used to know the effectiveness of Jigsaw technique on students’ ability in reading exposition text.
D. Concept of Ability
Ability is defined by David F. Lohman in his paper as “level of performance on a particular task or class of tasks”.
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The etymological definition of ability is the physical, mental, or legal power to perform something.
Widgor and Garner 1982 define ability as systematic observation of performance on a task.
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There are thus as many different abilities as there are tasks that can be administered and on which performance can somehow be
observed and scored. Since everyone could fail to accomplish a task, or could succeed at it, individual differences are not a necessary component of this
definition of ability To sum up, ability can be defined as the physical, mental, or legal power to
do something, in this case to do a task, or to receive information which human have which can be increased by learning.
E. Theoretical Framework
Reading is an activity or process in which the readers make an effort to get information from what they read. Students’ purpose when they read a text is to
comprehend the meaning and interpret the ideas from the text, so they can get the actual information and message that the writer tries to convey. Based on the idea
above, it can be concluded that reading is a skill that English language learners need to acquire, due to the nature of reading as a skill to develop one’s knowledge
and language skill. In order to problems such as, vocabulary problem, grammatical problem,
insufficient opportunity to develop social skill, and so on, teachers may use jigsaw
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David F. Lohman, Issues in the Definition and Measurement of Abilities, Iowa: The University of Iowa, 1997, p. 2.
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A. K. Widgor W. R. Garner Eds., Ability Testing: Uses, Consequences, and Controversies. Part 1. Report of the Committee, Washington D.C.: National Academy Press,
1982, p. 9.
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
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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
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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.
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