TEACHING READING OF DESCRIPTIVE TEXT THROUGH JIGSAW AT SEVENTH GRADE OF SMP N 1 KEDONDONG PESAWARAN
ABSTRACT
TEACHING READING OF DESCRIPTIVE TEXT THROUGH JIGSAW AT SEVENTH GRADE OF SMP N 1 KEDONDONG
PESAWARAN
By Jaka Dirgantara
Jigsaw technique in reading is a technique to describe an activity in which each student gets different information of reading paragraph by sharing it with other members in order to finish some kinds of task.
The purposes of this study are to investigate whether there is any significant difference of students’ reading comprehension achievement before and after being taught through Jigsaw technique and to find out whether there is a significant increase of students’ reading comprehension before and after pre test and post test. This semi experimental study was conducted by one group pre-test and post-test design. The subject of research was class VII of even semester in SMPN 1 Kedondong Pesawaran, 2012/2013. The instrument used to measure students’ reading achievement is reading comprehension test which consisted of 28 multiple choices.
The data were analyzed by using repeated measure test formula. The result of the computation shows that t-ratio in the experimental class has a significant increase from pretest (49.76) to posttest (57.97) after being taught by jigsaw technique. The result of the computation showed that the value of the two tailed significance was 0.000. Since the sign < α (0.000<0.05), in which t-ratio > t-table, (5.769 > 2.045) the value indicates that the numbers represents the significance. Based on the data, it can be concluded that there is a significant difference of students’ achievement in reading ability before and after being taught through jigsaw technique. Therefore, jigsaw technique is recommended to be used by teachers to improve the students’ reading ability.
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ACKNOWLEDGEMENTS
Praise is merely to The Mightiest Allah SWT for blessing the writer so that he can finish his script entitled “The Effect of Jigsaw towards Students’ Reading Comprehension In Descriptive Text at Seventh Grade of SMPN 1 Kedondong”. This script is presented to the Teacher Training and Education Faculty, University of Lampung to fulfill one of the requirements in accomplishing S1 degree at the English Study Program of Language and Art Education Department.
First of all, The writer would like to acknowledge his sincere gratefulness to Prof.
Dr. Cucu Sutarsyah, M.A., as the first advisor for all of his advices and suggestion
to the writer. Then, the writer expresses a gratitude to his second advisor Drs.
Deddy Supriadi, M.Pd., for her ideas to help the writer in finishing this script. His
big gratitude is given to Dr. Muhammad Sukirlan, M.A., the examiner who has given the writer valuable input and helped to revise this script patiently.
His appreciation is also given to Hapipuddin, S.Pd., as the headmaster and Heni Fransisca, S.Pd., as the English teacher in first year of SMP N 1 Kedondong Pesawaran, for giving suggestions and chance to conduct the research. Then, the writer’s appreciation is also given to students in class VII1 and VII2 of SMP N 1 Kedondong Pesawaran for their enthusiasm and cooperation during the research. My closest friends in English Department. Thanks for your nice friendship, „crazy’ moments, support in up and down, and for coloring my life. It will be everlasting memories.
Last but not least, the writer dedicates his great indebtness to his parents Man’us, S.Pd. and Gris Wilujeng, AMd., for their love, prayers, and supports, and suggestions. They are really so inspiring for the writer to achieve his dreams. He admits that no one can sincerely love and care for them so that he can only pray for their health and kindness forever. Lastly, he expresses his gratitude to his younger sister Ayu Rismanita for his understanding during his writing of this script.
Bandar Lampung, February 2013 The Writer
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TEACHING READING OF DESCRIPTIVE TEXT THROUGH JIGSAW AT SEVENTH GRADE OF SMPN 1 KEDONDONG
PESAWARAN
(A Script)
By
JAKA DIRGANTARA (0643042018)
Advisor:
Prof. Dr.Cucu Sutarsyah, M.A. Drs. Deddy Supriyadi, M.Pd.
TEACHER TRAINING AND EDUCATION FACULTY UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG 2013
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ADMITTED BY
1. Examination Committee
Chairperson : Prof. Dr. Cucu Sutarsyah, M.A. ………
Examiner : Dr. Muhammad Sukirlan, M.A. ………
Secretary : Drs. Deddy Supriadi, M.Pd. ………
2. The Dean of Teacher Training and Education Faculty
Drs. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
Graduated on: 11th April, 2013
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Research Title : Teaching Reading of Descriptive Text through Jigsaw at Seventh Grade of SMPN 1 Kedondong Pesawaran
Student’s Name : Jaka Dirgantara Student Regulation Number : 0643042018
Study Program : S1 English Education
Department : Language and Arts Education Faculty : Teacher Training and Education
APPROVED BY: Advisor Committee
Advisor 1 Advisor 2
Prof. Dr. Cucu Sutarsyah, M.A. Drs. Deddy Supriadi, M.Pd. NIP. 195704061986031001 NIP 19580505 198502 1 001
The Chairperson of
Language and Arts Education Department
Dr. Muhammad Fuad, M.Hum. NIP 19590722 198603 1 003
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CURRICULUM VITAE
Jaka Dirgantara was born on January 27th, 1989 in Tanjung Karang, Bandar Lampung. He is the first Son of a happy couple, Man’us, S.Pd and Gris Wilujeng, A.Md.
The writer started his study from kindergarten at TK Matla’ul Anwar Kedondong from 1993 to 1994. He graduated from elementary school at SD N 1 Kedondong in 2000. Then, he spent three years at state junior high school 1 Kedondong and graduated in 2003. Then, he spent three years at state senior high school 1 Kedondong, and graduated in 2006.
In 2006, he enrolled in the English Education Study Program, Language and Arts Education Department at the Faculty of Teacher Training and Education, University of Lampung. And in July – October 2011, the writer conducted his teaching practice program in SMA Persada Bandar Lampung. During his study, the writer was active in some internal students’ organizations, namely, KSS and BEM FKIP.
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DEDICATION
This script is dedicated to:
My beloved Father Man’us. S.Pd.
My beloved Mother Gris Wilujeng. A.Md.
My beloved Sister Ayu Rismanita
My whole friends in English Dapartment
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LIST OF APPENDICES
Appendix Page
1. Research Schedule ... 49
2. Lesson Plan I, II, III... 50
3. Try Out Test ... 59
4. Reliability Analysis of Upper Group Tryout Test ... 70
5. Reliability Analysis of Lower Group Tryout Test ... 71
6. Reliability Analysis of Tryout Test ... 72
7. The Coefficient of the Reliability ... 73
8. Difficulty Level and Discrimination Power of the Try Out Test ... 74
9. Pre Test and Post Test ... 75
10.Table of Students’ Pre Test and Post Test Score ... 84
11.Distribution of Students’ Reading Achievement in Pre Test ... 85
12.Distribution of Students’ Reading Achievement in Post Test ... 86
13.Result of Normality Test ... 87
14.Result of Normality test of Pretest Score ... 88
15.Distribtion of T-table ... 89
16.The lowest Score of Pre-Test in Experimental Class ... 90
17.The lowest Score of Post-Test in Experimental Class ... 91
18.The Highest Score of Pre-Test in Experimental Class ... 92
19.The Highest Score of Post-Test in Experimental Class ... 93
20.Surat Izin Penelitian ... 94
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LIST OF TABLES
Table Page
Table 3.1. Research Design ... 18
Table 3.2. Number of Population ... 19
Table 3.3. Table of Specification ... 20
Table 3.4. Materials in treatment Phase ... 23
Table 4.1. Distribution of the Pre Test Score ... 32
Table 4.2. Distribution of the Post Test Score ... 35
Table 4.3. Means of Scores Pre Test and Post Test ... 36 Table 4.4. Result of the Student Reading Comprehension Achievement . 37
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MOTTO:
“Anyone who has never made a mistake has never tried anything new”
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CONTENTS
Page
TITLE ... i
ABSTRACT ... ii
APPROVAL ... iii
CURRICULUM VITAE ... iv
DEDICATION ... v
MOTTO ... vi
ACKNOWLEDGEMENTS ... vii
CONTENTS ... viii
LIST OF TABLES AND CHARTS ... ix
LIST OF APPENDICES ... xi
I. INTRODUCTION 1.1. Background of the Problem ... 1
1.2. Formulation of the Problem ... 4
1.3. Objective of the Research ... 4
1.4. Uses of the Research ... 5
1.5. Scope of the Research ... 5
1.6. Definition of the Terms ... 6
1.6.1. Jigsaw ... 6
1.6.2. Reading Comprehension ... 6
1.6.3. Descriptive Text ... 6
II. FRAME OF THEORIES 2.1. Notion of Reading ... 7
2.2. Concept of Reading ... 8
2.3. Concept of Teaching Reading ... 10
2.4. Concept of Descriptive Text ... 11
2.5. Concept of Jigsaw ... 13
2.6. Teaching Reading through Jigsaw ... 14
2.7. Theoretical Assumption ... 17
2.8. Hypothesis ... 17
III. RESEARCH METHODS 3.1. Research Design ... 18
3.2. Population and Sample ... 19
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3.3. Research Instrument ... 20
3.4. Data Collecting Technique ... 21
3.5. The Procedure of Collecting Data ... 22
3.6. Try out of the Test ... 23
3.7. Research Procedure ... 28
3.8. Data Analysis ... 29
3.9. Hypothesis Testing ... 30
IV. RESULTS OF THE RESEARCH 4.1. Result of the Test ... 32
4.2. Treatments of the Study ... 34
4.3. Increase of Students Achievement of Reading Comprehension ... 37
4.4. Normality Test ... 38
4.5. Hypothesis Testing ... 40
4.6. Discussion ... 40
V. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 45
5.2. Suggestions ... 45
REFERENCES ... 47
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I. INTRODUCTION
This chapter describes the background of the study. It includes the process of how reading comprehension was taught; identification of the problems; limitation of the problem; formulation of the problem; the objectives of the research, uses of the research, the scope of this research, and the definition of the problems.
1.1 Background of the Problem
Reading is one of the main keys in English teaching-learning process through which reading, the students can gather important information needed, sharpen the insight and vision, and give recreation and enjoyment. Therefore, teaching reading is crucial since reading skill is needed by the students to enable them handle the textbook or other references written in English.
Basically, reading has been claimed as one of the skills that can determine the students’ success in learning English. In this case, they do not only understand the structure of the texts but also comprehend the meaning of the text. It means that adequate reading skills are important for school, social, and economic advancements. Some students learn how to read and comprehend what they read fairly well. But, there are many students who have difficulties to read and comprehend what they have read.
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Based on the writer’s observation at SMPN 1 Kedondong, it was found that many students have difficulties in reading and comprehending the reading materials. Some students found difficulties in finding factual information from the text such as main ideas, supporting details, etc. The students also faced difficulties in using conjunctions and identifying them.
Besides that, the lack of vocabulary is also one of problem that is faced by the students. Some students spend much of their time to pay full attention to find the meaning of the word without trying to find the message of the text.
Because of those problems, the students could not catch the ideas of the reading materials and it is difficult for the students to get the message of the text. This implies that the students could not comprehend the reading text. Reading comprehension is a process of activating prior knowledge of reader, which corporate the appropriate cognitive skills and reasoning ability to find out the concept from the text.
Since English is not the students’ first language, comprehending the text is not an easy thing for the students. In comprehending process, the students should not only pay attention and identify the symbols in front of them, but they should be able to interpret what they have read. Comprehension is the understanding and interpreting of what is being read. To be able to understand written material, students need to be able to decode what they read, make connections between what they read and what they already know and think deeply about what they have read. One big part of comprehension is having a sufficient vocabulary, or
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knowing the meanings of words. Then the result they deeply get the idea what the writer want to share through the writing materials.
Many junior high school students sometimes are unable to get complete understanding of the texts. This might be caused by the fact that many students do not know the essential information needed to understand a word, including how a word combines with other words. Therefore, those students need strategies in order to overcome the problems.
Based on School-Based Competence Curriculum, reading has function in understanding the meaning in written expression formally or informally in recount, narrative, procedure, or descriptive text. But in this research, the writer only focuses on descriptive text because it is a familiar text for the students and it was suitable with the syllabus they learnt. Although it is a familiar text for the students but they still have problems in comprehending it. The generic structure of descriptive text is divided into two, i.e. identification and description, the students confused which sentence is identification or description. Then the students have to understand the language feature of descriptive text such as the use simple past tense, action verb, connector, etc.
Teacher should be creative in choosing the technique in transferring the information. Teaching technique can give a crucial effect to the students’ success in reading text. Therefore, the writer is interested in applying jigsaw as one of the technique to solve the readers’ problem in reading. Jigsaw is one of the interactive reading techniques that make the students understand how to comprehend the reading text well. Jigsaw is a originally designed for teacher-led small groups of
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students who learn English as a foreign language. Jigsaw is a collaborative learning technique that makes the students work cooperatively and effectively. It is reasonable because by using Jigsaw the students can focus on one problem and they can share things they get with their own group.
Based on the explanation above, the writer conducted a research entitled “Teaching Reading of Descriptive Text through Jigsaw at Seventh Grade of SMPN 1 Kedondong Pesawaran”.
1.2 Formulation of the Problem
Based on the background above, the problems are formulated as follow: 1. Is there any significant difference of students’ reading comprehension in
descriptive text before and after being taught using jigsaw technique? 2. Is there any significant increase of students’ reading comprehension in
descriptive text before and after pre test and post test 1.3 Objective of the Research
In writing this research, the writer had an objective as follows:
1. To find out whether there is significant difference of students’ reading achievement before and after being taught using jigsaw technique
2. To find out whether there is a significant increase of students’ reading comprehension before and after pre test and post test
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1.4 Uses of the Research
The results of this research are expected to give valuable contributions to the followings:
1. Theoretically, this research is expected to show the result is relevant to the theories. Moreover, this research is used as a reference for the next writer who will concentrate on the similar scope of research.
2. Practically, this research hopefully can be the consideration to contribute useful information for the students about Jigsaw as one of the technique in improving reading comprehension and make the students familiar with this technique.
1.5 Scope of the Research
The limitation of the problem is the implementation Jigsaw technique in teaching reading comprehension of descriptive text to the seventh grade students of SMPN 1 Kedondong. Based on the School Based Curriculum 2006, descriptive text has been learned by Junior High School students in first semester. The class of VII.2 in the academic year of 2012/2013 was chosen as the sample of the research. There are several problems which are faced by the students of SMPN 1 Kedondong in comprehending Descriptive text.
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1.6 The Definition of the Terms
Jigsaw
In this research, Jigsaw is one of the strategies that apply to improve students’ reading comprehension. Jigsaw is a method of teaching reading comprehension originally designed for teacher-led small groups of students who learn English as a foreign language. Jigsaw is a collaborative learning technique that makes the students working cooperatively and effectively.
Reading Comprehension
A concept of reading as the applications of a set of isolated skills such as findings the main ideas, identifying cause and effect relationships, comparing, and constructing.
Descriptive Text
One kind of text that has function to describes someone, or something in various experience in different ways. In this study, Descriptive text is one of appropriate text in applying Jigsaw.
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II. FRAME OF THEORIES
This chapter presents some literature reviews, i.e. notion of reading, concept of reading comprehension, concept of teaching reading, concept of descriptive text, concept of jigsaw teaching reading through jigsaw , theoretical assumption, and hypothesizes.
2.1 Notion of Reading
Reading is considered as the way of gathering information from written text. According to Nuttal in Simanjuntak (1988 : 14), reading is the meaningful interpretation of printed or written symbols. It means that reading is a result of the interaction between the perception of graphic symbols that represent language and the reader’s language skills, cognitive skills and the knowledge of the world. In this process, the readers try to recreate the meaning intended by the writer.
Furthermore, Silberstain in Simanjuntak (1988 : 15) defines reading as an active cognitive process of interacting with print. Reading is an instantaneous association of those symbols with the reader’s existing knowledge.
In Webter’s Dictionary, reading is “to receive or take in the same of (as letters or symbols) by scanning; to understand the meaning of written or printed matter; to learn from what one has seen or found in writing or printing
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According to Heilman (1981:4) there are some basic aspects of reading: 1. Reading is interaction with language which has been coded into print. 2. The product of interacting with language, which has been printed, should
be comprehension.
3. Reading ability is closely related to oral language ability.
4. Reading is an active and on going process that is affected directly by an individual interaction with his environment.
From all the theories mentioned above, it can be concluded that reading is an active process of getting meaning or information from printed or written language shared by the writer.
2.2 Concept of Reading Comprehension
Many experts have shared their own thoughts about the definition of reading comprehension. Finocchiaro and Sako in Simanjuntak (1983 : 131) said that reading comprehension is the ability which depends on the accuracy and speed of graphic perception, that is perception of written symbols, control of language relationship and structure, knowledge of vocabulary items and lexical combination, awareness of redundancy, the ability to use contextual clues and recognition allusion. It can be said that students should know not only the referential information but also inferential information.
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Meanwhile, Nunan (1990:33) defined reading as an interactive process between what a reader already known about the topic or subject and what the writer writes. This opinion quite similar to Hammer in Putra (2007:8) claimed that reading as an exercise dominated by the eyes and the brain. The eyes receive message and brain then has to work out the significance of these messages.
In addition, Dallman (1982:23) states that reading is more than knowing what letter of alphabet standing for; reading involves more than word recognition; that comprehension is an essential of reading that, without comprehension no reading takes place.
Referring to the definition above, it can be inferred that comprehension occurs when readers are able to understand, remember, retell, and discuss with others about what they have read. Good readers employ many strategies, as they comprehend what they read. it is clear that comprehending a reading text especially reading a foreign language material is not easy. It needs some special skills and knowledge. It also involves the most important factor of human sense. Many readers cannot catch the idea or what the writer talks about, because they do not know the exact meaning of every word that the writer used. Reading comprehension has purpose as follows:
1. Getting general information from the text 2. Getting specific information from the text 3. Reading for pleasure and interest
Those purposes are aimed to increase the students’ motivation in learning reading comprehension. Beside that, it gives learner a grasp of what has to be done.
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Furthermore, it keeps the students on track and remains them appropriate recreation and activity.
2.3 Concept of Teaching Reading
Teaching reading is the process by which individuals are taught to derive meaning from text. In teaching reading, the student are taught to use critical thinking strategies and to use context to “guess” words that they do not recognize. The teacher is the key to the students’ success in learning to read (taken from the report of the expert panel on early reading). Moreover, based on International Reading Association 1997-2003, knowledgeable, strategic, adaptive and reflective teacher make difference in student’s teaching learning reading well. Hedge (2003) states that any reading component of English language course may include a set of learning goals for:
1. The ability to read a wide range of texts in English. This is the long range goal mot teachers seek to develop through independent readers outside EFL/ESL classroom.
2. Building a knowledge of language which will facilitate reading ability 3. Building schematic knowledge
4. The ability to adapt the reading style according to reading purpose 5. Developing an awareness of the structure of written texts in English 6. Taking a critical stance to the contents of the text.
Alyousef (2005:143) says that in reading, contemporary reading tasks, unlike the traditional materials, involve three-phase procedures: pre-while- and post-reading
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stages. The pre reading stages helps in activating the relevant schema. For example, teachers can ask students questions that arouse their interest while previewing the text. The aim of while-reading stage (or interactive process) is to develop students’ ability in tackling texts by developing their linguistic and schematic knowledge. Post-reading includes activities, which enhance learning comprehension using matching exercise, cloze exercise, cut-up sentences and comprehension question.
The aim of teaching reading is to develop students’ skill that they can read English text effectively and efficiently. In teaching reading, the teacher should provide technique to the students’ with purpose for reading. The purpose for reading also determines the appropriate approach to reading comprehension therefore; reading technique should be matched to reading purpose to read effectively.
2.4 Concept of Descriptive Text
Descriptive is one of the most popular of all form of written text. Descriptive is a kind of writing in transferring the dialogue into writing form which is consist of using dialogue to relation events of human, things or animal. This text describes about someone or something based on the characteristics.
Text is something that belongs to language. Everybody communicates each other by using a text. A text may be a spoken or written, prose or verse, dialogue or monologue. The descriptive text is can be found in encyclopedia, science magazine, textbook, and history text
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. According to Djuharie (2007:24), the goal of descriptive text is to describe someone, something, certain place, or an animal. In other word, descriptive text is a text that describes about someone, something based on its characteristics. Djuharie (2007:24) also explain the generic structures and the language features of descriptive text.
I. Generic structures of a descriptive text are as below: a. Identification
Introduction is the part of the paragraph that introduces the character or subject that will be described.
b. Description
Description is the part of the paragraph that describes the character, inform the features of subject, such as; the psychology’s character, behavior, physical appearances, qualities, and etc.
The example of descriptove text can be seen as follows:
MY HOUSE
I live in a small house. It has five rooms: there are two bedrooms, a living room, a bathroom, and a kitchen. Indeed it is a small house; but I like living in here for wasting my spare time.
When the door is open, I can see the living room. It is so small with only three chairs and a table, nothing else. I prefer reading a novel in this room.
My bedroom is in the left side of the living room. In this room there is a night table next to the bed, a TV, a radio, and a computer. When being bored of reading, I usually play online games, chat with my friends via Facebook and so on.
Next to my bedroom is my mother's. I do not know what is inside because I never come in to see it. In the right side of the living room there is the kitchen. In the kitchen I have everything I need
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when I get hungry. It is very pleasure when my mother cooks, the smell fills my whole house.
I know it is a very small house; but it is the best place I have ever seen.
II. Language Features of descriptive text are as follows: a) Specific noun, such as; father, school, my dog, etc b) Simple present tense used
c) Detailed noun phrase: noun which gets adjectives informed.
Example: an intelligent tall student, a big large beautiful wooden house. d) Various adjectives used; describing, numbering, classifying.
Example: three tall buildings, sharp white knife.
e) Relational process: verbs that describe the condition of participant or describe possessives.
Example: my car has four doors, my father is really handsome
2.5 Concept of Jigsaw
Jigsaw is a teaching technique used in small group instruction. The technique is an efficient teaching method that also encourages listening, engagement, interaction, peer teaching, and cooperation by giving each member of the group an essential part to play in the academic activity (Aronson: 1992). Both individual and group accountability are built into the process. There are several advantages of the jigsaw classroom including: teachers finding it easy to learn, teachers enjoying working with it, can be used in conjunction to other teaching strategies, can be effective even if it just used an hour per a day, and it is free for the taking. It is
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important to know that there can be some obstacles when using the jigsaw classroom
1. Students can encounter a wider breadth of material than might be possible if every individual had to independently read all of the available sources. 2. Students may elect to learn from materials more appropriate to their abilities
and specific interests.
3. Students receive support from class members in learning from their reading. 4. Students gain practice in synthesizing what is important from what they read as they assume the role of “teacher” with their other group members.
2.6 Teaching Reading Through Jigsaw
Reading is part of system that occurs within a communicative context, and its component cannot be separated from the situational context in which they operate, except for purposes of academic discussion. Especially, teachers are faced with a huge range of reading materials from which to select and many teaching strategies are available to them to use in the reading program.
Strategies are “the tools for active, self-directed involvement that is necessary for developing communicate ability. Strategies are not a single event, but rather a creative sequence of events that learners actively use (Oxford: 1996).
Collins and Smith (1980: 2) explain that teaching strategies is used in our classrooms tending to be product oriented rather than process oriented. Such an approach does not teach students what to do when they have difficulty in
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comprehending parts of the texts; nor does it teach them how to construct and revise hypothesizes about what is likely to occur in the text based on what they have already read.
Therefore, we need a certain technique to get a useful way in learning process to get the purpose of reading activity. In this study, the writer is interest to apply Jigsaw method as one of the technique in improving students reading comprehension. Jigsaw is a method of teaching reading comprehension originally designed for teacher-led small groups of students in special education whose not English native speakers.
Jigsaw is a collaborative learning technique that is might the students work cooperatively and effectively. Because by using Jigsaw can focus on one problem and they can share things they get with their own group. The picture below describes the model of Jigsaw:
Picture 1. Model of Jigsaw
Expert Group Expert Group
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Based on the picture above, the students are divided into two groups. First, it is an expert team; second one is a native team. The steps in teaching reading through Jigsaw are described as follows:
In jigsaw technique, the students are divided into two groups. First, it is an expert team; second one is a native team. The steps in teaching reading through Jigsaw are described as follows:
1. The students are divided into many groups 2. Each group member takes different case 3. Every student read their own case
4. The group member joined into new group is called expert team that is solve the same cases
5. After that each member of group return to their former group in order to share what they get with their former group member
6. Each group presented their result 7. Conclusion and reflection
8. Evaluation and closing
2.7 Theoretical Assumption
In jigsaw used classroom activity, students have the opportunity to teach themselves, instead of having material presented to them. The technique fosters depth of understanding. Each student has practice in self-teaching, which is the most valuable of all the skills we can help them learn. Then, students have practice in peer teaching, which requires that they understand the material at a deeper level than students typically do when simply asked to produce on an exam.
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Moreover, each student has a chance to contribute meaningfully to a discussion, something that is difficult to achieve in large-group discussion. Each student develops an expertise and has something important to contribute. Furthermore, asking each group to discuss a follow-up question after individual presentations fosters real discussion.
2.8 Hypothesis
1. Null Hypothesis
There is no significant difference of using Jigsaw to the students’ reading comprehension ability.
2. Alternative Hypothesis
There is significant difference of using Jigsaw to the students’ reading comprehension ability.
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III. RESEARCH METHOD
This part deals with research design, population and samples, research instrument, the data collection techniques, the procedure of collecting data , and try out of the test (validity, reliability, level of difficulty, discrimination power, scoring system, research procedure, data analysis, and hypothesis testing).
3.1 Research Design
This research is a quantitative research. It was carried out to see and find out the result of implementing Jigsaw in improving students’ reading comprehension. The design used in this research was one group pretest-posttest design. It means before the first teaching, pretest is carried out and after three teachings, a posttest is conducted. The research design can be presented as follows:
Table 3.1
Sample of the research Teaching Activities Teaching Treatment
Group I T
1 X T2 Jigsaw Technique
This research was conducted in order to find out whether there is a significant difference of students’ reading comprehension especially in teaching descriptive text at seventh grade of SMPN 1 Kedondong before and after being taught through Jigsaw technique.
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3.2 Population and Samples 1. Population
According to Gay (1987:102), population is the group of interest to research or to which she/he would like the result of the study to be generalize able. The population of this research is the year seven students of SMP Negeri 1 Kedondong in academic year 2012/2013. The number of population can be seen in table below.
Table 3.2 Number of Population
Class Number of students
VII
A 30
VII
B 30
VII
C 32
VII
D 32
VIIE 33
VIIF 31
Total 188
2. Samples
Since the amount of population is quite large, the writer used a cluster sampling because the students are already formed into classes. Cluster sampling is a method for choosing samples. Gay (1980:111) says that cluster sampling is sampling in which groups, not individuals, are randomly selected. All the members of selected
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groups have similar characteristics. By using lottery, the writer chose class VII.2 as the sample of the research.
3.3 Research Instrument
There are many types of instruments that can be used to collect the data; questionnaire, test, multiple choices. However, the research instrument that was used in this research is a multiple-choice test that consists of 35 items which are shared in 4 reading texts. It only focused on reading comprehension, so the writer decided to focus on three components of reading, it can be seen on the table 3.3 below.
Table 3.3
Table of Specification of Try Out Test
No Objectives Item Numbers Total
Items Percentage 1 Identify the main idea 3,4,16,18,21,22,24,29,31 9 25 %
2 Vocabulary in Context 30,17 2 6 %
3 Specific information
1,2,5,6,7,8,9,10,11,12,13, 14,15,19,20,23,25,26,27, 28,32,33,34,35
24 69 %
4 Inference -
5 Reference -
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3.4 Data Collection Techniques
The data of study were the scores of the students reading comprehension that could be obtained by giving a pre-test that was conducted before the instruction (method) used. Post-test was given after the teaching and learning process within three meetings. The test was aimed to measure how much the students understood the material given. The question given in the pre-test is the same as the material given in the post-test.
1 Pre-test
The writer administered the pre-test which took 90 minutes. The purpose of the test is to know the preliminary ablity in comprehending descriptive text. In administering the pre-test, the writer provided a multiple choice test in which the items derived from the selection of try out test.
2 Post-test
The writer administered the post test spending 90 minutes. The purpose of this test is to know the students’ improvement in comprehending descriptive text after the writer gives treatments by using Jigsaw. The technique of giving post-test is similar to the pre-test because the writer wants to know the students improvement after three treatments.
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3.5 The Procedure of Collecting Data These are the procedures in collecting the data: 1. Pre-Test
The pre-test was conducted to determine the students’ ability in reading comprehension before they are given the treatment. The items in the pre-test are determined by the selection of the items of try out test. The time allocation for pre-test is 90 minutes.
2. Treatment
The treatment is Jigsaw in learning reading comprehension. The treatment was conducted in pre-activities or post-activities of teaching learning process about 15 minutes.
These are the procedures in collecting the data for every meeting:
1. The teacher divided up the students into teams of about five members. 2. The teacher appointed one person from each group as the leader.
3. The teacher divided the lesson into segments to match the number of people in each group.
4. The teacher assigned one member of each group to learn each lesson segment. 5. The teacher gave students time to work on step 4.
6. The teacher gathered students into „Expert groups,’ which are the segmented mini groups. Give them time to discuss their findings of step 4.
7. The teacher brought the students back into their main groups.
8. The teacher had each student present his or her findings to the main group. 9. The teacher moved from group to group as a facilitator wherever needed.
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10. The teacher gave quiz or otherwise tested the material covered to determine retention.
Table 3.4
Materials in Treatment Phase
Meeting Materials
1 Agnes Monica
2 England
3 Debby Putti
3. Post-Test
The items that will be used for post-test were similar to the test items of pre-test with the same level of difficulties. The time allocation is 90 minutes. Post test is administered in order to measure the improvement of students’ reading comprehension achievement. The result of post-test is the final data for this research.
3.6 Try Out of the Test
Try out of the test was conducted to measure whether the instrument of the research is good to be administered so that it can obtain valid data.
a. Validity
Validity is the extent to which the test measures what it is supposed to be measure and nothing else (Heaton, 1991 : 159). There are four types of validity: content
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validity, face validity, construct validity and empirical validity. To measure whether the test has good validity, the writer used content and construct validity. 1. Content Validity
Content validity is the extent to which the test measures a representative sample of the subject matter content. The focus of the content validity is adequacy of the sample and not simply on the appearance of the test (Hatch and Farhady, 1982 :251)
2. Construct Validity
Construct validity is concerned with whether the test actually in line with the theory of what it means to know the language (Shohamy, 1985: 74).
These types of validity assume the existence of certain learning theories or construct underlying the acquisition of ability and skills (Heaton, 1991 : 161) Nuttal (1985) states that the validity of the instrument refers to the content and construct validity in which the question represents five of sort reading skill, i.e. determining main idea, finding the detail information, reference, inference and vocabulary.
b. Reliability
Reliability refers to whether the test is consistent in its score and gives us an indication of how accurate the test score are (Shohamy, 1985:70). In this writer use Split-Half Method or Odd-Even Method. The formula is:
∑ √∑ ∑
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Note:
r 1 : coefficient or reliability between first and second half group X : Total numbers of first half group
Y : Total numbers of second half group X2 : square of X
Y2 : square of Y
(Lado (1961) in Hughes, 1991: 3)
The researches uses “Spearmen Brown’s Prophecy formula” (Hatch and Farhady, 1982 :262) to know the coefficient correlation of the whole items.
The formula is as follow:
Where :
rk : the reliability of the test rl : the reliability of the half test
The criteria of reliability are: 0.90 – 1.00 : high 0.50 – 0.89 : moderate 0.0- 0.49 : low
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c. Level of difficulty
To see the level of difficulty, the writer uses following formula:
Where:
LD : Level of difficulty
R : the number of the students who answer correctly N : the total number of the students following the test The criteria test are:
<0.30 : difficult 0.30 – 0.70 : average >0.70 : easy
(Shohamy, 1985: 79)
d. Discrimination Power
To see the discrimination power, the writer uses the following formula:
Where :
DP : discimination power
U : the proportion of the upper group students L : the proportion of the lower group students N : total number of the students
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The criteria are:
1 If the value is positive discrimination, it means that more high level students than low-level students get the correct. If the value is zero, it means that no discrimination.
2 If the value is negative, means that more low level students than the high level students get the item correct.
3 In general, the higher the discrimination index, the better. In the classroom situation most items should be higher than 0.20 indexes (Shohamy, 1985:81)
e. Scoring System
In scoring the students’ result of the test, the writer uses Arikunto formula. The ideal high score is 100. The score of the pre-test will be calculated by using formula as follow:
Where :
S : The score of the test
R : The total of the correct answer N : The total items
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3.7. Research Procedure
The procedures of the research are such following:
1. Determining the subject of the research: the subject of the research will be determined through simple random probability sampling, in assumption that every class has the same ability. There are six classes of seventh grade at SMP N 1 Kedondong.
2. Selecting instrument materials: the instrument materials (reading test) are chosen from the students’ textbook and authentic materials. The selecting process considered materials that had been thought at the students and the students’ interest.
3. Conducting the pre-rest: the pre-test was held before the treatment.
4. Determining research materials: for reading test (pre-test and post-test), the materials are taken from the students textbook and from the authentic materials.
5. Giving treatments: the technique was given in four weeks. The treatment was done for three meetings and the time allocation was 90 minutes for each meeting..
6. Conducting post-test: the post-test was held after the treatment done. 7. Analyzing, interpreting, and concluding the data.
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3.8. Data Analysis
The writer analyzed the data statistically using repeated measure t-test. T-test is probably is the most widely used in statistical test for the comparison of two means because it can be used with very small sample size (Hatch and Farhady, 1982:108). The writer only used one class for experimental class and there is no control group. Repeated measure t-test is to analyze the data of students’ reading improvement.
To know the average score of students in pre-test and post-test, the writer will use formula as follow:
M = FX N Notes:
M = Mean
FX = Total number of students’ score in one test. N = Number of students
(Hatch and Farhady, 1982:114)
Then the mean of pre-test was compared to the mean of pos-test to see whether Jigsaw have positive effect toward students’ reading comprehension. In order to know whether the students get an improvement, the writer will use the following formula.
I = M2-M1 Notes:
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M2 : the average score of post-test M1 : the average score of pre-test
3.9. Hypothesis Testing
The hypothesis testing was used to prove whether the hypothesis propose in this research is accepted or not. The hypothesis analysis by using repeated measure T-test through computing with statistical package for social science (SPSS). The hypothesis was formulated as follows:
Ho : There was no significant difference of students’ reading
comprehension in descriptive text after being taught through jigsaw H1 : There was significant difference of students’ reading
comprehension in descriptive text after being taught through jigsaw To see whether Jigsaw made significant improvement or not, the researcher used the formula as follow:
S
Dt = ---
in which S =---
S
Where:
1 = mean score of pre-test
2 = mean score if post-test
S
= standard error of differences between two itemsS
D = Standard DeviationN = number of students
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The criteria are:
If the t-ratio is higher than t-table : H1 is accepted If the t-ratio is lower than t-table : H0 is accepted
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V. CONCLUSIONS AND SUGGESTIONS
This chapter provides the brief explanation about the conclusion and suggestion of this research.
5.1 Conclusions
Based on the results of this quantitative research and the discussion, it can be concluded that :
1. There was a significant difference in improving students’ reading comprehension after being taught through jigsaw technique. It is proved by the improve of students’ mean score in posttest (57.97) that was higher than mean score in pretest (49.76). Therefore, teaching reading skill through jigsaw technique is more meaningful for students.
5.2. Suggestions
Considering the result and the conclusion the research, the writer would like to propose some suggestion as follows:
1. Teaching of reading comprehension, it is advisable for teachers to use jigsaw technique in their classroom, which can motivate students to learn reading.
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2. Micro skill questions are appropriate to be used in order to train students in identifying the specific information in reading test.
3. Teacher can create reading materials in task as personal or group work. Then, he or she can apply reward and punishment in each task which is given in order to trigger students’ effort.
4. For future research, the writer really expects to apply jigsaw technique in other language skills. Combination of students’ culture, learning strategies or personality could be related to their reading achievement in order to enrich a research in reading.
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REFERENCES
Arikunto, S. 1997. Prosedur Penelitian Suatu Pendekatan Dikdatik Edisi Revisi. Jakarta: Rineka Cipta.
Collins, A. and Smith, E. E. 1980. Teaching the Process of Reading Comprehension. Illinois: Urbana-Champaign Library.
Dallman, R.L. 1982. Teaching of Reading. Washington: CBS College Publishing. Depdiknas. 2006. Materi Sosialisasi dan Pelatihan Kurikulum Tingkat Satuan
Pendidikan (KTSP). Jakarta: Diknas.
Djuharie, O.S. 2007. Genre. Dilengkapi 700 Soal Uji Pemahaman.. Bandung. Yrama Widya
Finocchario, Mary. 1983. The functional-national approach from the theory to practice. London: Oxford University Pers.
Gay, L.R. 1987. Educational Research Competence for Analysis and Application. Third Edition. Boston: Merril Publishing Company.
Heilman, Arthur W., Blair, Timothy R., and Rupley, William H. 1981. Principles and practices of teaching reading. Colombus: Merril.
Hatch, E. and Farhady, H. 1982. Research Design and Statistic for Applied Linguistic. London: New Burry House, Inc.
Heaton, J.B. 1991. Writing English Language Test. London: Longman.
Hughes, A. 1991. Writing English Language Tests. New York: Longman Group UK Limited.
Journal of Social Studies Research. 1998. “Student Teams Achievement Divisions in a twelfth grade classroom: Effect on student achievement and attitude”. http://findarticles.com/p/articles/mi_qa3823/is_199804/ai_n8783828/print (Retrieved 20 December 2011)
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48
Setiadi, Ag.B. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing. Yogyakarta: Graha Ilmu.
Simanjuntak, E.G. 1998. Developing Reading Skill for ESL students. Jakarta: Depdikbud.
Shohamy, E. 1985. A Practical Handbook in Language Testing for The Second Language Teacher. Tel Aviv: Tel Aviv University.
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The criteria are:
If the t-ratio is higher than t-table : H1 is accepted
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V. CONCLUSIONS AND SUGGESTIONS
This chapter provides the brief explanation about the conclusion and suggestion of this research.
5.1 Conclusions
Based on the results of this quantitative research and the discussion, it can be concluded that :
1. There was a significant difference in improving students’ reading comprehension after being taught through jigsaw technique. It is proved by the improve of students’ mean score in posttest (57.97) that was higher than mean score in pretest (49.76). Therefore, teaching reading skill through jigsaw technique is more meaningful for students.
5.2. Suggestions
Considering the result and the conclusion the research, the writer would like to propose some suggestion as follows:
1. Teaching of reading comprehension, it is advisable for teachers to use jigsaw technique in their classroom, which can motivate students to learn reading.
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2. Micro skill questions are appropriate to be used in order to train students in identifying the specific information in reading test.
3. Teacher can create reading materials in task as personal or group work. Then, he or she can apply reward and punishment in each task which is given in order to trigger students’ effort.
4. For future research, the writer really expects to apply jigsaw technique in other language skills. Combination of students’ culture, learning strategies or personality could be related to their reading achievement in order to enrich a research in reading.
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REFERENCES
Arikunto, S. 1997. Prosedur Penelitian Suatu Pendekatan Dikdatik Edisi Revisi. Jakarta: Rineka Cipta.
Collins, A. and Smith, E. E. 1980. Teaching the Process of Reading
Comprehension. Illinois: Urbana-Champaign Library.
Dallman, R.L. 1982. Teaching of Reading. Washington: CBS College Publishing. Depdiknas. 2006. Materi Sosialisasi dan Pelatihan Kurikulum Tingkat Satuan
Pendidikan (KTSP). Jakarta: Diknas.
Djuharie, O.S. 2007. Genre. Dilengkapi 700 Soal Uji Pemahaman.. Bandung. Yrama Widya
Finocchario, Mary. 1983. The functional-national approach from the theory to
practice. London: Oxford University Pers.
Gay, L.R. 1987. Educational Research Competence for Analysis and Application. Third Edition. Boston: Merril Publishing Company.
Heilman, Arthur W., Blair, Timothy R., and Rupley, William H. 1981. Principles
and practices of teaching reading. Colombus: Merril.
Hatch, E. and Farhady, H. 1982. Research Design and Statistic for Applied
Linguistic. London: New Burry House, Inc.
Heaton, J.B. 1991. Writing English Language Test. London: Longman.
Hughes, A. 1991. Writing English Language Tests. New York: Longman Group UK Limited.
Journal of Social Studies Research. 1998. “Student Teams Achievement Divisions
in a twelfth grade classroom: Effect on student achievement and attitude”.
http://findarticles.com/p/articles/mi_qa3823/is_199804/ai_n8783828/print (Retrieved 20 December 2011)
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Setiadi, Ag.B. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing. Yogyakarta: Graha Ilmu.
Simanjuntak, E.G. 1998. Developing Reading Skill for ESL students. Jakarta: Depdikbud.
Shohamy, E. 1985. A Practical Handbook in Language Testing for The Second
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