Step 1: The teacher introduce the schemata about the generic structures of the narrative text and explains the procedure of the Jigsaw who would be helpful to
develop their reading comprehension of a story. Step 2: Teacher making groups divided 5 or 6 person each home jigsaw group.
Teacher giving an article and each person of homejigsaw group have different parts appropiate with their own numbers. And then, teacher describes the students
the role in jigsaw group and distributes the text and asks the students to read the whole text individually and silently.
Step 3: The teacher asks some students to read aloud the text, discuss the difficult words as well as the content of the text. And then, teacher distributes Discussion
in their homejigsaw group. Step 4: The student group themselves into their expert groups who have same part
of article and discussing with experts group from other teams which functions to write the expert group discussion result.
Step 5: The teacher ask the students to regroup themselves into their homejigsaw groups and discussion in their homejigsaw groups. The teacher asks the
homejigsaw groups to discuss the gathered information. Step 6: The students do Presentation to the class, and teacher test the students
comprehension randomly. Teacher determines the students scores.
F. Relevant Study
There are two relevant studies that writer takes about narrative text. They are
Improving Students’ Ability in Reading Narrative Text Through Jigsaw Technique, The Effectiveness of Jigsaw in Teaching Narrative Text.
The first relevant study is about Improving Students’ Ability in Reading Narrative Text through Jigsaw Technique, a classroom action research in second
grade of SMP Al-Hidayah Lebak Bulus written by Saputra. The objective of this study is to know the use of jigsaw in improving students’ The subjects of this
resesarch are the second grade students of SMP Al- Hidayah, Lebak Bulus which consists of one class and it is located in Lebak Bulus. The technique of data
collecting was done by observation, written test, interview, and questionnaire. According to the result of statistical calculation of t
t
” t-table, “t ” t-observation
is 18.18. Whereas the result of t
t
” t-table with degree of significance 5 is 2.05. it means to is higher than both ttable. So, the hyphothesis of action is accepted. It
means that there is significant improvement in the result of teaching narrative text through jigsaw technique. This means jigsaw technique was effective and it could
improve students’ reading ability in teading narrative text significantly. The second is The Effectiveness of Teaching Reading Using Jigsaw
Technique to the first year students of SMP Al Islam Kartasura written by Suci H2009. She states that teaching reading using jigsaw technique of SMP Al Islam
Kartasura had good and effective result. There are some strengths that can be found in reading class such as; the students have high interest in joining the
teaching and learning process, the students are motivated to do the task and to reform in the class, and the students can improve their self esteem.
The previous study above can be a good reference for the writer in doing her research. She will compare about the methodology of the research and the result.
Especially for the first previous study, it is similar to the current study.
G. Conceptual Framework
In learning English, the students sometimes have problems especially in reading. Some students think that reading is difficult subject because students are
not familiar with the language. According to Paula Flaming,” there are some typical causes which then arise
towards students’ difficulties in reading such as:
