THE USE OF JIGSAW TECHNIQUE IN IMPROVING STUDENT’S ACHIEVEMENT IN READING RECOUNT TEXT AT SMK N 1 NEGRIKATON

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THE USE OF JIGSAW TECHNIQUE IN IMPROVING STUDENTS’ ACHIEVEMENT IN READING RECOUNT TEXT AT SMK N 1

NEGRIKATON

Desi Setianingrum

A Script

Submitted in a Partial Fulfillment of The Requirement for S-1 Degree

The Language and Arts Education Department of The Faculty of Teacher Training and Education

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG

2013

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ABSTRACT

THE USE OF JIGSAW TECHNIQUE IN IMPROVING STUDENT’S

ACHIEVEMENT IN READING RECOUNT TEXT AT SMK N 1 NEGRIKATON

Desi Setianingrum

Reading currently becomes very important and essential since it becomes major concern on the test in national examination. In line with the fact, the students face diffuculty in mastering reading text causing them to feel threathened with the national examination itself. Therefore the objective of this research is to find out whether or not the use of jigsaw technique can increase sudents’ reading achievement in recount text.

The objective of this research is to find out whether using jigsaw technique can increase students ability in mastering reading comprehension. The population of this research is first year students at SMK N 1 Negrikaton that consists of four classes. Two classes were taken randomly as the experimental class and try out class. This research is quantitative research. The research design was one group test post-test design. In collecting the data, the researcher administered pre-test, and post-test. In analyzing the data, the T-test was employed to reach the significant value.

The result of the this research shows that, Tratio (5.864) was higher than Ttable (2.0369). It means that H1 is accepted. The data analysis of the mean score of pre-test was (X = 51.69) and post-pre-test was (X = 66.63). By comparing the result between the mean score of pre-test and post-test it can be found that the increase was 14.94 point. It proved that the students’ score increase significantly because p<0.05 (p=0.000). However most students have positive respond toward jigsaw, it is proven that there was 76% of the students agree that jigsaw is interesting teaching technique. It can be concluded that there is an improvement in students’reading achievement through jigsaw tecnique.

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DEDICATION I dedicate this simple work to:

My beloved parents, Sumbono and Dra. Mujiati

My beloved twin sister and brother, Dewi Setianingrum and Satrio Wicaksono; My grand fathers and grand mothers

My beloved lecturers at the English Departement; My beloved friends, People who love me; and My beloved Almamater, University of lampung

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LIST OF CONTENTS

Page

ABSTRACT ... i

CURICULLUM VITAE ... ii

MOTTO ... iii

DEDICATION ... iv

ACKNOWLEDGEMENTS ... v

LIST OF CONTENS ... vi

LIST OF TABLES ... vii

LIST OF APPENDICES ... viii

I. INTRODUCTION 1.1. Background of the Problems ... 1

1.2. Formulation of the Problem ... 4

1.3. Objectives of the Research ... 4

1.4. Uses of the Research ... 4

1.5. Scope of the Research ... 5

1.6. Definition of Terms ... 5

II. LITERATURE REVIEW 2.1. Concept of Reading Comprehension ... 7

2.2. Concept of Reading Aspects ... 9

2.3. Teaching Reading Comprehension ... 12

2.4. Concept of Recount Text ... 14

2.5. Concept of Jigsaw Technique ... 17

2.6. Advantages and Disadvantages of Jigsaw... 18

2.7. Procedures of Teaching Reading Comprehension by Using jigsaw ... 21

2.8. Theoretical Assumption ... 24

2.9. Hypothesis ... 24

III. RESEARCH METHODS 3.1. Research design ... 25

3.2. Population and Sample ... 26

3.3. Research Procedure ... 27

3.4. Data Collecting Technique ... 29

3.5. Instrument ... 31

3.6. Criteria of Good Test of Reading ... 31

3.6.1. Validity ... 32

3.6.2. Reliability ... 35

3.6.3. Level of Difficulty ... 37

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3.6.5. Scoring System ... 38

3.7. Data Analysis ... 39

3.8. Hypothesis Testing ... 40

IV. RESULT AND DISCUSSION 4.1. Result of the Research ... 42

4.2. The significance of jigsaw technique toward reading comprehension 43

4.2.1. Result of Pre-Test ... 43

4.2.2. Result of Post-Test ... 45

4.2.3. Increase in Students’ achievement in reading ... 46

4.2.4. Normality of the test ... 49

4.2.5. Hyphothesis testing ... 50

4.3. Students’ respond ... 50

4.2.1. Result of Questionnaire ... 51

4.3.2. Hypothesis Testing ... 53

4.2. Discussion of finding increase of each aspects of reading ... 54

V. CONCLUSION AND SUGGESTIONS 5.1. Conclusion ... 62

5.2. Suggestions ... 63 REFERENCES

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I. INTRODUCTION

This chapter discusess several points such as the background of the problem, that contains the reason for conducting the research of teaching reading through jigsaw. It covers the background of the problems identification of research problem, objective of the research, uses of the research, scope of the research, and definition of terms. The contents of the chapters are presented as follow.

1.1 Background of the Problem

The use of English as foreign language has grown into a bigger demand for everyone who wish to be involved in global community, that condition leads English to be a very important subject to be taught in the school, especially in senior high school level. Teaching English in high school demands the students to master several competences such as the eligibility to comprehend meaning from essay and to practice it both in written and spoken form in such fluent and acceptable way based on the daily life concept.

In English subject there are productive and receptive skills, the first which refers to the ability of writing and speaking and the later comprises the ability of reading and listening. The two elements are very important to be taught in school. In national examination of SMA and SMP, for example, the test requires the student to answer the listening question and the reading question at most. Here, the

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researcher considers that reading aspect is very important to be taught in school in order to help them passing their standard requirement in national examination.

Moreover, reading is also very important in the curriculum of senior high school. Based on the syllabus of senior high school, students have to understand several types of the text such as narrative, recount, descriptive, spoof and etc. These types of the texts are not easy to be taught in school since it contains long paragraphs of story and the students often get bored to read and accomplish the duty of reading the text.

Curently, national examination and English subject has been a special case faced by most student these days. Eventhough teaching English in the class has tried to involve all the language skill but the question in national examination is text-based question, well known as reading question. It means that the students need to be able to master reading aspect in order to pass the national examination. However, the fact shows that the students tend to ignore reading activity since it deals with very long paragraph. In the other side, the teacher teaches reading by only inviting the students to just sit and read, mostly teachers do not guide the students to master reading aspect such as finding main idea, detailed information, vocabulary, and etc. Most English class experienced by students is just sitting, having a text in their table, reading it and answering the question given. It causes the student to have low ability in reading because the control from the teacher is low to make sure that the students really read and understand. Here the researcher

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assumed that there must be a technique which can guide the teacher and the students to have fair proportion in the class.

When the reseacher was conducting pre research in SMK N 1 Negri Katon, it was also found that there were several main problems during the teaching and learning of reading activity. The researcher found that it was hard for the students to take the main idea from a text and students also often made a mistake in making infference from the text. The majority of students’ score was very low, reaching 50 maximally. When the teacher tried to invite them to tell what they read, students seemed to have low bravery to tell to their friends about what they knew with the text. Considering the problems above, the researcher intends to propose a technique that may help the students to increase their achievement on reading activity and to make them really understand and brave to tell what they know about the text they already read.

In this research the researcher uses jigsaw technique as an approach to improve student’s achievement in reading. Jigsaw is a teaching technique which at first make students work in a group. In jigsaw activities there are two names of the group „home group’ and’expert group’. At the first stage students are devided into several groups and it is called „home group’ after each student have their home group, then one student will be taken from each group and they are called „expert group’. The „expert group’ will have full responsibility toward the paragraph they learn since they have to explain it in their „home group’ later. The researcher thought that when the student had responsibility to master the text since they are

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labelled as an expert team, it would help them on undertsanding the reading text they had.

1.2Formulation of the Problem

Based on the background above, the researcher formulates problem as follows:

a. Is there any increase in students’ reading comprehension in recount text after being taught through jigsaw at SMK N 1 Negrikaton?

b. How is the students’ response toward teaching recount text through jigsaw?

1.3Objective of the research

Based on the background above, the objectives of this research are:

a. To find out whether or not teaching using jigsaw technique can increase students’ reading comprehension in recount text.

b. To find out whether or not students have positive respond toward teaching recount text through jigsaw

1.4Uses of the research

The uses of research are as follow : 1. Theoretically

The results of this research can be used as the reference for those who want to conduct a research in English teaching process.

The result of this research can be a refernce for those who wants to analyse the respond of students toward Jigsaw

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5 2. Practically

The result of this research can be used as an additional information on how to teach english by using jigsaw by considering the strong and the weakness of the technique explained in further chapter.

1.5Scope of the Research

This research is quantitative research. This research was conducted in the first year students of senior high school of SMK N 1 Negrikaton. The researcher investigated students’ reading comprehension by implementating jigsaw technique in increasing their reading achievement. The researcher chose the senior high school with an assumption that they already have enough concern regarding recount text. The topics of the reading was about past time story which was taken from the text book of English subject for Senior High School.

1.6 Definition of Terms

There are some terms used by the writer and to make it clear, the writer gives the definition as follow :

Reading

It refers to a process of conveying a meaning from a written text in both literal or non literal from which in the other side reading also deals with understanding of a text.

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6 Reading comprehension

It referes to an active process that deals with the understanding in wider form. In reading comprehension, the reader is expected to not only understand the text but the reader also needs to be able to make an infference, understand difficult vocabulary, language feature and etc.

Jigsaw

Jigsaw is a teaching technique that create a cooperative learning among students and make them work to analyze certain unit of a text in a group called „expert -group’ which at the end all of the students on „expert-group’ are responsible to the wider group called „home-group’

Recount text

Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. There is no complication among the participants and that differentiates from narrative.

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II. LITERATURE REVIEW

This chapter deals with the theories from the experts as the basic how the research will be conducted. It covers the theory about reading comprehension, teaching reading, concept of recount text, concept of jigsaw technique, advantages and disadvantages of jigsaw technique, procedure of teaching reading through jigsaw, theoretical assumption, and hypothesis.

2.1Concept of Reading Comprehension

Reading is one of the major part in English learning that relates to the understanding of written text. Reading is a porcess when the reader deals with printed materials to convey the meaning by using their knowledge about the language and the topic written. This inline with the theory from Finnochiaro and Bonomo (1973:199) which state that “reading is bringing and getting meaning from the printed or written materails. Reading also becomes a major need for language learning to develop their potential in learning. Joycey (2006:2) says that reading is an active skill, where the reader interacts with the text, and to some extent the writer. This support the stament above, a learner need to be active in interacting theirself into a text to get more knowledge to be explored during their time in learning.

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In addition, Goodman (1976) states that reading is an active process of deriving meaning. Howart (2006:1) cites that reading is just as communicative as any other form of language. Those mean that in reading the reader will actively find out the meaning of the text while also exploring the meaning of text while reading, the communicative here could be reffered to the ability of the students in answering the questions after they have their own understanding toward the text they read. In short the term communicative related to the communication between the students with the text.

Doyle (2004) states that comprehension is progressive skill in attaching meaning that begin at the same level and proceed to attach meaning to entire reading selection. Brown (2001) states that reading is comprehending. It means that when reading the readers unconciously try to understand the meaning of the text and they also deal with understanding the aim of the text, the readers may be able to make their own infference about the text after reading. How much and how easily readers comprehend depends on variables within and outside them (Durkin, 1979 in McIntrye, et al 2011).

The variable here could be assumed as the schemata of the readers, the mastery of the vocabulary, and etc. If the students master the vocabulary better it will also be better for the students to understand the meaning and the purpose of the text, meanwhile schemata is the ability of the students to guess the information which derived from their past experience. Schemata helps the students to guess what is the meaning of the text and give additional information related to the text. It is supported by Simanjuntak (1988:4) which points out that the first point about

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reading process is reading comprehension. Comprehension is a process in which readers use their formal schemata (rhetorical structure of language knowledge) and content.

Furthermore, Finnochiaro and Bonomo (1973: 132) suggest that reading comprehension is ability which depends on the accuracy and speed of grapheme perception, that is perception of written symbol, control of languae relationship and structure , knowledge of vocabulary items and lexical combination, awareness of redundancy, the ability to use contextual clues and recognition of cultural allusions.

Based on the statements above, it can be inferred reading comprehension is two ability which cannot be separated, in reading the students deal with the goal which is to understand the whole message content of the text, and to understand the text itself the readers should gather the concept of comprehending first. Reading comprehension help the students to get the deepest meaning of the text.

2.2Concept of Reading Aspects

Suparman (2012) states that there are several aspects of reading comprehension skills that should be mastered by reader to comprehend the text : main idea, specific information, references, inference, and vocabulary. These aspects are explained below:

1. Main Idea

Finding the main idea of a paragraph is one of the most important reading comprehension skills. In some paragraphs, the main idea is not expilicitly stated in

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one sentence. Instead, it is left to the reader to infer or reason out. In other words, the main idea is the most important idea that the author develops throughout the paragraph.

2. Specific information

Supporting sentence or specific information develops the topic sentence by giving definition, examples, facts, comparison, analogy, cause, and effect statistics and quotation.

3. Reference

Reference are words or phrases used either before or after the reference in reading material. They are used to avoid unnecessary repletion of words or phrases. It can give the readers signals to find the meaning of words elsewhere in the text.

4. Inference

Inference is an educational guessing or prediction about something unknown based on available facts and information. It is the logical connection that the reader draws them between his observes or known and what he does not know.

5. Vocabulary

Vocabulary is the stock of word used by the people or even person. Concerning with those statements indeed vocabulary is fundamental for everyone who wants to speak or to produce utterances for reading.

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Example

The Spanish Armada

In may 1588, Spain, whose army was believed to be the greatest, was the most powerful country in the world. King Philip II of Spain was determined to conquer England and become its king.

He ordered a large number of ships to be prepared to set sail and invade England. At first, Queen Elizabeth I, who believed that her army was the greatest in the world, ignored the rumors of a spanish invasion. However, soon she came to realize that the great danger the country was in and she made sure that England would be prepared for a battle. Eventually, the Spanish were ready and over 100 ships set sail towards the English channel. As soon as the Spanish ships were seen from the English coast, fires were lit on the hills as a signal that the invasion was coming. When the Spanish ships got close enough, the English navy closed in and great sea battle began. Once the battle started, it was obvious to the Spanish that they would be defeated. Not only did the English sailors have stronger and more powerful ships, they also made terrifying use of fire ships boats that were deliberately set ablaze and sent in among the spanish fleet.

At last, the battle was over. A few Spanish ships escaped and eventually reached home, but many were sunk and this day some of their wrecks still lie on the sea bed in the English channel.

Taken from www.standards.dfes.gov.uk 1. Main idea : there are three paragraphs where the main idea is different in

each paragraph.

1st paragraph : the existance of Spain armada which acknowledges that they are strong and determine to conquer England.

2nd paragraph : the strory of how Spanish prepared to attcak England and it made the queen of England realise and prepare for preventive war to win over Spanish.

3rd paragraph : The end of the war between Spain and England which made many of Spain ships were sunk.

2. Specific information : “Eventually, the Spanish were ready and over 100 ships set sail towards the English channel.” This sentence contains a fact about the amount of the ships to be prepared for war and as a developmental sentence for the previous sentence.

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3. Reference : the word “it” on the second paragraph which underlined refers to the meaning of “the battle”.

4. Inference : what can be inferred from the text is the england armada was stronger than Spanish armada. Eventough Spanish armada has prepared so well but the England armada stills the greatest armada on their age.

5. Vocabulary : the word “battle” on second paragraph has same meaning with “fight” (synonym).

2.3 Teaching Reading Comprehension

In teaching English, reading is one of four skills that is taught by the teacher at most, reading becomes the most important skill to be taught in the class since the students mostly deal with the text when they pass national examination. Based on those importances, Williams (1989:3) underlines 5 reasons of reading activities in language classroom. First, by reading, students can have more practices of language that they have acquired from listening and speaking. Second, reading allows language learners to practice and to re-use the language in writing. Third, students can learn how to take out the information they need from the text. Fourth, reading gives learners some pleasure and the last is by reading, teachers can relax from time to time in the classroom. Those reasons simply prove that reading is important to be taught since reading is also a bridge for English learner to learn different skills in English skill itself.

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Woods (2005:63) classifies the activities in reading class into three as follows

1. Pre- Reading Tasks

This task can be in form of vocabulary games, word searches, and matching synonyms. These activities can help students to approach a text in more confident way. Pre-reading stage helps the students activate the relevant schema.

2. While-Reading Tasks

These kind of tasks, according to Hedge in Woods (2005:63), have become usefull since the adoption of the idea of reading is an interactive process. This stage is to develop students’ ability in tackling test by developing their linguistic and schematic knowledge.

3. Post-Reading Tasks

These tasks follow up the work covered and seek to extend candidates. Such activities are directed writing activities, or role play and group discussion activities.

Williams (1989:20) proposes four ultimate objectives in teaching reading. The first is to read texts as general nature with comprehension. This means that reader read the text with the ability to comprehend the text and to fill out the area of comprehension itself. The second is to read according to purpose. It can be inferred that the readers are able to find out what they look for when they read certain text.The third is to learn language and content from reading. Reading is not only getting the infference of the text or understanding the text. Based on

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some theories above, reading also helps the reader to gain new vocabulary and understand the symbol in the text, thus learning language here means that readers get more benefit beside understanding. The last is to read with some degree of critical awareness. Readers are expected to avoid miss understanding by having a critical awareness toward the text they read.

The researcher assumed that in teaching reading there are many aspects of comprehension that can be considered by the teacher as a goal, such as determining main idea, finding detailed information, referencing, inferencing, and mastering vocabulary. Teaching reading finally does not end in having the inferrence only but it can go wider to the area of understanding the language, critical awareness toward the content and many more. Thus, appropiate technique in teaching reading is really needed to ensure that the students will get whole aim of the text when doing reading.

2.4 Concept of Recount Text

In teaching reading there many types of the text which may used by the teacher, there are narrative, descriptive, spoof, recount, procedure, and etc. Recount text is a written text that tells the reader about past event aiming at entertaining or informing the reader. According to Purwanti (2011) recount text is a text which retells events or experiences in the past. Its purpose is either to inform or entertain the audiences. Here the researcher choose recount due to two reasons. First, considering that recount is a text which is used in the curriculum, second, pedagogically recount text was considered difficult by the students. It is proven by

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the score of the students in answering the reading question, one of the type of the text is recount.

The sequence of the event in each paragraph of recount help the students to learn jigsaw easily, since they do not need to re-look the previous paragraph to understand the paragraph they had to master. Sudirman (2010:18) states that the generic structure of this text is orientation, series of event and reorientation. Usually the orientation will deal with the introduction to main event such as the introduction of the actor, time, place, and opening of story at a glance. Series of event deals with the main idea of the story, what the story really tells about, most information about the text may be found in this part. Lastly is reorientation, it is commonly optional depends on the writer, sometimes it is filled with personal statement of the writer.

Recount text also has a language feature. According to Purwanti (2011) Language feature in recount text are commonly about:

- Introducing personal participant; I, my group, etc, - Using chronological connection; then, first, etc, - Using linking verb; was, were, saw, heard, etc, - Using action verb; look, go, change, etc, - Using simple past tense.

Those language features may help the students to identify the character of recount text, it also helps the teacher to give better understanding regarding recount text

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since there are many types of text that is taught to students. Below is example of recount text :

My Adventure at Leang Cave

Orientation On Sunday, my parents, my best friend

Novi, and I visited a cave at Maros called Leang-leang . It was my first time to visit the cave, better yet, my best friend came to visit it with me!

Event 1 The cave was famous for its primitive

cave wall paintings which were some hand prints and wild boar paintings. The cave and its surroundings were turned into a national park, so it was taken care of. My parents took a rest in a small hut for visitors of the park, while Novi and I adventured around the cave with a guide. We had to climb some metal stairs to get to the cave, because the cave was embedded into a small mountain. Next stop was a place where some seashells littered the ground and some were actually piled into a big mound! The guide said that these piles of seashells are called

kjokkenmoddinger, or kitchen trash.

Event 2 The humans who lived here ate the

shells and dumped the left overs in their „kitchen’. The last place was a small museum where they have skeletons of the humans who lived in the caves. The skeletons along with some roughly made jewelry and weapons were placed inside glass cases for display. The walls of the museum were adorned with photographs taken when they did an excavation there.

Reorientation After a quick lunch with Novi and my

parents, we decided it was time to go back home. We really had the time of our lives!

Reffering to those explanation about recount text, the researcher concludes that recount text is a written text paragraph that tells about past event which is sometimes being experienced by the writer aiming at informing or entertaining,

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and since it is past event, the language feature deals with past tense and subject I; at most.

2.5 Concept of Jigsaw Technique

Jigsaw strategy encourages the learner to learn language cooperatively in a group, it simply leads the learner to maintain their academic achievemnt. It happens because in jigsaw, everyone is insisted to understand the specific segment from a text in expert group. Aronson et al. (1978) introduces jigsaw as a cooperative learning strategy that enables each students of „home group’ to specialize in one aspect of a learning unit. Students meet with member from other group who assigned the same aspect called “expert group”, and after mastering the material, return to the “home group” and teach or explain the material to their group members.

Just as in jigsaw puzzle, each piece-each student’s part-is essential for the completion and full understanding of the final product. If each student’s part is essential, the the student is essential. That is what makes the jigsaw instructional strategy so effective. Clarke (1985) states that Jigsaw is one method which makes the independence of group members possible, promotes interaction and cognitive elaboration, takes into consideration, the principle of the multiple perspective and context as well as the construction of common knowledge.

The jigsaw classroom strategy was designed to replace some of the competitive behaviour in the classroom with cooperative behaviour Aronson and Patnoe (1997). Thus, jigsaw is a coopearative technique that is effective to increase

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student’s awareness in learning and understanding the text since everyone is essential within the learning process, it deals with the cooperative activity in two main groups „home group’ and „expert group’. In jigsaw, students are expected to discover more by discussing in both „expert group’ and „home group’, here the students gain more understanding and have probability to get inference rightly by experiencing discussion in two groups. The teacher in this activity does not need to actively involve in the discussion, teacher’s function during the class activity is to facilitate the students when they find the difficulty on explaining. Beside helping the student’s difficult vocabulary, the teacher may have a function as helper to give a clue about the topic when the students are stuck with their understanding.

2.6. Advantages and Disadvantages

Every teaching technique must have its advantages and disadvantages. The function of understanding both advantages and disadvantages is to create a good solution and if it is possible, the teacher may find a way to avoid the disadvantages. The case of solving the problem in jigsaw activity may happen if the teacher knows the advantages and disadvantages of jigsaw technique. Below are the list of advantages and disadvantages of jigsaw.

2.6.1 Advantages of Jigsaw Technique

Aronson and Patnoe (1997) explain that jigsaw has several advantages as follow: 1. Jigsaw promotes student learning and academic achievement. It may

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„home group’. By having full responsiblity to master certain text in expert group, it indirectly increases student’s academic achievement through total responsibility they own during the activity.

2. Jigsaw increases students’ retention. Jigsaw technique is like playing puzzle. Students try to memorize paragraph and then try to interpret it to members of the group.

3. Jigsaw enhances students’ satisfaction with their learning experience. When students tell about what they really understand; expert of, there is a tendecy of satisfaction, it happens because everyone listens to the information given by them.

4. Jigsaw technique helps students to develop skills in oral communication. Not only in reading by understanding, while explaining to their „home group’ it surely helps the students to have more practice on speaking activity.

5. Jigsaw develops students’ social skill. They are moved to different group and they need to discuss, good social skill must be developed in this stage.

6. Jigsaw promotes students’ self esteem. A good self esteem is develop when the students are insisted to be an „expert’ means that they must pretend to really know, and the only way to know everything is understand the text well.

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7. Jigsaw helps to promote race relations. Jigsaw make the students help one another and if many races in the class exist, it means that the student will break the gap and unconciously build warm relations with each others.

Those advantages above give positive impact on how student will be more active and well-socialized with another students. This kind of activity is important because student however needs to learn how to socialize with people, not only consuming much of their time reading book.

2.6.2 Disadvantages of Jigsaw Technique

Kholid, et al. (2009) and Dens (2010) find several disadvantages of jigsaw according to the research conducted such as:

1. In the classroom learning, jigsaw is a time-consuming activity. the student needs to spend their time in two groups by only learning a text.

2. There are some students who argue that jigsaw activity is boring.

3. There are some students who feel confused during jigsaw activity. if the teacher can not explain it to the student it will be harmful in the class, because if the student is hard to understand, it may produce less productivity at some groups.

4. There are some students who are unable to handle their reading material in jigsaw activity.

We cannot neglect that in every positive aspect there must be the negative one, based on the explanation above it can be concluded that the problem with jigsaw mostly deals with the worriness that the students may dislike and misunderstand

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the technique, the researcher thinks that this problem can be avoided if the teacher can make a simple explanation and instruction during the jigsaw activity.

2.7 Procedures of Teaching Reading Comprehension by Using Jigsaw Technique

Teaching is not only a matter of transferring knowledge, in teaching there are many ways that can be used by the teacher. The step in teaching must be clear in order to help the teacher transferring the knowledge in such systematic way. This also happen when the teacher want to use jigsaw technique in teaching, thus Aronson made a systematic way of teaching jigsaw in order to make the teacher easy in teaching jigsaw. Below, Aronson (2008) mentions ten steps in implementing the jigsaw technique.

1. Students are divided into 5 or 6 persons in a jigsaw group. The group should be diverse in terms of ethnicity, gender, ability and race.

2. One student should be appointed as the group leader. Those people should initially be the most matter student in the group

3. The day’s lesson is divided into 5-6 segment (on for each member)

4. Each student is assigned one segment to learn. Student should only have direct access to only their own segment.

5. Student should be given time to read over their segment at least twice to become familiar with it. Students do not need to memorize it.

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6. Temporary experts group should been formed in which one student from each jigsaw group join other student assigned to the same segment. Student in this expert group should be given time to discuss the main points of their segment and rehearse the presentation they are going to make to their jigsaw group.

7. Student comes back to their jigsaw group.

8. Student presents his or her segment to the group. Other members are encouraged to ask question for clarification

9. The teacher needs to float from group to in order to observe the process. Intervene if any group is having trouble such as a member being dominating are disruptive. There will come a point that group leader should handle this task. Teacher can whispers to the group leader as to how to intervene until the group leader can effectively do it themselves.

10. A quiz on the material should been given at the end so students realize that the sessions are not just for fun and games but they really count.

The researcher mentions the step from Aronson as a refernce to conduct the research. The lesson plan that will be created by the researcher is adopted from the step created by Aronson.

Below the researcher also put the diagram of teaching reading through jigsaw to show the way of the researcher in conducting the teaching reading through jigsaw.

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The Diagram of the Use of Jigsaw

Divide the class into a group consist of minimally 4 people. This group will be labelled as a home group.

Put one student from each home group to be an expert 1 group, one as expert 2, one as expert 3, and one as expert 4.

Gather each expert in a circle and give them a sheet of paragraph.

The teacher then give a question to related to five aspects of reading.

The students are discussing and answering the question. The teacher gives the control over the class by moving around

the class and inviting the students who are reluctant to work.

Done with the discussion the teacher invites the students to be back to the first group or home group.

Along with their home group, each students based on the number of expert team have to explain the result of the discussion. Each of

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2.8Theoretical Assumption

Reffering to the frame of the theories, the researcher assumes that jigsaw technique can be effectively used to increase students’ reading comprehension in reading ability. In jigsaw technique, students have a chance to work cooperatively while having a full responsibility toward the text they have. Jigsaw technique creates an athmosphere of effective learning by labelling the students as an expert team. Besides increasing their understanding in reading it creates more active condition during student’s activity in the class by giving a chance to them to express what they know in their „home group’. In line with this process, the students will be much better in socializing with their friends, jigsaw technique has a tendency to mitigate the gap of different race because all the activities create well cooperation on helping each other in order to build succesfull learning class.

2.9. Hyphotesis

Based on the theoretical assumption above, the researcher formulation of hyphotesis is as follows:

- There is significant increase of students’ reading comprehension from pretest to posttest after the application of jigsaw technique for

understanding reading recount text.

- There is a positive response from the students towa rd the activity of learning reading through jigsaw

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III. RESEARCH METHOD

In this chapter the researcher deals with severals points; they are : research design, population and sample, variables, research procedures, data collection and instrument, data analysis, and hypotesis testing.

3.1 Research Design

The researcher conducted a quantitave reaserch based on the experiment class with one group pre-test and post-test design. The researcher took two classes as investigation class where they were choosen randomly. The first class was acknowledged as an experimental class in which they had a treatment of jigsaw technique by using recount text as their material of study. And the second class was the try out class, the function of try out class is to examine the tryout question before they were made into pre-test and post-test.

In this study, reading test was done at the first meeting to see the proficiency of student’s toward reading achievement and to find out whether there was any improvement after the researcher conducted the treatment to the students. The research had several steps such as, pre-test, three treatment classes, and post test. The result of pre-test and post-test here would be administered by the researcher to see the improvement toward the implementation of jigsaw technique in

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teaching recount text. According to Hatch and Farady (1982), the design of the study is as follows:

T1 X T2 Where :

T1 = Pretest

X = Treatments

T2 = Posttest

3.2. Population and Sample

Population is the whole subject of the research (Arikunto 2002). The population was in the second grade students of Vacational School 1 Negri Katon, where there were four classes available. Each class consisted of approximately 32 students. Concerning the fact that every class had relatively the same level of proficiency in English, the researcher took two classes randomly by using lottery to be labelled as try out class and treatment class. It was applied based on the consideration that every class in population had the same chance to be chosen in order to avoid the subjectivity in the research (Setiyadi, 2006:39). To determine which one was the try out class and which one was the treatment class, the researcher used four peace of paper where in each paper the name of the class had been written, without known by the researcher. The researcher then took two papers and decided that the first paper taken would be the try out class and the last paper taken would be the experimental class. The tryout class was TKJ 2 and the treatment class was TKJ 1.

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3.3 Research Procedures

In order to ensure that the result dealt with its best procedure to mantain a good process, the researcher deals with several steps as follow :

1. Determining the research problems

The problem of the research was focused on finding out whether there was significance in understanding reading compreshension, measured by comparing their score on pre-test and post-test.

2. Determining the reseach design

In this step the researcher decided to use one group pre-test post-test design as a way to do the research.

3. Finding the population and sample

The population of this research were the students at the second grade of SMK N 1 Negri Katon, where there are approximately 32-35 students in each class, and the researcher took two classes randomly by using lottery. 4. Determining the research instrument

The meterial took from text book based on curriculum for both pre-test and post-test acticity.

5. Administering the try out test

The researcher prepared a test in order to know the quality of the pre-test test. The try out test was given to the students who were equal in language proficiency to the sample of research. This test was held to ensure that the question in the pre-test and post-test will be good in terms of validity, realibility, level of difficulty, and discrimination power. The test consisted

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of 30 question with four choices; A, B, C, and D, and the time to do the test is 60 minutes.

6. Administering pre-test

This test was conducted to find out student’s basic reading comprehension, how far was the students proficiency toward mastering reading comprehension. The researcher gave the test before conducting the treatment, meanwhile the number of the test would be 25 with 45 minutes for the students to answer the test.

7. Conducting the treatment „

After the pre-test, the researcher conducted the treatment in three meetings and it takes 90 minutes for each meeting of the treatment. The researcher would teach reading comprehension through jigsaw technique by using recount text.

8. Conducting the post-test

After the treatment given, the researcher gave the post-test to find out whether there is any improvement between their score in the pre-test and the post-test. The tests are multiple choice test with 30 question done in 45 minutes.

9. Analyzing the data

Both pretest and postest results of the class was analyzed by using Repeated Measures t-test to compare the data of the two means score (Hatch and Farhady,1982:108). The researcher analyzed the result of post-test by comparing out with the result on pre-post-test. If there was an increase

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in the score of post-test it simply means that the research conducted gave a good progress for students to master reading comrprehension.

10. Concluding and reporting the result of analysis data

As the pre-test and post-test already analyzed, the researcher then drew the conclusion regarding the result of the research and report it on the script by also adding the suggestion for further research.

3.4 Data Collecting Technique

In collecting the data, there are several techniques used by the researcher, such as: 1. Try Out Test

The try out test was admininstered to TKJ 1 class, where they were given 30 numbers of questions. The questions were multiply choice question with four options which were A, B, C, and D. The try out test was conducted in 90 minutes. In determinig the quality of the test, the researcher took a research toward the questions in terms of validity, reliability, level of difficulty and discriminations power. From the research it can be seen that there were three items considered difficult and twenty five items were considered average, the rest two items were easy. The researcher dropped five questions and make the twenty five questions as pretest and posttest questions.

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Table 1. Difficulty Level of the Tryout items

NO Item Number Value Range Criteria

1 1, 21, 25 < 0.30 Difficult

2 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 17, 18, 19, 20, 22, 23, 24, 26, 27, 28, 29, 30

0.3- 0.70 Average

3 12, 16 >0.70 Easy

Table 2. Discrimination Power of the Tryout items

NO Item Number Value Range Criteria

1 1, 12, 16, 21, 25 <0.20 Poor

2 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 17, 18, 19, 20, 22, 23, 24, 26, 27, 28, 29, 30

≥0.20 Satisfactory

2. Pre-test

In pre-test part the reseaercher took TKJ 1 as the pre-test class adn they were given 25 multiple choice questions where the choices contain one true answer and three distractors. The time given for students to do the test was 45 minutes. The aim of this test was to measure the competence of the student toward reading comprehension before the treatment conducted. 3. Treatment

The treatment was done in three meetings soon after the pre-test conducted/. The teacher taught reading for 90 minutes in every meetings by using Jigsaw.

4. Post-test

After the studets had treatment on learning reading through jigsaw, the researcher gave the studets post test to measure their achievement in learning reading. The item of post-test was similiar with pre-test which

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was 25 items with four choices done in 45 minutes. The difference of pre-test and post-tes was only in the order of the number of the pre-test.

1. Questionnaire

After the students being evaluated, the students had to fill out the questionnaire to express their feeling during the use of jigsaw technique. There are 10 questions of the questionnaire and the students had to checklist its aspects based on the option given honestly.

3.5Instrument

The researher provided two reading tests to check the comprehension of students in reading. There were pre-test and post-test, the pre-test given in the first meeting before the technique and the post-test given after the students recieved the treatment, the type of the test would be a reading test consist of text in form of recount. There were 25 questions with four answer choices. The purpose of the pre-test was to know the understanding of reading comprehension at the first step before the treatment given. In the other side, the purpose of post-test wass to find-out whether there is significancy of improvement after the students recieved the treatment.

3.6 Criteria of a Good Try Out Test

The purpose of try out test was to measure that the test arranged by the researcher is good and applicable to be used during the research. Try out test was the question to formulate the pre-test and post-test. A measurement of a good test

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considers several factors such as: validity (content validity and construct validity), reliability, level of difficulty and discrimination power.

3.6.1 Validity

Validity refers to the extent to which the test measures what is intended to measure. It means that it relates directly to the purpose of the test. A test can be considered valid if it can precisely measure the quality of the test. There are several types of validity according to the different purpose of the tests. In this research, the writer will use content validity and construct validity.

3.6.1.1 Content Validity

Content validity is the extent to which a test measures a representative sample of the subject matter content, the focus of content validity is adequancy of the sample and simply on the appearance of the test (Hatch and Farhady,1982:251). In this research, the researcher formulated table specification, so every test item could be matched with both goal and materials which have been taught. The content of the item is presented in the table of specification below:

Table 3. The Table of Specification of Data Collecting Instrument

No Reading Skills Item Numbers Percentage

(%) 1 2 3 4 5

Determining main idea Finding detailed information References

Inferences Vocabulary

2, 6, 15, 19, 25, 30 1, 8, 10, 14, 16, 20, 23, 28 4, 9, 22

11, 21, 26 3, 7, 13, 18, 24

20% 30% 10% 10% 30%

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Based on the table the table above the researcher had more focus on two aspects of content such as determining main idea and finding detailed information. It happened due to the reason that students were considered understand the text when they can get whole aims of the text which mean understands main idea. Moreover it was found that jigsaw had focuses on how student can explain their home group about the text they read. In this case, finding the detailed information could help the students to explain the story completely based on the detailed question given by the students. Finding inference and reference had relatively equal proportion. It happened because the researcher assumed that the ability of referring and inferring could be achieve if the students were able to master the vocabulary and understand the aim of the text as well.

In arranging the questionnaire the researcher dealt with three aspects such as attitude, motivation, and achievement. The researcher put an assumption that these three aspects could show the response of the students toward the use of jigsaw as teaching technique. Attitude can be directly seen and felt by the students, the questionnaire regarding the attitude may help the researcher to directly took a conclusion regarding the use of jigsaw. Moreover, according to Barroz (1974) attitude means the individuals prevailing tendency to respond favorably or unfavorably to an object (person or group of people, institution or events). Through that statement it is clear that attitude can show the response of the students directly.

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The second part of questionnaire is motivation. Gottfried (1990) defines academic motivation as “enjoyment of school learning characterized by a mastery orientation; curiosity; persistence; task-endogeny; and the learning of challenging, difficult, and novel tasks”. Students’ curiosity was put within the questionnaire to as a part that they positive response through their attitude in learning.

The third was in term of achievement. APA (1999) defines that achievement is viewed basically as the competence a person have in area of content. The question related to whether they get new knowledge or not may support the purpose of the questionnaire that through having positive response students also got an achievement during their learning process.

Table 4. The Table Specification of Questionnaire

No Aspect of Questionnaire Items Numbers Precentage (%) 1

2 3

Attitude Motivation Achievement

1,4,10 2,8 3,5,6,7,10

30% 20% 50%

Total 10 100%

The researcher managed to have 50% question in terms of achievement because the research question was not only deal with the response of the students but also their achievement. The researcher assumed that if the students felt that they could gain more achievement during the learning process it means that their response was good and proven by their performance. The second was in terms of attitude, it took 30% due to the reason that attitude may reflect their feelings and thought during the learning process. The last was motivation which took 20% over all the

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percentage. It happened to review the eagerness of the students during the learning process.

3.6.1.2 Construct Validity

Construct validity concerned with whether the test was actually in line with the theory of what it means to know the language (Shohamy. 1985; 74). Knowing the test was true reflection of the theory in reading comprehension, the researcher would examine whether the test questions actually reflect the means of reading comprehension or not. The test consisted of some reading skills namely, determining the main idea, supporting details, and specific information.

3.6.2 Reliability

Reliability was defined as the extent to which a questionnaire, test, observation or any measurement procedure produced the same results on repeated trials. In short, it is the stability or consistency of scores over time or across ratters. It was a measure of accuracy, consistency, dependability, or fairness of scores resulting from the administration of particular examination. According to Heaton (1988:162) reliability is a necessary characteristic of any good test.

To measure the coefficient of the reliability between odd and even number (reliability of half test), the researcher used Pearson Product Moment, in the following formula:

∑ ∑ ∑

√{ ∑ ∑ }{ ∑ ∑ } Note

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∑ = total score of odd number

= the correlation of odd group and even group = square of X

= square of Y

total number of students

(Henning, 1987:60)

After getting the reliability of half test, the researcher then used “ Spearmean

Brown’s Prophency Formula” to determine the reliability of the whole test as

follows:

Note:

= coefficient reliability between the odd and even number 22 = coefficient reliability for all items

(Hatch and Farhady, 1982: 198) The criteria of reliability:

a) A very low reliability ranges from 0.00 to 0.19 b) A low reliability ranges from 0.20 to 0.39 c) An average reliability ranges from 0.40 to 0.59 d) A high reliability ranges from 0.60 t0 0.79 e) A very high reliability ranges from 0.80 to 1.00

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Arikunto (1993:209) says that the test item are good if they are not too difficult and not too easy or in the other word the difficulty level is average.

The classification of the difficulty level was as follow (Arikunto, 1993:212): 0,0 – 0,3 = too difficult

0,3 – 0,7 = average 0,7 – 1,0 = too easy

The formula that will be used to determine the difficulty level of each test item was as follow:

LD = R/N In which:

LD = level of difficulty

R = the number of correct answers

N = the number of students taking the test

3.6.4 Discrimination Power

According to Arikunto (1993:213), discrimination power is the ability of the item to differentiate between the students who have high ability and those who have low ability. The discrimination power of an indication item the extent, to which the item discriminates between test taker from the less able. The formula of the discriminate power is:

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D : discrimination power

U : the number of students from the upper who answer correctly L : the number of students from the lower who answer correctly N : the number of students

(Shohamy, 1985:82)

The criteria of discrimination power are:

1. If the value positive, it has positive discrimination because large number or more knowledge students than poor students get the item correct. If the value is zero, it means that there is no discrimination. 2. If the value negative, it has negative discrimination power because

lower and higher level of students gets the item correct.

3. In general, the higher discrimination index is better. In the classroom situation most items should be higher than 0.20 indexes.

(Shohamy, 1985:82)

3.6.5 Scoring System

In scoring the students’ results of the test, Arikunto’s formula would be used. The ideal highest score was 100. The score of pretest and posttest would be calculated by using this formula:

S = (R:N) x 100 Description:

S = the final score of the test

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N = the total items

3.7 Data Analysis

Analysis means categorizing, ordering, manipulating, and summarizing of data obtain answer to research questions (Kerlinger, 1988:125). The purpose of analysis was to reduce data to be intelligible and interpretable so that the relation of research problem could be studied.

In order to find out how significant the increasing of the students’ reading comprehension in recount text through Jigsaw techinque, the data would be analyzed by these following procedures:

1. Scoring the pretest and posttest

2. Tabulating the results of the tests and calculating the scores of the pretest and posttest

3. Here, the researcher will also use manual calculation how to analyze the data according to Hatch and Farhady

SD=

√∑

∑ ⁄

Sd=

√ r=

Notes : r = Ratio

T1 = Mean of pre-test T2 = Mean of Post-test

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d = Error of differences between mean n = Subjects on sample

SD = Standard Deviation

3.8 Hypothesis Testing

The hypothesis testing showed that there was any increase the students’ reading comprehension significantly, would be statistically tested by using statical computerization (SPSS 17), in which the significant would be determined by p<0.05. therefore, the hypothesis were as follows:

Hα There is significant increase of students’ reading comprehension ability after the application of Jigsaw technique for understanding teaching reading descriptive text.

H0 There is no significant increase of students’ reading comprhension ability after the application of Jigsaw technique for understanding teaching reading recount text.

(Setiyadi, 2006:97) The criteria are:

Ha (alternative hypothesis) is accepted if alpha level is lower than 0.05

(α<0.05).

Ho (null hypothesis) is accepted if alpha level is higher than 0.05 (α>0.05). In this research Tratio (5.864) was higher than Ttable (2.0369).

Meanwhile for the result of questionnaire the hypotesis testing would be as follows:

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Hα There is a positive respond from the students toward the apllication of jigsaw technique in teaching reading recount text.

H0 There is no positive respond from the students toward the application of jigsaw technique in teaching reading recount text.

will not be accepted if there are more than 50% students answer the point 3 and 4 which are “Kurang Setuju” and “Tidak Setuju”.

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V. CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestion based on finding and discussion of data analysis.

5.1. Conclusion

Based on the discussion of research finding of the previous chapter, the researcher draws the major conclusions as follow:

1. There is significant increased of students’ reading score after being taught through jigsaw. This could be seen from the mean scores of students’ pretest and posttest score in experimental class which increase from 51.69 to66.63 with gaining the score of14.94. Where the highest increse on each aspect was found on finding the specific information and the lowest increase was finding inferences.

2. In the other side, there is also positive response from the student toward jigsaw, it was found that more than half of the class agree that jigsaw is a good teaching technique. 27% of students very agree with the questionnaireabout the positiveness of jigsaw. 49% of students also agreed with the satetament and there were 18% who were not very agree that jigsaw was a good and positive teaching technique. The rest was 6% who totally disagreed with the use of jigsaw.

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5.2. Suggestion

Regarding to the finding and conclusions, the researcher would like to suggest for the next implementation of jigsaw usage as follows:

1. As the achievement of students increased significantly, the teachers are suggested to use Jigsaw technique as an alternative way in teaching reading. 2. To handle the class efficiently, the teacher are suggested to play significant

role on managing the discussion, the teacher has to ensure that the students are talking about the material not the topic outside the material.

3. The teachers are suggested to use another type of text to increase other comprehension, consider that jigsaw significantly increase the comprehension of reading in terms of finding detailed information.

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Hα There is a positive respond from the students toward the apllication of jigsaw technique in teaching reading recount text.

H0 There is no positive respond from the students toward the application of jigsaw technique in teaching reading recount text.

To answer the second research problem the researcher assumed that Hα is accepted if there is more than 50% students checklist poin 1 and 2 in questionnaire which are “sangat setuju” and “Setuju”. In the other side, Hα will not be accepted if there are more than 50% students answer the point 3 and 4 which are “Kurang Setuju” and “Tidak Setuju”.