IMPROVING STUDENTS’ READING COMPREHENSION...A Classroom Action Research at the Eighth Grade of SMP...

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IMPROVING STUDENTS’ READING COMPREHENSION

USING JIGSAW

(A Classroom Action Research at the Eighth Grade of SMP Islam

Diponegoro Surakarta in the Academic Year of 2012/2013)

Agustina Dwi Ratnaningsih

X2210001

Thesis

Submitted to Teacher Training and Education Faculty of Sebelas

Maret University as a Partial Fulfillment for the Requirements

to Obtain Undergraduate Degree in English Education

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2012


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PRONOUNCEMENT

I would like to certify that the thesis entitled “IMPROVING

STUDENTS’ READING COMPREHENSION USING JIGSAW (A

Classroom Action Research at the Eighth Grade of SMP Islam Diponegoro

Surakarta in the Academic Year of 2012/2013)” is really my own work. It is not

plagiarism or made by others. Everything related to the other‟s work is written in

quotation, the sources of which are listed on the bibliography.

If then this pronouncement proves wrong, I am ready to receive any

academic punishment.

Surakarta, October, 2012

AgustinaDwiRatnaningsih


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APPROVAL OF CONSULTANTS

This thesis is approved by the consultants to be examined by the Board of

Thesis Examiners of English Education Department of Teacher Training and

Education Faculty of Sebelas Maret University.

Day :

Date :

Approved by

Consultant I Consultant II

Drs. A. DahlanRais, M. Hum HefySulistyawati, S.S.M.Pd.

NIP. 19510326 198303 1 002 NIP. 19781208 200112 2 002


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LEGALIZATION OF BOARD OF EXAMINERS

This thesis has been examined by the Board of Thesis Examiners of

English Education Department of Teacher Training and Education Faculty of

Sebelas Maret University and accepted as a partial fulfillment of the requirements

for achieving the Undergraduate Degree of Education in English.

Day :

Date :

Board of Examiners:

1. Chairman :

Teguh Sarosa, S.S, M.Hum ( …………………..)

NIP.197302052006041001

2. Secretary :

Dr. Ngadiso, M. Pd ( …………………..)

NIP. 19621231 198803 1 009

3. Examiner I :

Drs. A. Dahlan Rais, M. Hum ( …………………..)

NIP. 19510326198303 1 002

4. Examiner II :

Hefy Sulistyawati, S. S. M. Pd ( …………………..)

NIP. 19781208200112 2 002

Legalized by,

Teacher Training and Education Faculty

Sebelas Maret University of Surakarta

The Dean,

Prof. Dr. M. FurqonHidayatullah, M Pd.

NIP. 19600727 198702 1 001


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ABSTRACT

AgustinaDwiRatnaningsih. NIM X2210001. IMPROVING STUDENTS’

READING COMPREHENSION USING JIGSAW (A Classroom Action

Research at Eight Grade Students of SMP Islam Diponegoro in Academic

Year of 2012/2013).Thesis. Surakarta. Teacher Training and Education Faculty,

SebelasMaret University, October 2012.

The objectives the research are (1) to describe how jigsaw improves the

students‟ reading comprehension at eighth grade of SMP Islam Diponegoro

Surakarta and (2) to describe how jigsaw can improve class situation. In the pre

research, the students had difficulties in identifying main idea, identifying

supporting detail, guessing meaning of new words, identifying communicative

purpose of text, identifying cohesive device, and identifying reference.

The research was conducted at SMP Islam Diponegoro Surakarta from

April to May 2012. The subject of research was the eighth grade students

consisting 27 students. It was a classroom action research. The research took two

cycles. Each cycle had four steps: planning, action, observation, and reflection.

Cycle 1 had four meetings and cycle 2 had three meetings.

The research finding shows that jigsaw could overcome the students‟

difficulties in reading comprehension; they could identify main idea, identify ,

identifying explicit and implicit meaning, guess meaning of new words, identify

communicative purpose of text, identify cohesive device, and identify reference.

Besides solving the students‟ difficulties, jigsaw improved the class

situation. Before conducting jigsaw technique in teaching process, the students‟

motivation was low and after doing action their motivation improved. Based on

pre-observation, most of students were passive. After using jigsaw technique, the

students became more active and interactive during the teaching learning process.

There was an improvement in the students‟ attitude.

Finally, it can be concluded that Jigsaw can improve the students‟ reading

comprehension and improve the class situation.

Key words: reading comprehension, jigsaw, classroom action research


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MOTTO

Fainna ma‟al-„usriyusraa…… inna ma‟al-„usriyusraa……

(QS. Al-Insyirah: 5-6)

(Karenasesungguhnyasesudahkesulitanituadakemudahan,

sesungguhnyasesudahkesulitanituadakemudahan)


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DEDICATION

This research is dedicated to

My beloved family

My beloved brothers

My friends


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ACKNOWLEDGEMENT

Praise be to Allah SWT, The Lord of Universe, always blesses thewriter in

finishing his thesis as a partial requirements for the UndergraduateDegree of

Education in English Department.

The writer wants to express special gratitude to those who had given their

help, guidance and support in writing this thesis.

1. The Dean of Teacher Training and Education Faculty.

2. The Head of English Department.

3. Mr. Drs. A. DahlanRais, M. Hum and Mrs. HefySulistyawati, S.S.M.Pd as

the consultants, for the guidance in finishing this thesis.

4. Mr. Drs. Supraptono, M.Pd as the Headmaster of SMP Islam Diponegoro

Surakarta and Mrs. Sumaya for the help and the guidance.

5. All of the teachers SMP Islam Diponegoro Surakarta for their help,

guidance, and support to the writer.

6. My students of VIII D, SMP Islam Diponegoro Surakarta for their help in

conducting the research. It was my great experience to teach you all.

7. My brothers, my little sister Tyas Ayu M., all of my friends Titi, Yusi,

Feri, Fia, Ulfa, Erlin, Bashir, Rifki, Dika, and all of my friends in English

Qualification Program 2010 for their support.All of you are my best

friends.

The writer realizes that this thesis is still far from being perfect. She

acceptsgratefully every comment and suggestion. Hopefully, this thesis will be

useful forthe readers and English education improvement.

Surakarta, October,2012

AgustinaDwiRatnaningsih


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TABLE OF CONTENTS

TITLE ................................................................................................................... i

PRONOUNCEMENT ........................................................................................... ii

APPROVAL OF CONSULTANTS ...................................................................... iii

LEGALIZATION OF BOARD EXAMINERS .................................................... iv

ABSTRACT .......................................................................................................... v

MOTTO ................................................................................................................ vi

DEDICATION ...................................................................................................... vii

AKNOWLEDGEMENT ......................................................................................viii

TABLE OF CONTENTS ……………………………………………………… ix

LIST OF TABLES ................................................................................................ x

LIST OF FIGURES .............................................................................................. xi

LIST OF APPENDICES ....................................................................................... xii

CHAPTER I INTRODUCTION ........................................................................... 1

A. Background of the Study ............................................................ 1

B. Problem Statement ..................................................................... 6

C. Objective of the Study ................................................................ 6

D. The Benefits of The Study ......................................................... 6

CHAPTER II REVIEW OF RELATED LITERATURE ..................................... 8

A. The Nature of Reading and Reading Comprehension ............... 8

1. Definition of Reading ........................................................... 8

2. Reading Comprehension ...................................................... 9

3. Competences of Reading...................................................... 10

4. Motivation Theory ............................................................... 10

5. Indicators of Reading Comprehension ................................. 13

B. The Nature of Cooperative Learning .......................................... 15

1. Definition of Cooperative Learning ..................................... 15

2. The Benefits of Cooperative Learning ................................. 17

3. Review Jigsaw ...................................................................... 18


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4. Advantages of Jigsaw ........................................................... 19

C. Teaching Reading Using Jigsaw ................................................ 19

D. The Problems in Teaching ......................................................... 22

E. Rationale .................................................................................... 23

F. Action Hypothesis ...................................................................... 25

CHAPTER III RESEARCH METHODOLOGY ................................................. 26

A. The Setting and Time of Research ............................................. 26

B. Subject of the Research .............................................................. 27

C. Method of the Research ............................................................. 28

D. The Process of Action Research ................................................ 29

E. Techniques of Collecting Data ................................................... 30

F. Techniques of Analyzing Data ................................................... 31

CHAPTER IV RESULT OF THE STUDY .......................................................... 32

A. Introduction ................................................................................ 32

B. Process of The Research ............................................................ 33

1. Description of Cycle 1 ......................................................... 33

2. Description of Cycle 2 ......................................................... 41

C. Research Findings and Discussion ............................................. 45

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ............. 55

A. Conclusion ................................................................................. 55

B. Implication ................................................................................. 56

C. Suggestion .................................................................................. 56

BIBLIOGRAPHY ................................................................................................. 58

APPENDICES ...................................................................................................... 61


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LIST OF TABLES

1. Table 3.1 Time of Research ...................................................................... 27

2. Table 4.1The Summary of Research Findings .......................................... 46

3. Table 4.2 Score of Reading Comprehension............................................. 49


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LIST OF FIGURES

Figure 3.2 The Model of Action Research ............................................................ 30


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LIST OF APPENDICES

Appendix 1.The Field Notes ............................................................................ 62

Appendix 2.Lesson Plans ................................................................................. 89

Appendix 3. Transcript Interview .............................................................. ...122

Appendix 4. Item Test ............................................................................... ...125

Appendix 5. Score of Reading Comprehension ..............................................149

Appendix 6. Photographs ................................................................................152

Appendix 7.Legalization .................................................................................154


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CHAPTER I

INTRODUCTION

A. Background of the Study

English is an international language and it is one of the main subjects that

is taught in junior and senior high school. Besides, as the main subject which is

taught at school, the students are hoped to master it as a means of communication.

English subject which is taught at school has four skills; listening,

speaking, reading, and writing. Those are an integrated aspect that students have

to master in order to achieve them. Students are supposed to master four skills not

only in getting a good mark but also for communicative purpose, in that students

can use English as a means of communication in daily life. This statement is

supported by Watkins (2005: 10), who says that knowing a language involves

being able to use that language effectively in real life situations.

One of English skills is reading. Reading is the activity of perceiving a

written text in order to understand its meaning (message). Wallace (1992: 4) says

reading as interpreting means reacting to a written text as a piece of

communication; in other words, we assume some communicative intent on the

writer‟s part which the reader has some purposes in attempting to understand.

By mastering reading comprehension the students can comprehend a text

especially for the students; they can easily to do the exercises dealing with the

text. Besides, most of the school‟s material in printed form especially English

lesson, they can be easier to get the meaning of it and also it will increase their

scoring in reading comprehension. Other reason, they can enhance reading skill in

daily life such as when they are reading an English newspaper or advertisement or

announcement. In other words, the students can be asked to read, understand, and

interpret a variety of texts, including stories and poems, reports, essays, scientific,

and technical information. While a lot of learning still takes place in the


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classroom, they are expected to read more and more information on their own,

outside the class. The students need not only to understand what they read but also

to respond and assess what they read. From this case they can increase vocabulary

directly not only for their lesson but also their skill in daily life.

Brown (1994: 290-291) has stated there are several requirements which

students should achieve in reading. They are the students are able to identify main

idea of a text; they are able to identify supporting detail, they are able to identify

communicative purpose of a text, they are able to guess meaning of new words,

they are able to identify reference, and the last is they are able to identify cohesive

device. Besides, Harmer (1991: 183) says that there are six competences in

receptive skill especially reading. They are predicting skill, extracting specific

information, getting the general picture, extracting detailed information,

recognizing function and discourse patterns, and deducing meaning from context.

Based on the competence standard of junior high school (KTSP) of eighth

grade students, in reading comprehension students must, “Memahami makna

dalam esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi

dengan lingkungan sekitar,” and the KKM (Minimum Passing Grade) for reading

comprehension of SMP Islam Diponegoro is 62. Ideally, in reading

comprehension the students should be able to identify main idea of a text, identify

supporting detail, guess meaning of new words, identify communicative purpose,

identify cohesive device, and identify reference.

In contrast, based on the pre-research, their reading comprehension was

low. It is supported by the fact that the mean score of reading comprehension was

55.43. The indicators can be arranged by identifying cohesive device, identifying

reference, guessing new meaning of words, identifying communicative purpose,

identifying main idea of the text, and the last is identifying supporting details of

the text. The score for each of indicators, in that identifying cohesive device got

43.7; identifying reference got 45.2; guessing new meaning of words got 50.4;

identifying communicative purpose got 51.9; identifying main idea of the text got

66.7; and last, identifying supporting details of the text got 74.8.


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The problems that arose in teaching reading could be seen from the

students‟ and the teacher‟s factors. When the researcher observed them, actually

they were active students but only few students who were active in concentrating

on the lesson, the rest of them were busy on their own business such as making a

chat to other students or doing other subjects. When the teacher taught them, they

still faced difficulties in understanding the text and the questions.

In addition, when they faced a text, the teacher had to translate new words

in the whiteboard or orally. Other reason, when they did the pre-test most of them

still asked question about the meaning of the questions for examples: “Bu,

maksudnya cohesive device itu apa?” and “Bu, reference itu apa?”, “Bu,

paragraph ini main ideanya yang mana?”. Most of the students sometimes asked

the meaning of words in multiple-choice such as “Bu, a shore itu artinya apa?, Bu,

lucky itu apa?, visitors apa Bu?”, and so on.

From the teacher‟s side, she still used lecture technique to teach the

students beginning from giving them a text, training them to read a text, asking

the students to understand a text by translating a text, and then doing exercises in

module or students‟ worksheet (LKS). Moreover, she also had limited techniques

to teach the students in vary so the result of it the students fell bored on the lesson.

It was supported by interview the teacher. She said that “terus terang saja, saya

ndak paham dengan itu (the examples of learning technique) ndak tahu teknik apa

saja, misalnya kelompok-kelompok”. From the media, sometimes she played a

movie to attract the students in doing exercises. But it was ineffective because the

film took long time so that it wasted time. Sometimes, it took another subject‟s

time to finish her teaching.

To increase their ability in reading comprehension, the writer uses a

technique namely jigsaw to help them in improving their reading comprehension.

According to Saskatoon Public Schools (2004-2009) jigsaw is a cooperative

learning strategy that enables each student of a jigsaw group to specialize in one

aspect of a learning unit. Students meet with members from other groups who are

assigned the same aspect, and after mastering the material in expert group, they

return to the home group and teach the material to their group members. The


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writer chooses this technique which belongs to cooperative learning because it has

some positive advantages, as follows:

1. Students work in small heterogeneous groups. Small groups provide

maximum opportunities for oral interaction. Larger groups can reduce the

amount of interaction opportunities and some students may begin to

contribute and participate less than others.

2. Positive interdependence. The task is better done by the group than by any

individual; each member of the group depends on every other member for

some aspect of the task. The students complete the assignment by sharing

information and ideas with each other.

3. Individual accountability. Although students work together, each of them

is individually accountable to the group and the teacher completes his/her

own assignment or shares of it, and helps students.

4. Purposeful task. Cooperative learning groups offer opportunities and

jigsaw technique is applied to problem-solving tasks, provides each group

member with information to contribute to the collecting of information for

solution of the problem.

5. Groups skills. Students who have been socialized into competitive or

individualistic mode of learning will need to learn how to work effectively

in groups (Kessler, 1992: 130).

In implementing jigsaw in the language classroom, Kessler (1992: 137)

argues there are some advantages as follows:

1. Jigsaw provides an excellent learning environment for the achievement of

language through relevant content;

2. Jigsaw gives the development of academic skills through carefully

structured reading and writing activities;

3. Jigsaw provides the exploration of relevant content through use of

purposeful task in the classroom;

4. Jigsaw gives opportunities for students to develop their cognitive skills of

analysis, comparison, evaluation, and synthesis of information.


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Tewkesburry (2008) said that there are some disadvantages of jigsaw

technique below:

1. Jigsaw technique takes much time to organize the group. The teacher

should make groups that combine the students who have different

intelligences.

2. If students do not get into their group quickly enough or read their initial

texts quickly enough, it will run out of time.

3. If one or two obstinate students do not participate a whole group or two

will lose out on a piece of the text.

4. The class situation becomes noisy so the teacher needs to control the

students.

5. A teacher cannot monitor all groups at once.

In doing the research, the writer used jigsaw technique which is promoted

by Aronson (2008) as follows:

1. Students are divided into a 5 or 6 person jigsaw group. The group should

be varied in terms of ethnicity, gender, ability, and race.

2. One student should be appointed as the group leader. This person should

initially be the most mature student in the group.

3. The day‟s lesson is divided into 5–6 segments (one for each member)

4. Each student is assigned one segment to learn. Each student should only

have direct access to their own segment.

5. Students should be given time to read over their segment at least twice to

become familiar with it. Students do not need to memorize it.

6. Temporary experts groups should be formed in which one student from

each jigsaw group joins other students assigned to the same segment.

Students in this expert group should be given time to discuss the main

points of their segment and rehearse the presentation they are going to

make to their jigsaw group.

7. Students come back to their jigsaw group.


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8. Students present their segment to the group. Other members are

encouraged to ask question for clarification.

9. The teacher needs to move from group to group in order to observe the

process. Intervene if any group is having trouble such as a member being

dominating or disruptive. There will come a point that the group leader

should handle this task.

10. A quiz on the material should be given at the end.

Based on the previous explanation, the needs to improve student‟s

receptive skills, especially reading comprehension; the writer decides to use

jigsaw to improve their reading comprehension. The writer plans to conduct a

classroom action research entitled, “IMPROVING THE STUDENTS‟ READING

COMPREHENSION USING JIGSAW (A Classroom Action Research at the

Eighth Grade Students of SMP Islam Diponegoro Surakarta in the Academic Year

of 2012/2013).

B. The Problem Statement

The problem statements of the research:

1. How does jigsaw improve the students‟ reading comprehension?

2. How can jigsaw improve the class situation?

C. The Objectives of Study

The objectives of the study here are aimed to:

1. describe how jigsaw improve the students‟ reading comprehension and

2. describe how jigsaw can improve class situation.

D. Benefits of the Study

Dealing with the reasons above the writer to do this research, hopefully

this research can give advantages for teaching and learning process especially


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reading comprehension. First, for the teacher this research can be alternative

information or additional material to teach reading in class with appropriate

technique. Second, for the students, the result of the research can help the students

in improving their reading comprehension. They can understand and comprehend

of narrative text, they understand the meaning of narrative text, and they can

distinguish between main idea and supporting idea of a text, etc. Third, the

research can be useful for other researchers who want to teach reading

comprehension based on appropriate technique and class situation.


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CHAPTER II

REVIEW OF RELATED LITERATURE

A. The Nature of Reading and Reading Comprehension

1. Definition of Reading

There are various definitions of reading to choose from many experts.

Burns (1984: 10) argues reading is a thinking process. The act of recognizing

words requires interpretation of graphic symbols. In order to comprehend a

reading selection thoroughly, a person must be able to use the information to

make inferences and read critically and creatively to understand the figurative

language, determine the author‟s purpose, evaluate the ideas presented, and apply

the ideas to actual situations. Aebersold and Field (1997: 15) say that reading is

what happens when people look at a text and assign meaning to the written

symbols in the text.

Nuttal (1982) (in Edhitia, 1988: 14) defines reading as the meaningful

interpretation of printed or written verbal symbols. It means that reading is a result

of the interaction between the perception of graphic symbols that represent

language and the reader‟s language skills, cognitive skills, and the knowledge of

the world. In this process, the reader tries to recreate the meanings intended by the

writer.

Besides, Silberstein (1987) (in Edhitia, 1988: 15) points out reading as an

active cognitive process of interacting with print and monitoring comprehension

to establish meaning. Reading is the immediately recognition of various written

symbols, simultaneous association of these symbols with existing knowledge, and

comprehension of the information and ideas communicated. It means that when a

reader interacts with print, his prior knowledge combined with and the visual

(written) information results in his comprehending the message.

Based on the statements above, it can be concluded that reading is a

thinking process of recognizing words requires interpretation of graphic symbols,

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looking at a text and assigning meaning to the written symbols in the text,

interpreting printed or written verbal symbols, and interacting with print and

monitoring comprehension to establish meaning.

2. Reading Comprehension

Klingner (2007: 2) says reading comprehension is the process of

constructing meaning by coordinating a number of complex processes that include

word reading, word and world knowledge, and fluency.

Besides, he also says that reading comprehension involves much more

than readers‟ responses to text. Reading comprehension is a multi component,

highly complex process that involves many interactions between readers and what

they bring to the text (previous knowledge, strategy use) as well as variables

related to the text itself (interest in text, understanding of text types).

Furthermore, Grabe (2009: 10) states reading comprehension is a complex

set of processes that is carried out automatically for extended period of time and

with apparently few processing difficulties and devoted to automatic word

recognition, syntactic parsing, meaning formation, and text-building

comprehension processes.

Besides, Urquhart and Weir (1998: 22) and Koda (2005: 4) in Grabe, say

that reading comprehension is the process of receiving and interpreting

information encoded in language form via the medium of print and it occurs when

the reader extracts and integrates various information from the text and combines

it with what is already known.

Based on the definitions above, it can be concluded that reading

comprehension is a complex process of constructing meaning by coordinating a

number of complex processes that include word reading, word and world

knowledge, and fluency; interacting between readers and what they bring to the

text, and carrying out for extended period of time and with apparently few

processing difficulties and devoted to automatic word recognition, syntactic

parsing, meaning formation, and text-building comprehension processes, and also

receiving and interpreting information encoded in language form via the medium


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of print and it occurs when the reader extracts and integrates various information

from the text and combines it with what is already known.

3. Competences of Reading

Harmer (1991: 183) says that there are six competences in receptive skill

especially reading. They are predictive skill, extracting specific information,

getting the general picture, extracting detailed information, recognizing function

and discourse patterns, and deducing meaning from context.

Predictive skill, readers predict what they are going to read. The process of

understanding the text is the process of seeing how the content of the text matches

up to these predictions. Extracting specific information, we read something

because we want to extract specific of information or it is often called scanning.

Getting the general picture, we often read text because we want to have an idea of

the main points of the text without concerning the details information and it is

called skimming. Extracting detailed information, a reader often has to be able to

access texts for detailed information. The information can be required many kinds

such as to identify reference. Recognizing function and discourse patterns, we

understand paragraph structure and paragraph organization and we recognize

cohesive device. By understanding paragraph organization, the students can

understand communicative purpose too. Deducing meaning from context, the

students are able to deduce the meanings of unfamiliar words from the context.

4. Theory of Motivation

There are some definitions of motivation suggests by some expert.

Brophy (1998:3) says that motivation refers to student‟s subjective experiences,

especially their willingness to engage in lesson and learning activities and their

reason for doing so. Another definition is put forward by Weiner in Elliot et al

(2000: 332) defines that motivation is an internal state that arouses us to action,

pushes us in particular direction, and keep us engaged in certain activities.

From definition above it can be concluded that motivation is student‟s

subjective experience that arouses students to action, pushes them particular


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direction, especially their willingness to engage in lesson and learning activities

and their reason for doing this. In other words motivation is an individual

intention of acquiring the knowledge or skill that are the activities are intended to

develop.

Students‟ motivation affect on the teaching learning process. It is one of

key to successful language learning. Learning and motivation are equally essential

for performance. Learning enables us to enquire new knowledge and skills, and

provide us to enquire new knowledge and skill, and motivation provides the

impetus for showing what we have learned. An Elliot et al (2000: 332) sum up

that motivation is an important psychological construct that affect learning and

performance in four ways: (1) Motivation increases an individual‟s energy and

activity level. It influences the extent, to which an individual is likely to engage in

a certain activity intensively or half-heartedly, (2) Motivation directs an individual

toward certain goals. Motivation affects choice people made and the result they

find rewarding, (3) Motivation promotes initiation of certain activities and

persistence in those activities. It increase the possibility that people will begin

something on their own, persist on the face of difficulty, and resume a task after a

temporary interruption, and (4) motivation affects the learning strategies and

cognitive processes an individual employs. It increases the possibility that people

will pay attention to something, study and practice it and try to learn it in a

meaningful fashion. It also increases the possibility that they will seek help when

they meet difficulty.

Learning process will more successful if the student also has good

motivation as the learner. Ur (1996: 275) say that, motivated learning is someone

who is willing or even eager to invest effort in learning activities and to progress.

Moreover this learner motivation makes teaching and learning immeasurably

easier and more pleasant as well as productive. Naiman in Ur (1996: 275) also

adds that the most successful learner are not necessarily those language comes

very easily. They are those who display certain typical characteristic, most of

them clearly associated with motivation. There are: 1) Positive Task Orientation.

The students who are motivated in learning are willing to tackle tasks and


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challenges and have confidence in his or her success, 2) Ego-involvement the

students find it important to succeed in learning in maintaining and promote his or

her own positive self image, 3) Need for achievement. The students has need to

achieve, to overcome difficulties and succeed in what he or she sets out to do, 4)

high aspiration. The students is very aware of the goals of learning or of specific

learning activity and directs his or her efforts toward achieving them, 5)

Perseverance. The students consistently invest a high level of effort in learning

and is not discouraged by setbacks or apparent lack of progress, 6) Tolerance of

ambiguity. The students is not disturbed of frustrated by situation involving a

temporary lack of understanding or confusion; he or she can live with theses

patiently, in confidence that the understanding will come letter.

Elliot et al (2000: 333) also add another aspect of motivation often

discussed when educational practices are concerned is relative importance of

intrinsic and extrinsic motivation. Intrinsic motivation is desire of students

themselves to learn without the need for external motivation. This motivation

comes from the learners‟ needs, wants and desire for their own purpose. This

motivation also exists when the learner learns because of an inner desire to

accomplish a task successfully, whether it has some external value or not.

Extrinsic motivation is reward and inducement external to student. Students‟

reason to doing an activity is to gain something outside the activity itself, such as

getting the best score, prizes or obtaining financial reward. This motivation exists

when the learners are motivated by an outcome that is external. Extrinsically

motivated students carried out task in anticipation of reward from outside beyond

themselves.

Ryan and Deci (2000: 56 and 60) also states that there are two kinds of

motivation that are: intrinsic and extrinsic motivation. Intrinsic motivation is

defined as doing of an activity for its inherent satisfaction rather than for some

separable consequence. Extrinsic motivation is a construct that pertains whenever

an activity is done in order to attain some separable outcome. Based on the theory

above, it can be concluded that there are two kinds of motivation those are:

Intrinsic and extrinsic motivation. Intrinsic motivation is defined as the motivation


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which comes from students‟ desire to learn. The indicators of intrinsic motivation

are (1) the students have inner desire to accomplish a task successfully, whether it

has some external value or not, (2) the students are aware of how much they are

paying attention to the lesson, (3) The students perform their task bravely and

confidently.

Extrinsic motivation is a construct that pertains whenever an activity is

done in order to gain something outside the activity itself, such us best score,

prizes or obtaining financial rewards. The indicators of extrinsic motivation are

(1) students do the best in their task to get reward from the teacher, (2) students

focus is goal of the task not the process of learning itself, so they finish their task

quickly, (3) the students interest on the lesson because the material that the

teacher use. The texts that are used are colourful and illustrated with pictures.

5. Indicators of Reading Comprehension

Brown (1994: 290-291) argues that he has micro-skills of reading as

follows:

1. Discriminate among the distinctive graphemes and orthographic

patterns of English;

2. Retain chunks of language of different lengths in shirt-term memory;

3. Process writing at an efficient rate of speed to suit the purpose;

4. Recognize a core of words, and interpret word order patterns and their

significance;

5. Recognize grammatical word classes (nouns, verbs, etc.), system (e.g.,

tense, agreement, pluralization), patterns, rules, and elliptical forms;

6. Recognize that a particular meaning may be expressed in different

grammatical forms;

7. Recognize cohesive devices in written discourse and their role in

signaling the relationship between and among clauses;

8. Recognize the rhetorical forms of written discourse and their

significance for interpretation;


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9. Recognize the communicative functions of written texts, according to

form and purpose;

10. Infer context that is not explicit by using background knowledge;

11. From events, ideas, etc., described, infer links and connections

between events, deduce causes and effects, and detect such relations as

main idea, supporting idea, new information, given information,

generalization, and exemplification;

12. Distinguish between literal and implied meanings;

13. Detect culturally specific references and interpret them in a context of

the appropriate cultural schemata;

14. Develop and use a battery of reading strategies, such as scanning and

skimming, detecting discourse markers, guessing the meaning of

words from context, and activating schemata for the interpretation of

texts.

Besides, Harmer (1998: 69) states that students are acquired to be able to

do a number of things with a reading text; they are as follows:

1. Scanning the text for particular bits of information they are searching

for. It means that they do not have to read every word and line.

2. Skimming a text – as if they were casting their eyes over its surface- to

get a general idea of what it is about.

3. Reading for detailed comprehension, whether looking for detailed

information or language, must be seen by students as something very

different from the reading skills mentioned above. When looking for

details, we expect students to concentrate on the information of what

they are reading.

Based on the theories above, it can be concluded that the indicators of

reading are as follows:

1. Identifying a main idea of text,

2. Identifying detailed information,

3. Guessing meaning of new words in a text,


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4. Finding communicative purpose of text,

5. Identifying cohesive device, and

6. Identifying reference.

B. The Nature of Cooperative Learning

1. Definition of Cooperative Learning

Kessler (1992: 8) proposes cooperative learning is a group learning

activity organized so that learning is dependent on the socially structured

exchange of information between learners in groups and in which each learner is

held accountable for his own learning and is motivated to increase the learning of

others.

Besides, Bauwens (1989: 46) says cooperative teaching refers to a

restructuring of teaching procedures in which two or more educators possessing

distinct sets of skills work in a coactive and coordinated fashion to jointly teach

academically and behaviorally heterogeneous groups of students in educationally

integrated settings, that is, in general classrooms.

In addition, Ornstein (2000: 323) states cooperative learning is an

instructional approach gaining in popularity, whereby students work together in

small groups instead of competing for recognition or grades.

Furthermore, Cruickshank et al. (1999: 205) argues cooperative learning is

the term used to describe instructional procedures whereby learners work together

in small groups and are rewarded for their collective accomplishments.

Based on the statements above, it can be concluded that cooperative

learning is a group learning activity organized in which exchanging of information

between learners in groups and motivating to increase the learning of others,

restructuring of teaching procedures, gaining in popularity instead of competing

for recognition or grades, working together in small groups and rewarding for

their collective accomplishments.

Nunan (1992: 35) says the five factors are necessary for successful

cooperative learning:


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1. Positive interdependence, a sense of working together for a

common goal and caring about each other‟s leaning,

2. Individual accountability, whereby every team member feels in

charge of their own and their teammates‟ learning and makes an

active contribution to the group,

3. Abundant verbal, face-to-face interaction, where learners explain,

argue, elaborate, and link current material with what they have

learned previously,

4. Sufficient social skills, involving an explicit teaching of

appropriate leadership, communication, trust, and conflict

resolution skills so that the team can function effectively,

5. Team reflection, whereby the teams periodically assess what they

have learned, how well they are working together and how they

might do better as a learning team.

Similarly, Johnson and Johnsons (1992) (in Orlich, 1998: 277) argue there

are some features of cooperative learning below:

1. Positive interdependence, students work together to ensure the

success of each student. Positive interdependence teaches each of

students is enhanced when everyone succeeds.

2. Face-to-face interaction. Students interact, assist one another with

learning tasks, and promote one another‟s success. The small group

setting allows students to work directly with one another, to share

opinions and ideas, to get understandings, and to work as a team to

ensure each member‟s success and acceptance.

3. Individual accountability. Each student is held accountable for his

or her own academic progress and task completion,

4. Development of social skills. Cooperative learning offers students

a chance to develop the interpersonal skills needed to succeed at

school, work, and within the community. Primary among these

skills are effective communication, understanding and appreciation


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of others, decision making, problem solving, conflict resolution,

and compromise.

5. Group evaluation. Groups of students need to evaluate and discuss

how well they are meeting their goals, what actions help their

group, and what actions seem to hurt group interactions.

2. The Benefits of Cooperative Learning

Kessler (1992: 7) has statement that there are benefits of Cooperative

Learning as follows:

1. Providing a richness of alternatives to interactions between

students.

2. Addressing content area learning and language development

needs within the same organizational framework.

3. The variety of ways to structure student practice with lesson

material increases opportunities for individualized instruction.

Besides, Slavin in Nunan (1997: 35) discusses there are some advantages

of using Cooperative Learning in teaching process as follows:

1. There is positive interdependence among the members in the

group because the work in cooperative learning teams is

structured,

2. The learners feel that they work together for mutual benefit,

3. There is a sense of joint responsibility where learners care

about and get committed to each others‟ success as well as their

own,

4. A team environment provides assistance to each other to

promote more positive peer relationship, social support, and

partly for the reason, higher self-esteem, and academic

achievement.

In addition, Orlich (1998: 274) says cooperative learning offers many

benefits, are as follows:

1. It improves both academic learning and social skills,


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2. It is an aid to classroom management and instruction,

3. It enhances students‟ enthusiasm for learning and their

determination to achieve success

4. It increases the academic achievement of students of all ability

level in reading, writing, mathematics computation and

application, comprehension, and critical thinking.

5. Cooperative learning provides valuable training in skills

needed to become effective citizens, to engage in group

problem solving, and to attain and keep employment,

6. Cooperative learning improves interpersonal relations and

strengthen conflict resolution skills.

7. It improves students‟ emotional well-being, self-esteem,

coping skills, and attitudes toward schoolwork.

8. Cooperative learning identify an increase in their own

knowledge and self-esteem, trust of peers, and problem solving

and communication skills.

9. It improves the relationships among diverse students, when

teachers are careful to construct groups of students from

various cultures and levels of physical need and ability.

10. Cooperative learning provides exciting learning opportunities

across content areas

3. Review of Jigsaw

The jigsaw technique was first developed in the early 1970s by Elliot

Aronson and his students at the University of Texas and the University of

California. Students of an average sized class (26 to 33 students) are divided into

competency groups of four to six students, each of which is given a list of

subtopics to research. Individual members of each group then break off to work

with the experts from other groups, researching a part of the material being

studied, after which they return to their starting group in the role of instructor for

their subcategory.


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Brown (1994: 182) discusses jigsaw is a special form of information gap

in which each member of a group is given some specific information to achive

some objectives. He explains that in jigsaw, the member of a jigsaw group are

given an application form with different information provided. The students ask

each other question to complete all the information on a form.

Furthermore, (Saskatoon Public Schools, 2004-2009) he says that jigsaw is

a cooperative learning strategy that enables each student of a home group to

specialize in one aspect of a learning unit. Students meet with members from

other groups who are assigned the same aspect, and after mastering the material,

return to the home group and teach the material to their group members.

Silberman (1996: 111) also says jigsaw is a widely practiced technique

that is similar to group-to-group exchange with one important difference. Every

single student teaches something. Each student learns something, then it combined

with the material learned by others, forms a coherent body of knowledge or skill.

Based on the statements above, it can be concluded that jigsaw is a special

form of information gap in which each member of a group is given some specific

information to achieve some objectives where students meet with members from

other groups who are assigned the same aspect, and after mastering the material,

return to the home group and teach the material to their group members, then each

student combines the material learned by others and forms a coherent body of

knowledge or skill.

4. The Advantages of Jigsaw

Aronson (2000-2011) states that the jigsaw classroom has several

advantages below:

1) Most teachers find jigsaw easy to learn,

2) Most teachers enjoy working with it,

3) It can be used with other teaching strategies,

4) It works even if only used for an hour per day,

5) It is free for the taking.


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C. Teaching Reading Using Jigsaw

Barkley et al. (2005: 157) defines there are five steps of using jigsaw in

learning process:

1. The instructor presents a list of possible topics for developing

knowledge, making the division of the material into component parts

clear,

2. Either through teacher assignment or by interest areas, students form

groups charged with developing expertise on a particular topic,

3. Students work in these expert groups to master the topic. They also

determine ways to help others learn the material, exploring possible

explanations, examples, illustrations and applications,

4. Students move from their expert groups to jigsaw group in which each

student serves as the only expert on a specific topic. In these groups,

experts teach the material and lead the discussion on their particular

topic. Thus each jigsaw group consists of four to six students, each

prepared to teach their subject to their peers,

5. The whole class reflects on the group discoveries in a closure activity.

Aronson (2008) points out there are ten steps considered important in the

implementation of the jigsaw classroom:

1. Students are divided into a 5 or 6 person jigsaw group. The group

should be diverse in terms of ethnicity, gender, ability, and race.

2. One student should be appointed as the group leader. This person

should initially be the most mature student in the group.

3. The day‟s lesson is divided into 5–6 segments (one for each member)

4. Each student is assigned one segment to learn. Each student should

only have direct access to their own segment.

5. Students should be given time to read over their segment at least twice

to become familiar with it. Students do not need to memorize it.

6. Temporary experts groups should be formed in which one student from

each jigsaw group joins other students assigned to the same segment.

Students in this expert group should be given time to discuss the main


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points of their segment and rehearse the presentation they are going to

make to their jigsaw group.

7. Students come back to their jigsaw group.

8. Students present their segment to the group. Other members are

encouraged to ask question for clarification.

9. The teacher needs to move from group to group in order to observe the

process. Intervene if any group is having trouble such as a member

being dominating or disruptive. There will come a point that the group

leader should handle this task. Teachers can whisper to the group

leader as to how to intervene until the group leader can effectively do it

themselves.

10. A quiz on the material should be given at the end

Clarke (1994) presents the jigsaw structure in stages and discusses several

variations of the jigsaw structure including different group sizes and different

stage implementation. These stages can be summarized as:

Stage 1: Introduction of the topic to the whole class.

Stage 2: Focused Exploration, the focus pairs or groups of four first

struggle with the section they have been assigned.

Stage 3: Reporting and Reshaping. The students return to their original

groups and tutor their teammates based on their findings from the

focus groups.

Stage 4: Integration and Evaluation. The team connects the various

pieces generated by the individual members, addresses new problems

posed by the instructor or evaluates the group product.

Similarly, Aronson (2000-2011) says there are 10 steps of jigsaw in learning

process as follows:

i. Divide students into 5- or 6-person jigsaw groups. The groups should be

diverse in terms of gender, ethnicity, race, and ability.

ii. Appoint one student from each group as the leader. Initially, this person

should be the most mature student in the group.


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iii. Divide the day's lesson into 5-6 segments. For example, if you want

history students to learn about Eleanor Roosevelt, you might divide a short

biography of her into stand-alone segments on: (1) Her childhood, (2) Her

family life with Franklin and their children, (3) Her life after Franklin

contracted polio, (4) Her work in the White House as First Lady, and (5)

Her life and work after Franklin's death.

iv. Assign each student to learn one segment, making sure students have

direct access only to their own segment.

v. Give students time to read over their segment at least twice and become

familiar with it. There is no need for them to memorize it.

vi. Form temporary expert groups by having one student from each jigsaw

group join other students assigned to the same segment. Give students in

these expert groups time to discuss the main points of their segment and to

rehearse the presentations they will make to their jigsaw group.

vii. Bring the students back into their jigsaw groups.

viii. Ask each student to present her or his segment to the group. Encourage

others in the group to ask questions for clarification.

ix. Float from group to group, observing the process. If any group is having

trouble (e.g., a member is dominating or disruptive), make an appropriate

intervention. Eventually, it is best for the group leader to handle this task.

Leaders can be trained by whispering an instruction on how to intervene,

until the leader gets the hang of it.

x. At the end of the session, give a quiz on the material so that students

quickly come to realize that these sessions are not just fun and games but

really count.

In this research, the writer used stages of jigsaw technique promoted by

Aronson (2008) in teaching reading comprehension.


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D. The Problems in Teaching

Aronson (2000-2012) has stated that there are some problems that appear

during teaching and learning process using jigsaw, below:

a. The problem of the dominant student

Teachers point one of the students to be the discussion leader. Then, it

is the leader's job to call on students tries to spread participation in

discussing. Each student is allowed to present her or his material

before giving questions and comments. Thus, the self interest of the

group reduces the problem of dominance.

b. The problem of the slow student

Dealing with this problem, the jigsaw technique relies on expert

groups. In the expert group, students have a chance to discuss their

report and modify it based on the suggestions of other members of

their expert group. All of students in expert group can overcome the

problems.

c. The Problem of bright students becoming bored

Here, bright students are encouraged to develop the mind set of

teacher, and then he or she can transform the learning experience to

other members from a boring task into an exciting challenge. Students

get not only do a challenge which produces psychological benefits, but

the learning is more complete.

d. The problem of students who have been trained to compete

Jigsaw technique in middle and high school is required to maintain the

benefits of cooperative learning; it was not for competing but

cooperating in solving difficulties in group by discussing.

E. Rationale

Reading comprehension is a complex process of constructing meaning by

coordinating a number of complex processes that include word reading, word and


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world knowledge, and fluency; interacting between readers and what they bring to

the text, and carrying out for extended period of time and with apparently few

processing difficulties and devoted to automatic word recognition, syntactic

parsing, meaning formation, and text-building comprehension processes, and also

receiving and interpreting information encoded in language form via the medium

of print and it occurs when the reader extracts and integrates various information

from the text and combines it with what is already known.

The eighth grade students of SMP Islam Diponegoro have lack of reading

comprehension. They have some difficulties in reading comprehension, such as

identifying main idea of a text, identifying supporting details, guessing meaning

of new words, identifying communicative purpose of a text, identifying cohesive

device and the last, identifying reference.

Because of those, the researcher promotes an appropriate technique in that

jigsaw and gives them appropriate material in order to make the lesson run well.

Jigsaw is a special form of information gap in which each member of a group is

given some specific information to achieve some objectives. Further, jigsaw gives

several benefits in teaching reading comprehension because, first reason, students

in a group can develop and share their knowledge to solve the problems in reading

comprehension in that identifying main idea of a text, identifying supporting

details, guessing meaning of new words, identifying communicative purpose of a

text, identifying cohesive device and the last, identifying reference. Second

reason, the students in a group (expert group) can focus on their segment of

material. Through cooperative learning, the students solve the problem of reading

comprehension easily. Jigsaw also provides a good environment for such

discussion, enabling students to compare, and gain a deeper understanding of the

material. The material here is related to the problem of reading comprehension,

each student is not doing the task individually but it requires doing in team-work,

since all of groups‟ members share a common goal, they are motivated to work

together for mutual benefit in order to maximize their own and each others‟

learning. Additionally, the students can involve in discussing the material other

members in solving their tasks. This creates a positive interdependence among the


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learners in which they perceive that they can reach their goal best when the others

in the same learning group also do as well as possible.

Based on the explanation above, it can be assumed that jigsaw can

improve the students‟ reading comprehension and the class situation.

F. Action Hypothesis

The use of jigsaw can improve the reading comprehension and the class

situation of the eighth grade students of SMP Islam Diponegoro Surakarta in

academic year of 2012/2013.


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CHAPTER III

RESEARCH METHODOLOGY

A. Setting and Time of Research

SMP Islam Diponegoro is located on Jl. Kapten Mulyadi No. 221 D

Surakarta. The statistic number of the school is 202-036103036. SMP Islam

Diponegoro is one of schools which is part of Islamic Education of Diponegoro

Institution. SMP Islam Diponegoro is divided into two parts, namely female and

male students which the buildings are separated so that they have their own

building.

The school‟s environment is very conducive for teaching and learning

process. In addition, the school provides facilities for the students and the others,

and every class consists of 25 students. It can encourage the condition of teaching

and learning process run well and more effective. The school also has program

namely Saturday Happy which is the school only has five active days. Saturday

Happy, the students are given a chance to develop their skill in the laboratory,

outside of the lesson in the class such as phisic, biology, cooking, etc.

The school can be reached by the students easily because SMP Islam

Diponegoro is located on Jl. Kapten Mulyadi which is near the main road. The

school also provides fotocopy service in order that the teacher and the students are

easy to make copy the material. There are many facilities provided by the school

such as koperasi (economic enterprice) for the students and the teachers, healt unit

(UKS), computer, science and language library.

There are 13 classrooms for female students which are divided into two

types namely regular and special program (PK), consisting of seventh grade which

is divided into 4 classes in that VII A PK, VII B PK, VII C regular, and VII D

regular. And then the eighth grade which is divided into 4 classes namely VIII A

PK, VIII B PK, VIII C regular, and VIII D regular. The last, the ninth grade

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consicts of 5 classes; they are IX A PK, IX B PK, IX C regular, IX D regular and

IX E regular.

The research was conducted from April until May 2012 and the timetable

is as follows:

Table 3.1. The Schedule of Research

B. Subject of the Research

The subject of the study is the students of eighth grade of SMP Islam

Diponegoro Surakarta in that class VIII D Regular. The custodian of VIII D

Regular is Siti Chobilaisani, S. Ag. It has 27 students where all of the students are

female. The class condition is quite conducive for conducting teaching and

learning process. The location of the class is also quite enough because it is in the

second floor and nearby the teacher‟s room. But most of the students are passive

in teaching learning in the class and only few students are active to the lesson.

There is LCD to support the teaching and learning activities.

Activities Month

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Des

Writing thesis proposal

Doing pre research

Cycle 1

a. first meeting

b. second meeting

c. third meeting

d. post-test 1

Cycle 2

a. first meeting

b. second meeting

c. post-test 2

Collecting and

analyzing the data

Reporting the thesis


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C. Method of the Research

Mills (2000: 6) says that action research is any systematic inquiry

conducted by teacher researchers, principals, school counselors, or other

stakeholders in the teaching/learning environment, to gather information about the

ways that their particular schools operate, how they teach, and how well their

students learn.

Besides, Cruickshank (1999: 300) says that action research is the process

of conducting classroom research to answer questions or solve problems about

teaching and learning.

And also Carr and Kemmis in McNiff (1992: 2) state that action research

is a form of self-reflective enquiry undertaken by participants (teachers, students

or principals, for example) in social (including educational) situations in order to

improve the rationally and justice of (a) their own social or educational practices,

(b) their understanding of these practices, and (c) the situations (and institutions)

in which these practices are carried out.

Another definition, Burns (2010: 2) says action research (AR) is part of a

broad movement that has been going on in education generally for some time. It

is related to the ideas of „reflective practice‟ and „the teacher as researcher‟.

AR involves taking a self-reflective, critical, and systematic approach to explore

your own teaching contexts. The main aims of AR is to identify a „problematic‟

situation or issue that the participants – who may include teachers, students,

managers, administrators, or even parents – consider worth looking into more

deeply and systematically.

From the definitions above, it can be concluded that action research is any

systematic inquiry conducted by teacher researchers, principals, school

counselors, or other stakeholders in the teaching/learning environment to gather

information about the ways that their particular schools operate, how they teach,

and how well their students learn; to answer questions or solve problems about

teaching and learning; to improve the rationally and justice of their own social or

educational practices, their understanding of these practices, and the situations


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(and institutions) in which these practices are carried out; and to take a self-

reflective, critical, and systematic approach to explore your own teaching context.

D. The Process of Action Research

According to Kemmis and McTaggart (1988) in Burns (p. 7-9), AR (action

research) involves four phases in a cycle of research.

1. Planning

In this phase you identify a problem or issue and develop a plan of action

in order to bring about improvements in a specific area of the research context.

This is a forward-looking phase where you consider: i) what kind of investigation

is possible within the realities and constraints of your teaching situation; and ii)

what potential improvements you think are possible.

2. Action

The plan which is carefully considered deliberates into the teaching

situation that put into action over an agreed period of time.

3. Observation

This phase involves observing systematically the effects of the action and

documenting the context, actions and opinions of those involved. It is a data

collection phase where researcher open eyes and mind to collect information

about what is happening.

4. Reflection

At this point, researcher reflect on, evaluate and describe the effects of the

action in order to make sense of what has happened and to understand the issue

that have been explored. Researcher decides to do further cycles of action research

to improve the situation better.


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Figure 3.2. Classroom Action Research Model

E. Techniques of Collecting Data

In this classroom action research, the researcher collects the data using

qualitative and quantitative method. The first is qualitative method that is

promoted by Burns (1999:156-160). The technique of collecting the data using

qualitative method uses:

1. Assembling the data

The first step is to assemble the data that have been collected over

the period of the research. The data in this research were test, field

notes, and interview.

2. Coding the data

Coding is a process of attempting to reduce the large of amount of

data that may be collected to more manageable categories of

concepts, themes, or types.


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3. Comparing the data

The data have been categorized in some ways, comparisons can be

made to see whether themes or patterns are repeated or developed

across different data gathering techniques.

4. Building interpretation

This stage demands a certain amount of creative thinking as it is

concerned with articulating underlying concepts and developing

theories about why particular patterns of behaviors, interactions, or

attitudes have emerged.

5. Reporting the outcomes

The final stage involves presenting an account of the research for

others.

F. Techniques of Analyzing the Data

In analyzing quantitative data, the researcher uses the statistics which in

finding the mean score of pre-test and post-test can be calculated with the formula

as follows:

=

=

In which,

= mean of pre-test score

= mean of post-test score

n= numbers of students

∑X= numbers of pre-test score

∑Y= number of post-test score


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CHAPTER IV

RESULT OF THE STUDY

A. Introduction

Pre-research was held before conducting the research. It was held to

identify the problems during the teaching learning process in relation to students‟

reading comprehension before using new method, to identify the teacher‟s

technique in teaching reading comprehension, and also to identify the students‟

learning activity during teaching and learning process. Pre-research included

observing the teaching learning process.

The result of observation in the pre-research was that first, the students got

difficulties in understanding the text which was given by the teacher. They had

difficulties in identifying the main idea, finding the supporting detail, guessing the

new meaning of words, identifying communicative purpose of text, identifying

reference, and finding cohesive device so that they felt lazy to read the English

text. They did not have any motivation to study. As a result, they got low

achievement in doing the test from their teacher. Second, they were bored with

textbooks (module/LKS) which they had. The reason was some materials in

textbooks were not related to their background knowledge. They often did not

understand the content of the texts. It made them feel difficult to comprehend the

text. They never read another English text except those found in the modul or

students‟ worksheet (LKS).

A pre-test was held to the eighth grade students in class D of SMP Islam

Diponegoro Surakarta which consisted of 27 students. The mean score of

students‟ pretest was 55.43. It indicated that the students had low achievement in

comprehending texts since they got unsatisfying result in pretest.

There were some cases causing those problems. The cases came from the

teacher and the students. First, the teacher was less creative in delivering the

material. She only focused in teaching vocabulary. The teacher used to ask the

students to do the exercises in their module. Second, the students were not


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motivated or interested in teaching and learning process because the text which

were discussed were not interesting.

Considering the problems which were found in classroom, the writer

decided to apply jigsaw technique in improving students‟ reading comprehension.

The research was conducted to the eighth grade students in class D.

B. Process of the Research

In this study, the research presents what happened in the teaching and

learning during the research in SMP Islam Diponegoro Surakarta at the eighth

grade in VIII D in academic year of 2012/2013. The research in improving

students‟ reading comprehension took two cycles.

1. Cycle 1

a. Planning the action

The writer did pre-research before implementing the research at the

school. The writer‟s observation consisted of field notes, interview, and pre-test

on reading comprehension.

Based on the pre-research, the writer found that in reading comprehension, the

students‟ interest was low. It could be seen from the result of the pre-test which

was conducted by the researcher at that class, it was 55.43. Furthermore, from pre-

test that was given to them, it was found that most of them still had difficulties in

reading comprehension and it could be arranged from identifying cohesive device,

identifying reference, identifying new meaning words, finding communicative

purpose, finding supporting detail, and identifying main idea of a text. And also

based on an interview to the teacher, the students were passive in the learning

process, only few students were active in participating the lesson. Most of them

were busy with their own business such as talking to others or doing other subject.

According to the problems above, the researcher planned and chose a

technique to solve the problem. She chose jigsaw technique that was used in

teaching learning process in class VIII D regular. By using jigsaw technique, it


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would improve the students‟ reading comprehension and encourage the class

situation towards the reading comprehension better. For every meeting, the

researcher made lesson plans to prepare the subject in order to run well. Lesson

plan was designed according to the syllabus, namely narrative text. In this action

research, the researcher was helped by the teacher as the observer.

b. Implementing the action

In the research, the writer became the teacher who taught reading

comprehension to the students in that narrative text. This cycle 1 took four

meetings.

1) First Meeting

It was the first meeting to teach the students. The lesson was conducted on

April, 30th

, 2012 and started at 07.15 to 08.35. The researcher was responsible to

teach the eighth grade at regular class, female students. It consisted of 27 female

students.

About 15 minutes before teaching, the researcher prepared the media

namely LCD and notebook. After that the teacher (Mrs. SM) came in the class as

the observer. The class was noisy and there was a student who asked questions

such as “Bu Guru namanya siapa? PPL ya Bu?” then researcher answered her

questions.

She greeted the students by saying “Assalamu‟alaykum warahmatullahi

wabarakatuh. Good morning students? How are you today?” Then, she checked

the students‟ attendance. The first meeting, before giving them material the

researcher introduced herself. Then she gave short information about the teaching

using jigsaw in order that they could understand about it and also the class ran

well.

After that, the researcher divided the students into groups of four. The

class was very noisy when they joined in a home group. After they were ready to

learn, the researcher played short movies. The students then watched the short


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movies entitle Snow White and The Wolf and the Otters carefully. It was as brief

information what we would learn that day. The students were taught about

narrative text. From the movies, the students got information about the material

that would be learn. The teacher gave some clues such as “Kalian tahu tidak,

video tadi disebut apa? Tokoh dari video pertama siapa?”. Based on the activity,

she told the students what material would be learned during the lesson. She also

explained what narrative text was.

The part of the lesson, the students were given a segment of text for each

students of each group. Each member took one of them in home group. Before

doing the task, the researcher gave explanation about the rule of the lesson. The

students were given few minutes to read their segment. Then, for each member

who took same part, joined in a new group and that was called expert group. The

students in expert group were given time more or less 15 minutes for discussing

the text. The class was noisy again. During the teaching and learning process, the

researcher guided them about what they would do by giving them some clues.

During discussing the task the students asked questions related to the text.

After that, they came back to home group for sharing the information that

they have gotten in front of the class. Then, they answered the questions related

the text in comprehend. After answering the questions, the teacher checked their

answer by asking volunteer. But just few students who had bravery to answer the

questions so that the teacher pointed them according to the students‟ attendance.

Then the bell rang that meant the lesson ended and the students submitted the task.

Before ending the lesson, she gave summary the material that they have

learnt that day. Finally, the teacher said “Wassalamu‟alaykum and see you next

time.”


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2) Second Meeting

Second meeting was held on May 07, 2012 at 07.15 to 08.35 a.m. As

usual, the teacher greeted the students by saying “Assalamu‟alaykum, good

afternoon students? How are today? and the students gave response by saying

„Wa‟alaykumsalam, good morning Miss. I am fine thank you, and you? the teacher

said “I am fine too.” After that, the teacher checked the students‟ attendance. She

stated the topic that would be learned that day in that narrative text. Before

starting the material, she explained what jigsaw was. It was aimed to make them

familiar with jigsaw. Then, she asked about whether or not they had a homework

that they got at the previous day.

Then, the teacher showed a picture related the material in that narrative

text. She asked some questions to the students such as” Apa pendapat kalian

ketika melihat gambar ini? The students answered “cerita dongeng Miss. Ada

yang lain? Fiksi Miss. Ada pendapat yang lain? Narrative Miss. Ya, betul semua.

Gambar ini biasa kita temukan di cerita dongeng, cerita fiksi, atau cerita khayal.

Narrative text itu apa anak-anak? One of them answered “text yang menceritakan

peristiwa masa lalu Miss. Hari ini kita akan memperdalam materi tentang

narrative text.”

The students were divided into some home groups, each of consisted of

four like previous meeting. Then she distributed the worksheet. The class became

crowded for a while. She gave each member group a segment of the text and a

time to read over this segment. After for a while, the students joined in others who

had the same segment. This group was called expert group.

The researcher asked the students to discuss the main points of their

segment and to rehearse the presentation they would take to their home groups.

The students began to discuss their material in expert group. The researcher

reminded them that one of groups‟ members should give presentation in front of

the class. After several times, she asked the students to go back to the home

groups and then discussed and teach the material to other group member to collect


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the information about the text by rearranging the different segments into a good

story.

The researcher distributed the task to each group. She asked them to

discussed and completed the task with their members. While the students were

discussing, the researcher was walking around the students‟ tables to monitor and

helping students whether they had questions to ask. After finishing the tasks, the

researcher and the students discussed the answer together. The researcher offered

the students to raise their hands in answering the questions. Some students who

seemed to want answer just spoke softly and then the researcher pointed one of

them to answer. In the end of the meeting, the researcher reviewed the lesson by

summarizing the material which they had got that day. Then, she closed the

meeting by saying “Wassalamu‟alaykum warahmatullahi wabarakatuh”.

3) Third Meeting

The third meeting was held on May 9th

, 2012. The class started at 12.30-

13.10 p.m. As usual the first section was the opening. The researcher checked the

students‟ attendance and she stated the topic that would be learned. She also

reminded them about jigsaw technique that was used in teaching and learning

process. The topic was narrative text.

Before giving worksheets to the students, the researcher asked them to

make home groups. Then she gave each member group a segment of the text and

a time to read over that segment. The student read their each material. After that,

she asked the students to make expert groups. The students who had the same

segment were in one group that was expert group. Then, the researcher gave time

to the students to discuss the material together in expert group. After a while, each

member of expert groups went back to their home groups and presented the

material that had been gotten from expert groups. The researcher asked them to

rearrange the segments into a good text and ask them to understand the content.


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After reading the text, the researcher distributed the task to all students

related to comprehend the text. The researcher and the students discussed

questions together. Before closing the meeting, the researcher summarized the

material that day and asked the students to prepare themselves since next day

there would be post test 1.

4) Fourth Meeting

The fourth meeting was conducted on May, 14th

, 2012 and there was post

test 1. This test was held to know the students‟ achivement in comprehending the

narrative text after applying jigsaw technique during teaching and learning

process.

The researcher gave the rule of test, that they had to do the test

individually and then she distributed the test for all students. The class was quite.

The reseacher walked around the class to monitor the students. They did the test

seriously.

The test took 80 minutes. After finishing the test, the students submitted it

to the researcher. Then, the researcher closed the class.

c. Observing the Action

The researcher held observation during teaching and learning process to

the students. It was aimed to measure how far jigsaw technique influenced the

students‟ reading comprehension improvement.

In the first meeting the teaching learning process ran slowly. The students

were busy with themselves. When the students were introduced to jigsaw learning

and the material that would be learned, they looked curious and interest but they

were also confused. They had to make home and expert group in jigsaw

technique that it made a different as students usually did with their English

teacher. It made crowded situation when they moved to home or expert group.

But the researcher gave anticipation to reduce their crowded by deciding the

members of each group. Deciding the members of each group, the researcher got


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information from the English teacher. She gave information about the students

who had good achievement in the class and the rest of them were only divided by

her herself. It was aimed to reduce their noisy and not waste the time.

In the second meeting, there was an improvement, the group discussion

ran better than previous meeting. Most of students asked questions related to the

material to the researcher but there was domination in discussing the task. The

students had sat properly in their group and they had known what they should do

to the material. The students with the reseacher‟s guidance became active during

the discussion although the class was crowded. The researcher felt that the

students enjoyed the teaching and learning process.

In the third meeting, the group discussion ran better than before. The

students had known what they should do in the group whether in home or expert

group. There was no domination in discussing the material after the researcher

gave motivation to them. The reseacher also monitored and helped them during

the teaching learning process. In this meeting, the researcher checked the students‟

understanding by giving some questions dealing with the text; the students were

able to answer the questions.

In discussing the answer of the questions, the researcher gave opportunity

for the students to answer the questions by raising their hands. Sometimes, the

researcher pointed the students to answer the questions. In this meeting, the

reseacher reminded the students about narrative text before conducting post test 1.

In the fourth meeting, the researcher gave post test 1 to the students. This

test was held to know the students‟ achievement in reading comprehension after

implementing jigsaw technique. The result of post test 1 showed improvement on

students‟ mean score. The mean score increased from 55.43 in pre-test to 60.37 in

post test 1.


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d) Reflecting the Observation Result

In reflecting the result of implementation in the first cycle, there were

some strengths and weaknesses that must be solved in the second cycle. The

strengths were the success of the implemenation of the treatment that was jigsaw

technique. Meanwhile the weaknesses were the problems that needed to be solved.

The results of the implemenations are as follows:

1. The strengths of the action

a) In reading comprehension:

1. There was an improvement of students‟ reading comprehension. It can

be seen from comparing the mean score of pre test and post test 1 that

were 55.43 to 60.37.

2. There was an improvement in reading comprehension, namely in

identifying main idea of text the students got 66.7 in pre-test and it

increased to 71.1 in post-test 1. And also they got 74.8 in pre-test and it

increased to 82.2 in post-test 1 in identifying supporting detail.

b) In class situation:

1. There were changes of the students‟ behaviour toward teaching and

learning process. It could be seen from the group discussion, the

students were active to share their opinion to other members whether

in home or expert group.

2. There was curiousity and enthusias among the students dealing with

the lesson since they did the task together with their friends in home or

expert group. They can also help each other members in solving their

difficulties.


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2. The weaknesses of the action

a) In reading comprehension:

1. The mean score of post-test 1 in reading comprehension was still below

KKM (Minimum Passing grade: 62). That was 60.37.

2. The students still had problems in guessing meaning of new words,

identifying communicative purpose of a text, identifying reference, and

identifying cohesive device. Four problems above were still below of

minimum passing grade (KKM: 62). They were 54.8; 54.8; 51,1; and

48.1.

b) In class situation:

1. Time used. The students did not pay attention to the time given by the

researcher in presenting their text. They could not manage the time

effectively. Sometimes they only read and analyzed their text so that the

time for disscusing was less.

2. There were students who did not involve the group discussion actively so

that they did not understand the content of the text. They only received the

result of the discussion from their group leader.

2. Cycle 2

a. Revising the Action Plan

Based on the problems that got from the first cycle, the researcher made

some solutions to solve the problems in cycle 2 below.

To solve the weaknesses of the study, namely in guessing meaning of new

words, identifying communicative purpose, identifying reference, and identifying

cohesive device the researcher focused on explaining how to overcome their

problem such as guessing meaning of new words based on context, drilling the

social function of text, identifying reference and cohesive device by reading


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sentences around the part which is analyzed. Therefore, those solutions would

improve the students‟ achievement in reading comprehension.

To solve the problem during teaching and learning process, the researcher

restricted the time for the presentation and one of each group members had to

present the text in front of their own group.

b. Implementing the Action

This study was conducted by the researcher (AD). In this cycle the

researcher took two meetings for implementing jigsaw technique and one more

meeting for post test 2.

1) First meeting

The first meeting was held on May, 16th

, 2012. This study was aimed to

know every students‟ understanding about narrative text. As usual the researcher

came to the class. She greeted the students and checked their attendence. The

students gave good response in opening section of the lesson that day.

The researcher continued the activity to present the lesson. As usual the

students were asked to join the home group that had been determined the

researcher the members of each group. It was aimed to make the time effectively

and no waste the time. In this meeting the researcher gave narrative text to them

which had some pictures to make the students more interested and easier to

understand the text.

After giving each segment for each student in home group, the students

were given few minutes to read their segments before moving on expert groups.

That day the students made a change of their behavior better than they did in cycle

1. They had known what they should do and their discussion ran well. There was

an active discussion all of members of group whether in home or expert group.

The students also asked some question dealing with the text to their members

before asking the questions to the researcher. The researcher helped and

monitored them in order that the discussion ran well until the end of meeting.


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To check whether the students understood the text, the researcher asked

some questions. The students paid attention to the researcher‟s question and they

prepared the answer directly with other members. The class was noisy since there

was a discussion in every group. The students started to do the task that was given

by the researcher. After a while, the task was discussed together with the students

and the researcher.

Before ending the meeting that day, the researher and the students

summarized the lesson together. She gave motivation to study hard in order that

they could master narrative text. The researcher ended the meeting by saying

“Wassalamu‟alaykum.”

2) Second meeting

The second meeting was conducted on May, 21st, 2012. This meeting

aimed to guide that the students understood about narrative text before conducting

post test 2 in the next meeting.

The researcher came in the class and greeted the students and then she

checked the students‟ attendance. Before giving material to the studens the

researcher gave motivation and she reviewed the last material in order to make

them ready to do the next material.

The students were asked to join in home group and then the researcher

gave text to them. The researcher reminded that every student had to prepare

herself if the researcher chosen one of group members to present the group‟s work

randomly. This was done by her in order that all of students were always ready. In

group‟s discussion, the researcher monitored every group. The class was noisy. As

the first meeting in this cycle, the students were active to share their opinion and

knowledge. Sometimes the students came to the researcher to ask their problems

dealing with text.

After they had the segments, they were asked to join in expert group.

Every expert group discussed their segment. The students seemed a positive

behavior toward teaching and learning process. They have known jigsaw was.

After a while, they came back to home groups. Directly, they share their


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information from expert groups. Each group asked a student to present their result

in front of their own group.

Then, the researcher gave students‟ worksheet to them. The students did

the task together with their friends. In other side, the researcher moved around the

class to monitor and helped them if they had difficulties. After that, the researcher

checked the answer together with the students. After all of the questions were

answered, the researcher reminded the students to prepare since the next meeting

would be post test 2. She also motivated them in order to be active within

discussion.

The bell rang then, so the researcher closed the lesson by saying

“Wassalamu‟alaykum.”

3) Third meeting

In the last meeting, the researcher conducted post test 2 on May, 23rd

,

2012. It was aimed to know the students‟ improvement in reading comprehension

after the treatment of cycle 1 had been revised.

c. Observing the Action

In the first and second meeting, there was the students‟ change of behavior

toward the teaching learning process. The students were more active in discussing

the material if it was compared to the meetings in cycle 1. There was no

domination among the members of group. All of group members were involved in

the discussion. The students who were chosen by the researcher to present their

work randomly did the presentation well although they were shy to speak in their

own group. Other students also paid attention to their friends‟ presentation. There

was also an improvement that was the students‟ reading comprehension. When the

researcher gave some questions dealing with the text, they could answer the

questions. They looked very happy. It can be seen from the result of post test 2

that was 73.08. Their result showed a progress from pre-test, post test 1, and post


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test 2. They were 55.43 in pre-test, 60.37 in post test 1, and 73.08 in post test 2. It

was obvious that the students‟ reading comprehension was increased in cycle 2.

d. Reflecting the Action

Based on the observation results, the researcher reflected the result of the

action in cycle 2. The strengths of the action are as follows:

1. The students‟ score in reading comprehension increased. KKM for reading

comprehension was 62. The result from pre-test 1 and 2 improved. It can

be seen from the cycles; the mean score of pre-test 55.43; post test 1 got

60.37 and the mean score of post test 2 was 73.08. It

2. The class situation, the students were more active individually and in

groups. It can be seen when they joined the group discussion. Each of

members of groups was active in sharing their opinion to give solution in

solving the task that they had got. Each student asked words that they did

not know yet. The students became brave to ask questions and ready

during the teaching and learning process. The class was more alive, that

was all of the students were enthusiastic to learn English text and also they

were brave to ask questions dealing with the text.

The weaknesses of the study in reading comprehension, all of the students

got score more than KKM (62) but there was still a problem in the mean score

of indicators namely identify communicative purpose and reference. The

weaknesses in teaching and learning process, the students felt bored and made

noisy in the class.

C. Research Findings and Discussion

1. Research Findings

The last step of the study was discussing the result of the research. Here,

there were two problems that became points of the study. They were to describe


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how jigsaw improved the students‟ reading comprehension and to describe how

jigsaw could improve classroom condition. The summary of research findings was

below.

Table 4.1. The Summary of Research Findings

No. Points Before AR After AR

1 Students’ reading

comprehension

Students’ reading

comprehension was

low

Students’ reading

comprehension

improved

a. The students’ test score a. The achievement of

the students was low.

The mean score of pre-

test got 55.43

a. Students‟ score

improved. The mean

score of post-test 1

was 60.37 and

increased to 73.09 in

post-test 2

b. The students’ reading

comprehension

b.The students had

difficulty in

identifying main idea

of text.

b.The students could

answer the question

about identifying

main idea of text.

c.The students got

problem in

identifying supporting

detail.

c.The students could

answer the question

related to identify

supporting detail.

d.The students had

difficulty in guessing

meaning of new

words.

d.The students could

answer the question

in guessing meaning

of new words.

e.The students got

difficulty in

identifying

communicative

purpose of narrative

text.

e.The students could

answer the question

about identifying

communicative

purpose of narrative

text.

f.The students had

difficulty in

identifying reference.

f.The students could

answer the question

about identifying

reference.

g.The students had

difficulty in

identifying cohesive

device.

g.The students could

answer the question

in identifying

cohesive device.

Strengths of the action Weaknesses of the

action

Cycle 1 In reading

comprehension:

1. There was an

In reading

comprehension:

1.The mean score of


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improvement. It can be

seen from comparing

the mean score of pre-

test and post-test 1 that

were 55.43 to 60.37

post-test 1 in reading

comprehension was

still below KKM

(Minimum Passing

Grade: 62). That was

60.37

2.There was an

improvement viewed

from each indicator of

reading

comprehension:

a.Identify main idea of

text got 66.7 in pre-test

and it increased to 71.1

in post-test 1.

b.The students got 74.8

in pre-test and it

increased to 82.2 in

post-test 1 in

identifying supporting

detail.

2.The students still had

problems in guessing

meaning of new

words (54.8),

identifying

communicative

purpose of text (54.8),

identifying reference

(51.1), and identifying

cohesive device

(48.1). Four problems

above were still below

of KKM (62).

In class situation:

1.It could be seen from

the group discussion,

the students were

active to share their

opinion to other

members whether in

jigsaw or expert group.

In class situation: 1.Time used. The

students did not pay

attention to the tome

given by the teacher

in presenting the

result of discussion.

2.There was curiousity

and enthusias among

the students dealing

with the lesson since

they did the task

together with their

friends in jigsaw or

expert group. They can

also help each other

members in solving

their difficulties.

2.There were students

who did not involve

the group discussion

actively so that they

did not understand the

content of the text.

They only received

the result of the

discussion from their

group leader.

Cycle 2 Strengths of the action Weaknesses of the

action

In reading

comprehension:

1.The students‟ score in

reading

comprehension

increased (KKM: 62)

in comparing the mean

score of pre-test

In reading

comprehension:

1.The mean score of

each indicator was

still below KKM (62)

namely identify

communicative

purpose of text and


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(55.43), post-test

1(60.37), and post-test

2 (73.08).

identify reference.

In class situation:

1.The students were

more active

individually and in

groups.

2.The students were

motivated learners,

they became brave to

ask questions.

3.The class was more

alive. All of students

were enthusiastic to

learn reading class.

In class situation:

1.The students felt

bored and made noisy

in the class.

c. The improvement of

students’ score in

reading comprehension

Pre-test score 1. Identifying main idea

of text: 66.7

Post-test score

1.Identifying main idea

of text: 71.1

2.Identifying supporting

detail: 74.8

2.Identifyying

supporting detail: 82.2

3.Guessing meaning of

new words: 50.4


new words: 54.8

4.Identifying

communicative

purpose of text: 51.9

4.Identifying

communicative


5.Identifying reference:

45.2


51.1

6.Identifying cohesive

device: 43.7


device: 48.1

Post-test 2 score 1.Identifying main idea

of text: 78.5

2.Identifying supporting

detail: 89.6


new words:63

4.Identidfying

communicative



57.8


device: 88.1

2 The class situation a. During teaching

learning process, the

students did their own

activity and did not

pay attention to the

a. The students paid

attention to the

lesson rather than

doing their business.


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lesson.

b. The students tended

to be passive

students.

b.The students became

active learners. They

participated on

discussion either jigsaw

or expert group. In

jigsaw technique the

students read the text,

shared knowledge and

information that they

had to other members of

expert group, analyzed

the text together, and

presented the result of

discussion to other

members of jigsaw

group.

c. The students had low

motivation such as

when they found

difficult question or

task, they gave up

easily.

c.The students were

motivated in learning

reading class. They had

willingness to get good

achievement in reading

lesson. They were

active during group

discussion. They also

got ease since they

worked in group.

2. Discussion

1. The Improvement of the Students’ Reading Comprehension

The research was aimed to describe how jigsaw could improve the

students‟ reading comprehension and the class situation. First was how jigsaw

could improve the students‟ reading comprehension. It could be seen from the

table which showed the students‟ score in reading comprehension is as follows:

Table 4.2. Score of Reading Comprehension Viewed from Each Indicator

No. Indicators Pre-test Post-test 1 Post-test 2

1 Identify main idea of text 66.7 71.1 78.5

2 Identify supporting detail 74.8 82.2 89.6

3 Guess meaning of new words 50.4 54.8 63

4 Identify communicative purpose of

text

51.9 54.8 61.5

5 Identify cohesive device 43.7 48.1 88.1

6 Identify reference 45.2 51.1 57.8


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The mean of the pre-test score was 55.43 and it increased to 60.37 in post-

test 1 and it increased to 73.08 in post-test 2. It indicated that jigsaw could be an

effective technique to improve reading comprehension to the eighth grade

students of SMP Islam Diponegoro Surakarta in the academic year of 2012/2013.

It was suitable with Slavin‟s (in Nunan, 1997: 35) statement that jigsaw as

the part of cooperative learning that has some benefits. He says “a team

environment provides assistance to each other to promote more positive peer

relationship, social support, and partly for the reason, higher self-esteem, and

academic achievement. Stevens and Slavin (in Orlich 1998: 275) also say jigsaw

has been shown to increase the academic achievement of students of all ability

level in reading, writing, mathematics computation and application,

comprehension, and critical thinking.

This condition was also supported by the result of observation toward the

teaching and learning process. In the teaching learning process using jigsaw in

reading comprehension, the researcher used a kind of text as the topic namely

narrative text. Each meeting covered some indicators; identifying main idea,

identifying supporting details, guessing meaning of new words, identifying

communicative purpose, identifying reference, and identifying cohesive device.

There was an improvement students‟ reading comprehension skill.

Jigsaw technique that was implemented in teaching and learning

process provided activities useful to the students in understanding the text.

Through the activity in jigsaw group, the students could do the task well in finding

the main idea of the text. The students during the jigsaw group could find the

location of main idea. When the students were asked by the teacher, the students

could mention the kinds of paragraph. As a result, it indicated that the activity in

jigsaw group improved students‟ skill especially in identifying main idea. It was a

line with Mengduo & Xiaoling statement that step 3 and 4 of jigsaw procedures,

„The researchers listed and explained the new and unfamiliar words and

expressions in


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the passage on the blackboard, such as as good as, with all their might, and took

heed to, in order to remove some of the barriers of the material and ease the flow

of the jigsaw activity in the groups. The researchers read the passage twice to the

whole class so that the students could grasp the main idea of the passage. Then

they asked wh-questions concerning the passage, which may help the students

organize their thoughts for better preparation.‟

The next indicator was identifying supporting details. During

discussing in jigsaw group, the students could answer the questions which were

given to them. They could analyze the text to complete the task in group. The

result was mostly had right answer. The activities indicated that jigsaw improved

students‟ skill in identifying supporting details. Using jigsaw technique in

improving reading comprehension made a good effect for the students and it is in

line with Mengduo and Xiaoling in the journal that they said that “Jigsaw makes it

possible for the students to work together to complete the assignment on their

own. Therefore, “each member of a team is responsible not only for learning what

is taught but also for helping teammates learn, thus creating an atmosphere of

achievement. Students work through the assignment until all group members

successfully understand and complete it” (Mengduo and Xiaoling, 2010).

Jigsaw technique also could improve students‟ reading

comprehension in guessing meaning of new words or vocabulary. This case

included jigsaw technique in step 6 that was the students were discussed in jigsaw

group. Through the activity in jigsaw group they could predict the meaning of

difficult words of their material. They guessed it by looking at the context, words,

and sentences surrounding that word. They also could find the synonym or

antonym of word. The National Reading Panel (National Institute of Child Health

and Human Development, 2000) and the RAND Reading Study Group (2002) (in

Klingner: 2007) investigated vocabulary as an essential part of reading for

understanding. Quite simply, it is impossible to understand text if we do not know

much about a significant number of the words in the text. And also Risa‟s

statement in research findings of her thesis said that “The results of the data

analysis showed that: the mean score of pretest was 68.9, the mean score of


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posttest was 83.9, the t-value was 3.91, the t-critical values with degree of

freedom (df) 27 and level of significance at 5 % (0.05) was 2.06. Based on the

data analysis above the alternative hypothesis was accepted because the t-

observed was higher than t-critical values (3.91>2.06). It also meant that teaching

English vocabulary using jigsaw method was proven effective.”

Jigsaw could improve students‟ reading comprehension in the skill

of identifying communicative purpose. Through the discussion in jigsaw group,

the teacher stimulated the students by giving them question to mention the generic

structure of narrative text. They could answer it well. After that, the teacher asked

what narrative text was. They also could answer it. Then, the teacher asked a

question to them what communicative purpose of narrative text was, the students

could complete it well. Think about various text structures and how they influence

reading comprehension. A complete schema facilitates comprehension as well as

memory. When we retell or summarize a story, this template provides an

organizing structure that helps us do this more efficiently (Kintsch & Greene in

Klingner, 1978).

Jigsaw technique could improve students reading comprehension in skill

of identifying cohesive device and reference. During the discussion in jigsaw

group, the students did the task well dealing with the material. They could find

reference by analyzing the previous or next sentences in the text. They used their

knowledge to complete the task. They also could find cohesive device by

identifying the sentences which were joined. This was supported by Prom-D in his

thesis that he said “Additionally, when regarding each of the four sub-skill of

reading comprehension (reading for main idea, reading for detail, drawing

inference, and differentiating between fact and opinion) the findings revealed that

the students‟ achievement of drawing inference and reading for main idea were

significantly higher at the .50 level after being taught by using the jigsaw

technique” (Prom-D, 2012).


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2. The Improvement of the Class Situation

Jigsaw not only improved the students‟ reading comprehension but also

improved the class situation. Jigsaw technique could improve the students‟

interest and motivation. It could be seen from their positive behavior during

discussion in jigsaw or expert group. The students got involved in discussing the

material actively. Although the class was crowded, the researcher could control it.

The class condition was active and interactive. The students were also more

courageous to ask some difficulties and answer the questions that the researcher

asked. This finding is supported by Kessler (1992: 8). He says cooperative

learning is a group learning activity organized so that learning is dependent on the

socially structured exchange of information between learners in groups and in

which each learner is held accountable for his own learning and is motivated to

increase the learning of others. Other theory, (Sharan, 1989; Webb, 1985, 1988)

say that jigsaw which belongs to cooperative learning can motivate students to

clarify in their own minds what they have learned and what they have yet to learn.

The students became more active and interactive during the teaching

learning process. It was based on their activity during the group discussion. Each

of members of group involved the discussion; they shared their opinion in solving

the difficulties of the task. Using jigsaw, the students were more courageous to

ask their difficulties such as asking the words that they did not know yet and each

of students got ready to answer and response the teacher‟s instruction. It is the

same statement which is said by Kessler (1992: 7), there are benefits of

cooperative learning. One of them is providing a richness of alternatives to

interactions between students.

There was an improvement in the students‟ attitude. It could be seen from

their behavior during the teaching and learning process. When they were asked to

join whether in jigsaw or expert groups, they could make time more effective.

During the discussion the students got ease to do the task in group. They also

focused in doing the task in group and the class was less crowded so that the


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discussion ran well. It is supported by Patterson and Patrick‟s (1994) statement.

He says jigsaw improves students‟ emotional well-being, self-esteem, coping

skills, and attitudes toward schoolwork.

There was an improvement in managing the class situation. Based on

Aronson‟s statement (2000-2011) jigsaw can be used as other teaching strategies.

Jigsaw technique made the students focus and active during discussion. The

students did not have time to chat their business since they were busy with their

schoolwork. Jigsaw which belongs to cooperative learning provides opportunities

for students to act as resources for each other, thus assuming a more active role in

their learning (McGroarty, 1989). It made time more effective so that it managed

the class condition. According to Bassano and Christison (1988) in Kessler, they

identify four kinds of benefits associated with cooperative learning in classroom

management. One of them is cooperative learning can assist with classroom

environment and social tasks, for example, arranging the classroom, distributing

materials, or generating advice on critical accidents such as greeting new students

or dealing with discipline problems.

Based on the results of the study above, it can be concluded that jigsaw

can improve the students‟ reading comprehension and the class‟ situation.


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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTIONS

A. Conclusion

In this chapter the researcher presents conclusion about the result of the

research. The researcher did the Classroom Action Research by using jigsaw to

improve the students‟ reading comprehension in SMP Islam Diponegoro at the

eighth grade in academic year of 2012/2013. The conclusions of the research are

as follows:

1. Jigsaw improves the students‟ reading comprehension in class VIII D of SMP

Islam Diponegoro.

The mean of the pre-test score (55.43) increased to 60.37 in post-test 1 and

increased to 73.08 in post-test 2. This condition was also supported by the result

of research in the teaching and learning process. The students could identify the

main idea, identify supporting detail, guessing meaning of new word, identify

communicative purpose, identify cohesive device, and identify reference.

2. Jigsaw improves the class situation in terms of their motivation to learn

English text and active participation in home or expert group.

Jigsaw technique could improve the students‟ interest and motivation. It

could be seen from their positive behavior during discussion in jigsaw or expert

group. The students participated in discussing the material actively. The students

were also more courageous to ask some difficulties and answer the questions that

the researcher asked.

The students became more active and interactive during the teaching

learning process. Each of members of group participated on the discussion; they

shared their opinion in solving the difficulties of the task. There was an

improvement in the students‟ attitude. When they were asked to join whether in

jigsaw or expert groups, they could make time more effective. They also focused


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in doing the task in group and the class was less crowded so that the discussing

ran well.

There was an improvement in managing the class condition. Jigsaw

technique made the students active during discussion. The students did not have

time to chat their business since they were busy with their schoolwork.

B. Implication

The right choice of teacher in teaching reading are important. The teacher

must be wise to select effective technique and the material itself. The use of

jigsaw in teaching reading is proven as an effective technique to improve students

reading comprehension. It can be seen from the mean score of reading

comprehension before and after the action done. The mean score of pre-test was

55.43; the mean score of post test 1 was 60.37; and post test 2 was 73.08. Group

discussion in jigsaw is an effective in raising the students‟ motivation, interest,

and attitude towards material. To support those approaches, select attracting

material can make students enjoy the lesson. Video and picture are effective to

help the students focus on the lesson. By combining those two; video and picture

the teacher conducted a joyful and effective lesson.

C. Suggestions

Based on the result of the research, the writer has some suggestions to

improve the students‟ reading comprehension.

a) To English teacher

For improving the reading comprehension, the English teacher is suggested

that she should:

1) Choose jigsaw technique to teach reading comprehension to the students. It

gives a positive effect to the students in order to make material delivered


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well. The students also received and understand the lesson easily. The

classroom condition also was joyful.

2) Use other media such pictures, videos, and other things which they are

familiar with it has positive effect for the students in understand and

comprehend the lesson.

3) Use jigsaw, the teacher can organize the material easily and more efficient.

4) Use jigsaw technique, the students can make a good relationship among them.

The students try to appreciate other students in sharing their knowledge.

b) To the students

There are some suggestions for the students below:

1) The students should train their English ability by reading English text. It can

increase their knowledge and also vocabulary.

2) During the discussion the students should be active participants not only in

English class but also other subjects.

c) To the school

For the success of the teaching and learning process the school is suggested

to:

1) Make training about techniques of teaching such as jigsaw to the teachers in

order to increase the teachers‟ ability in teaching and learning process. It will

also improve students‟ achievement in any subjects.

2) Provide complete facilities in order that the teaching and learning process run

well.

d) To other researchers

The writer uses jigsaw in improving students‟ reading comprehension.

Hopefully, the research can give an alternative in enhancing classroom action

research in reading comprehension.

IMPROVING STUDENTS’ READING COMPREHENSION...A Classroom Action Research at the Eighth Grade of SMP...

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