technique in the class to give the students opportunity to understand text they are reading by interacting with their friends about the text. The jigsaw activity allows
the students to comprehend a text by understanding this text in their own group. The jigsaw activity also allows students to communicate with their teammate
about the material so they can develop their reading skill, and also their communication skill.
In general, the Jigsaw technique is assumed by the writer as a technique that can help students to get better understanding in reading and also as a
technique that can give students opportunity to develop their: a. Positive interdependence, which means that every group member is reliant to
their teammates’ understanding about a text to get a full comprehension about the text.
b. Individual accountability which means that each student is responsible to another group member’s understanding about a text, so that every group
member should master their part well. c. Communication skills in which students work in small heterogeneous group in
jigsaw technique so that every student gets the same opportunity to make an oral interaction so that they get chance develop their communication skill.
d. Purposeful talk which means that every student can get a better understanding of the text because they get the explanation about the text from their own
teammates’ which are using familiar English words to describe the concept.
F. Relevant Studies
In implementing the study, several relevant studies that discuss the effectiveness of certain technique in promoting students’ achievement are taken as
a guideline. First, a skripsi
37
written in 2011 by Inayati entitled The Effectiveness of Jigsaw Technique in Improving Students’ Reading Comprehension at the Eighth
Grade of SMP Islam Parung. This research conclude to a result that the use of
37
Megasari Nurul Inayati, The Effectiveness of Jigsaw Technique in Improving Students’ Reading Comprehension at the Eighth Grade of SMP Islam Parung, Jakarta: Department of
English Education, 2011, p. i.
jigsaw technique is more effective in teaching reading comprehension than the use of Grammar Translation Method that proven by the experimental class’ gain score
which higher than control class’ gain score. Consequently, a skripsi
38
written in 2010 by by Solekha entitled “The Effectiveness of Interactive Learning in Teaching Narrative Text”. This study is
purposed to describe the objective condition of the effectiveness of interactive learning in teaching narrative text at the second grade of SMA Muhammadiyah 8
Ciputat. The result of the study shows that teaching narrative text by using interactive learning is effective which can be seen from the students’ score in the
data analysis. Finally, a skripsi
39
entitled “The Effectiveness of Group Work in Teaching Reading” by Ulfah from University Islam Negeri Syarif Hidayatullah, Jakarta.
The results revealed that teaching reading by using group work is more effective than teaching reading without using group work.
The similarity of all the researches above with this skripsi is that this skripsi was aimed to measure the effectiveness of a certain technique in teaching a
material in English language teaching. On the other hand, unlike the previous researches that have been explained above, this skripsi was focused on the
effectiveness of Jigsaw technique on students’ ability in exposition text.
G. Research Hypotheses
This research was aimed to find the empirical evidence whether or not Jigsaw technique is effective on students’ ability in reading exposition text. To
accomplish this objective, two hypotheses were proposed to be tested, which are: H
: Jigsaw technique has no significant effectiveness in learning reading of
exposition text. H
a
: Jigsaw technique has significant effectiveness in learning reading of
exposition text.
38
Nur Ajeng Solekha, The Effectiveness of Interactive Learning in Teaching Narrative Text, Jakarta: Department of English Education, 2010, p. iv.
39
Maria Ulfah, The Effectiveness of Group Work in Teaching Reading, Jakarta: Department of English Education, 2010, p. iv.
