Cooperative Jigsaw Groups. Edited by Helen Munch. California: Alta Book Center
Publishers, 1998), p. 130-131.
C. Teaching Reading by Using Jigsaw Technique
36
Patricia A. Richard-Amato, Richard., Making It Happen, (Massachusetts: Pearson
Education Inc., 2003), p.98
37
Oller, John W, Jr., and Patricia A. Richard-Amato., ed. Methods that Work,
(Massachusetts: Newbury House Publishers Inc., 1983), p. 313.
different aspect of that text. Third, four or five related texts are
used, and each student in the home group becomes expert on text.38
38
Sholomo Sharan,Handbook of Cooperative Learning Methods, Pieces of the Puzzle:
The Jigsaw Method.Judy Clark. (London Connecticut: Praeger Westport) p.203
To be ready to teach their teammates when they
later return to their home team.
The teacher appoints a discussion leader for each expert
team. The discussion leader does not have to be an able
student. All students should have an opportunity to fill this
role. The leader’s job is moderate the discussion, calling on
tram members who raise their hands and trying to see that
everyone participates. Team members should take notes on
all points discussed.
While the expert teams are working, the teacher should
spend time with each expert team in turn. S/he may wish to
answer questions and resolve misunderstandings, but
should not try to take over leadership of the teams-that is
the discussion leader’s responsibility.
39
Judy Clark. Pieces of Puzzles: The Jigsaw Method…, p..34
because the synergy that comes from combining a
diversity of thinking and perspective.40
b. Cooperation and mutual trust become valuable and
necessary to academic achievement.41
c. Designed for ensuring that all students in the class
are responsible for learning and for teaching what
they have learned to others.42
2. Disadvantages
a. For some students, it may create an over whelming
sense of pressure to perform when they return to
their home group.43
b. Students may wrong about their second language
communication skill, learning difficulties, or social
status, blocking their ability to contribute in their
home group.44
40
Judy Clark. Pieces of Puzzles: The Jigsaw Method…, p..34
41
Judy Clark. Pieces of…,p.35
42
Judy Clark, Pieces of …,p.47
43
Judy Clark, Pieces of ..., p.47
44
Judy Clark, Pieces of …, p.47
CHAPTER III
RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology
1. Objective of Study
The objective of the research is to find out whether the students
who are taught by using jigsaw technique show better achievement in
reading comprehension than students who are taught by using
conventional technique.
3. Method of Research
In the process of writing this study, the data for material was
collected field research. The writer conducted the field research by
observing the class namely controlled class, teaching the class namely
24
experiment class then collecting and analyzing the data.
45
Prof.Drs. Anas Sudjono, Pengantar Statistik pendidikan (Jakara: PT Raja Grafindo Persada,
2005), p. 314
MX −My
to =
SEM X − My
Note:
MX = The average score of experiment class
∑X 2
= Sum of the squared deviation score of the experiment class
∑y 2
= Sum of the squared deviation score of the controlled class
B. Research Findings
1. Description of Data
Having finished the library and the field research about the effect
of using jigsaw technique on students reading comprehension
achievement, the writer took the scores from the students from both of
the controlled and experiment class.
Herewith, the writer gives the report concerning the data
description of students’ score of pre test and post test.
The Students’ Score of Experiment Class
(Using Jigsaw Technique)
Post Test Gained (d) Score
Students Pre Test Score
Score (Post Test - Pre Test)
1 45 70 25
2 60 75 15
3 50 75 25
4 75 95 20
5 30 70 40
6 40 60 20
7 35 75 40
8 65 80 15
9 55 70 15
10 70 85 15
11 65 75 10
12 60 75 15
13 45 60 15
14 65 75 10
15 30 50 20
16 60 75 15
17 70 85 15
18 65 75 10
19 55 80 25
20 35 75 40
21 40 75 35
22 55 80 25
23 65 75 10
24 55 80 25
25 60 75 15
26 55 75 20
27 65 80 15
28 60 75 15
29 55 75 20
30 65 75 10
∑ 1650 2245 595
Mean 55.00 74.83 19.83
595
X= = 19. 83
30
The Students’ Score of Controlled Class
(Using Conventional Technique)
Post Test Gained (d) Score
Students Pre Test Score
Score (Post Test - Pre Test)
1 30 60 30
2 60 70 10
3 50 65 15
4 55 60 5
5 55 60 5
6 35 60 25
7 35 65 30
8 30 45 15
9 55 50 -5
10 55 55 0
11 50 60 10
12 55 65 10
13 30 60 30
14 60 70 10
15 30 55 25
16 60 65 5
17 55 60 5
18 30 60 30
19 55 65 10
20 35 45 10
21 35 60 25
22 55 60 5
23 50 60 10
24 55 65 10
25 60 65 5
26 55 55 0
27 55 65 10
28 50 45 -5
29 55 60 5
30 65 70 5
∑ 1455 1800 345
Mean 48.50 60.00 11.50
345
X= = 11. 5
30
2. Analysis of Data
In analyzing the data, the writer uses the comparative technique
where the writer compares the experiment and controlled class. This
technique is useful to prove statistically whether any significant
difference between the two variables, those are teaching reading by
using jigsaw technique and teaching reading by using conventional
technique.
After getting the data which are the result of students reading
comprehension achievement both of two classes, then, the writer
analyzes them by using statistic calculation of the t-test formula as
follows.
The writer calculated the data based on the step of the test. The formulation as
followed:
a. Determining mean of variable X, with formula :
Mx=
∑X =
595
= 19. 83
N1 30
My=
∑Y =
345
= 11. 5
N2 30
SD x =
∑x 2
=
2324,17
= 77,47 = 8. 80
N1 30
SD y =
∑y 2
=
3107,50
= 103,58 = 10. 18
N2 30
SD X 8,80 8,80
SE Mx = = = = 1. 63
N1 − 1 29 5,39
SD y 10,18 10,18
SE My = = = = 1. 89
N2 −1 29 5,39
= 1,63 2 + 1,89 2
= 2,66 + 3,57
= 6,23
= 2. 50
MX −My
to =
SE Mx − My
19,83 − 11,5
=
2,50
8,33
=
2,50
= 3, 332
df = N1 + N2 – 2
= 30 + 30 – 2
df = 58
3. Hypothesis of Data
The research to answer the question “Does jigsaw technique effect
students’ reading achievement?” Moreover, the writer questioning “Do
the students who taught by using jigsaw technique show better
achievement in their reading comprehension than the students who
taught by using conventional technique in their reading
comprehension?”
To get the answer from the question above, the writer proposes
Alternative Hypothesis (Ha) and Null Hypothesis (Ha) as follows:
4. Interpretation of Data
Based on the analysis of the result calculated above, it can be
stated that teaching reading by using jigsaw technique increase
students reading comprehension achievement. The students’ reading
comprehension score taught by using jigsaw technique is higher than
the students’ reading comprehension score taught by using
conventional technique.
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the analysis and the interpretation of the data, the writer
makes conclusion by showing the result calculation of t-test, the difference
of averages post test’s score of controlled class and experiment class and
the range of the result of post test and pre-test of controlled and
experiment class. The result calculation of t-test show to is bigger than tt.
This means the writer’s hypotheses; the alternative of hypothesis that is
there is significant difference between teaching reading comprehension by
using jigsaw technique and by using conventional technique, is accepted.
The average of post test’s score of experiment class is bigger than
controlled class. Also, the range of the result of post test and pre test which
is called the gained score of experiment class is bigger than controlled
class. The gained score of experiment class is bigger than the gained score
of controlled class. This means the students who taught by using jigsaw
technique show better achievement in reading comprehension than
students who taught by using conventional technique. Therefore, the
jigsaw technique has the effect to increase students’ reading
comprehension achievement significantly.
36
B. Suggestion
Astika, Gusti. Readings in Language teaching and Research. Salatiga: Widya Sari
Press, 2007.
Charian, Mary., and Mau, Rosalind Y., ed. Teaching Large Classes: usable
Practice Around the World. Singapore: Mc Graw Hill, 2003.
Coelho, Elizabeth; Winer, Lise; Olsen, Judy Winn-Bell. All Sides of the Issue;
Activities for Cooperative Jigsaw Groups. Edited by Helen
Munch.California: Alta Book Center Publishers, 1998.
Heilman, Arthur W., and Holmes, Elizabeth Ann. Smuggling Language into the
Teaching of Reading. Edited by Elizabeth A. Martin. Ohio: Bell and
Howell Company., 1978.
Holt, Daniel D., ed. Cooperative Learning: A Response to Linguistic and Cultural
Diversity. Michigan: The University of Michigan Press, 2004.
International Reading Association. The Teaching of Reading. Edited by Ralph C.
Staiger. Paris: A Xerox Education Company, 1973.
38
Mc. Donough Jo., and Christopher Shaw. Material and Method in ELT. Oxford:
Blackwell, 2003.
Mutua, R. W.; Omulando, S. J.; and Otiende, J.E. Study and Communication
Skills. Hongkong: Mc Milan, 1992.
Oller, John W, Jr., and Patricia A. Richard-Amato., ed. Methods that Work.
Massachusetts: Newbury House Publishers Inc., 1983.
Richard, Jack C., and Renandya, Willy A., ed. Methodology in Language
Teaching : An Anthology of Current Practice. New York: Cambridge
University Press, 2003.
Riddle, David. Teach yourself ; Teaching English as Foreign Language/ Second
Language. New York: Mc Graw Hill, 2003.
Silberman, Mel. Active Learning: 101 Strategies to Teach Any Subject. Boston:
Allyn and Bacon, 1996.
A. Standar Kompetensi
• Membaca
Memahami makna teks tulis fungsional dan essai pendek sederhana
berbentuk deskriptif dan recount yang berkaitan dengan lingkungan
sekitar.
B. Kompetensi Dasar
• Merespon makna dalam teks tulis fungsional pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar.
C. Indikator
• Siswa dapat menyebutkan dua puluh nama-nama hewan dalam bahasa
Inggris.
• Siswa dapat menyebutkan pengelompokkan jenis hewan-hewan
tersebut berdasarkan makanannya, mengidentifikasikannya ke dalam
wild atau tame animal, makanan yang mereka makan dan bagian
tubuhnya.
• Siswa menyadari cara kerja dan pentingnya kerjasama dalam
cooperative dan jigsaw technique.
D. Materi Pembelajaran
• Teks yang tertuang dalam bentuk acrostic dan crossword puzzle atau
teka-teki silang.
• Kosakata yang terkait dengan tema.
E. Strategi, Model, Pendekatan dan Metode Pembelajaran
• Strategi : Cooperative and Jigsaw Technique
• Model : Group of four.
• Pendekatan : Comunicative dan Active Learning
• Metode : individual and groupwork
F. Skenario Pembelajaran
2. Kegiatan Inti
- Game Word Puzzle : pembelajaran Penanaman
ketrampilan kelompok jigsaw konsep,
a. Guru memberikan tiap kelompok yang penguatan dan
telah terbentuk di awal, sebuah salainan penugasan.
“KOTAK TEKA-TEKI SILANG” yang
tiap jawaban (soalnya) membutuhkan 5
petunjuk.
Guru membuat 5 lembar kertas untuk
tiap kelompok. Tiap lembar kertas
berisikan seluruh nomor soal yang tiap
nomor pada tiap lembar kertas yang
berbeda tersebut, diberikan petunjuk
yang berbeda pula dengan lembar kertas
yang lain.
Guru memberi huruf kertas-kertas
tersebut sebagai kertas A, B, C, D dan E.
b. Selanjutnya guru meminta siswa dalam
tiap kelompok yang berjumlah 5 orang
untuk berhitung huruf sebagai siswa A,
B, C, D dan siswa E dan membagikan
kertas yang berhuruf sama dengan siswa. 10’ Penugasan
c. Guru menunjuk 1 orang wakil tiap Catatan:
kelompok untuk memimpin diskusi Selama proses
diskusi guru yang
dengan cara menanyakan petunjuk yang berfungsi sebagai
dimiliki siswa dan menuliskan jawaban mentor,
hasil diskusi dalam waktu 15 menit. memonitor dan
d. Tiap anggota kelompok memberitahukan memfasilitasi
secara lisan petunjuk yang mereka miliki kelompok
bersamaan
tanpa tanpa menukar dan dengan absensi
memperlihatkan salinan petunjuk pada siswa.
anggota lain dalam kelompoknya. 15’
e. Guru menukar hasil kerja kelompok Penilaian
dengan kelompok lain, menunjuk siswa proses
secara acak menuliskan jawaban di
papan tulis dan melakukan pembahasan
bersama-sama siswa.
f. Guru mengumpulkan hasil kerja
kelompok. 10’
3. Penutup
- refleksi :
1. Guru dan siswa mendiskusikan manfaat
permainan game cooperative dan jigsaw.
a) Could you tell me about the process of 10’ Refleksi
the game?
b) Do you enjoy it?
c) What the benefit do the games?
G. Sumber Pembelajaran
• Sumber bahan
- wikipedia.com
• Sumber lingkungan
• Media
- kertas karton
- handout teka teki silang
- handout petunjuk untuk teka teki silang
H. Penilaian
• Jenis Tagihan
- tugas kelompok
• Bentuk Instrumen
- tertulis
- lisan
• Instrument Soal
- Terlampir
-
A. Standar Kompetensi
• Membaca
Memahami makna teks tulis fungsional dan essai pendek sederhana
berbentuk deskriptif dan recount yang berkaitan dengan lingkungan
sekitar.
B. Kompetensi Dasar
• Merespon makna dalam teks tulis fungsional pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar.
C. Indikator
• Siswa mampu menebak 10 nama hewan sesuai dengan paragraf
deskriptif.
• Siswa mampu menentukan main idea paragraf-paragraf yang ada di
dalam teks.
• Siswa mampu menemukan detail informations dalam teks.
D. Materi Pembelajaran
• Teks yang berkaitan dengan tema.
• Kosakata yang terkait dengan tema.
2. Kegiatan Inti
- Jigsaw Reading Technique Penanaman
1) Guru meminta siswa kelas untuk menandai 5’ konsep,
diri sebagai siswa 1, siswa 2, siswa 3 dan penguatan
siswa 4 dengan cara berhitung. jigsaw
2) Selanjutnya guru menginstruksikan siswa- technique
siswa yang bernomor sama untuk Catatan:
berkumpul membentuk kelompok baru yang Jadi, kelompok
ahli terdiri dari 7-
disebut kelompok ahli yaitu siswa 1 8 orang
berkelompok dengan siswa 1, siswa 2
dengan siswa 2, dst.
While-Reading Activities
9) Guru mendistribusikan salinan paragraf dari 10’ Penugasan
potongan teks yang berjudul “Wild Animal”
yang juga berisikan keseluruhan daftar
pertanyaan yang telah diberi huruf sesuai
dengan huruf siswa. Contoh siswa 1
mendapat salinan berhuruf 1, dst.
10) Guru meminta siswa berdiskusi dalam tim Penilaian
ahli dengan menunjuk 1 wakil pada tiap tim proses
untuk meminta anggotanya menceritakan
tentang paragrafnya masing-masing,
menemukan dan menjelaskan kata-kata
sulit, serta menentukan ide pokok (main
idea ) pada paragraph tersebut.
Post-Reading Activities
11) Guru meminta siswa untuk kembali ke 10’ Penugasan
kelompok awal/ Home group/kelompok
jigsaw kemudian melaporkan hasil diskusi
dari kelompok sebelumnya yaitu kelompok
ahli.
3. Penutup
16) refleksi : kuis; Tanya-jawab tentang materi 5’ Penguatan
yang telah diajarkan.
G. Sumber Pembelajaran
• Sumber bahan
a. LKS “FOCUS” dari CV. Agung Mekar Jaya.
b. Internet :
http://dnr.wi.goov/org/caer/ce/eek/critter/wildanimals.htm
• Sumber lingkungan
• Media
a. salinan paragraf-paragraf dari potongan teks beserta salinan soal.
b. Gambar-gambar.
H. Penilaian
• Jenis Tagihan
a. tugas kelompok
b. tugas individu
• Bentuk Instrumen
a. tertulis
b. lisan
• Instrument Soal
a. Terlampir
A. Standar Kompetensi
• Membaca
Memahami makna teks tulis fungsional dan essai pendek sederhana
berbentuk deskriptif dan recount yang berkaitan dengan lingkungan
sekitar.
B. Kompetensi Dasar
• Merespon makna dalam teks tulis fungsional pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar.
C. Indikator
• Siswa mampu megidentifikasi 10 nama hewan dalam bahasa Inggris
yang huruf-hurufnya tersusun secara horizontal, vertikal dan diagonal
pada tabel teka-teki/ puzzle.
• Siswa mampu menemukan detail information dalam teks.
D. Materi Pembelajaran
• Teks yang berkaitan dengan tema.
• Kosakata yang terkait dengan tema.
F. Skenario Pembelajaran
No Kegiatan Waktu Keterangan
1. Pendahuluan
1) Tanya jawab tentang berbagai hal 5’ Apersepsi
kondisi siswa.
Hello, how are you today?
2. Kegiatan inti
4) Jigsaw Reading Technique
Pre reading activities
1. Guru menginstruksikan siswa dalam 10’ Penugasan
tiap kelompok ahli untuk dan penguatan
berpasangan. Siswa 1 dengan siswa
2 dan siswa 3 dengan siswa 4 dan
menandai siswa ulang sebagai
siswa A dan siswa B.
2. Guru menunjukkan gambar seekor
gajah dan meminta siswa menebak
gambar tersebut.
What do you see in the picture?
G. Sumber Pembelajaran
• Sumber bahan
a. LKS “FOCUS” dari CV. Agung Mekar Jaya.
b. Buku “Smart Steps” penerbit Ganeca Exact
• Sumber lingkungan
• Media
c. salinan paragraf-paragraf dari potongan teks beserta salinan soal.
d. Gambar
H. Penilaian
• Jenis Tagihan
a. tugas kelompok
b. tugas individu
• Bentuk Instrumen
c. tertulis
d. lisan
• Instrument Soal
a. Terlampir
Jakarta, April 2009
Guru kelas Guru Praktikan
A. Standar Kompetensi
• Membaca
Memahami makna teks tulis fungsional dan essai pendek sederhana
berbentuk deskriptif dan recount yang berkaitan dengan lingkungan
sekitar.
B. Kompetensi Dasar
• Merespon makna dalam teks tulis fungsional pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar.
C. Indikator
• Siswa mampu menemukan main idea, detail informations dan menarik
kesimpulan dalam teks.
D. Materi Pembelajaran
• Teks yang berkaitan dengan tema.
• Kosakata yang terkait dengan tema.
F. Skenario Pembelajaran
While-Reading Activities
13) Guru mendistribusikan salinan paragraph dari Penugasan
potongan teks yang berisikan keseluruhan
daftar pertanyaan yang telah diberi huruf
sesuai dengan huruf siswa. Contoh siswa 1
mendapat salinan berhuruf 1, dst.
14) Guru meminta siswa berdiskusi dalm tim ahli,
menceritakan tentang paragraf, menemukan
dan menjelaskan kata-kata sulit.
3. Penutup
21) refleksi : guru meminta siswa membuat
ringkasan teks Gunung Gede Pangrango 5’ Penguatan
sepanjang 1 paragraf dalam bahasa Indonesia
(One Paragraph Summary in Bahasa)
G. Sumber Pembelajaran
• Sumber bahan
a. LKS “FOCUS” dari CV. Agung Mekar Jaya.
b. www.virtual tourist.com
• Sumber lingkungan
• Media
e. Salinan paragraf-paragraf dari potongan teks beserta salinan soal.
f. Gambar-gambar.
H. Penilaian
• Jenis Tagihan
c. tugas kelompok
d. tugas individu
• Bentuk Instrumen
e. tertulis
f. lisan
• Instrument Soal
a. Terlampir
A. Standar Kompetensi
• Membaca
Memahami makna teks tulis fungsional dan essai pendek sederhana
berbentuk deskriptif dan recount yang berkaitan dengan lingkungan
sekitar.
B. Kompetensi Dasar
• Merespon makna dalam teks tulis fungsional pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar.
C. Indikator
• Siswa mampu menemukan main idea, detail informations dan
menarik kesimpulan dalam teks.
D. Materi Pembelajaran
• Teks yang berkaitan dengan tema.
• Kosakata yang terkait dengan tema.
E. Strategi, Model, Pendekatan dan Metode Pembelajaran
• Strategi : Jigsaw Reading Technique
• Model : Individual and Groupworks(group of three and
four).
• Pendekatan : Comunicative dan Active Learnuing
• Metode : individual and groupwork
F. Skenario Pembelajaran
3. Penutup
16) refleksi : kuis; Tanya-jawab tentang materi
yang telah diajarkan. 5’ Penguatan
G. Sumber Pembelajaran
• Sumber bahan
a. LKS “FOCUS” dari CV. Agung Mekar Jaya.
b. www.bogor.indo.net.id/kri/a.htm.
• Sumber lingkungan
• Media
a. Salinan paragraf-paragraf dari potongan teks beserta salinan soal.
H. Penilaian
• Jenis Tagihan
a. Tugas kelompok
b. Tugas individu
• Bentuk Instrumen
a. Tertulis
b. Lisan
• Instrument Soal
a. Terlampir
Jakarta, September 2008
Guru kelas Guru Praktikan
Cats and dogs are the most popular pets. Birds are in the next rank in
popularity. But they’re far from behind cats and dogs. The most popular pet bird
is the parakeet. Parakeets enjoy talking and playing with mirrors and toys. They
learn to perch on your finger. Kakatua is kinds of parrot that can whistle even
speak simple words.
Pets in cages may be best for people without a lot of time or space. Many
people keep small animals like rabbits, hamsters, and gerbils as pets. Rabbits,
hamsters, and gerbils are active friendly, and easy to care for. Hamsters are
popular pets. They are available in most pet stores and can be kept in a small cage
at home.
Fish also are popular. Watching them in a home aquarium is relaxing and fun.
Tropical fish can be very beautiful. Goldfish are among the most popular fish for
home aquariums. Some goldfish can live for more than 40 years. Turtles are the
reptiles most often kept as pets.
(Taken from Microsoft Encharta Reference Library 2005)
I. Choose the correct answer by giving cross (X) on the word a, b, or c!
1. What is the most popular pet bird?
a. Parakeet b. Kakatua c. Pigeon
3. They learn to perch on … What does the word they refer to?
a. Pigeons b. Parakeets c. Kakatuas
6. They are available in the most pet stores… what does “they” refer to?
a. Hamster b. Gerbil c. Rabbit
10. Watching them in a home aquarium is relaxing and fun..What does the word
“them” refer to?
a. Fish
b. Reptiles
c. Amphibians
II. Write down letter T if the statement True and F if the statement False!
1. Cibodas Botanic Garden is located in West Java.
3. The purposes of the herbarium and seed museum for research and leisure.
4. “It contains beautiful mountain scenery with impressive views across...” The
6. The garden currently maintains a collection of 5831 living specimens from more
7. Cibodas Botanical Garden is used as a research station for student and scientist
8. There are 649 species not used as a reference for seed identification.
10. A facility such as a guest house is available for students who wish to study the
Answer Key
I. Multiple Choice
1) A
2) B
3) B
4) A
5) C
6) A
7) B
8) B
9) C
10) A
II. True and False
1) T
2) F
3) F
4) T
5) F
6) T
7) T
8) F
9) F
10) T
II. Write down letter T if the statement True and F if the statement False!
11. Cibodas Botanic Garden is located in West Java.
12. The land area of the Garden is flat.
13. The purposes of the herbarium and seed museum for research and leisure.
14. “It contains beautiful mountain scenery with impressive views across...” The
synonym of the word in italics is exciting.
15. Hospital is not available in the Garden.
16. The garden currently maintains a collection of 5831 living specimens from more
than one thousand species.
17. Cibodas Botanical Garden is used as a research station for student and scientist
studying tropical montane flora.
18. There are 649 species not used as a reference for seed identification.
19. Lounge is available in the Garden.
20. A facility such as a guest house is available for students who wish to learn the
Garden and the mountain flora of Mount Gede-Pangrango.
Good Luck ☺