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THE USE OF JIGSAW LEARNING TECHNIQUE TO IMPROVE
STUDENTS’ READING COMPREHENSION
(A Classroom Action Research at the Eleventh Grade Students of SMA N 2
Boyolali in the Academic Year of 2010/2011)
DESIANA ANJARWATI
(X2209011)
A THESIS
Submitted to the Teacher Training Education Faculty of Sebelas Maret University
as Partial Fulfillment of the Requirement for the Undergraduate
Degree of Education
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
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ABSTRACT
Desiana Anjarwati. THE USE OF JIGSAW LEARNING TECHNIQUE TO
IMPROVE STUDENTS’ READING COMPREHENSION (A Classroom
Action Research at the Eleven Grade Students of SMA N 2 Boyolali in the
Academic Year of 2010/2011). Thesis, Surakarta: Teacher Training and
Education Faculty, Sebelas Maret University 2012
The objectives of this research are: (1) to identify whether Jigsaw learning
technique can improve students’ reading comprehension; (2) to know what
happens in the class when the teacher implements Jigsaw learning technique to
teach reading comprehension. Then, all the objectives lead to main objective of
the study that is to improve the students’ reading skill.
The writer conducted a classroom action from November to August 2011
at class XI IPA 2 SMA N 2 Boyolali. The action research was conducted in two
cycles. Each cycle consists of four steps: planning, implementation, observation,
and reflection. In collecting the data, the researcher used qualitative and
quantitative method. In qualitative method, the researcher used observational and
non observational technique. The observational technique was obtained by
making field notes, photographs and non- observational technique was obtained
from interviews and documents. The collecting of the quantitative data was
conducted through the test.
The researcher finds two improvements: First, the students’ reading skill
had been improved after the implementation of jigsaw learning technique. It is
proved by the improvement of the students’ reading score. Second, the
improvement of the class situation in teaching learning process. The researcher
found that jigsaw learning technique improved the students’motivation in learning
and made the students more enthusiastic, interested and active to learn reading.
The result of the research implies that jigsaw learning technique is the appropriate
technique to improve the students’ motivation in English teaching learning
process.
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APPROVAL
This thesis has been approved by the consultants to be examined by the
Board of Thesis Examiners of Teacher Training and Education Faculty of Sebelas
Maret University Surakarta.
On :
Date :
Consultant I
Dr. Ngadiso, M. Pd
NIP 19621231 198803 1 009
Consultant II
Teguh Sarosa, S. S, M. Hum
NIP 19730205 200604 1 001
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APPROVAL OF THE BOARD OF THESIS EXAMINERS
This thesis has been examined by the Board of Thesis Examiners of
Teacher Training and Education Faculty of Sebelas Maret University and
accepted as partial fulfillment of the requirements for the Undergraduate Degree
of Education in English.
On : Surakarta
Date :
The Board of Thesis Examiners:
1. Chairman
Endang Setyaningsih, S. Pd, M. Hum ( )
NIP 19800513 200312 2 002
2. Secretary
Drs. A. Dahlan Rais, M. Hum ( )
NIP 19510326 198303 1 002
3. Examiner I
Dr. Ngadiso, M. Pd ( )
NIP 19621231 198803 1 009
4. Examiner II
Teguh Sarosa, S. S, M. Hum ( )
NIP 19730205 200604 1 001
The Representative of Dean
The First Dean Assistant,
Prof. Dr. rer. nat. Sajidan, M, Si.
NIP. 19660415 199103 1 002
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DEDICATION
From the deepest heart, this thesis is dedicated especially for:
My beloved mother
My beloved brother
My beloved friends in KG ‘09
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MOTTO
“If you are patient, you will never fail, God will come to you……..believe
it”
“Baik belum tentu benar, jadikan hidup untuk yang baik dan benar maka
lakukan yang terbaik dan benar”
(Orbit Mahendra)
“Cinta mampu memotivasi dan membangkitkan kita dari keputusasaan”
(T.F)
“Nothing happens unless first a dream”
(Carlsanburg)
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ACKNOWLEDGMENT
Alhamdulilahirobil’alamin. All praises and thanks belongs to Allah SWT,
who has given HIS blessing and HIS great chances so that the writer can
accomplish this thesis as a partial requirement for achieving the undergraduate
degree of English Education, Teacher Training and Education Faculty of Sebelas
Maret University. In the process of accomplishing this thesis, the writer received
support, assistance, and help from many peoples. Therefore, the writer would like
to express her deepest gratitude to:
1. The Dean of the Teacher Training and Education Faculty for approving
this thesis.
2. The Head of the Art and Language Education Department who has given
the permission to write this thesis.
3. The Head of English Education Department of Teacher Training and
Education Faculty for giving the writer permission to write this thesis.
4. Dr. Ngadiso, M. Pd, the writer’s first consultant for his valuable guidance,
advice, and suggestion during the writing process of this thesis.
5. Teguh Sarosa, S. S, M. Hum, the writer’s second consultant for his
valuable guidance, advice, and suggestion during the writing process of
this thesis.
6. Drs. Sarono, the Headmaster of SMA N 2 Boyolali for his permission to
do the research.
7. Drs. Waryadi Sugito, as the teacher of the eleventh class for his help in
doing the research.
8. The students of class XI IPA 2 SMA N 2 Boyolali for good cooperation
and participation during the research.
9. Her beloved mother, and brother for their big love, spirit and care all the
time.
10. Her friends in class KG 2009 for nice and beautiful friendship and
togetherness.
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The writer also thanks to everyone who has helped her in accomplishing
this thesis. The writer accepts gratefully every suggestion, criticism, and comment
from those who concern with this thesis. Finally, the writer hopes this thesis will
be useful for the readers.
Surakarta, July 2012
The writer
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TABLE OF CONTENT
TITLE…………………………………………………………………………….i
ABSTRACT …………………………………………………………………….ii
APPROVAL…………………………………………………………………….iii
APPROVAL OF THE BOARD OF THESIS EXAMINERS………….……….iv
DEDICATION…………………………………………………………………..v
MOTTO…………………………………………………………………………vi
ACKNOWLEDGEMENT……………………………………………………...vii
TABLE OF CONTENT……………………………………………………….. ix
LIST OF TABLE...…..…………………………………………………………xii
LIST OF APPENDICES………………………………………………………. xiii
LIST OF ABBREVIATION……………………………..…………………….xiv
CHAPTER I INTRODUCTION
A. The Background of the Study ........................................ 1
B. The Statement of the Problem ......................................... 6
C. The Objective of the Study ............................................. 6
D. The Benefit of the Study ................................................ 7
CHAPTER II REVIEW OF RELATED LITERATURE
A. The Review on Reading Comprehension ....................... 8
1. Definition of Reading ................................................ 8
2. Reading Comprehension ........................................... 9
3. Kinds of Reading Comprehension ........................... 10
4. Strategies of Reading Comprehension ..................... 12
5. Strategies to Improve Reading Comprehension ........ 13
B. The Review of Jigsaw on Cooperative Learning ............ 15
1. The Review of cooperative learning………………… 15
a. The Definition of Cooperative Learning .............. 15
b. The Benefit of Cooperative Learning .................. 16
c. Types of Learning and Teaching Activities ........ 17
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C. The Structural Approach of Cooperative Learning ......... 17
1. Review of jigsaw learning technique 18
a. Procedure of jigsaw .............................................. 19
b. Teaching reading comprehension by using jigsaw 22
D. Rationale ......................................................................... 23
E. Action Hypothesis ........................................................... 24
CHAPTER III RESEARCH METHODOLOGY
A. The Research Setting....................................................... 26
B. The Subject of Research……………………………….. 26
C. The Method of the Research ........................................... 27
D. The Model of Action Research ...................................... 28
E. The Procedures of Action Research .............................. 29
F. The Technique of Collecting Data .................................. 33
G. Techniques of Analyzing the Data .................................. 34
CHAPTER IV THE RESULT OF STUDY
A. Introduction ..................................................................... 37
B. Research Implementation ................................................ 40
1. Implementing the Action of First Cycle ………….. 41
a. Observing and Monitoring the Action ............... 45
b. Reflecting and Evaluating the Action ................. 49
2. Implementing the Action of second Cycle ………… 55
a. Observing and Monitoring the Action ............... 60
b. Reflecting and Evaluating the Action ................. 63
C. Research Finding ............................................................. 65
D. Discussion ....................................................................... 68
1. The Improvement of Students Reading
Comprehension…………………………………… . 68
2. The Advantages of Jigsaw Learning Technique in
Teaching Learning Process………………………… 72
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CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION
A. Conclusion ...................................................................... 76
B. Implication ...................................................................... 76
C. Suggestion ....................................................................... 77
BIBLIOGRAPHY ............................................................................................ 79
APPENDICES.................................................................................................. 82
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LIST OF TABLES
Table 4.1. The Whole Process of the Research ......................................... 36
Table 4.2 The Mean Score of Indicators in Post test 1 ............................. 49
Table 4.3 The Mean Score of Comprehension in Pre-test and Post-test 1 50
Table 4.4 The Mean Score Of Indicators In Pre-Test And Post Test 1 .... 50
Table 4.5 The Result of Questionnaire After Implementing the Jigsaw
Learning Technique ................................................................. 51
Table 4.6 The Summary of the Research Finding..................................... 65
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LIST OF APPENDICES
Appendix 1 Lesson Plans and Students’ Worksheet ................................ 82
Appendix 2 Pre Test ................................................................................ 100
Appendix 3 The Answer Key Of Pre-Test .............................................. 118
Appendix 4 Blue Print Of Pre-Test ........................................................ 119
Appendix 5 Post Test 1 ........................................................................... 120
Appendix 6 The Answer Key Of Post-Test 1 ......................................... 138
Appendix 7 Blue Print Of Post Test 1 ..................................................... 139
Appendix 8 Post Test 2 .......................................................................... 140
Appendix 9 The Answer Key Of Post – Test 2 ....................................... 157
Appendix 10 Blue Print Of Post Test 2 .................................................. 158
Appendix 11 Field Notes ........................................................................ 159
Appendix 12 the Report Of The Interview With The Teacher ............... 179
Appendix 13 Questionnaire Of Pre-Research For Students .................... 182
Appendix 14 Questionnaire Of Post-Research ....................................... 185
Appendix 15 The Mean Score Of Indicators In Pre-Test ....................... 186
Appendix 16 The Mean Score Of Indicators In Post-Test 1 ................... 188
Appendix 17 The Mean Score Of Indicators In Post-Test 2 ................... 190
Appendix 18 The Score Of Pre-Test ...................................................... 192
Appendix 19 The Score Of Post-Test 1 .................................................. 195
Appendix 20 The Score Of Post-Test 2 .................................................. 198
Appendix 21 The Photograph ................................................................. 201
Appendix 22 Letters Permission ............................................................. 205
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LIST OF ABBREVIATION
Abbreviation 1 DA : Desiana Anjarwati
Abbreviation 2 WS : Waryadi Sugito
Abbreviation 3 MD : Marlis Dewi
Abbreviation 4 CL : Cooperative Learning
Abbreviation 5 KKM : Kriteria Ketuntasan Minimal
Abbreviation 6 LCD : Liquid Crystal Display
Abbreviation 7 LKS : Lembar Kerja Siswa
Abbreviation 8 ST : Students
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CHAPTER I
INTRODUCTION
A. Background of the Study
Language is the basic of humanity, especially in the communication need.
People use the language to achieve their purpose and goals in society. When they
need the information, they will read, listen, and ask to others through language.
They extremely need language to ask for or to provide information, to influence
the action of others, to express feeling and attitudes in others. Without language,
every people cannot do any important activities relating to special purpose.
Therefore, it is considered that language is a means of communication.
English is a language that is spoken in many countries and it is used as a
language of international communication throughout the world. In Indonesia,
English is an foreign language that has to be learned and mastered. Many people
who learn and master the English think that learning English can improve their
abillity to understand some informations that are written in English. Indonesia is a
country that places English as one of the important languages that has to be taught
in the academic system and become one of the subjects in school.
There are many books and electronic media written in English. Mastering
and learning English are very useful and helpful to students for improving their
abillity in understanding what they are learn. If students have a good mastery in
English, it will be easier to them in understanding the content and finding out the
infromation that they need.
Silberstein (1995: 25) states reading is an essential skill. Reading can develop
communication. When people want to entertain themselves, they may read the
book. Through reading, people can also find out the information they need. For
example, when people operate the computer then they need instruction to use it.
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Reading can be a way of sharing another person insight, joy, sorrow, or creative
endeavors. Being able to read can make it possible for a person to find places that
have never been visited before, (through maps, directional signs). Besides, being
able to read is also important for students because reading is a means of learning
in all subjects.
In teaching language, reading is one of the language skills that have to be
mastered by students. Bamman (1963: 1) states that reading is truly a basic means
of learning in all subjects, pupils learning activities, involves reading. Lesson in
the content subjects call for the use of the textbooks, and other reference books.
Pupils also write productions of their own to be read letter on. Clearly, Carrell
(1996:1) states:
For many students, reading is by far the most important of the four
skills in second language, particular in English as second or foreign
language. Certainly, if we consider the study of English as second year
Junior High School around the world – the situation in which most
English learners find them selves. Reading is the main reason why
students learn language.
Based on the Carell’s statement, in English as second or foreign language,
reading is really the most important of the other language skills, such as listening,
speaking, and writing. Because of its importance in language teaching, most
English learners of Senior High School around the world consider that reading is
the main reason why the students learn language.
In 2004 curriculum, competency standard of English shows that reading is
the one of the language skills taught to comprehend the meaning of interactive
and monolog written text especially in the form of descriptive, narrative, recount,
report, analytical exposition, and analytical hortatory by finding meaning of words
based on context, explicit information, main idea, implicit information, and
reference of pronoun.
Reading comprehension especially in foreign language is difficult. It
involves much more than decoding symbols into sound, the students must derive
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meaning from the printed page. Difficulties in those understanding, often, make
students worried, even frustrated. Consequently, it also effects learning situation.
Be Boer and Dallman (1996: 31) state that one can’t learn well in reading or in
anything else if he is distracted by anxieties, frustration, and the sense of failure.
Moreover, some efforts are made in modern school to build wholesome attitudes
in children, to give them a sense of belonging and feeling of being accepted and
respected, and to provide many successful experiences. It means that teaching
learning process should be designed in particular way in which good atmosphere
of teaching learning process can be created. Therefore, it is expected that students
are able to overcome the problems dealing with reading comprehension and then,
able to improve their comprehension through their good condition. It is strongly
supported by Aebershold and Field (1997: 65) who state that to become better
reader, students need to become aware of how they are reading and what they
could do to improve comprehension. Therefore, the use of methods and
techniques in teaching learning process that relate to the learners world is
necessary to be considered.
Based on interview with the students of the eleventh grade of SMA Negeri
2 Boyolali, it was found the reason why they had a problem in reading. One of the
students said:
“Sebenarnya belajar Bahasa Inggris menyenangkan tapi bagi saya untuk
menguasai reading adalah hal yang sangat sulit apalagi memahami isi
dari sebuah bacaan, menemukan ide pokok, dan mencari informasi dari
bacaan tersebut karena banyak kosa kata Bahasa Inggris yang saya tidak
tahu.”
The researcher also interviewed English teacher of the eleventh grade of
SMA Negeri 2 Boyolali, the writer found that the students in learning English had
low reading comprehension. The English teacher said:
“Menurut saya, kemampuan Bahasa Inggris siswa kelas 11 terutama
reading masih kurang dan perlu ditingkatkan, masalahnya mereka kurang
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dalam penguasaan kosa kata, akibatnya siswa mengalami kesulitan
memahami isi dari bacaan, menemukan main idea, mencari informasi
detail dari bacaan baik itu implisit maupun ekplisit, ada juga siswa yang
belum bisa mengidentifikasi rujukan kata dan siswa kurang aktif dan
responsife terhadap pelajaran yang saya berikan, sehingga motivasi untuk
mengikuti pelajaran Bahasa Inggris juga masih rendah.”
Based on the result of pre-research, the eleventh grade students of SMA N
2 Boyolali had following problems in reading, generally students have difficulty
in: (1) finding meaning of the word based on context; (2) explicit information; (3)
main idea; (4) implicit information; and (5) reference of pronoun.
Dealing with the problems, there were some problem sources which affect
students’ reading comprehension; they were from teacher, students, and the class.
The first is the teacher: (1) the way the teacher delivered the material was not
interesting; (2) the teacher explained the material unclearly; (3) teacher spoke
quickly when he taught; and (4) teacher used boring technique.
The second problem sources were the from students: (1) the reading
interest of students was still low; (2) students had limited vocabularies; (3) the
students were not active; (4) the knowledge of students was still limited; (4) the
students did not focus or concentrate on teaching learning process; (5) the students
usually made noise during lesson, because the lesson was monotonous; and (6)
The students sometime ignored teacher’s explanation and they felt sleepy during
the lesson.
The last source was from the condition of the class: (1) the class was
crowded as long as teaching learning process, it made the class not conducive for
teaching learning process; and (2) there was lack of media and facilities to support
teaching learning process, such as LCD, dictionary, and students’ task book
(LKS), it affects in reading learning process.
The use of technique or strategies in teaching learning process is very
important in which the success of teaching learning can be achieved. Teaching
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technique is a teacher activity in teaching learning process to facilitate the
students in learning in order to achieve the expected educational goals. To
overcome those problems, the writer purposes the way of the teaching reading by
using cooperative learning. The main concept of this method is that students work
together through structured activities (Olsen and Kagan in Kessler, 1992: 8).
Interaction helps student to be more active. There will be more discussion among
students in group so it is easy for the students to comprehend reading text by
discussing with teammates in structured activity. Kennedy (1981: 197) states that
the use of oral language will aid in developing comprehension skill. Moreover, the
use of this method enables each student to participate actively in teaching learning
process. Kessler (1992: 8) states that cooperative learning offers good learning
strategy in which warm atmosphere at the class can be created. It is supported by
the five key elements of cooperative learning. They are positive interdependence,
team formation, accountability, social skill and structure – structuring. Faunce
(1963: 62) supports Kessler’s statement by stating the group relationship effects
learning in school situation. He states that children learn from each other often
more significantly than from book or teacher. The status one has in the group, the
attitudes of his peers toward him, the extent to which success in the classroom
build prestige out of the school, the feeling generated in the learner perception of
him as a group members – all of these factors and many others, enter into the
quality of the learning process.
In this research, Jigsaw has been chosen as the learning technique that
would be studied by the writer. In the jigsaw model, the students are set up in
teams; each team member is responsible for mastering part of learning material
and then teaching that part to the other team members. McGroarty in Kessler (1992:
137) states that the some benefits of jigsaw are: it provides an excellent learning
environment for acquisition of language through relevant content, the
development of academic skills through carefully structured reading and writing
activities, and the exploration of relevant content through use of purposeful talk in
the class. In jigsaw class, student in small groups are dependent on the others in
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the group for the information they need in other to learn a topic or complete a
task. Jigsaw makes the students learn with their friends by exchanging the
information. Jigsaw develops positive interdependence among the students, where
basically the students have their own way in solving the problem. Jigsaw provides
a learning community in classroom where students respect to others’ capability.
Based on the description above, the writer is interested in implementing
jigsaw technique on cooperative learning in order to improve the students’ reading
comprehension.
From this idea, the writer chooses and determines the topic of this thesis
under the title: THE USE OF JIGSAW LEARNING TECHNIQUE TO
IMPROVE STUDENTS’ READING COMPREHENSION (A Classroom
Action Research at the Eleventh Grade Students of SMA N 2 Boyolali
Academic Year of 2011/2012).
B. The Statements of the Problem
Based on the background, the writer formulates the problems as follows:
1. Can jigsaw learning technique improve students’ reading comprehension?
2. What happens in the class when the teacher implements Jigsaw in reading
activity?
C. The Objectives of the Study
In this research, the writer has some objectives. In general, based on the
fact that the eleventh grade students of SMA N 2 Boyolali have lack of ability in
reading comprehension; the writer wants to improve and solve the problem in
reading comprehension by using Jigsaw Learning technique. The writer has three
objectives:
1. To identify whether Jigsaw learning technique can improve students’ reading
comprehension.
2. To know what happens in the class when the teacher implements Jigsaw
learning technique.
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D. The Benefits of the Study
The writer hopes that this study gives some advantages. They are as
follows:
1. For the students, by the result of the research, it can be students’
understanding they can realize that reading is an important thing in learning a
language. It encourages them to be active in learning and develop their ability
and skills in learning process.
2. For the teacher, the benefit is that it can be one of the alternatives in
developing the learning quality, improving the method of learning which is
appropriate to the condition in the classroom.
3. For the school, the result of this study is expected to give some contributions
in teaching reading in Senior High School.
4. For the other researchers, the writer expects that the result of this study can be
a reference and as the starting point for the other researchers in developing
further research about cooperative learning.
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CHAPTER II
THEORITICAL REVIEW
It is important to elaborate some theories, which are used in this research
in order to have understanding in certain concepts. The concepts are related with
theory of reading comprehension and cooperative language learning.
A. The Review on Reading Comprehension
1. The Definition of Reading
Before investigating reading comprehension, it is necessary to elaborate
the term of reading. There are many definitions given to the term of reading.
Williams (1984: 11) states that reading is the process of obtaining meaning from
written text. Reading should bring his knowledge of the language, knowledge of
the writing system, and ability to interpret to get the meaning from the text. It can
be said the reading is a series of action in which reader should be active his
knowledge and capability of interpretation to get meaning of the text. Further,
Rayner and Pollatsek (1989: 23) define reading as ability to extract visual
information from the page and comprehend meaning of the text. It means that
when we read, we need ability to use our knowledge to get meaning of it.
Aebersold and Field (1997: 16) also state the reading is what happens when
people look at a text and assign meaning to the written symbols in the text. It
means that reading is the activity in which one not only watches words on the
paper but also look for meaning of them. Aebersold and Field state that the text
and the reader are two physical entities necessary for the reading process to begin.
Thus in reading, there is Always in interaction between text and its reader. We can
say that there will be no reading process, if there is no one of both entities. In
addition, Grellet (1981: 7) states that reading is an active skill. He mentions
reading involves guessing, predicting, checking, and asking oneself questions. It is
supported by Hammer (1998: 70) who states that reading is an incredibly active
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occupation. It is not a passive skill. Readers have to understand what the words
mean. If they do not do these things, then the only just scratch the surface of the
text. Greenwood (1998: 59) supports Hammers’ opinion by stating that reading is
not passive skill because when the readers read they think and search for meaning,
draw upon the complex network of associations that native speakers have at their
disposal. According to these theories, it can be said that reading is the active skill
in which readers search, predict, and think to get meaning of text.
Other theories come from Wallace and Wilson. Wallace (1996: 4) states
that reading is interpreting which means reacting to a written text as a piece of
communication. In other words, people assume some communicative intense on
the writers’ part on which the reader has some purposes in attempting to
understand. It is supported by Wilson in De Boer and Dallman (1964: 22) who
define reading as more than sounding letters, calling words, or responding to
print.
From the definition above, it can be concluded that reading is a series of
action in which reader should activate his knowledge and capability of
interpretation, such as inferring main ideas and drawing conclusion.
2. Reading Comprehension
Before people come to reading comprehension review, it will be necessary
to know what comprehension is. According to Wikipedia, the free encyclopedia,
comprehension has the several meanings. Firstly, in general usage, and more
specifically in reference to educational end psychology, it has thoroughly the
same meaning as understanding. Secondly, the comprehension of all objects is the
totality of intension. In the Oxford Advance learner’s dictionary, comprehension
is defined as a power to understand something. It is supported by Kennedy (1981:
188) who states that comprehension is the ability of one to find, interpret, and use
idea. According to these three definitions, it can be said that comprehension is a
power to understand something through finding, interpreting, and using ideas.
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From the theories above, the writer comes to definition of reading
comprehension. There are many definitions of reading comprehension stated by
many experts. Adams in Howell (1993: 182) defines reading comprehension as an
interactive process through which the reader uses code, context analysis, prior
knowledge, vocabulary, and language along with executive control strategies, to
understand the text. Then, Howell himself (1993:182) states that reading
comprehension is the act of reader to combine information in passage with prior
knowledge in order to construct meaning. Reading comprehension, therefore,
takes place when a person is reading and comprises that set of skills let him to
find information and understand it in terms of what is already known.
In addition, Kennedy (1981: 192) states that reading comprehension is a
thinking process by which one selects facts, information or ideas from printed
material; determines the meaning the author intended to transmit; decides how
they relate to previous knowledge he has acquired. Grellet (1981: 3) says that
comprehension of a written text means extracting the required information from it.
From the theories above, it can be concluded that reading comprehension
is reading with understanding in which there is a process to get ideas from written
or printed language as a pieces of communication.
3. Kinds of Comprehension Skill
Different kinds of reading comprehension are often distinguished
according to the reader’s purpose in reading and the type of reading used
(Richard, 1967). De Boer and Dallmann (1964:134) state there are two specific
skills of comprehension.
Those specific skills may be classified:
a) According to the reader’s purpose
1) Reading to find main idea
2) Reading to select significant details
3) Reading to answer questions
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4) Reading to arrive at generalizations
5) Reading to follow direction
6) Reading to predict outcome
7) Reading to evaluate critically
8) Reading graphs, tables, chart, and maps
b) According to the length and nature of the selection read
1) Getting phrase meaning
2) Getting sentence meaning
3) Getting paragraph meaning
4) Comprehension of longer election
From the theory above there are some reading comprehension skills, they
are according to the reader’s purpose and according to the length and nature of the
selection of read.
Meanwhile Kennedy (1981:199) mentions three kinds of reading
comprehension, namely: literal comprehension, inferential comprehension, and
evaluative comprehension. The brief explanations of them are as follows:
a. Literal Comprehension
It means reading in order to understand, remember or recall the
information explicitly contained in a passage such as identifying explicitly
stated main ideas, details, sequence, cause – effect relationship, and patterns.
b. Inferential comprehension
It means reading in order to find information, which is not explicitly
stated in a passage. The readers use his experience and intuition. This activity
includes inferring main ideas, details, comparisons, cause – effect relationship
not explicitly stated, drawing conclusions or generalizations from a text,
predicting outcome.
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c. Evaluative Comprehension
It means reading in order to compare information in a passage with the
reader’s own knowledge and values; for example, distinguishing between facts
and opinion, reacting to a text’s content, characters, and use of language.
4. The Strategies of Reading Comprehension
There are some strategies in reading comprehension in order to be a good
reader. The following are some strategies according to Grellet (1980).
a. Skimming
Skimming is reading the text quickly in order to get the gist of it, that is the
general meaning without any details.
b. Scanning
Scanning is reading technique that aims to get the students have final answer
of specific question or particular information
c. Sensitizing
Sensitizing is reading technique that aims to make the students need to cope
with unfamiliar words and complex sentences.
d. Inference
It means making use of syntactic, logical, and cultural clues to discover the
meaning of unknown element.
e. Understanding Relation within the Sentences
When the students read the passage, it is important to look for the core of the
sentences (subject + Verb). The students can divide passage into a sense of
group and underline it, or recognize some important elements of each sentence
in passage.
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f. Linking Sentences and Ideas
The students must recognize the various devices used to create textual
cohesion and more particularly the use reference and link – words.
From the theories above, it can be concluded that the reading
comprehension is a process to understand information and ideas of the author
within the text, which involves the experiences and knowledge of the reader.
There are some reading comprehension skills required by the students so that the
students are able to comprehend the text through finding meaning of the word
based on context, explicit information, main idea, implicit information, and
reference of pronoun.
5. Strategies to Improve Reading Comprehension Text
Due to the problem arising in reading comprehension, some experts offer
some strategies dealing with reading comprehension. De Boer and Dallmann
(1964: 143) state that some activities can improve reading comprehension, that is
through incidental means and practice exercise, and here are some brief
explanations:
a. Improvement through incidental means
Incidental means is used to refer to all types of reading situations other than
those involving practice exercises. Discussion and dramatization can be
involved in incidental means.
b. Improvement through practice exercises
Giving direct practice in the form of exercise to help student develop skills in
comprehending what student read will profit greatly.
Meanwhile, Kennedy (1981: 197) says that many instructional approaches
can be used effectively to develop comprehension skills. One of them is use of
oral language. If the oral counterparts of the words used in reading material are
unknown, there will be little change to develop understanding. Any activity that
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increases facility in speaking and understanding spoken language will aid in
developing a background in comprehension, and there should be ample time for
class discussion, conservation, and oral reporting. It is strengthened by Burns
(1984: 40) who states that good listening and speaking are essential for active
communication because the concept and vocabulary derived from listening and
speaking are the basic for effective reading and writing. It means that effective
communication can happen in such discussion activities, which help students to
comprehend written text. Meanwhile, DeBoer and Dallmann (1964: 36) state that
the class projects and group discussion can help to expand a student’s mastery of
printed page. Danserau in Kessler (1992: 5) supports those statements by stating
that explaining ideas to team – mate enhances understanding. It can be said that
the use of oral language is effective for reading activity.
The goal of reading comprehension is to enable students to read with
understanding. Therefore, teacher needs to be able to facilitate students’ reading
comprehension and provide them with guided instruction and practice in
comprehension strategies in order to get good comprehension. These are
suggestion to be considered. Csusm (2011)
1. Teacher should know how to use information to provide students in
comprehending text well
2. Teacher is able to use knowledge of factors affecting comprehension and then,
deliver affective instruction in reading comprehension
3. The teacher is able to select and use a range of activities and strategies before,
during, and after reading to enhance students’ comprehension, namely,
developing background knowledge, encouraging predictions, questioning, and
conducting discussion.
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B. The Review on Jigsaw on Cooperative Learning
1. The Review of Cooperative Learning
a. The Definition of Cooperative Learning
There some definitions of cooperative learning. Slavin (1997: 284) states
that cooperative learning refers to instructional method in which students work
together in small group to help each other learn. It is supported by Roger, Olsen,
and Kagan (in Kessler, 1992: 8) who state that cooperative learning is 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 and is motivated to increase the learning of others.
Meanwhile, Ornstein and Lasley (2000: 323) state that cooperative learning is an
instructional approach instead of competing for recognition or grades.
The same opinion is conveyed by Larsen and Freeman (2000: 164) who
state cooperative learning essentially involves student learning from each other.
Richards and Roger (2001: 192) also state the same thing that cooperative
learning is teaching methods that make maximum use of cooperative activities
involving pairs and small group of learners in the classroom. Similary,
Kindsvatter, et al. (1996: 318) state that cooperative learning is the most
compatible to the climate of constructivist classroom. He says that learning takes
on personal meaning by challenging group to construct their own understanding
of concepts and principles through shared group experiences.
It can be concluded that cooperative learning is structured learning activity
in which learners work interactively in heterogeneous group.
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b. The Benefit of Cooperative Learning in Teaching Reading
Cooperative learning, which requires structured activity involving students
working together in small group, offer some benefits. Moore (1999: 52) states that
cooperative learning is appropriate in many situations and able to be an effective
learning in language classes to allow learners to communicate and produce more
positive general achievements. Through cooperative learning, comprehension of
lesson material can be achieved by the groups of the students.
Kessler (1992: 1) states that for limited English proficient and limited
English functioning students, cooperative learning provides increased interaction
between students. This in turn, increase opportunities for language practice
especially listening and speaking while using those interaction to increase
comprehension of lesson material.
Kessler also recognizes some important benefits of cooperative learning
(1992: 3). Cooperative learning classes are more relaxed and enjoyable than
traditional classes. This creates a positive learning environment increase for all
students. Another benefit is that cooperative learning can help address the needs
of heterogeneous classes, diverse in home language, English language
proficiency, and academic achievement. Kindsvatters, et al. (1996: 297) say that
there are strong effects of higher order understanding in creative writing, reading,
and social studies. McConnell (1994) mention some benefit of cooperative
learning as follows:
1. CL provides opportunities for learner to share information and ideas
2. CL develops communication skill
3. CL provides a context where the learners can take control of their own
learning in social context
4. CL provides validation of individuals’ ideas and ways of thinking through
conversation (verbalizing); multiple perspectives (cognitive restructuring );
argument (conceptual conflict resolution)
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c. Types of Learning and Teaching Activities
Johnson in Richard and Rogers (2001: 196) describe three types of
cooperative learning as follows:
a. Formal Cooperative Learning Group
These last from one class period to several weeks. These are
established for a specific task and involve students working together to
achieve shared learning goals.
b. Informal Cooperative Learning Group
These last from a few minutes to a class period which is used to focus
on students’ attention or to facilitate learning during direct teaching.
c. Cooperative Base Group
These are long term lasting for at least a year and consist of
heterogeneous learning group with stable membership whose primary
purpose is to allow members to give each other support, help,
encouragement, and assistance they need successes academically
d. The Structural Approach of Cooperative Learning
The structural approach is based on the use of various distinct sequences
of classroom behaviors, called structured. Kagan (in Kessler, 1992: 17) states that
a structure is a content – free way of organization distinct sequences of classroom
behavior, including specified types of interactions among individuals at each
steps. Structures are distinct from activities. Activities are content - bound and
specific; usually have a specific objective, such as creating a class banner to build
a class identify or finding all the small words possible in a set of words. In our
experiences, activities can not be repeated meaningfully many times. In contrast,
structures are content - free ways of organizing interactions. Structures may be
used repeatedly with a variety of curriculum materials, at various places in the
lesson plan, and the throughout the symbols.
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5. The Review of Jigsaw
Here are some techniques in cooperative learning and one of them is
jigsaw. Jigsaw involves tasks that enable learners to help and support each other
in completing the tasks. In cooperative learning, learners will have an assumption
that they have the same goal. They have responsibility to the material, they should
comprehend and try to share what they have learnt and know to the others.
Jigsaw was developed by Aronson (1971) Jigsaw is used as an attempt to
limit students’ competition and radical segregation in the classroom of Austin,
Texas. He looked at the situation of turmoil threatened learning environment
when African, American, Hispanic, and white students are in the classroom
together for the first time. Aronson and a group of graduate students create the
Jigsaw and look it into the classroom.
Brown (1994: 182) defines Jigsaw as a special form of information gap in
which each member of a group is given some specific information to achieve
some objectives. He explains that in Jigsaw, the members of Jigsaw Group are
given an application from with different information provided. The students ask
each other questions to complete all the information on a form. Silberman (1996:
111) states as follows:
Jigsaw learning is a widely practiced technique that is similar to group – to
group exchange with one important that can be segmented or “chucked”
and when one no one segment must be taught before the others. Each
student learnt something which, when combined with material learned by
others, from a coherent body of knowledge or skills.
From the explanation above, it can be concluded that Jigsaw is a
technique in which the students learn in group form, and each member has
different information. Then, they share the information to complete all the
information on a form.
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a. Procedure of Jigsaw
Wood (1997) explains procedure of jigsaw as follows:
Group with five students are set up. Each group member is assigned
some unique material to learn and then to teach to this group members.
To help in the learning students across the class working on the same
sub – section get together to decide what is important and how to teach
it. After practice in these “expert” groups the original group reform
and students teach each other.
Meanwhile, Silberman (1996: 112) explains the procedures of jigsaw learning
as follows:
1) Choose learning meterial that can be broken into parts. A segment can be
as short as one sentences or as long as several pages.
2) Divide the class into some groups. Divide learning materials into some
segments depend on the number of group. You might then be able to form
quartets, assigning each group either segment 1, 2, or 3. Ask each quartet
or “study group “ to study and disscus the material.
3) After having discussion in each group, the students have to make “Jigsaw
learning group” based on the number they get.
4) Ask the members of the “ jigsaw learning group” to teach each other what
they have learnt in their previous group
5) Reconvene the full class for reviewing and reminding questions to ensure
accurate understanding.
TOTAL GROUP EXPLANATION
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STUDY GROUP
JIGSAW LEARNING GROUP
In line with Elliot, Aronson (1971) states that Jigsaw classroom is very
simple to use. If you're a teacher, just follow these steps:
1) Divide students into 5- or 6-person jigsaw groups. The groups should be
diverse in terms of gender, ethnicity, race, and ability.
2) Appoint one student from each group as the leader. Initially, this person
should be the most mature student in the group.
3) 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.
4) Assign each student to learn one segment, making sure students have
direct access only to their own segment.
5) 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.
6) Form temporary "expert groups" by having one student from each jigsaw
C1
1
B1 A1
C2
2
B2 C4 B4 A2
2
A4
4
C3
4 B3
3 A3
3
A1 A2 A3 A4
C1 B1 B2 C2 B3 C3 C4 B4
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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.
7) Bring the students back into their jigsaw groups.
8) Ask each student to present her or his segment to the group. Encourage
others in the group to ask questions for clarification.
9) 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's 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.
10) 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 learning process, it may not be as successful as what we hope. Some problems
may appear, like the dominant student who talks too much and slow learners are
having difficulties to create a good report for their group. Another problem is that
sometimes some students get bored working with slower learners. These problems
are real but not fatal, and Jigsaw can overcome and give solutions to the problems,
like what have been said by Aronson (1971)
a. The problem of the dominant student
In jigsaw classroom, the students get chance to lead the discussion, on
rotating basis. The leaders’ job is to spread participation. They will realize that
the group runs effectively if each other student is allowed to present her or his
material before comments are taken. Thus, the self- interest of the group
eventually reduces the problem of dominance.
b. The problem of slow student
Each student enters an expert group before presenting a report to their
Jigsaw group. Students have a chance to discuss their report and modify it
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based on the suggestions of other members of their expert group. The
teacher’s job is to make sure that each student gets on accurate report from
their discussion. Usually, most teachers find that they can solve the problem
so close monitoring becomes unnecessary.
c. The problem of bright students becoming bored
From the learning being used, boredom can be a problem in any
classroom. Research suggests that there is less boredom in Jigsaw classroom.
By using this method, liking the school will be better both for the bright
students as well as slower learners. The bright students will get turn to be
“teacher”, so it can change a boring task into an exciting challenge.
b. Teaching Reading Comprehension by Using Jigsaw
About the procedure in reading comprehension, Coelho in Kessler (1992:
143) says that on reading assignment, students are given an assignment to solve.
That assignment is broken down into some part topics among the members of a
group of three or four. Each person reads his/ her part of the assignment and then
teaches it to the other group members. Other group should be quizzed by teacher
to make sure thet they understand the material. In general, the procedure of
teaching reading comprehension by using Jigsaw technique is as follows:
1) Grouping and division the task.
The class is divided into some groups. Each group represents a
different topic that will be discussed.
2) Working in the expert group.
These are the new groups for the students. Here students work in their
section of the material; completing some comprehension exercise, perhaps
taking a quiz on their section on the material. The teacher circulates from
group to group, discussing and checking responses to the questions, and
assisting the students to help each other prepare for the oral presentation.
3) Working in the jigsaw group.
When all groups feel that they really know their material and are ready
to share the information, the students are regrouped into their jigsaw groups.
Each student tells the other members of the team about the material, so that
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each person has complete information. The teacher can provide a set of
questions to guide the discussion.
C. Rationale
Reading is essential factor that influence ones’ activities in
communication. Reading builds communication with people around us. For
students reading is a means of learning in all subjects. Reading is really the most
important of the other language skills. Reading foreign language text (English
text) is useful for careers, study purposes, or pleasures. It also provides good
model for good writing. Moreover, by reading a text we will have an opportunity
to study language including vocabulary, grammar, punctuation, and to study the
way of constructing sentences, paragraphs, and texts.
The objective of teaching English in Senior High School stressed on
reading skill is providing students with comprehending knowledge. Students are
taught to comprehend written English text. Therefore, teacher has responsibility to
make students easier to comprehending written text and facilitating them in order
to get well comprehension. It is difficult for student to comprehend a foreign
language text, since their mother tongue is different systematically from foreign
language. Based on the pre – research stated on the background of the study,
students have following problems in reading; Based on the result of pre-research
students have following problems in reading, generally students have difficulty in
finding: (1) meaning of the word based on context; (2) explicit information; (3)
main idea; (4) implicit information; (5) and reference of pronoun.
Dealing with the problems, there are some problem sources which affect
students’ reading comprehension; they are from teacher, students, and the class.
The first is the teacher: (1) the way the teacher delivered the material was not
interesting; (2) the teacher explained the material unclearly; (3) teacher spoke
quickly when he taught; and (4) teacher used boring technique.
The second problem sources are the from students: (1) the reading interest
of students was still low; (2) students had limited vocabularies; (3) the students
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were not active; (4) the knowledge of students was still limited; (4) the students
did not focus or concentrate on teaching learning process; and (5) the students
usually made noise during lesson, because the lesson was monotonous; (6) the
students sometime ignored teacher’s explanation and felt sleepy during the lesson.
The last source is from the condition of the class: (1) the class was
crowded as long as teaching learning process, it made the class not conducive for
teaching learning process; and (2) there was lack of media and facilities to support
teaching learning process, such as LCD, dictionary, and students’ task book
(LKS), it affects in reading learning process.
Jigsaw has a concept that in the Jigsaw classroom, Jigsaw involves tasks
that enable learners to help and support each other in completing the tasks. Here,
they have responsibility to the material, they should comprehend and try to share
what they have learnt and known to the others. This technique makes students
more active. By using Jigsaw, the teacher lets the students discus the material so
that they can comprehend the text. Consequently their reading comprehension can
be improved. In Jigsaw classroom, students in groups are dependent on the others
in the group for the information to comple the task and to find the information
they need in order to improve students’ reading comprehension, such as finding:
(1) meaning of the word based on context; (2) explicit information; (3)main idea;
(4) implicit information; and (5) reference of pronoun.
The Jigsaw technique can improve class situation, in terms of: (a)
students’ better interaction when having and responding teacher’s question; (b)
being active both in individual and work group activities; and (c) being more
attentive to the reading class.
D. Action Hypothesis
Based on the theoretical review and rationale, it is assumed that students’
reading comprehension can be improved through Jigsaw learning technique. The
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use of oral language is effective for reading activity. Students are allowed to
interact in small learning group.
The writer makes a hypothesis that Jigsaw learning technique has a
concept that students have active role in teaching and learning process through
interaction in small learning group, the students’ reading comprehension can be
improved.
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CHAPTER III
RESEARCH METHODOLOGY
A. The Research Setting
This research was carried out in SMA N 2 Boyolali. The school is located
at Jl. Tentara Pelajar No. 06, Kebonbimo, Boyolali, phone (0276) 322543. SMA
N 2 Boyolali gets A accreditation. It had three grades of class. They were the
tenth grade, the eleventh grade, and the twelfth grade. The tenth grade consists of
six classes; the eleventh grade and the twelfth grade were divided into two fields:
science, and social. The eleventh grade consists of six classes and the twelfth
grade consists of six classes. Beside eighteen classrooms, the other buildings were
headmaster office, teacher office, administration office, laboratory, computer
room, language room and mosque. SMA N 2 Boyolali uses Kurikulum Tingkat
Satuan Pendidikan as the basic of teaching and learning process. Instructional
process was done in six days from Monday to Saturday. The students started to
learn at 07 a.m.
The research was conducted on August 2011 to September 2011. It included
pre – research, action, and activities after the action.
B. Subject of the Research
The subject of the research was the eleventh grade students of SMA N 2
Boyolali. The eleventh grade was divided into two fields: science, and social the
writer chose XI IPA 2. This class consists of 38 students. The students of class XI
IPA 2 came from different economical background. Most of them came from the
average to low economical level. There were only few of them who from came
from high economical level. Generally, the students learned happily and far from
burden condition. They had chosen SMA N 2 Boyolali as the place to study.
Although some of the students chose it as the second choice after they were not
26
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accepted in the favorite school they want, they like to study in SMA N 2 Boyolali.
The researcher chose this class because from the fact and the result of pre-
observation, it was shown that the students’ interest and achievement of reading
were still low. However, there were some students who had high ability but they
were still passive during the English lesson. The researcher conducted the study
through teaching and learning process by implementing Jigsaw learning
technique. The researcher was as the teacher and the English teacher as the
observer.
C. The Method of the Research
The method used in the research is action research. For the research, the
writer would like to elaborate some definitions of action research. Mills (2000: 5)
defines action research as systematic inquiry conducted by teachers, researcher,
principals, school counselors, or other stakeholders in teaching learning
environment, to gather information about the ways that their particular school
operate, how to teach, and how well the student learn. Kemmis in Hopkins (1993:
44) state that action research is a form of self reflective inquiry undertaken by
participants in social (including educational) in order to improve the rationality
and justice of (a) their own or social practice, (b) their understanding to these
practices, and (c) the situations in which the practices are carried out. Hopkins
(1993: 45) states that action research is about the systematic study of attempt to
improve educational practice by group or participant, by means of their practical
actions, and by means of own reflection upon the effect of those actions.
Kemmis and McTaggart in Nunan (1992: 17) state that there are three
characteristics of the action research, firstly, it is carried out by the practitioners
rather than outside researcher. Secondly, is collaborative, and thirdly, is aimed at
changing conditions. Meanwhile, according to Burns (1999: 30), there are four
characteristics as follows:
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1. Action research is contextual, small scale, and localized it identifies and
investigates problems within a specific situation
2. It is evaluative and reflective as it aims to bring about change and improvement
in practice.
3. It is participatory as it provides of collaborative investigation by team of
colleagues, practitioners, and researches.
4. Changes in practice are based on the collection of information or data which
provides the impetus for change
From the definition above, it can be summarized that action research is the
systematic study of efforts to overcome education problems or to change things
related to educational problem for improvement. It is conducted by practitioners
or teachers, or in collaboration of teachers and researcher by means of their own
practical actions and by means of their own reflection upon the effect of the action
In this study, classroom action research was conducted to improve
students’ reading comprehension. This classroom action research was going to be
carried out by the collaboration by the writer and the teacher. The practical action
was implementing the Jigsaw learning technique. The reflection upon the effects
of the action could be known after Jigsaw learning technique in teaching reading
comprehension was applied. The reflection shows whether the Jigsaw learning
technique could improve the students’ reading comprehension and class condition
to be high than before or not.
D. The Model of Action Research
The model of classroom action research used in this study is based on the
model developed by Lewin in Penelitian Tindakan Kelas (Action Research)
written by Tim Pelatih Penelitian Tindakan Kelas (2000: 11). According to the
model, the implementation of classroom action research includes four steps as
follows:
1. Develop a plan of critically informed action to improve what is already
happening.
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2. Act to implement the plan
3. Observe the effects of the critically informed action in the context in which it
occurs.
4. Reflect on these effects as the basis for further planning, subsequent critically
informed action and so on, through a succession of stages.
In this research, the steps used were four steps that from one cycle: 1)
Planning the action; 2) Implementing the action; 3) Observing the action; and 4)
reflecting the result of the observation.
E. The Procedures of Action Research
The procedures of action research in this research are as follows:
1. Identifying the problems
The problems were indentified by using the following techniques:
a. Interviewing the teacher and the students
The aim of the interview was to know what problems the teacher and
the students faced during the teaching and learning process. The
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researcher used interview to get information from the students to know
their understanding about the lesson and what problems the students
might face in learning English reading. The researcher also held an
interview with the English teacher. The researcher wants to know
about the problems faced by the teacher in teaching reading
comprehension.
b. Pre – observation
The observation was aimed to know the model of class management
and students’ behavior during the teaching and learning process.
c. Test
In this research, the tests involved pre-test (before the technique is
applied) and individual quizzes (after the technique is applied). Pretest
was given to identify the students’ reading comprehension before the
technique applied while individual quizzes were given to measure the
improvement of students’ reading comprehension after applying
jigsaw learning technique
The result can indicate whether the use of jigsaw learning technique to
improve the students’ reading comprehension is effective or not.
2. Planning the action
In this step, the writer prepared everything related to the action that needed
in doing the action. The preparations were:
a) Preparing material, making lesson plan, and designing procedures in
doing the action.
b) Preparing list of the students’ name and scoring.
c) Preparing the sheets for classroom observation.
d) Preparing the evaluation material in the form of written test.
e) Preparing the teaching aids (texts, student’s worksheet, etc).
f) Preparing test (pre – test and post - test) to measure whether the
students’ reading comprehension has improved or not after the action
which is conducted by the writer.
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g) Implementing the classroom action research
h) Give post test 1 and evaluates the result to decide the next cycle action
i) After implementing the second cycle, the researcher give post test 2
and evaluate the result
j) Finally, comparing the result of post test – and post test 2 and then
identifies the score to know the final result of the research
3. Implementing the action
The teacher implemented the action of teaching reading by using
Jigsaw learning model. Adapted from original model of Jigsaw technique
proposed by Aronson, Brown, Silberman and some experts like what had been
explained in previous chapter; in this research the writer made modification to
the procedures of Jigsaw learning model. The researcher made an adaption by
making the procedure of jigsaw technique simpler. The implementation of
Jigsaw learning technique in this research could be explained as follows:
a. The teacher prepared the material that was used in the learning process.
The teacher divided the learning material into some parts.
b. The research started the lesson by asking some questions dealing with the
topic. If the students did not know about the topic, the researcher gave
short explanation.
c. The researcher asked the students to make study group which consists of
four students in each group. They learned part of the material, so one
group had different information from the other groups. The students
should learn it well.
d. Then, the researcher asked the students to make Jigsaw group. The
members of Jigsaw group came from representative of each study group.
Here, they shared information, solved the problem, and completed the task
given by the teacher.
e. The researcher together with the students discussed the answers. The
teacher corrected the answers if there were some incorrect answers. The
researcher also explained some points of the material
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f. In closing, the researcher gave some questions to check their
understanding. The researcher also did not forget to state the topic for the
next meeting.
4. Observing the action
The teacher, as the researcher, observes all activities in the teaching
and learning process while the technique of teaching reading comprehension
using jigsaw learning technique was carried out. The researcher also
monitored and wrote the responses of the pupils in the class. In this step, the
researcher was helped by the teacher. The teacher noted events happening in
the teaching learning process. The teacher also creates a conductive
atmosphere to increase the students’ motivation in learning reading, for
example by giving suggestion, helping their difficulties while learning, and
giving feedback for their efforts.
5. Reflecting the action
In the evaluation process, the researcher gave pre test before the
teaching and learning process and post test at the end of cycle 1 and 2. Based
on the result of the test and the result of the observation during the teaching
and learning process, the researcher made an evaluation in order to find out
the weakness and strengths of the action
6. Revising the plan
After the researcher knows the weaknesses of the activities that had
been carried out in teaching reading using Jigsaw, the researcher decided
whether the researcher needed to continue to the next cycle or not. The
improvement of students’ reading comprehension was indicated by the core
improvement in the test. Besides, the indicator of improvement could be seen
from the students’ behavior that changes better, such as they became
interested in learning English and they were active during the lesson. If the
result was not satisfying, it was necessary for the researcher to go to the next
cycle. It emphasized on the weaknesses that occur in the previous cycle. The
researcher might revise the plan for the next cycle.
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F. The Technique of Collecting Data
In this classroom action research, the researcher collected the data using
qualitative and quantitative method. Mason and Bramble (1997: 42) state that
action research is designed to uncover effective ways of dealing real world
problems. Action research is not confined to a particular methodology or
paradigm. The action research may utilize qualitative or quantitative methodology
or a mixture of both.
The techniques of collecting the data use qualitative method, observational
and non observational techniques. Observational techniques consist of
observations, and photographs, while non – observational technique consist of
interview and document.
The result of the observation, interview and document analysis were
poured in the form of field notes which become the raw data of the research. Each
field note consists of three parts: the identity of the field note, description, and
reflection.
Second, the technique of collecting the data using quantitative method was
a test. In this research, the researcher used the objective test type for both pre-test
and post test. The result of the test was analyzed to know the students ability in
reading. The result could indicate whether the implementation of jigsaw learning
technique was effective or not.
In this study, the pre test and the post test had the same items. The test
items involved reading material that would be taught to the students. The writer
tries out test in order to find whether the items were valid and reliable or not.
Heaton (1974: 153) states that validity of a test is the extent to which it measures
what is supposed to measure and nothing else. It could be calculated with the
formula as follows:
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G. The Technique of Analyzing the Data
After collecting the data, then the data need to be analyzed. In analyzing
the qualitative data, the writer analyzed the result of the observation done during
teaching and learning process using descriptive qualitative method. In this case,
the writer used interactive model as suggested by Miles and Huberman. This
model consists of collecting the data, reducing the data, presenting the data, and
drawing conclusion (Miles and Huberman, 1992:6).
In this method, the writer collecting the data, she reduced and then
presented the data. In reducing the data, the writer rejected the meaningless data
and took the important points of the data. Then, the writer presented the data
systematically and logically. Data analysis included three activities that happened
at the same time, they were reducing data, presenting data, and drawing
conclusion. The more description of interactive model will be described as
follows:
1. Collecting the data
The data were collected during the classroom action research, which
has been conducted from the first cycle to the second cycle. The data
collected included the process on teaching end learning trough jigsaw
learning technique, the score of pre – test and post test, the students’
worksheet, and the photographs.
2. Reducing the data
Data reducing is defined as process of selecting, focusing, simplifying,
abstracting, and transforming of “raw data” which appear in the written-up
field note during the action. Reducing data is done continuously during the
research. Therefore, after the data were collected from research activities. It
was described clearly then it was selected which one the important and the
needed data. The researcher wouldn’t select the unimportant data. That were
in this process, the important data were selected and the important data were
selected and the unimportant data were dismissed.
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3. Presenting the data
Presenting the data means describing the data in the narrative form. In
the second step of analyzing the data, the information or the data, which have
been selected form the process of reducing the data, are arranged
systematically in order make easy in drawing conclusion.
4. Drawing conclusion
The next process in this method is drawing conclusion. In this process,
conclusion is drawn continuously throughout the research. The writer tends to
accumulate and formulate her interpretations she has gone along. The final
conclusion may be able to not drawn until all the data collected, from the
beginning till the end of the research.
Those four terms are parallel form to make up the general domain
mentioned analysis. In another word, reducing data, presenting data, and drawing
conclusion or data verification are at one related component, which has been
gotten earlier is always verified during the research happens. Those three
components are still used until the researcher finds the final conclusion. If it is
found unequal conclusion, the researcher must be re – examine or revise the data
by checking the data collected. In the other words, data analysis is interactive
process among three analysis component (reducing, presenting, drawing
conclusion) with data collection (cycle process)
The quantitative data are analyzed by comparing the means score of the
pre – and the post test to know the difference before and after the cycle. In the
analyzing the data in the form the numbers as the result of the test, the researcher
found the mean score of the pre – test and the post test. Then, the researcher
compared those scores. The improvement could be seen from the score in post test
which was higher than the score in the pre- test.
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The mean of the pre test and the post – test can be calculated with the
formula as follows:
Where:
= means of pre test
= means of post test
N= the number of sample
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CHAPTER IV
THE RESULT OF THE STUDY
A. Introduction
This chapter presents the result of the Classroom action Research
conducted in the class XI of SMA N 2 Boyolali. It describes and discusses the
result of the research. This chapter describes some finding and discussions about
the use Jigsaw especially for teaching reading comprehension. This chapter covers
research implementation and discussion. Each cycle of the research
implementation consists of planning the action, implementing the action,
observing the action, and reflecting the action. There are some objectives of this
research; to identify how far jigsaw learning technique can improve students’
reading comprehension, to know what happens in the class when the teacher
implements Jigsaw learning technique and to describe the strength and weakness
of Jigsaw learning technique to improve reading comprehension.
Table 4.1 The whole process of the research
I. PRE - RESEARCH
Doing observation in the teaching Learning Process of class XI IPA 2
(1 August 2011)
Doing interview with the teacher (6 August 2011)
Giving questionnaire to the students (8 August 2011)
Conducting pre – test (11 August 2011)
`II. RESEARCH IMPLEMENTATION
CYCLE DATE ACTIVITIES
Cycle I
Meeting 1
13 August 2011
Implementing the jigsaw learning
technique, involving completing the
tasks, they are: reading the text “
Cinderella”, answer the question based
37
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in the text and finding meaning of the
word.
Meeting 2
15 August 2011
Implementing the jigsaw learning
technique, involving completing the
tasks, they are: reading the text “The
Fairies Cake”, answering the question
based in the text and finding meaning
of the word.
Meeting 3
18 August 2011
Implementing the jigsaw learning
technique, involving completing the
tasks, they are: reading the text “ The
Farmer and The Poor Sparrow”,
answering the question based in the
text and finding meaning of the word.
Meeting 4 20 August 2011 Conducting post test 1
Cycle 2
Meeting 1
22 August 2011
Implementing the jigsaw learning
technique, involving completing the
task, they are: reading the text “
Woman and the Wolves”, answering
the question based in the text and
finding meaning of the word and
filling the blank sentences using the
correct form of the word.
Meeting 2 25 August 2011 Implementing the jigsaw learning
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technique, involving completing the
task, they are: reading the text “ Lion
and Jackal”, answering the question
based in the text and finding meaning
of the word in the “Box jumble word”
and filling the blank sentences using
the correct form of the word.
Meeting 3 27 August 2011 Implementing the jigsaw learning
technique, involving completing the
task, they are: reading the text “ the
Legend of Lake Toba”, answering the
question based in the text and finding
the word in the “Table” then finding
the meaning of the word.
Meeting 4 29 Agustus 2011 Conducting post test2
Based on the observation, interview and pre-test done in the pre –
research, the researcher found the fact that the eleventh grade students of SMA N
2 Boyolali had problems in reading comprehension that were the the students had
dificullties in finding: main idea, explicit information, implicit information,
meaning word based on the context and reference of pronoun. It can be seen from
the reading pre-test conducted by the writer. The test was in the form of multiple
choice. The pre-test result showed that the mean score of the students was 61.11.
the score was still under the KKM that was 6.5.
Dealing with the problems, researcher also found some problem sources
which affect students’ reading comprehension. It can be concluded from the pre-
research observation. They were from teacher, students, and the class. The first
was from the teacher: (1) the way the teacher delivered the material was not
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interesting; (2) the teacher explained the material unclearly; (3) teacher spoke
quickly when he taught; and (4) teacher used boring technique.
The second problem sources were the from students: (1) the reading
interest of students was still low; (2) students had limited vocabularies; (3) the
students were not active; (4) the knowledge of students was still limited; (4) the
students did not focus or concentrate on teaching learning process; (5) the students
usually made noise during lesson, because the lesson was monotonous; and (6)
The students sometime ignored teacher’s explanation and they felt sleepy during
the lesson.
The last source was from the condition of the class: (1) the class was
crowded as long as teaching learning process, it made the class not conducive for
teaching learning process; and (2) there was lack of media and facilities to support
teaching learning process, such as LCD, dictionary, and students’ task book
(LKS), it affects in reading learning process.
Based on the interview with the English teacher, observation, and pre-test
score, the writer identified that the students’ reading comprehension should be
improved by implementing a certain approach that was effective to overcome the
problems. Therefore, the writer decided to use jigsaw learning technique.
B. Research Implementation
The implementation of the teaching of reading comprehension on narrative
genre using Jigsaw learning technique in classroom action research consists of
two cycles. The researcher divided the first cycle into four meeting and every
meeting spent 90 minutes. It was conducted on August. In this cycle the
researcher used narrative texts. The kinds of narrative text come from western
story. The topics are fairy tale. Each cycle in this action research consists of four
steps: planning the action, implementing the action, observing the action, and
reflecting the action
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With consideration of the facts explained above, the writer planned
different kinds of material, resources to solve the problem. The writer chose
Jigsaw learning technique to teach narrative text. The researcher believed that
teaching reading using Jigsaw learning technique would improve the students’
reading comprehension.
The researcher prepared the research instrument based on the syllabus.
The research also prepared materials which supported the action, like: observation
sheet and camera.
The researcher constructed the lesson plans that consist of three activities.
They are opening, main activity, end closing. The time allotment for every
meeting is 90 minutes. The researcher prepared the text from some references,
book and internet. The theme was narrative text. In the first cycle the researcher
planned to have four meetings.
1. Implementing the action of first cycle
a. The first meeting
1) Opening
In the beginning of the lesson, the researcher as the teacher,
greeted the students and checked the students’ attendance. The teacher
explained the objective and the benefit of the lesson. The researcher tried
to make a good condition in class by telling to students that the day’s
activities would be reading lesson using jigsaw learning technique.
2) Main activity
In the first meeting the researcher would present about narrative
text. Secondly, the teacher explored the students’ knowledge about the
topic by showing the picture of Cinderella and by giving some pre –
reading questions. The question were such as “Have you ever heard the
story about Cinderella?”, The students answered “Yes, miss, I have”. “Ok,
good, so Who are the participants of the story? Who knows, please rise
your hand?”. Most of students rise their hand and teacher chose one of
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them, he answered” the participants of the Cinderella story are Cinderella,
the two Cinderella’ stepsister, step mother, and the fairy”. Before the
teacher gave the text, she explained the way to find the main idea, explicit
information, implicit information, reference pronoun, and finding meaning
of the word based on the context.
Teacher explained the procedure of Jigsaw learning technique,
before the technique was applied, in order that students understood about
that technique. The first steps in jigsaw learning technique, teacher divided
the class into some groups. Next, the teacher divided learning materials into
some segments (depending on the number of group) and distributed the materials
to the students. Then, teacher asked each group to study the material in the text
entitled “ Cinderella”. Then, Teacher asked the class to form “Jigsaw group” in
which each group consists of representative of every study group. Teacher asked
the students in expert group to discuss the material. Teacher asked the
members of the jigsaw group to teach each other and to collect information by
answering the questions (completing the task). Teacher asked the students to
come back into their group. Teacher gave the opportunities the students to
present the result of their discussion for a few minutes. In the teaching
learning process teacher is as the facilitator, she monitored the teaching
learning process.
3) Closing
The teacher asked the students whether they had difficulty or not.
Then the teacher encouraged the students to conclude the lesson today
about “Cinderella” by asking,” Who is Cinderella?”, ”Who were the
participants in the story?”, “Why did Cinderella cry? “, And Was the story
happy ending or sad ending? Why?”. “Did you sympathize with a
Cinderella? Why /Why not? ”, “What is your opinion, why cinderella
became princes?”. It was to remind the students about the material they
had learnt just now and to check the students, understanding about the
material they had learnt. Teacher did the reflection by asking what the
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students feel about the lesson. Teacher closed the teaching and learning
process and greeted the students.
b. The second meeting
1) Opening
The researcher opened the lesson by praying together, greeting and
checking the students’ attendance. Teacher gave motivation. Besides, the
researcher reminded and checked the students’ understanding about the
previous topic narrative text. After that, she continued teaching text.
2) Main activities
Firstly, the researcher showed the pictures of “Fairies and Elves”.
Secondly, the researcher explored the students’ knowledge about the topic
by giving some pre – reading questions. The questions were such as”
Have you ever heard or been told any stories about fairies or elves? ,” Do
you believe about fairies and elves? “, Image if you could see either fairies
and elves, what would you do?”. Teacher reminded the students how to
find the main idea, explicit information, implicit information, reference of
pronoun, and finding meaning of the word based on the context. After that
teacher said ” Ok students, like the last meeting, today we will learn about
the fairy using jigsaw technique”. All of students answered “ Yes, miss” .
Teacher started by dividing the class into some groups, and also the
learning materials into some segments (depending on the number of
group). Teacher asked each group to study the material in the text entitled
“The Fairies Cake” for about 10 minutes. After that, teacher asked the
class to form “Jigsaw group” in which each group consists of
representative of every study group. Next, teacher asked the students in
expert group to discuss the material. Teacher asked the members of the
jigsaw group to teach each other and to collect information by answering
the questions (completing the task). Teacher asked the students back into
their group. While the students were doing activities, the teacher was
monitoring it. Teacher gave the opportunities to the some students to
present the result of their discussion.
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3) Closing
The teacher asked the students whether they had difficulty or not.
Then the teacher encouraged the students to conclude the lesson today
about “the Fairies Cake” by asking,” Who was Lucy?”, ” What is your
opinion, if Lucy can’t finish bake a cake?”, And Was the story happy
ending or sad ending? Why?”. It was to remind the students about the
material they have learnt just now and to check the students’
understanding about the material they had learnt. Most of the students
were able answer the teacher’s questions. Before teacher closed the lesson,
teacher did the reflection by asking what students feel about the lesson.
Then, teacher closed the teaching and learning process and greeted the
students.
c. The third meeting
1) Opening
As usual, beginning the lesson, the researcher checked students’
attendance. Besides, the researcher reminded and checked the students’
understanding about the previous topic which is narrative text by giving
questions orally. After that, she continued teaching the next text.
2) Main activity
In the third meeting the researcher presented about narrative text.
The teacher explored the students’ knowledge about the topic by giving
some pre – reading questions. The questions were such as “What kinds
stories did your parent tell you when you were child?”. “Could you tell me
the character of “The Farmer and the Poor Sparrow” ?”. Teacher
reminded the students how to find the main idea, explicit information,
implicit information, reference pronoun, and finding meaning of the word
based on the context. Before the teacher divided the class into some
groups, teacher made random sitting of students. Next, teacher divided
learning materials into some segments (depending on the number of group).
Teacher asked each group to study the material in the text entitled “The Farmer
and the Poor Sparrow”. Then, teacher asked the class to form “Jigsaw group” in
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which each group consists of representative of every study group. Teacher
asked the students in expert group to discuss the material. Teacher asked the
members of the jigsaw group to teach each other and to collect information by
answering the questions (completing the task). Teacher asked the students to
come back into their group. Teacher asked the students to present the
result of their discussion. Teacher monitored the teaching learning process
when the students were doing activities.
3) Closing
The teacher asked the students whether they had difficulty or not.
Then the teacher encouraged the students to conclude the lesson today
about The “Farmer and the Poor Sparrow”. Teacher did the reflection, by
asking ”Who are the participants in the story?”, “How about the
character of each participant? “, “ Why the sparrow bring the farmer a
gourd seed?” And “ Was the story happy ending or sad ending? Why?”. It
was to remind the students about the material they had learnt just now and
to check the students’understanding about the material they had learnt.
Before teacher closed the lesson, teacher did the reflection by asking what
students feel about the lesson. The last, teacher closed the teaching and
learning process and greeted the students.
d. The fourth meeting
In the Fourth meeting, there was a post – test 1. The post test was
aimed to know the improvement of students reading comprehension on
narrative text. The exercise was focused on finding main idea, meaning
based on the context, explicit information, implicit information, and
reference of pronoun.
a. Observing and Monitoring the Action
The researcher used some techniques: test and observation. The
researcher conducted the post – test in order to measure the improvement
of the students’ reading. The improvement of the students’ achievement
could be seen from the mean score of the test. The researcher also
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interviewed the students. The interview was given to know how far the
action influenced the students’ behavior. Based on the result of the
interview it can be concluded that the students had understood the aim of
using jigsaw technique in reading learning. By using Jigsaw learning
technique they could easily understand the text not depending the teacher’s
explanation but from group work.
From observing the teaching learning process in the first meeting
(cycle 1), the researcher find that by using of Jigsaw learning technique,
some of students were still confused, so there were some passive students,
it had effect for them to do the exercise, especially in comprehending
narrative texts. It can be seen from their activities during the lesson when
they had difficulty in doing the exercises, such as: finding main idea,
finding meaning based on the context, explicit information, implicit
information, and reference pronoun. They were not raising their hand to
ask, because they were shy. The class can be controlled although
sometimes they made noise during the lesson, because Jigsaw learning
technique is focused in discussion activity. The students were more
interested and confident and there were many active students. It had good
effect to do the exercises and they could comprehend the text easily. So
there were improvements in reading comprehension.
In cycle 1, the researcher conducted four meetings. The result of the
observation can be explained as follows:
a) The first meeting
The researcher came on time. At the beginning the class was very
noisy. But after the teacher gave some motivation before starting the
lesson they were more enthusiastic joining the class. All of the students
were following the activity in teaching learning English. At the opening,
the teacher asked some questions about the Cinderella, most of students
were still lack of confidence when they were answering the questions and
some students made noise. It probably happened because this new method
was firstly implemented to them and they had never got such method
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before, so it made them a little bit confused, especially when they had to
move from their Jigsaw group. It had effect for them to do the exercise and
understand the text, finally they couldn’t do the exercises well. Some of
students asked the meaning of word“ Miss artinya ball?, apakah artinya
itu bola?” asked the student. “ Well what is the meaning of ball? Diantara
kalian, siapa yang tau artinya ball?” . One of students answerd “ artinya
pesta miss”. “ Good, yes correct, the meaning of ball is bola dan pesta,
sesuai konteks kalimatnya arti dari kata ball di text adalah pesta”
answered teacher.
b) The second meeting
In the second meeting teacher applied the jigsaw learning
technique at second time. The teacher’s activity showed that the teacher
excavated the student’s activeness optimally and gave more motivation to
students and the teacher felt that the students were ready enough to follow
the lesson. Students did not make noise when the teacher started the
lesson.
The students’ response was good. It was shown when students
answered the teacher’s question like, “Have you ever heard the story
about “The Fairies Cake?”. The students answered “ Yes miss, I have”. “
Ok, that is good, so Who are the participants of the story? Who knows,
please raise your hand?,”most of students raised their hand and teacher
chose one of them, he answered” the participants of the” The Fairies
Cake” story are Lucy, some fairies, Lucy’ husband, Lucy’s baby, the cat
and dog”.
In the main activity, when teacher applied the jigsaw learning
technique, they were not confused about Jigsaw learning technique. They
enjoyed joining it, enthusiastic, and students were more active. Students in
each group discussed the text and shared the information although it made
the class noisy. Teacher monitored the class, and always helped the
students, if they needed some helps. For example, when one of group
could not find the meaning of the word, “ Miss artinya flitted?” asked the
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student. “ Who knows the meaning of flitted? siapa yang tau artinya
flitted?” . One of students answerd “ artinya terbang miss”. “ Good, yes
correct, the meaning of flitted is terbang atau melayang” answered
teacher. In the last activity, teacher gave some questions to measure the
understanding of students about the text. Jigsaw learning technique ran
very well.
c) The third meeting
The third meeting, as usual, the teacher entered the class and
opened the teaching learning process by greeting. Teacher gave some
question about the topic, to motivate the students to become active. The
questions were such as “What kinds stories that did your parent tell you
when you was child?”. Teacher asked to the students. One of Students
answered,” Kancil nyolong timun, Miss. The other students also answered,
“Romeo and Juliet ”. Teacher said “Really, your parents told about Romeo
and Juliet?, Have you ever heard the story about “Farmer and Poor
Sparrow”?”. ”Never miss “answered the students. “ Menurut anda semua,
kisah apa yang ada di cerita “ The Farmer and the Poor Sparrow”?”.
Students tried to answer the teacher’s questions, “ The farmer killed the
sparrow miss or the farmer and sparrow they were friends miss”. The other
students answered the questions” the farmer helped the poor sparrow”.
Based on the dialog above, it means that the students were very ready and
enthusiastic before the main activity started. The teacher applied the
jigsaw leaning technique in main activity. The students were more active
in discussing with their friends in group than in the latest meeting. When
the teacher came to some groups, she found that the groups still got
difficulties in understanding the text. She also came to the other group and
found the difficulties in completing the task. The teacher gave little note to
help them such as: teacher gave an Indonesian word to be translated from
English word, and also teacher explained again about how to find the main
idea, explicit information, implicit information, find the meaning of the
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words, and the reference of pronoun. When they were in jigsaw group they
shared the information each other and discussed.
In the last activity, teacher gave some questions to know and
review the understanding of the text. And some of groups presented the
result.
d) The fourth meeting
The students’ response was very good, no bodies made noise. They
concentrated in doing exercise. Students did their exercises individually.
The types of exercises were multiple choices. It was 60 questions for 45
minutes. All of the questions were about narrative text. Some of students
still made mistake in doing the exercises. But they tried the best. The mean
score of indicators in post test 1 could be seen in Table 2 as follows:
Table 4.2. The mean score of comprehension aspects (indicators)
in post test 1
INDICATORS POST TEST 1
Main idea 57.2
Explicit information 75.2
Meaning based on the context 62.6
Implicit information 77.3
Reference pronoun 79.0
b. Reflecting and Evaluating the Action
Based on the observation results which were gathered on in field notes,
researcher reflected several positive result and the weaknesses in the first cycle.
From the observation, it had been got that the activities of reading comprehension
teaching and learning process using Jigsaw learning techique generally ran well.
For first meeting, they were still doubt to give opinion. They were afraid of
making mistake. Neverteles, in the following meeting, some of students had been
brave to speak. They were not shy anymore. They usually discussed with their
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friends before they gave opinion. During the implementation of the actions for the
first time, it could be seen that not all students were active because this new
method was firstly implemented to them and they had never got such method
before, so it made them a little bit confused, especially when they had to move
from their Jigsaw group. But for the next implementation, students could follow
Jigsaw learning techique very well.
Since the objective of this classrom action research was to improve the
students’reading comprehension, so by analyzing the result of the observation,
interview, and test, it can be concluded that Jigsaw learning technique was good
enough for improving the students’ reading comprehension. Jigsaw learning
technique gave them opportunity to be active in teaching learning process. The
improvement of the comprehension skill can be seen from the score of pre test and
post test 1 below:
Table 4.3 The mean score of comprehension in pre – test and post – test 1
Table 4.4 The mean score of comprehension aspects (indicators) in pre test and
post test 1
INDICATORS PRE TEST POST TEST 1
Main idea 45.5 57.2
Explicit information 70.8 75.2
Meaning based on the context 48.7 62.6
Implicit information 69.9 77.3
Reference pronoun 73.7 79.0
Mean score
Pre – test 61.11
Post – test 1 70.08
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Based on the result of post-test 1, showed that the use of jigsaw learning
technique in teaching reading was able to improve students’ reading
comprehension and students’ motivation in learning activity. It was proved by
the result of post-test 1, in which it showed that the students could answer the
finding main idea, finding explicit information,finding implicit information,
finding meaning word based on the context, finding references of pronoun. It
can be seen from the mean scores of each indicators in the table: (1) In the pre
test the mean score for finding main idea was 4.5, it increased in the post test 1
into 57.2. (2) In the pre test the mean score for finding explicit information 70.8.
it increased in the post test 1 into 75.2. (3) In the pre test the mean score for
finding meaning was 48.7, it increased in the post test 1 into 62.2. (4) Students
were able to answer this type of questions, in the pre test the means score for
finding implicit information was 69.9, it increased in the post test 1 into 77.3. (5)
Students could answer the type question of finding reference of pronoun well. It
was sown In the pre test the means score for finding reference of pronoun was
73.7, it increased in the post test 1 into 79.0. It proved that there was an
improvement after the teachnique
After the technique was implemented, the results of post questionnaire
support the statement that there was improvement for the indicators. Most of
students’ ability in reading comprehension was increased. Students were more
active in teaching learning process and students were more interested in joining
the English lesson especially in reading activity. Here was the result:
Table 4.5. The result of questionnaire after implementing the Jigsaw learning
technique
Indicators Disagree Not really agree Agree
Really
agree
Main idea 13.8% 58.3 36.1% 13.8%
Explicit information 11.1% 8.3% 44.4% 41.6%
Meaning based on the
context 8.3% 38.8% 47.2% 5.5%
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From the table, the researcher can be concluded the highest precentages
were in agreeing statement. It meant that most of the students agree for
implementing of jigsaw learning technique in teaching reading. Jigsaw could
solve the problems for each indicator and also improved the students’ motivation.
By using jigsaw they were easier to understand the text and complete the task that
including in finding main idea, finding explicit information, finding implicit
information, finding the meaning based on the context, and finding reference of
pronoun. Beside, students enjoyed and agree learned the material by using jigsaw,
because they worked in group and share the information for each other.
After observation and evaluating the result of the observation, interview,
questionnaire, and post test in cycle 1, the writer found several results and some
weaknesses in the first cycle. There were as follows:
1. Strength (the solved problem)
a. In reading
1) Students were able to find explicit information
2) Students could find the reference of pronoun easily
3) Students could find the implicit information
b. Teaching learning process
There were changes in the students’ behavior toward teaching and
learning process. It could be seen from the students’ interest and
motivation during the lesson. They were more active in class especially
when they worked in group (Jigsaw learning technique).
Implicit information 13.8% 13.8% 50% 44.4%
Reference of pronoun 0% 13,8% 61,1% 44,4%
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2. Weaknesses (unsolved problem)
a. Reading
Some students couldn’t find the main idea and meaning of the word.
b. Teaching learning process
1) This method was still new for them, firstly implemented to them and
they had never got such method before, so it made them a little bit
confused, especially when they had to move from their jigsaw group.
2) Although the students were active, there were some passive students.
Some students were still confused about jigsaw technique so it had
effect for them to do the exercise.
3) Many students still lacked of confidence in giving responses to the
stimulus given by the researcher.
From the result of observation, interview, questionnaire, and post test in
cycle 1 was analyzed by the writer, it showed that the implementation of action
fitted with the plan determined by the writer. There were improvement in
students’ activeness and students’ reading comprehension in cycle 1. It was shown
from the mean score from pre test and post test 1. But there were some problems
that could not be solved. Students could not find the main idea and meaning of the
word well.
1. The second cycle
a. Revised plan
The action plan for cycle 2 was made based on the weakness found in
cycle 1. To solve these problems, the researcher should revise the previous
action and prepare a new plan. The new plan should be able to solve the
problems above. To overcome the weakness of cycle 1, the researcher revised
the plan as follows: (1) To make the students active and students were not
confused about jigsaw, teacher drew and explained more the procedure of
jigsaw; (2) To make the students active and more confident, the teacher asked
other group to provide feedback (questions and suggestions); (3) In identifying
the main idea of the texts, the teacher gave some more examples and exercises
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to be practiced; and (4) In finding meaning based on the context, the teacher
gave more exercises by filling the blank with the correct word.
The researcher designed the lesson plans as teacher’s guidence in
teaching. A lesson plan is a proposal for action in teaching activities. The
lesson plan consisted of Standard competence, Basic Competence, Indicators,
Learning method/technique, Instructional material, and Learning activities. The
researcher also designed the cycle in three meetings for the teaching and
learning process and one meeting for conducting post-test.
The next is the main phase in teaching reading comprehension. There
are three activities done in main phase. They were opening activities, main
activities, and closing activities. In opening activity the teacher facilitated the
students to build up their background knowledge. In this stage, the teacher
shows some related picture for focusing students’ attention. Then, teacher gave
some questions. The questions are: “What do you think of the story?”, “What
do you think is the main character?”, and “What do you think will happen?.
The aim of this activity of to lead students to predict or guess the “content” of
the reading text, encourages the students to continue reading for purpose and
help them comprehend the text. Prediction about something in written text is a
good way to improve inference skill. This activity also could motivate the
students in joining the teaching learning process and to create a positive
attitude in their mind towards the text to be read. The next activities were main
activity; in this activity the teacher applied the jigsaw learning technique. In
beginning of the lesson, teacher drew and explained more the procedure of
jigsaw to make the students active and understand. The teacher gave reading
task in order to find main idea, explicit information, implicit information,
meaning of the word based on the context and references of pronoun. To solve
the problem of main idea and finding meaning words based on the context,
teacher gave more examples and exercise and filling the blank sentence with
the appropriate word. In jigsaw, they shared their knowledge and ideas to
solve the problems in their team. The teacher asked each team to present the
result of their teamwork. In the end of the presentation of each group the
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teacher asked from other group to provide feedback. The next was closing
activity, the teacher and the students concluded the lesson. Asking questions
allows the students to reflect on their reading and to relate it to their own
experiences. It also allows the teacher to see how well the students had
understood what they had read and whether they had grasped the main ideas.
The questions were: “Tell me the story in your own words”, the aim of this
activity was to improve the students’ vocabulary and main idea. ” What can we
learn from the story?” this activity was to improve their comprehension in
implicit information. “Who are the participant in the story?” the aim of this
question was to improve the explicit information And “The word him in the
paragraph 2 refers to…”, this question was to improve the reference of
pronoun.
Although the students’ reading comprehension in Cycle 1 increased, it
had not fulfilled the criteria of success. The researcher decided to maximize the
teaching learning process and to overcome the weakness in the next cycle.
2. Implementing the action of second cycle
a. The first meeting
1) Opening
As usual, beginning the lesson, the researcher checked students’
attendance. Besides, the researcher reminded and checked the students
understanding about the previous topic which is narrative text by giving
questions orally. After that, she continued teaching the next reading.
2) Main activity
Firstly, the researcher wrote the title of the text “Woman and
Wolves” Secondly, the researcher explored the students’ knowledge about
the topic by showing some related pictures and giving some pre – reading
questions. The questions were such “What do you think of the story?”. The
students answered “ The woman lives in the forest and she has friend
“Wolves”, miss”. The other students tried to answer the question” Miss,
menurut saya itu tinggal di kutub utara, dan si Wolves adalah temanya
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Miss”. “Ok good opinion”. Then teacher gave the other questions “What do
you think of the main character?”, and “What do you think what will
happen?, who want to try to answer?”. One of students answered “The
woman is very kind and old. The wolves will kill the woman Miss”. Teacher
said” Ok, great students! Ok, all of you have good opinion, ok to know we
read and understand the text”. Teacher gave more exercise by filling the
blank sentences with the correct word. In identifying the main idea of the
text, teacher gave some more examples and exercises to be practiced.
Teacher explained again the procedure of the jigsaw to make the students
understand. After students finished it, teacher said to the students, “students
today we still use the Jigsaw method again, do you agree? “. Most of
students answered “Yes miss we like jigsaw method”.. Firstly, teacher
divided all of the students into some groups then spread the material and
divided the learning materials into some segments (depending on the
number of group). Teacher asked each group to study the material in the text
entitled “Woman and Wolves” for few minutes. When they discussed the
material, some students asked the teacher, the meaning of the word, after
that teacher asked the class to form “Jigsaw group” in which each group
consists of representative of every study group. Next, teacher asked the
students in expert group to discuss the material. Teacher asked the members
of the jigsaw group to teach each other and to collect information by
answering the questions (completing the task). There was student who didn’t
understand about the instruction of the task. “ Bu itu yang activity 3 gimana
maksudnya?”, teacher explained in Indonesian. It made the students
understand the teacher’s explanation. “Ok students, attention please, untuk
activity 3, kalian cari arti dari kata – kata yang ada pada box, kemudian isi
titik – titik dengan kosa kata yang sudah di artikan tadi. Paham, masih da
pertanyaan? “, students answerd “ Paham miss, tidak miss”. Then, after all
of group finished doing the task, teacher asked the students back into their
group. While the students were doing, the teacher was monitoring it.
Teacher gave the opportunity for the students to present the result of their
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discussion. In the end of presentation teacher asked other group to provide
feedback, it could be questions or suggestions. This activity made the
students more active.
3) Closing
The teacher asked the students whether they had difficulty or not. Then
the teacher encouraged the students to conclude the lesson today about
“Woman and Wolves”. by asking “Who were the participants in the
story?”, “And who is the woman?”, “What is your opinion about “Ah Tim”
character?”, it was to remind the students about the material they had learnt
just now and to check the students’ understanding about the material they
had learnt. Tecaher did the reflection by asking what students feel about the
lesson. The last, teacher closed the teaching and learning process and
greeted the students.
b. The second meeting
1) Opening
As usual, beginning the lesson, the researcher checked students’
attendance. Besides, the researcher reminded and checked the students
understanding about the previous topic which is narrative text by giving
questions orally. After that, she continued teaching the next text.
2) Main activity
Firstly, the researcher wrote the title of the text “Lion and the
Jackal” in the white board. Secondly, the researcher explored the students’
knowledge about the topic by showing the related picture and giving some
pre – reading questions. The questions were such as” Could you tell me and
predict, what the story of Lion and Jackal tell about?”. One of student said
“ Lion and Jackal, they were friends”. Then, other students said “Lion will
kill the Jackal”. Teacher said” Ok all of you had good opinion, now we read
and understand the text. We still use the Jigsaw method, do you agree?”.
Most of students answered “Yes miss”. Teacher explained again the
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procedure of the jigsaw, it made the students understand more. Firstly,
teacher divided all of the students into some groups then spread the material
that was divided learning materials into some segments (depending on the
number of group). Teacher asked each group to study the material in the text
entitled “Lion and the Jackal” more about 10 minutes. When they discus to
study the material, some students asked to the teacher such as, the meaning
of the word, After that, teacher asked the class to form “Jigsaw group” in
which each group consists of representative of every study group. Next,
teacher asked the students in expert group to discuss the material. Teacher
asked the members of the jigsaw group to teach each other and to collect
information by answering the questions (completing the task). Teacher gave
more exercise by filling the blank sentences with the correct word. In
identifying the main idea of the text, teacher gave some more examples and
exercises to be practiced. There was a student who did not understand about
the instruction of the task. “ Bu it yang task 2 gimana maksudnya ?”.
Teacher answered “ Oke, perhatikan untuk semua, yang task 2, students
diminta untuk mencari kosakata yang ada dalam kotak, bias dalam bentuk
horizontal, vertical atau diagonal, kemudian kosakata itu digunakan untuk
melengkapi kalimat, paham?“. Students answered “ Paham miss”. Then,
after all of the group finished the task, teacher asked the students to come
back into their group. While the students were doing, the teacher was
monitoring them. Teacher gave the opportunity for the students to present
the result of their discussion. At the end of presentation teacher asked other
groups to provide feed back, it could be questions or suggestions. This
activity made the students more active
3) Closing
The teacher asked the students whether they had difficulty or not.
then the teacher encouraged the students to conclude the lesson today about
“Lion and Jackal “. The teacher did reflection by asking ”Who were the
participants in the story?”, who is Jackal?”, And Was the story happy
ending or sad ending? Why?”. It was to remind the students about the
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material they have learnt just now and to check the students’ understanding
about the material they had learnt. Teacher did the reflection by asking
what students feel about the lesson. The last, teacher closed the teaching
and learning process and greeted the students.
c. The third meeting
1) Opening
In the beginning of the lesson, the researcher as the teacher, greeted
the students and checked the students’ attendance. The teacher explained
the objective and the benefit the lesson. The researcher tried to make a
good condition in class by telling to students that the day’s activities
would be reading lesson.
2) Main activity
Firstly, the researcher wrote the title of the text “The legend of Lake
Toba” in the white board. Secondly, the researcher explored the students’
knowledge about the topic by giving some pre – reading questions. The
question were such as ” Do you ever hear story about Legend of Lake
Toba?”. One of students answered” Yes miss”.”Who is the main
participant in the story?”. Some of students answered “Sahala miss”.
Then teacher said” well, we will memorize about the story, today we still
used jigsaw technique”. Teacher explained again the procedure of the
jigsaw to make understand more students. Then teacher divided the class
into some groups then divided learning materials into some segments
(depending on the number of group). Teacher asked each of group to study
the material in the text entitled “The Legend of Lake Toba”. After that,
teacher asked the class to form “Jigsaw group” in which each group
consists of representative of every study group. Next, teacher asked the
students in expert group to discuss the material. Teacher asked the
members of the jigsaw group to teach each other and to collect information
by answering the questions (completing the task). Teacher gave more
exercise in filling the blank sentences with the correct word. In identifying
the main idea of the text, teacher gave some more examples and exercises
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to be practiced. Teacher asked the students to come back into their group.
While the students did the activities, teacher monitored it. Teacher asked
the students to present the result of their discussion. Teacher gave the
opportunity for the students to present the result of their discussion. In the
end of presentation teacher asked other group to provide feedback it could
be questions or suggestions. This activity made the students more active.
3) Closing
The teacher asked the students whether they had difficulty or not.
Then the teacher encouraged the students to conclude the lesson today
about “Legend of Lake Toba”, the teacher did reflection by asking ”Who
were the participants in the story?”, “ Who is Sahala?”. “ What happened
after Sahala broke his promise” And Was the story happy ending or sad
ending? Why?”. It was to remind the students about the material they had
learnt just now and to check the students, understanding about the material
they had learnt. Tecaher did the reflection by asking what students feel
about the lesson. The last, teacher closed the teaching and learning process
and greeted the students.
d.The fourth meeting
The fourth meeting was a post – test 2. The post test was aimed to
know the improvement of students reading comprehension on narrative
text. The exercise was focused on finding main idea, meaning based on the
context, explicit information, implicit information, and reference pronoun.
a. Observing and monitoring the action
The result of the observation can be as follows:
1) The first meeting
In the first meeting students were interested and active in joining
jigsaw. It could be seen from the students’ participation during discussion
about the text entitled “Woman and Wolves”. In the pre-reading students
were very enthusiastic to give some opinions about the title before teacher
spread the text. For example, teacher asked, “What do you think the story
is about based on the title?”. One of students answered,“The women life
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in the forest and she has a friend ”Wolves”. Their opinions before they got
the piece of the text helped students to understand the text and complete
the task.
During teaching learning process, students were more active in
joining the teaching learning process. In jigsaw group, they had
responsibility to learn the text by helping each others. After they shared
their information they completed the task. Each student got the task and
they completed the task individually, but to complete it they should
discuss with their friends within the group. There was student who didn’t
understand about the instruction of the task. Then, teacher gave more
explanation and gave some examples.
Teacher monitored during teaching learning process and gave some
helps for the students, when they found difficulties. In the last steps the
students were given opportunity to present their result. Most of students
presented the result orally. It indicated they had understood the text.
Before the teacher closed the lesson, she did the reflection. They enjoyed
and thought that jigsaw could help them in understanding the text.
2) The second meeting
In the beginning of the meeting, students felt confident when
trying to give some arguments of the topic of the text. They tried to give
good opinion and it was supporting the other students to give other opinion
although the students did not tell the opinion in full English.
The teacher found the change of students’ behavior. Students were
not confused again, they were accustomed to learning with jigsaw learning
technique. When the teacher gave instruction, they understood and did the
jigsaw technique very well and effectively. By using jigsaw, expert group
had to learn the material with their friends. Then, they made the jigsaw
group, in which the members came from the representative of each home
group. Then, the students shared their knowledge. Next, the students
discussed to complete the text and finally they presented the result. The
teacher monitored the teaching learning process. She came to the students’
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table to check students’ activities. During the teaching learning process,
teacher gave some questions to see how well the students understood what
they had read, it made the students more active and also they were brave
and confident to ask and answer the questions. For example, teacher
asked” Can you tell me, what the story tells about?” and” Who is the
main character in the story?”. Most of students were able to answer the
questions. The teacher as the facilitator helped the students if they found
the difficulties. Before the teacher closed the teaching learning process,
she did the reflection by asking “What do you feel about the lesson
today?” .
3) The third meeting
As usual teacher opened the teaching learning process by greeting.
All the students were ready to join the lesson. In the third meeting,
students were more enthusiastic because teacher gave legend story. Most
of the students had known about “The Legend of Lake Toba”. When
teacher asked opinion about the story, they could answer correctly. For
example “Who is the main character of the story?”. Students answered
“Sahala Miss”. In the main activity, like in the first and second meeting in
jigsaw group, students shared each other information of the text and they
should complete the task.
After students had finished the task, they presented the result and
discussed together. The discussion ran very well and most of the students
were active to answer the questions or give the opinion. When the students
gave the wrong answers, teacher gave opportunity for the other students to
try it. For example, teacher asked “What is the main idea of paragraph
2?”. One of students gave wrong answer “The main idea of paragraph 1
is Sahala promised her that he would not tell anyone about it”. Teacher
answerd” ok good, but it not correct yet, the other students please, who
want to try to answer?”. The teacher repeated the students’ answer if it
was correct, and revised the students’ answer if it was wrong. The teacher
should encourage students by saying thank you, great, good, smart or
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amazing. Teacher asked” Please tell me why Sahala surprise when he find
the fish?”. One of students raises her hand and said the correct answer”
Sahala surprise because he look saw the fish talking”. Teacher gave
replay” Yes good, that is right, because he found the fish talking”. This
mutual activity make the students more active and motivate them to
involve in clasroom activity.
4) The fourth meeting
In this meeeting techer gave question paper for reading
comprehension. All of the questions were about narrative text. It was 60
questions multiple choices for 45 minutes. All the students tried to answer
individually so no one made. During the test teacher check around them,
teacher found some students made mistake. But they could do nice in
generaly.
b. Reflecting and evaluating the action
Having analyzed the observation result in cycle 2, the researcher
found the differences between the results of the action of cycle 2 and cycle
1. In cycle 2, there were some positive results and weakness which can be
explained as follows:
1. Positive results
a. Reading
1) There was an improvement of the students’ reading
comprehension. They were able to complete the task easily, the
tasks were about: finding main idea, meaning based on the
context, explicit information, implicit information and
reference of pronoun.
2) There were an improvement of mean score, the mean score of
posttest 1 was 70.08, it increased in pos test 2 into 81.11.
3) This strategy was very effective to improve the students’ skills.
It could be seen from the mean score in the post test2 as
follows:
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a.) In the post test1 the mean score for finding main idea was
57.2, it increased in the post test 2 into 76.85
b.) for finding meaning based on the context was 62.6 in post
test 1, it increased in the post test 2 into 86.6
c.) for finding explicit information was 75.2 in post test 1, it
increased in the post test 2 into 81.25
d.) for finding implicit information was 77.3 in post test 1, it
increased in the post test 2 into 80.5
e.) for reference of pronoun was 79.0 in post test 1, it
increased in the post test 2 into 82.4
The result showed that the students’ score was higher than
KKM (Kriteria Ketuntasan Minimal)
b. Teaching learning process
1) The passive students in cycle 1 became more active. When the
teacher asked them to answer the questions voluntarily, they
answered them. Then, they were brave to raise their hand and
answered it. They were also braver to ask questions and gave
their opinion in the group. They were actively involved in
discussion during teaching learning process.
2) The class became fun and the situation was more alive.
2. Weaknesses
a. Reading
Every student had different ability, so teacher had
difficulties to classify the students, because each group in jigsaw
consists of heterogeneous students’ ability.
b. Teaching learning process
In the teaching and learning process, sometimes the
students made noise during the discussion. The teacher controlled
them to not speak too loud and monitored their every activity.
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Based on the result of the observation, the teacher took the
conclusion that teaching reading comprehension using Jigsaw
encouraged and made the students more active during the teaching
learning process. The implementation of jigsaw made the students
easy to comprehend the texts and it made them easier in doing the
task. As the result, the students showed that they made good
improvement on reading comprehension. Finally, the writer decided
to stop the cycle.
C. Research Finding
After analyzing the research results which are gathered from
several sources of data such as field notes, research diary, pre- research
report, the score of pre test and post test1 and post test 2, questionnaire,
interview, photographs, lesson plan, and classroom material; the writer
identified several findings to answer the problems of the research which
are:”(1) How far can jigsaw learning technique improve students’ reading
comprehension; (2) What happens in the class when the teacher
implements Jigsaw in reading activity; and (3) What are the advantages
and the disadvantages of using Jigsaw in teaching reading.
Table 4.6 Summary of the Research Finding
Research finding Before the research
finding
After the research
finding
1.Improvement of
students’ reading
comprehension
a. Ability in reading
comprehension
The students’ ability
of reading
comprehension was
low
Students’ reading
comprehension
improved
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b.Achievement
Having difficulty to
find the main idea
Having difficulty to
find explicit
information
Having difficulty to
find implicit
information
Having difficulty to
find words’ meaning
based on the context
Having difficulty to
find reference of
pronoun
The achievement of
reading test was low
The mean score of pre
test : 61.11
Able to find the main
idea
Able to find explicit
information
Able to find implicit
information
Able to find words’
meaning based on the
context
Able to find reference
of pronoun
The achievement of
reading test increased
The mean score of
post test1: 70.08
The mean score of
post test 2: 81.11
2.The advantages of
jigsaw learning
technique in
teaching and
learning.
a. Classroom
b. Students activity
Not alive
Students
Alive, interesting
activities
Students have high a
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c. Teacher
participation in
class activities was
low
Students were
passive, clever
students dominated
the class
Students had
problems in finding
main idea, explicit
information,
implicit
information,
reference of
pronoun, and
meaning word
based on the
context.
Teacher dominated
class activity
willing to participate
in class activity
Students were more
active, every student
tried his/her best
speak up.
Students were able
to solve the
problems.
Students were
more active the
class than teacher,
teacher was as
facilitator.
From the table above, it can be concluded that jigsaw learning
technique gives many improvements for the students’ reading
comprehension and gives many advantages in teaching learning process.
There were some indicators which showed that there was an improvement
in their reading comprehension. Reading comprehension improvements in
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this research include the improvement of students’ ability in identifying
main idea, explicit information, implicit information, meaning the words
based on the context and reference of pronoun. In class situation, jigsaw
learning technique makes the students more active and enthusiastic to study
English, especially in reading activity.
The achievement of reading test also increased. It can be seen from
the result of the reading test (pre test, post test 1 and post test2). At the
beginning of the research, the writer conducted pre test in which the mean
score was 61.11, the writer conducted post test 1 in which the mean score
was70.08 and conducted post test 2 in which the mean score was 81.11.
This result showed that the students score was higher than KKM. Besides
that, the students’ problems of finding main idea and meaning based on the
context were solved.
D. Discussion
The last step in the action research process was discussing the results
of the research. Having analyzed the research result, the writer found some
research findings to answer the research questions. The results of this
research were satisfying in term of: (1) The improvement of students’ reading
comprehension; and (2) The advantages of Jigsaw Learning Technique. The
detail description was described as follows:
a. The Improvement of Students’ Reading Comprehension
The result of the study showed that using jigsaw learning technique in
teaching reading was able to improve the students’ reading skill. The
improvement of the students’ reading comprehension could be identified from
the improvement of reading achievement, the students were able to find main
idea, explicit information, implicit information, meaning of the words based
on the and reference of pronoun. The improvement of the students’
achievement could be proved by checking out the mean scores of the tests for
each indicator. The use of jigsaw learning technique was good and effective
technique to improve the indicators and comprehend the text. The students’
ability in understanding of the text was helped by the effective technique, it
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was jigsaw learning technique. In fact, jigsaw learning technique helped the
students to find the way in comprehending the text Students could use jigsaw
to comprehend the text effectively in answering the questions of the task.
Jigsaw learning technique improved the students’ ability to find the
main idea through the group’s activities. Before teacher spread the piece of
the text, she asked the students to see the topic and give some questions of
pre-reading and the students should give an opinion or argument to predict
the content of the text based on the topic. The expert groups discussed that
questions for a few minutes, then individually the student reported their
group’s idea. This step was very useful for the students to know what the
text about. The topic was not indicator, but it could be the main point for
starting in reading and it helped the students to provide or find the location
of the main point of the text.
According to Walberg (2003: 13), in order to know what the text is
actually about, the teacher should ask the students to tell everything they
know about the topic. It is useful way to begin to get the students to activate
their prior knowledge. The actions: asking question about a text while
reading; identifying main idea; using prior knowledge to make prediction.
It is line with Abraham (2002: 6) stating that an interactive approach
demands that the teacher activate the students’ schema during the pre-
reading phase by helping students recognize the knowledge that they already
have about the topic of a text” i.e. through discussion of titles, subheading,
photographs, identifying the structure, previewing, etc. such activities are
called ”pre-reading strategies”.
By using jigsaw, teacher could improve the students’ abilities to find
the explicit information. The students were able to increase the ability in
finding the explicit information, through discussion in jigsaw group. When
all of the groups felt that they really know their material, each student told to
the other members of the source assigned. Based on the students’ activity,
sharing the information logically they could understand content of the story
and they had known the explicit information of the text. Based on the
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explanation above, activity in jigsaw group was very useful for the students
in finding the explicit information easily.
Baker, Gersten, &Graham, 2003;Irwin&Baker,1989 in Klinger (2007:
79) said that we describe numerous strategies and techniques that can help
students with LD learn about story. Some procedures are focused on
providing students with an organizational guide to use when reading that
includes the principle components of a story (e.g.,maincharacter, setting,
action, and out-come). One of some procedures of jigsaw technique was
discussion in jigsaw group. It provided students to find the principle
component of a story; it was the same as finding explicit information in the
text.
The students’ problem of vocabulary mastery could be solved by using
jigsaw. The mastery of vocabulary in reading activity was the most
important. The students would not know the meaning of the sentence or text
if they lacked of the vocabularies. The mastery of vocabulary could improve
when the students worked in jigsaw group. Jigsaw group was crucial
because each student should have known the material. Therefore, the
students should know all of the meaning words in the text.
In vocabulary development, the students were given list of words that
have synonym on the text, which appeared in some of the text. Each student
in the jigsaw group had some of the words in the text, and had practiced
them in the expert group. When the student looked for the meaning of
unfamiliar words, they should look into the context of sentence. Then the
students were instructed to explain the words to each other in the jigsaw
group, using contextually based examples from their text. It was an effective
way for students to mastery the vocabulary in the text.
When the students found the difficult words and they looked for the
meaning in dictionary, they would spend long time times, because they
should decide and choose the meaning which is suitable with the sentence.
Besides, sometimes they couldn’t find the meaning which is appropriate
with the sentence. There was a better strategy; students found the meaning
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of the word through the context, the word and the sentence surrounding that
difficult word to help the readers guess that word’s meaning. Students would
get the suitable meaning and to understand the author’ wrote.
It is line with Brown (1994: 290) who states that the meaning of many
unknown words can be predicted from their context and the overall meaning
of a sentence of paragraph nevertheless still clear. Besides, he also states
that the better strategy to convey the meaning of unfamiliar word in the text
is to use the context. The word and sentences surrounding a particular word
will help the readers guess that words’ meaning. Usually, the guesses the
readers make will be accurate enough to understand the author’ ides.
According Coelho in Kessler (1992: 134), the end of each class jigsaw,
students should leave knowing something more about the world or
themselves than they did before, as well as having acquired some new
vocabulary and “chucks” of language functional within that context.
The activity of jigsaw group could enhance the ability of students in
identifying the use of reference in the text, here students were asked to
reread the text fully. When the student could not infer the use of reference,
by rereading the students had opportunity to identify the reference of
pronoun and to ensure the understanding of what the pronoun refers to.
Students should reread not only sentence but also paragraph.
Reference of pronoun usually referred to other words, called
antecedents because they should come before the pronoun. Teacher could
make circle reference devised in text and students worked out what they
refer to. So, it could be concluded that in understanding the use of reference
of pronoun in the text, the students should find where the pronouns took
place first and then reread the previous sentence which preceded it to make
sure to whom the pronoun refers to.
It is line with Klinger (2007: 10) stating that as the reader progress
through individual sentences, he or she is processing more than the
individual meaning unit within sentences. This is process of understanding
and inferring the relationships among clauses referred to integrative
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processing. Sub skills involved in integrative processing include being able
to identify and understand pronoun referents and being able to infer
causation or sequence.
Jigsaw learning technique was able to solve the problem in finding of
implicit information. In the last steps of jigsaw, students were asked to
present the result in order to find out the implied information. In this case
the students summarized the context of the text first before presenting it. As
we know, when the students could sum up the content of the text, it means
that they were able to understand what the authors say. In order words they
are able to know or find out the implied information of the text.
It was line with Raphael in Klinger (110-111) stating that to answer a
question where the answer is not stated in the text requires students to
connect information from the text to what they already learned and may
require students to consider their own experiences and opinions or to extend
what they have learned. For this question type, students are told that some of
the information needed to answer the questions come from the text, but other
information comes from things you already.
b. The advantages of jigsaw learning technique in the teaching Learning
Process.
Based on the research finding in the previous section, it showed that
jigsaw learning technique could improve the students’ attitude in teaching
learning process.
Through the activity in jigsaw, there were some improvements of
students’ motivation in learning. it can be seen from students’ interest to the
lesson become higher. During the teaching learning activities, the students
more active involving each activity. They liked and enjoyed to sit, study, and
discuss the material belong their friend and they interacted with their friends in
group work.
By using jigsaw the students involved discussion and it would make
the students became active and motivate the students to learn reading. In
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discussion activity, students were demanded to focus and concentrate the
discussion. So, students do not have any time to make a joke with their
friends.
Hanze and Berger (2007) in Wikipedia, state that students in the
jigsaw classroom reported stronger intrinsic motivation, greater interest in
the topic, and more cognitive activation and involvement. Besides, Students
were more involved and more interested in the material when in the
cooperative learning setting of the jigsaw classroom. Students in the jigsaw
classroom were seen are more competent, more socially related to other
students, and more autonomous. There was an indirect effect on
performance because students viewed themselves as more competent, but no
direct impact on actual achievement.
By using jigsaw the students were involved in discussion, the students
became active in discussion to get the information of the text. Besides, it
improved the students’ knowledge and their ability. Jigsaw learning
technique required different way in teaching learning process especially in
reading process. They could improve their reading comprehension because
they were motivated in reading and discussing.
When students learn the material cooperatively, students worked
together with their friends. Besides, the students working cooperatively
would make the students have responsibility to learn the topic by helping
each other. Students would concentrate with their friend in a group so that
they focused on understanding the text and they would not have time to
disturb the other
It was line with (Clarke, 1994) stating that the jigsaw structure is
somewhat complex. It may be best suited for when the students are
comfortable with group work. There are high expectations and
responsibilities placed on the students. Teaching the students in the original
group can be a demanding experience for students. This can be mitigated if
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the jigsaw structure is altered so two group members share the same section
and then join with another pair of students, if the sections are more open-
ended so there is no single right answer, or if students are encouraged to take
notes during the focus groups to provide a support when the original groups
re-assembles
Based on the result of the research, teacher made reading class more
alive and made students was more enthusiastic and interest in learning
reading. By using jigsaw learning technique the students’ interest to learn
reading was higher. Because, during involving the jigsaw activities, students
enjoyed the discussion, they worked and learned together with their friend.
The students became brave to speak, to ask and answer the questions and
keep focus on the lesson. The classroom atmosphere became active and
interactive because students very enjoy and interest in joining the jigsaw
learning technique.
Jigsaw learning technique was the effective technique, Students were
very interested in learning reading with jigsaw technique, because it was the
new technique for them since they never got a variation in their learning
before. The variation of technique was very important to make the teaching
learning process run effectively. Jigsaw made students work cooperatively
which would develop their ability in their social, human relation and
communication. So it was important for teacher to use technique for
teaching learning process.
Similary, Walberg (2003: 14) states that teaching a combination of
different strategies is better than focusing on one or even none.
Slavin (1990) in Sahin (2010: 779) states that jigsaw is one of the
techniques that can be preferentially used in language teaching since it
enhances the interaction, competition, cooperation, and research in the
classroom and teaches students how to teach others
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According Ming (2010), in order to reform traditional reading teaching
approaches, the author tries to combine jigsaw cooperative learning with the
teaching of English reading for the purpose of confirming that cooperative
learning is more effective in teaching English reading in Colleges.
Teaching learning process get better situation after implementing the
jigsaw learning technique. It can be seen from the class’ atmosphere which
becomes alive. Through the activity in jigsaw learning technique, students
become more enthusiastic and have motivated in learning. it can be seen
from students’ interest to the lesson become higher. They pay more attention
to the lesson and teacher’s explanation. During the teaching learning
activities, the students are more actively involved in each activity, the
students become brave to ask the teacher when they have difficulties.
The researcher concluded that teaching reading comprehension using
cooperative learning method, which specifically using jigsaw learning
technique made the students more motived in teaching learning process. By
using jigsaw in teaching and learning reading comprehension made most of
the students enthusiastic, so the students were not bored and the class
became more alive. Besides, it could improve the students’ interest and
motivation in reading the text by activity in jigsaw. The can share the
knowledge with their friend. They were braver to give opinion and not
worried if they made mistakes. The activity have been attracted students’
attention. Basically, students like to work together.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Based on the result of the research, it can be concluded that:
1. Jigsaw learning technique improved students reading comprehension. The
improvement can be identified from students’ reading comprehension
achievement in term of main idea, explicit information, and implicit
information, finding meaning based on the context, and finding reference of
pronoun.
2. Jigsaw learning technique significantly improved students’ behavior and
motivation in learning reading. Jigsaw learning technique created enjoyable
atmosphere in the classroom because the students learned the material through
cooperation, working together with their teammates.
B. Implication
Implementing an appropriate teaching method in the language teaching and
learning is very important. The jigsaw learning is one of effective teaching
method to improve students’ reading comprehension, especially for eleven grade
students of SMA N 2 Boyolali.
In the teaching and learning process using jigsaw learning technique, the
class condition became alive. Students become more active and enthusiastic in
lesson. During implementing the jigsaw learning technique, the students’
motivation in reading comprehension becomes higher in the class activities. The
use of communicative and interesting activity in jigsaw can build an interesting
class environment. It also makes the students encouraged to learn reading. It
implies that jigsaw learning technique is the appropriate technique to improve the
students’ motivation in teaching learning process.
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C. Suggestion
In the end of this chapter, the writer purposes some suggestions related
to this research. The suggestions are as follows:
1. For the students
Almost all of the teaching which is implemented, including jigsaw, needs
students’ participation, so the students have to be involved in teaching
learning process. Besides in the classroom, the students should realize in order
to apply the activities in the other places and times, moreover, they can
practice it in their daily life.
2. For the teacher
a. Among a lot of teaching techniques, the teacher is faced to some choices.
To make choices, the teacher should be selective and creative. The teacher
should choose appropriate technique which fits with what she is trying to
achieve and appropriate to the students in order to make the teaching
learning process interesting and successful. It is important to motivate the
students to learn. One of the techniques which can be used by the teacher
is jigsaw learning technique.
b. It is better for the teachers if they use jigsaw learning technique to teach
reading since jigsaw learning technique is a technique that is interesting
and more effective to teach reading
3. For the school
a. The school should also improve the quality of the teacher in English
teaching.
b. The school has to complete the facilities which can support the
development of teaching and learning quality.
4. For the other researcher
a. This study discusses the implementation of jigsaw to improve students’
reading comprehension which is conducted on the second year Senior high
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School students. The writer hopes that the technique can be applied by
other researcher in the other students’ level.
b. Considering that this study still has some weaknesses, the writer hopes that
the other researcher can use result of this study as the reference for the
further research.
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